Transition

The idea of beginning a new school year is exciting for students, teachers and families. This excitement can be upheld when adequate transition planning is coordinated among all stakeholders. Transition may mean joining a new class in the same school, moving to a new class in a new school or moving on to post secondary experiences. Whatever the situation, it is important that careful planning take place, communication is open and timely, and decisions are made based on input from all IEP team members.

The following ideas are provided as guidelines when preparing for transitions:

• Request a meeting after winter break to begin to gather information. Ask the school psychologist to attend the complex meeting to bring information about appropriate available programs.
• Request a visit to the program determined to be most appropriate by the IEP team. It is most helpful if the school psychologist or special education coordinator accompany parents during their visit. This makes it possible to have questions answered without disturbing the teacher and the class during the visit.
• Schedule a “transition” IEP meeting before the end of the school year. Request that at least one team member from the receiving “new class” or school attend the meeting.
• Prepare a list of questions before the transition meeting. Ask how the school will assist with the transition. Will there be a student “walk-thru” or practice for students to learn about their new schedules? Is there a buddy-system? Would the teacher like a brief description of “what works” with your child? What are your child’s strengths? What should the teacher know before day one about your child?
• When possible, take your child to the new class or school before the first day of school. This may mean multiple visits to the playground during the summer or a walk to the classroom before school begins. Some parents have asked to take pictures of the new class at the end of the school year and have used these photos to build familiarity during the summer.

The Parent Information Network (PINS) found at the Arizona Department of Education website is very useful in helping families prepare for school transitions. pins@azed.gov

Transitions should be seamless and the student who is being transitioned should take an active role. By responding to the questions and concerns of the student, many facets of a transition are brought into focus and the student is provided a positive and stress free experience. Communication is a key ingredient to any successful transition among all stakeholders.

Thanks to Julie Schmoker, SEPACS Assistant VP of Communications, for this heads-up.

Transition Meeting

When: Thursday, Feb 21, 2008

Where: Cactus Shadows High School – Library

5802 E. Dove Valley Road

Time: 6:00-7:15 p.m.

Parents, students and staff interested in learning about work preparation and readiness for students with a disability are invited to join us for following presentations.

Information about a New Program available from Division of Developmental Disabilities (DDD) Young Adult Transitional/Work Skills Training Program

DDD – eligibility determined by a diagnosis of:
*epilepsy,
*cerebral palsy,
*cognitive disability or
*autism

R.S.V.P to Lori DiCicco at 575-2422 Ldicicco@ccusd93.org