Transition Plan for Students with Exceptionalities
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 1 of 15
Government of Newfoundland and Labrador
Education and Early Childhood Development
Transition Plan for Students with
Exceptionalities
Part 1: General Information and Student Transition Goals
General Information:
Student Name:
Date of Birth:
Current School:
Current Contact Teacher:
Current School Year:
Date Plan Developed/Updated:
Receiving School:
Receiving School Contact Teacher:
Team Members:
Name
Title/Position
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Organization
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Contact Information
(phone number &/or
email address)
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Student Transition Goals:
Consider the following categories and support the student in selecting 2 or 3 which are currently most
important to him/her.
Career
Social/leisure activities
Relationships/connections
Independence
Education
Financial
School & community involvement
Self-advocacy/self-awareness
Work/volunteer
Health/fitness
Short-term goals (Over next 12 months):
Long-term Goals (Next 1-5 years):
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Part 2: Transition Checklists
Review annually to aid in the development of the Transition Action Plan. Check only those items that
apply to the individual student.
Part 2.1: Transition Checklist for Entry to School, Grade-to-Grade & School-to-School
Student Name:
Date Completed/Updated:
Check if
Area of Focus
applicable
Applications Within Education
Assistive Technology
Alternate Format Materials
Alternate Transportation
Student Assistant
Public Exam Accommodations
Applications Outside Education (Specify)
Connections with Other Service Providers
Other government agencies
Community agencies
Daycare centres/preschools
Individualized Special Equipment or Requirements
Desks/workstations
Visual supports (Time Timers®, visual schedules, work systems, etc.)
Special seating arrangements (location within the classroom )
Cubbies/lockers (customized storage for the student)
Evaluation of assistive technology needs in new environment
Assistive technology that will move with student
Career Development Needs (List specific requirements)
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Physical Modifications/Adaptations to New Environment
Entrances
Washrooms
Labs
Classrooms
Recreation facilities
Cafeterias
Other accessibility concerns:
Orientation to New Environment
Tour(s) of new environment
Where/ who to go to for help
School offices
Bus route
Emergency evacuation procedures
Preparing the Student for New Practices/Procedures
Changes to scheduling (duration of classes, etc.)
Breaks (recess, lunch)
Changing classrooms throughout the school day
Subject-based teachers
Course selection (if applicable)
Peer orientation
New grade level expectations/demands (homework, social demands, teamwork, organizational skills)
School Student Handbook
Safety protocols
School Code of Conduct
Orientation to New Personnel
Teachers in new school or grade
Student Assistant(s)
Bus Driver
Cafeteria workers
Principal and Vice Principal
Secretary
Guidance Counsellor
Instructional Resource Teacher(s)
Custodian
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 4 of 15
Social Skills/Leisure Needs
Extracurricular activities at school
Other opportunities for socialization/recreation at school
Involvement in groups or sports outside school
Opportunities for socialization/recreation in community
Fostering Independence
Use of unstructured time (before school, recess, lunch, etc.)
Self-advocacy
Communication skills
Facility with assistive technology
Ability to self-regulate
Ability to self-reflect (on what works)
Organizational Skills
Study Skills
Time Management
Additional Discussions Between Current and Receiving Personnel
Successful/proactive strategies (organizational, environmental and/or instructional strategies)
Behavioural strategies
Medical requirements
Individualized routines (structured breaks, lunch routines, entry/dismissal routines, etc.)
Programming requirements
Supports/ resources required
Other
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Part 2.2: Transition Checklist for Life after High School
Review annually, from Grade 8 onward (or earlier as required).
Student Name:
Date Completed/Updated:
Check if
Area of Focus
applicable
Career Development Needs
Career self-assessment (Inventories, informal discussions, etc.)
Vocational assessment/profile
Career counselling
Portfolio development (Resume, references, work samples etc.)
Career exploration opportunities (Career Fairs, Job Fairs, Work Site or Post -Secondary Education
tours, etc.)
