Elementary to Middle and Middle to High School “Managing the Transition Process” Kyrene Special Education Parent Advisory Council (KSEPAC) January 26, 2017 Elementary to Middle and Middle to High School

Kyrene Special Education Parent Advisory Council (KSEPAC) The Kyrene School District established the Kyrene Special Education Parent Advisory Council (KSEPAC) to promote collaboration between parents and educators and to improve the positive outcomes for students with disabilities in preschool through eighth grade.

Kyrene Special Education Parent Advisory Council (KSEPAC) The KSEPAC mission is to promote the academic and non- academic achievement of our children with disabilities through collaboration among parents, educators and the community. To achieve this, KSEPAC will: Encourage the implementation of best practices and evidence based resources with consistent application across all schools Advocate for the continuous improvement of clear and open communication Provide educational opportunities for stakeholders Develop a series of activities that promote inclusive practices and a sense of community

Objectives of Meeting To increase your understanding of Special Education Services in Middle School. To increase your understanding of Special Education Services in High School. To understand what resources are available to support you with managing the transition process for your child to Middle School and High School.

Kyrene Special Education Student Learning and Support Services (SLSS) Shari Dukes Director John Balles Assistant Director Marci Schutrum Lori Conroy Special Education Teacher Specialist Danielle Pardon Jo Shurman Cindy Walters

Tempe Union High School District (TUHSD) Dr. Lisa Merrin Lead School Psychologist

Transition Thoughts The purpose of a smooth transition is to ensure that the student begins the new year in a new school with all the necessary supports in place to allow him/her to be successful. Provide a high quality experience for each student and their family. Make appropriate transition plan for each student.

Transition Process To ensure student success, new school staff needs to be made aware of the student’s needs and the necessary support(s) the student requires. Articulation meeting between current and new school special education teachers Discuss student strengths and needs Recommendations for services No IEP decisions are made

8th to 9th Grade Transition Excellence in Teaching and Learning

Welcome

Transition Thoughts The purpose of a smooth transition is to ensure that the student begins the new year in a new school with all the necessary supports in place to allow him/her to be successful.

Goals of Transition Process Provide a high quality experience for each student with a disability Family Staff

Unique to High School Graduation Credit Requirements Transition Beyond High School

Graduation Requirements Twenty-Three credits must be successfully completed in the areas listed below to graduate from Tempe Union High School District Schools. GRADUATION REQUIREMENTS English 4.0 credits Mathematics 4.0 credits Science 3.0 credits World History and Geography 1.0 credit American/Ariz. History 1.0 credit U.S./Ariz Government 0.5 credit Economics 0.5 credit Health Education 0.5 credit Physical Education 1.0 credit Fine Arts/practical Arts/Vocational Education (CTE) 1.0 credit Fine Arts/Vocational Education (CTE) 1.0 credit Electives 5.5 credits 23.0 credits For more information about class offerings, specific programs and course fees please refer to the Tempe Union High School District course catalog. Student’s IEP Team will determine the level of competency required to meet Arizona State Standards in reading, writing and math.

Transition and the IEP In Tempe Union High School District, we begin to address transition in the first annual IEP: A student’s IEP must include age-appropriate transition assessments related to training/education, employment, and where appropriate, independent living skills. The IEP must include those transition services (including course of study) needed to assist the student in reaching post-secondary goals. Transition Programs CTE

Special Education Department School Student Services Coordinator/ (Department Chair) Psychologist(s) Corona del Sol Kelly Nelson Kate Haskew Desert Vista Jennifer Leon Marisa Mackey, Dr. Karen Delaney Marcos De Niza Daniel Zehring Keith Taylor, Dr. Kristen Robaina McClintock Kristen Corbett Marie Ramnarine, Dr. Marita Haskins Mountain Pointe Jennifer Murphy Ronn Denne Jr., Katrin Awad Tempe High Nita Atkins Kelly Blunk Compadre Joanne Cloutier Vicki Schorr-Coben Private Placement Students Dr. Amy Dahl

Scheduling After freshman registration orientation, 8th grade students will work with their 8th grade case manager to choose courses that align with their IEP. Freshman schedules will be turned in to the registrar/ guidance counselors during freshman registration. Schedules will be entered in the computer by Student Services Coordinator. NOTE: Electives fill up quickly, so please hand in registration/classes on time.

Resources (varies by school) Study Skills Class Math and Spanish Tutoring National Honor Society Tutoring Teacher Appointments/Office Hours Dropout Prevention Coordinator Learning Lab/Ac Lab Homework Lab Guadalupe Liaison Indian Ed Math Lab Freshman Boot Camp Social Workers

LRE Services School Co-taught and resource classes Emotional Disability (EDP) Program & Cross-Cat Social-Emotional Program Functional Academic/ Lifeskills Class Corona Yes Desert Vista Marcos De Niza Mountain Pointe Tempe High McClintock Compadre (Level A only) NOTE: TUHSD now has Desert Heights Academy-Compadre, a level D program for students with significant behavioral and emotional needs. TUHSD also has Desert Oasis, a level D program for students with severe developmental disabilities, who require more intensive supports and services.

