1. MOVING ON UP MOVING ON UP Transition To Kindergarten For Young Children With Special Needs Vermont Family Network with Department of Education Essential Early Education (EEE)

2. 2 Transitions Happen Every Day

3. 3 Elements of Successful Transition Transition research tells us: –Not one size fits all –Family involvement is critical to success –All stakeholders are identified and involved

4. 4 Moving to a new setting kindergarten with peers part of the school community IEP services received at school

5. 5 What Families Say & Do

6. 6 What Helps? In January before my daughter transitioned to kindergarten I met with her preschool teacher, one of the kindergarten teachers, and the school principal. We discussed her current abilities and what we anticipated her needs to be once she went to kindergarten. Then in April I visited the kindergarten classroom. My daughter also visited that spring with her preschool class. Our visits and meetings with the teacher helped me to feel more confident that things would go smoothly for my daughter.

7. 7 Sharing Information Likes, dislikes Strengths, learning needs Health, medical needs Hopes and dreams Concerns, questions

8. 8 What Others Say Kindergarten teacher Prior contact with the family and school staff is very important as is the needs for communication between EEE and the school. Think about having the EEE students come to the school for a spring picnic. Principal What we have to understand about schooling is the central importance of relationships. The best transition activities are those that foster strong relationships among parents, teachers, and children.

9. 9 What Others Say Special Educator The sooner we know the family the better. I can’t stress that enough. Kids If she’s (EEE teacher) not coming to Kindergarten with me. I’m not going!

10. 10 Some thoughts to keep in mind.....

11. 11 A Transition Planning Model: The TEAM Approach GUIDELINE ONE Provide families with information, support and opportunities

12. 12 TEAM APPROACH GUIDELINE TWO Plan the transition from EEE to kindergarten.

13. 13 TEAM APPROACH GUIDELINE THREE Provide children with opportunities to learn

14. 14 TEAM APPROACH GUIDELINE FOUR Schools are ready for child’s arrival

15. 15 TEAM APPROACH GUIDELINE FIVE Provide services to support the IEP

16. 16 The Transition Plan

17. 17 Getting Ready for Kindergarten Transition Practices Family-school connections – Connecting families to community resources Child-school connections –Connecting with the kindergarten teacher Peer connections –Connecting with peers outside of school Community –Connecting with others in school about the chld

18. 18 Getting ready for kindergarten What are the possibilities? Open house for kindergarten families Visits to the kindergarten classroom Kindercamp during the summer Special day for kindergarten registration

19. 19 So what are schools required to do in order to ensure a smooth transition for a child?

20. 20 IEP team shall meet three to six months prior to your child’s entrance into kindergarten. In addition to the current IEP team members which includes the parents, the receiving kindergarten teacher, and special educator or LEA representative shall be invited to attend the transition meeting.

21. 21 IEP team shall ensure that the IEP is ready to be implemented at the beginning of the new school year.

22. 22 IEP Considerations may include Appropriate LRE placement Updated goals/objectives as warranted Specialized instruction (frequency/duration) Related services (frequency/duration) Transportation options/concerns Necessary accommodations and adaptive equipment Staff training

23. 23 QUESTIONS ?