Transition Planning

We are committed to assisting students with the preparation for, and the adjustment to change as they adapt to a variety of settings in an effort to reduce or avoid some of the anxiety that they may experience. The Education Act requires school boards to provide a transition plan for all students on an Individual Education Plan.

Entry planning

Our goal in planning for the entry to school is to help children adjust quickly to a school setting, enjoy learning, and develop a positive attitude towards education. A good start to school improves a child's chance of success from entry to graduation. Parent(s) or guardian(s) are encouraged to participate in the early registration process.

Early registration
Early registration gives principals an opportunity to meet parents and the child and determine if there are special needs or issues that can be addressed at the outset and setting the stage for success. For children with special needs, entry to school is complex and requires careful planning and coordination.

Successful entry to school planning involves sharing information and coordinating resources with the following team:

• parents and/or guardians;
• providers of preschool programs and services; and
• Board staff.

Entry planning meeting
Entry planning meetings assist with early identification planning. A Program Support Teacher from your child's school will speak to the Family of Schools Student Service coordinator to arrange the meeting. All relevant Board staff and community agencies will be invited to attend. During the meeting, participants will:

• share copies of relevant assessment results and/or reports;
• share the child's pre-school and/or present school file;
• identify the strengths and needs of the child; and
• develop a written plan.

Transition from elementary to secondary school
The transition from elementary school to high school is a time of celebration - new challenges and opportunities await for our students. We recognize that students enter Grade 9 with different strengths, interests and goals. For this reason, students can select a variety of different programs that provide learning opportunities both in and out of the classroom. These programs will best meet an individual's needs and help students make choices to achieve a destination pathway that complements an individual's talents.

To prepare for this transition, Secondary Program Support teachers and/or Guidance Counsellors meet with the elementary school team to discuss future goals, strengths and a student's complex needs. This team includes:

• parent(s) or guardian(s);
• student;
• classroom teacher;
• Program Support Teacher;
• principal and/or vice-principal.

This meeting is essential to ensure that an Individual Education Plan's curriculum related goals, learning expectations, supports and accommodations are consistent with the actions documented in the transition plan. Parent(s) or guardian(s) are encouraged to participate in the Grade 9 information sessions hosted by the secondary school to engage in discussion with Program Support Teachers, Guidance Counsellors, Student Success teachers, subject-specific teachers, principals and vice-principals.

Helping students with special needs prepare for life after high school

The key to transition planning is looking ahead to the future and preparing for adulthood. Consideration must be given to items such as living arrangements, community programs, employment, further education opportunities, healthcare, recreation and social activities. Early transition planning is a partnership involving the:

• student;
• parent(s) or guardian(s);
• other family members;
• teachers;
• friends;
• community and adult service providers;
• employers; and
• other individuals with a best interest in your child.

As part of the Individual Education Plan (IEP), a student's transition plan from secondary school to a post-secondary setting must be developed with input from the student, parent(s) or guardian(s), principal, school staff, community agencies and post-secondary institutions. The plan reflects a student's needs and goals for his or her future consistent with the IEP standards. The transition plan includes the following items:

• Specific goals for the student's transition to post-secondary activities;
• Actions required now and in the future to achieve the stated goals;
• Person or agency responsible for or involved in completing or providing assistance in the completion of each of the action items; and
• Timelines for the implementation of each action item.