Experiential learning opportunities (Duke of Edinburg, skill building activities etc.)
Job shadowing
Mentoring
Volunteer and/or paid work opportunities prior to high school completion
Volunteer and /or paid work opportunities after high school completion
Connections with Community Vocational Agencies
Connections with government funding agencies
External Supports and Services
Advocacy groups
Service organizations
Community centres
Support groups
Post-Secondary Education Connections
Information on programs of interest
Entrance requirements
Connecting with post-secondary personnel (counsellors, disability services personnel, other)
Application deadlines
Financial Considerations
Budgeting
Program cost considerations
Living arrangements
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 6 of 15
Individualized Special Equipment (List specific requirements)
In Post-Secondary Education setting:
In employment/volunteer setting:
In leisure/social setting(s):
Physical Modifications/Adaptations to Post High School Environment (List specific changes
required)
In Post-Secondary Education setting:
In employment/volunteer setting:
In leisure/social setting(s):
Applications
Verification of a Permanent Disability
Student Loan Application and related grants
Employability Assistance for Persons with Disabilities
Scholarship applications
Health and Community Services Programs & Services
Child, Youth & Family Services Programs & Services
Department of Advanced Education & Skills Programs & Services
Community agency applications/referrals (autism centre transition programs, ILRC,
Stella Burry, community employment corporations, etc)
Other funding applications (federal, provincial, community agencies etc)
Documents That May Be Required by Student
High school transcripts
Comprehensive assessment data (formal/informal)
Individual Education Plan (IEP)
Record of Accommodations
Portfolio
Transition Plan
Socialization/Leisure Needs (List specific requirements).
Orientation to New Environment
Required for Post-secondary institution
Required for work place
Required for community setting
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 7 of 15
Considerations for Orientation Requirements
Tour of the facility
Where to go for help (disability services office, help centre, financial services, supervisor,
general office, etc)
Emergency evacuation procedures
Transportation considerations
Orientation to New Personnel
Required for post-secondary institution
Required for work place
Required for community setting
Preparing the student
For post-secondary education setting
For work place
For community setting
Changes to scheduling
Course selection/course load for post-secondary education
Role of post-secondary disability services office
Self-advocacy
Rules of conduct and/or behavioural expectations
Evaluation of assistive technology needs in new environment
Evaluation of other supports required in new environment
Work/academic demands and expectations
Additional Discussions between current and receiving personnel
Successful/proactive strategies
Behavioral Strategies
Medical requirements
Supports/resources/programming required for new environment
Other
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 8 of 15
Part 3: Transition Action Plan
Items identified on the checklist should be used to inform the Transition Plan.
Student Name:
Area of Focus
Date Completed/Updated:
Actions Required
Who is responsible
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 9 of 15
Target Date
for
Completion
Status/Date
for Follow-up
Part 4: Transition of Assistive Technology
Complete at major transition points, or more frequently if necessary, for students using assistive
technology. Not all sections may be required for the transition out of high school as AT provided in K-12
remains with the school/district upon graduation or school leaving.
Part 4.1
Assistive Technology Transition Form
Student Name:
Assistive Technology Transition Form
Date:
Device Information
What assistive technology device(s), software
Provide complete list with serial/identifying number
and/or apps is the student currently using?
and the version currently being used.
(Include all low tech: calculator, timer or high tech:
Kurzweil, iPad)
What is the status of any warranties?
Does the device(s) require wireless internet
access?
Does the assistive technology require a user
name and password?
Applicable
Not Applicable
Please provide warranty expiration date (if
applicable):
Yes
No
Yes
No
If yes, provide:
Device/program name
username
password
Additional devices:
Was consent obtained from the parent/guardian to
Yes
No
NA
set up an iTunes account for students aged 13
and under?
Usage Details
For what purpose was the assistive technology
To access course material
provided?
