Spring Lake Public Schools
Student Transition Profile
Student: _______________________________________
School Calendar Year Entering: ____________________
Environment/Physical Arrangement
Specific seating in specific locations:
o In cafeteria
o On bus
o Classroom
o Auditorium
Specific movement plans for transitions
o Activity to activity
o Classroom to classroom
o Playground to classroom
o Gym to classroom
o Classroom to gym
o Music/choir
o Library
o Computer lab
o Art
Personal break area
o Within classroom
o Outside of the classroom
Define boundaries
o Color code area
o Name at seat/desk
o Carpet square
o Study carrel
o Tabletop screen
Visual information about routines and expectations
o Schedule
o Diagrams
o Flow charts
o Maps
o Classroom rules typed
o Break card
o Change card
o Video modeling
o Social stories
Personal needs accommodated
o Toileting
o Eating
o Clothing
o Dressing
o Sensory materials/activities
o Academic scheduling: movement and life skills
√
Describe Needed Accommodations
Academic/Communication
Slow down Adjust pace of instruction
Give directions in small steps
Give directive statements of what the student should be
doing
Define as concretely as possible
Provide accurate info about expectations
Provide advanced notice about change
Provide visual support
o Written instructions/expectations
o List
o Page numbers
o Schedules
o Pictures
Use modeling and/or demonstration with verbalization
Specifically engage students attention
Label what is occurring accurately
o I heard you say_______
o I see you are _______
o Right now we are on page _______
Avoid vague words and slang (don’t know, later,
maybe, you’re on the right track, when cows fly…)
Watch and listen for attempts to answer
Don’t put on the spot (“the next question is yours”)
Respond positively to attempts (“I see you’re trying,
let’s look at this another way”)
Give choice options to questions when possible
Respond to words and attempts rather than behavior
Redirect instead of saying “no” when possible
Pacing
Give wait time for responses to questions
Allow time to watch (staff/peer model)
Shorten time in activities
Avoid timed situations
Allow extra processing time
Shorten assignments
Individual breaks
o from classroom
o from group instruction
Specific strategies for transitions
Presentation of material
Instruction for specific material
o 1:1
o small group
o large group
o peer assisted
√
Describe Needed Accommodations

√ Describe Needed Accommodations
Describe Needed Accommodations
Material presented
o visually
o written
o demonstration
o picture & written
o pictured
o objects
o calendar/maps/charts/diagrams
o computer
o video
Specifically teach vocabulary of lesson
Use ordered, sequential lessons
Remain consistent in expectations
Utilize cooperative learning groups with assigned roles
Peer tutoring
Teaching assistant to rehearse & facilitate
Experiential – learn by doing
Repeated opportunities to practice
Provide prompts and cues then fade
Educational Materials
Special equipment
o Computer
o Alpha Smart
o Calculator
o Tape recorder
o Video camera
o Augmentative communication device
Layout & organization of material
Highlight
Supplement material
o Outline of lesson
o Teacher notes
√ Describe Needed Accommodations
Assessment & assignments
Modify difficulty
o Multiple choice
o Fill in the blank
o Open book
o Yes/No
Shorten assignment
Provide alternate output mode
Accept alternative output
Rehearse format
Allow extra time
Apply learning to real situations to assist in
generalization of skills
√ Describe Needed Accommodations
Homework
Individualized
√ Describe Needed Accommodations
Shortened
Completed at school
More time
More help
Other
Social supports
Practice specific skills with one peer
Structure activities with set interaction patterns and roles
Structure cooperative learning activities with support
Train peers to support student in social situations
Teach rules of politeness
Teach manners in specific settings
Facilitate problem solving
Individualize social stories emphasizing social rules and
expectations
Teaching and practice in the natural environment
o Imitating
o Sharing
o Turn taking
o Complimenting
o Negotiating
o Responding
o Greeting
o Respecting personal space
o Joining others
o Accepting answers of others
o Following ideas of others
Positive Behavior Support
o Chart
o Class job
o Special privileges
o Rewards tangible/edible
√ Describe Needed Accommodations
Additional comments not addressed above:
Staff ______________________
Staff ______________________
Staff ______________________
Staff ______________________
Staff ______________________
Date ____________________
Date ____________________
Date ____________________
Date ____________________
Date ____________________