1. 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

2. 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.

3. 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

4. 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.

5. 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

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

7. 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.

8. 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

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

10. Welcome

11. 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.

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

13. Unique to High School Graduation Credit Requirements
Transition Beyond High School

14. 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 credits
Mathematics credits
Science credits
World History and Geography credit
American/Ariz. History credit
U.S./Ariz Government credit
Economics credit
Health Education credit
Physical Education credit
Fine Arts/practical Arts/Vocational Education (CTE) credit
Fine Arts/Vocational Education (CTE) credit
Electives 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.

15. 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

16. 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

17. 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.

18. 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

19. 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.

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

21. 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

22. 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.

23. 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

24. 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

25. 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

26. 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

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

28. 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

29. 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  

30. 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 (NW Corner of Kyrene and Warner)

31. 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 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.

32. 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

33. 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.

34. Questions

35. 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.

36. 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”