For course evaluation (to demonstrate what they
know)
Provide details:
In what location(s) does the child currently use the
assistive technology? (In school and outside
school locations)
Provide complete list:
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 10 of 15
Can the student use the device independently?
Yes
No
Recommendations to improve continuous use:
Is the student able to explain their use of assistive
technology to the appropriate individuals?
Yes
No
Additional Information:
Is there a “go to” person the student can access if
they are experiencing difficulty with the AT?
Yes
Provide name/title:
No
Transition Considerations
Date of last assistive technology review. List
Date:
individuals involved.
Individuals involved:
Is it recommended that the student’s assistive
technology needs be re-assessed in a few years?
Will the student require this assistive technology
in the new location/grade?
Will the student require any additional assistive
technology in the new location /grade?
Yes
No
Next recommended time frame (years or grade
level):
Yes
No
Yes
No
If yes, provide list of suggestions for future program
planning considerations.
Will additional training be required in the new
location/grade (student and/or teacher)?
Receiving school is responsible for creating a plan
and timeframe for providing this training.
Have parents been informed of online training that
may be available for the assistive technology?
Yes
No
Additional Information
Is the student allowed home and community use
of the assistive technology?
Yes
Provide details:
Yes
No
Additional information
No
Other Information:
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 11 of 15
Part 4.2: Assistive Technology Student Input Form
Assistive Technology: Student Input Form
Student name:
Grade:
School name:
1. How I currently use assistive technology:
2. Things I like about the assistive technology I use:
3. What isn’t working for me concerning my assistive technology:
4. Other tasks I wish I could use assistive technology with:
5. What I need to do every day to make my assistive technology work for me:
6. What kind of help I need to make my assistive technology work for me:
7. Things I want to tell my new teachers and others about my assistive technology:
8. Questions I want to ask my new teachers and others about my assistive technology:
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 12 of 15
Part 5: Transition Summary
Completed for major transition points. Complete only the content areas that are applicable to the
student at this transition point.
Part 5.1: Transition Programming Summary
Student Name:
Summary completed by:
Tick if
Applic.
Area:
Reading
Current Grade:
Date summary completed:
List Accommodations/ Is this an area of concern?
Supports In Place
Yes
No
Comments
Math
Yes
No
Comments
Writing
Yes
No
Comments
General Ability
& Problem
Solving
Yes
Attention &
Organization
Yes
No
Comments
No
Comments
Communication
Yes
No
Comments
Social Skills &
Behaviour
Yes
No
Comments
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 13 of 15
Tick if
Applic.
Area:
Independence
List Accommodations/ Is this an area of concern?
Supports In Place
Yes
No
Comments
Social
Engagement
Yes
No
Comments
Self-Advocacy
Skills
Yes
No
Comments
Career/
Vocational
Yes
No
Comments
Leisure/
Recreation
Yes
No
Comments
Yes
No
Comments
Part 5.2: Student input
A. How does your exceptionality affect your schoolwork and school activities? Please check all areas
that apply.
Grades
Relationships
Assignments/Projects
Mobility
Extra-curricular activities
Time required for tests
Time to complete assigned work/home work
Ability to Communicate
Other (Please specify)
Briefly describe how the areas you checked affect your schoolwork and school activities:
Government of Newfoundland and Labrador-Education and Early Childhood Development • Transition Plan for Students with Exceptionalities • 2015 • 14 of 15
B. What supports or accommodations have been used to help you succeed in school?
C. Which of these have worked best for you?
D. What strengths and needs do you have that you feel are important to share with others in your
new environment?
E What would you like to do after high school?
Part 5.3: Recommendations to Assist Student in Meeting Post High School Goals
Employment:
Continued Education:
Independent Living:
Community Participation/Leisure:
Career/Vocational Development:
Other:
Part 5.4: Signatures
I have reviewed this Transition Plan.
_____________________________________
Student Signature
_______________________________________
Parent/Guardian Signature
____________________________________
Date
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