A Guide for Transition Planning Presented by Barrie Region School Boards

Current Context for Transition Plans Transition requirements are set out in the following regulatory and policy documents:Transition requirements are set out in the following regulatory and policy documents: Ontario Regulation 181/98 states that, for exceptional students who are age 14 or over and who are not identified solely as gifted, the student’s Individual Education Plan must include a transition plan for the student’s transition from school to work, further education, and/or community livingOntario Regulation 181/98 states that, for exceptional students who are age 14 or over and who are not identified solely as gifted, the student’s Individual Education Plan must include a transition plan for the student’s transition from school to work, further education, and/or community living Policy/Program Memorandum No. 140, “Incorporating Methods of Applied Behaviour Analysis into Programs for Students with Autism Spectrum Disorders (ASD)”, states that school board staff must plan for the transition between various activities and settings involving students with ASD.Policy/Program Memorandum No. 140, “Incorporating Methods of Applied Behaviour Analysis into Programs for Students with Autism Spectrum Disorders (ASD)”, states that school board staff must plan for the transition between various activities and settings involving students with ASD. Guidelines for Approval of Educational Programs for Pupils in Government Approved Care and/or Treatment Custody and Correctional Facilities outlines how the facility and the board that is providing education program for students in care and/or treatments, custody and correctional facilities will work together to create transition plans for the students in these facilities.Guidelines for Approval of Educational Programs for Pupils in Government Approved Care and/or Treatment Custody and Correctional Facilities outlines how the facility and the board that is providing education program for students in care and/or treatments, custody and correctional facilities will work together to create transition plans for the students in these facilities.

Policy and Program Memorandum 156: Supporting Transitions for Students with Special Needs

PPM 156 Requirements Transition plan must: Be developed for all students who have an IEP, whether or not they have been identified exceptional by an IPRC and including those identified as exceptional solely on the basis of giftednessBe developed for all students who have an IEP, whether or not they have been identified exceptional by an IPRC and including those identified as exceptional solely on the basis of giftedness Be reviewed as part of the IEP. The results of each review should be used to update the transition plan.Be reviewed as part of the IEP. The results of each review should be used to update the transition plan. Be developed in consultation with the parent(s), the student (as appropriate), the postsecondary institution (where appropriate) and relevant community agencies and/or partners, as necessaryBe developed in consultation with the parent(s), the student (as appropriate), the postsecondary institution (where appropriate) and relevant community agencies and/or partners, as necessary

PPM 156 Requirements School principal is responsible for ensuring that student transition plan is developed, implemented and maintained in accordance with PPM 156School principal is responsible for ensuring that student transition plan is developed, implemented and maintained in accordance with PPM 156 The transition plan must be stored in the Ontario Student Record documentation folderThe transition plan must be stored in the Ontario Student Record documentation folder

PPM 156 Requirements The physical, emotional and learning needs of the student are considered when developing a transition plan, to determine if the student requires support when making transitionsThe physical, emotional and learning needs of the student are considered when developing a transition plan, to determine if the student requires support when making transitions If the student has no particular need of support during transitions, the plan should state that no action is requiredIf the student has no particular need of support during transitions, the plan should state that no action is required

What is a Transition Plan? Transition plan will identify: Specific transition goalsSpecific transition goals Support needsSupport needs Actions required to achieve the goalsActions required to achieve the goals Roles and responsibilitiesRoles and responsibilities Timelines for the implementation and/or completion of each of the identified actionsTimelines for the implementation and/or completion of each of the identified actions

Transition Planning: A First Step Planning for transitions provides the foundations for successful transition experiences that help a student learn to: cope with changecope with change adapt to a variety of settings.adapt to a variety of settings.

Transitions Entry to schoolEntry to school Class to classClass to class Elementary to SecondaryElementary to Secondary Secondary to post secondary destinationSecondary to post secondary destination

Transition Planning Transition planning is a collaborative activity, involving the team of people who will provide support in assisting the student to achieve his or her goals.

Transition Planning Team Transition team may include: principal or designateprincipal or designate the student, family members, and the student’s network;the student, family members, and the student’s network; student’s teacher(s) and other school support personsstudent’s teacher(s) and other school support persons school board personnelschool board personnel representatives of organizations that are providing supportrepresentatives of organizations that are providing support

Identifying the Student’s Transition Goals The student’s goals should strike a balance among: The student’s ideal vision of the futureThe student’s ideal vision of the future The limitations or barriers (actual and potential) to the student’s realizing this ideal visionThe limitations or barriers (actual and potential) to the student’s realizing this ideal vision The extent to which these limitations and barriers may be overcome by actions or supports such as appropriate health care and social services, help from family and friends, and accommodations from employers and further-education institutions as well as by the student’s own effortsThe extent to which these limitations and barriers may be overcome by actions or supports such as appropriate health care and social services, help from family and friends, and accommodations from employers and further-education institutions as well as by the student’s own efforts

Transition Planning Things to consider: Physical EnvironmentPhysical Environment Professional DevelopmentProfessional Development ProgrammingProgramming Learning MaterialsLearning Materials Assistive TechnologyAssistive Technology Student SupportsStudent Supports Transition MeetingsTransition Meetings

Secondary to Post Secondary Pathways ApprenticeshipApprenticeship CollegeCollege UniversityUniversity Community LivingCommunity Living WorkplaceWorkplace

Resources Connections – A Guide to Transition Planning for Parents of Children with a Developmental Disability, Toronto and York Region, 2006 Creating Pathways to Success, An Education and Career/Life Planning Program for Ontario Schools Ministry of Education, 2013 Effective Educational Practices for Students with Autism Spectrum Disorders, A Resource Guide Ministry of Education, 2007 Planning Entry to School, A Resource Guide Ministry of Education, 2005 The Individual Education Plan: A Resource Guide Ministry of Education, 2004 Transition Planning: A Resource Guide Ministry of Education, 2002 Education Act, Ontario Regulation 181/98 PPM 140 – “Incorporating Methods of Applied Behaviour Analysis into Program for Students with Autism Spectrum Disorders, May 17, 2007 PPM “Supporting Transitions for Students with Special Education Needs”, February 1, 2013