Specialty Programs Desert Vista Tempe High Compadre Medically Fragile (Educational Health Services Program) Autism Program Teenage Parenting Program (TAPP) Severe/Profound Disabilities

Open Enrollment Three separate districts OE in TD3 or Kyrene does not automatically mean OE in TUHSD OE policy is on TUHSD website Provide IEP with application Based on capacity at school Enroll at home high school while waiting confirmation Hold off transition meeting or sharing of information until OE acceptance Encouraged to apply by February 1

McKinney Vento Services Provided: Provide case management by a social worker to high risk McKinney Vento students. Remove all financial barriers related to educational, athletic and activities needs of each McKinney Vento Student. Provide and link families up to community resources such as: housing, transportation, food, and medical needs.  Monitor attendance and grades on quarterly basis of all McKinney Vento students.

TUHSD Showcase Nights Corona del Sol High School – November 28, 2016 Marcos de Niza High School – December 5, 2016 Mountain Pointe High School – January 23, 2017 McClintock High School – January 23, 2017 Tempe High School – January 23, 2017 Desert Vista High School – January 30, 2017 Compadre Academy

Special Education Eligibility – Elementary to Middle School Special Education placement and services on IEP continue to middle school Student may have a 3 Year Re-evaluation to update assessment information in current school Same related service options (OT, PT, Speech) per IEP decision Educational services may look different

Differences between Elementary and Middle School All Students Students with Special Needs 5 different classes and teachers per day Periods: 54 min per class (60 min on Wed) Instruction Focus Hour Transition between each class Homework Electives/Exploratories Lunch No Recess Extracurricular activities LRE option General Education Co-Taught Pull Out Resource Language Arts Math Extended Resource (ED/DD) In other classes based on student’s needs

LRLRE Services in Middle School LA and Math Pull Out Resource or CoTaught Extended Resource ED Emotional Disability Extended Resource DD Developmental Disability Akimel A-al ✔ Altadena Aprende Centennial Kyrene Pueblo

Pull Out Resources – Middle School Math TransMath Reading Corrective Reading Soar to Success Wilson Writing Step Up to Writing AT Read & Write Gold

Transition Process: 5th – 6th IEP meeting Aug-Dec: begin discussions about new school program at annual IEP Dec-May: IEP meeting or addendum Discuss new school options for implementing IEP Include service times on IEP and address Specially Designed Instruction on IEP Meeting may include middle school resource teacher IEP and/or Re-Evaluation is due in August Should be done in Spring of 5th grade year by current school or district

Open Enrollment (OE) Elementary to Middle School If a student is OE at an elementary school, the student is granted OE for the feeder middle school. NO application is necessary. If a different middle school is desired, has to apply for OE OE is different from Least Restrict Environment (LRE) and program placement www.kyrene.org/oe  

Get Ready for Middle School - February 9 Get Ready for Middle School at the District Office – an overview of information on preparing elementary students for middle school. Middle school principals will be present to address any questions. The February 9 meeting is not an orientation for incoming 6th graders. Info Session with Kyrene’s middle school principals Thursday, February 9, 2017 from 6:00-7:00 p.m. Kyrene District Office 8700 S. Kyrene Road, Tempe, AZ 85284 (NW Corner of Kyrene and Warner)

Middle School Orientation – March 20 Orientation at all six middle schools – an information session for incoming 6th grade families, which will provide further detail on the school staff, classes, procedures and programs. Each Kyrene middle school will be hosting orientation sessions for families of students who will be entering 6th grade in 2016-17. There will be two orientation times, one for students and one for parents. Call the middle school of interest for more information on start times. http://www.kyrene.org

Transition Thoughts Power in Partnership Communication is critical Home and school Current staff and new staff Trust All parties have the student’s best interest in mind Process If things aren’t working-revisit Adjustment period

Students with disabilities are more likely to transition successfully if: They establish meaningful relationships with faculty and staff Feel connected to their school Establish meaningful relationships with peers Establish goals – make a connection between the here and now and their future Know and understand their disabilities and how to compensate for them.

Questions

Raising Special Kids http://www.raisingspecialkids.org/ Raising Special Kids provides information, training, resources, and support to families of children with disabilities and special health care needs in Arizona. Experienced staff lend an understanding ear and assist families in identifying and locating appropriate resources. Parent to Parent Support is the heart of RSK. Families are connected with veteran "mentor" parents who have walked a similar path, and who understand the challenges of raising a child with a disability or special health care need.

KSEPAC Meeting Schedule February 23, 2017 – “Understanding the 21st Century Child” March 23, 2017 – “Strategies for Children with SLD, SLI & Autism” April 20, 2017 – “Accessibility Opportunities – Children with Motor, Attention and Twice Exceptional Needs”