Transition Guidelines: Explanatory Information
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This document expands upon the information included in the Transition Guidelines.
1.
Definition of the Transition Process
Transition is the process of changing from one state or condition to another. It is an
ongoing process which occurs throughout the lifespan. For all students, there are a
number of significant transition points which are generally accompanied by major
changes and therefore require attention. These include entry into school, movement
from grade to grade and school to school, and transition out of school.
Attending to transitions may help students to avoid high-risk behaviour, improve
achievement scores and generally experience more successful life outcomes. In
Newfoundland and Labrador, schools and districts have practices and policies in place
to support the transitioning of all students; these include such things as the Kinderstart
Program, visit days within families of schools and career exploration opportunities.
For students with exceptionalities, the changes that accompany transitions may pose
additional challenges, resulting in the need for more detailed, individualized and longterm transition planning. This can be the case for students with the most severe needs
to those who require only accommodations. Transition planning helps make the
transition process as smooth as possible and helps prepare students for the challenges
and opportunities that lie ahead.
Careful transition planning can help the student and family to:
 Prepare and deal with change.
 Learn to advocate for the supports required.
 Understand the student’s exceptionality(s) and strengths and needs.
 Understand and articulate which strategies and supports work best.
 Develop skills that will help strengthen independence, confidence as a learner
and the ability to collaborate effectively.
 Decide on a career path.
 Engage in action oriented planning for the future.
It also helps to:
 Identify services and adaptations that will be required, such as alternate
transportation, itinerant services, student assistant support, adaptive equipment,
assistive technology, and accessibility requirements.
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2.
Allow the school or workplace time to put plans in place to help address the
student’s needs.
Decrease the anxiety and stress of the change.
Familiarize the personnel in the new environment and the student with each
other.
Clarify the student’s preferences, interests, and hopes and dreams for the future.
Identify what needs to happen in order for the student to realize both short-term
and long-term goals.
Guiding Principles for Successful Transitions
The following guiding principles provide an overall framework for transition planning that
can support students throughout various stages of transition. (These guiding principles
have been adapted from Guidelines for Supporting Successful Transitions for Children
and Youth, Government of Alberta, 2006).
2.1. Ensure basic needs are met.
 Address any safety and security concerns.
 Address physical and emotional needs.
 Foster self-esteem and a healthy identity.
2. 2. Maintain and encourage positive relationships and a sense of community.
 Encourage relationships that will provide consistency and security during
transitions.
 Create opportunities to foster positive peer relationships.
 Create opportunities to foster positive self-image and build self-esteem.
 Encourage students to form connections within the school and community.
Involvement in arts, sports, clubs and volunteer opportunities can help foster this.
2.3. Provide required support and resources to students in their new
environment.
 Identify a mentor or role model that the student can access for questions and
support.
 Be aware of current resources and assess them in order to help ensure support
is in place for a transition.
 Identify the skills that students will need and provide opportunities for them to
learn these skills.
 Pay special attention to routines and environment; modify routines or
environment to meet individual needs.
2.4. Provide choices and involve the student in the transition process to
promote and support self-advocacy.
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Encourage the student to think about and identify his/her interests and
preferences.
Assist the student in identifying his/her hopes, wishes, dreams and ambitions.
Assist the student in developing a plan for reaching his/her goals.
Provide choices and involve the student before, during and following the
transition.
Allow for meaningful participation by the student in organizing, planning, and
setting goals.
Take steps to increase the student’s ability to problem solve.
Promote self-advocacy by fostering self-awareness. Help students to understand
their personal needs and identify sources of support.
Assess and re-assess a student’s skills and strengths and build on his/her
positive attributes.
2.5. Support the need for increased independence and help students create
their own identity.
 Foster independence and help students find a balance between independence
and necessary support.
 Be culturally aware and promote cultural identity, as culture is often a key
component of self-image.
 Encourage self-awareness through exploration of strengths, challenges, learning
styles, preferences and interests.
2.6. Build collaborative partnerships with all stakeholders.
 Include parents/guardians and other adults involved in student’s life.
 Reach out to stakeholders and foster positive relationships.
 Seek input, feedback and shared responsibility from students, parents/guardians
and other stakeholders.
 Share pertinent information to help enhance services, foster a better
understanding of the student’s transition needs and ensure a more seamless
transition.
 Ensure relevant information is provided to parents/guardians. This may include
information about school and/or community resources and community contacts.
2.7. Prepare for the transition and help the student prepare for change.
 Plan early – establish timelines for action.
 Clearly delineate responsibilities of all transition team members.
 Facilitate contact with the new environment, for the student as well as for other
stakeholders.
 Highlight expectations appropriate to each student for academics, rules, routines
and behaviour.
 Encourage students to plan for the future and develop skills and attitudes that will
help them to realize their goals.
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3.
What are the important transition points for which transition
planning is required?
Entry into the K-12 School System
It is important that schools and districts strive to build working relationships with
community partners and jointly develop procedures that will allow for a smooth schoolentry process. Actions that schools/districts can take include:
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Establishing and maintaining links with community partners that provide services
to preschool children and their families
Encouraging parental involvement
Encouraging early notification from parents, government and community
agencies and preschool providers concerning children with transitioning needs
who will be entering school
Partnering with community and regional government departments/agencies to
develop a protocol for the school-entry process, which outlines procedures,
information sharing protocols, roles and responsibilities of parents/guardians,
schools and the various organizations, as well as timelines for action and
Regularly reviewing the entry-to-school process (Ontario Ministry of Education,
2005).
Transition Between Grades/Levels of Schooling
The goal of transition planning for movement between grades/levels of schooling is to
support students in becoming comfortable and successful in the new environment and
with new staff and to ensure that both the short-term and long-term goals of the student
are addressed. Particularly as students transition to different levels of schooling (i.e.
Elementary to Intermediate etc.) their short and long term goals may change. Any
changes should be discussed, updated and documented in the Transition Plan.
Each time a student transitions to a new grade/level of schooling, the PPT tasked with
transitioning should consider:
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What concerns do the student and parent/guardian have concerning the
transition?
What needs to be done before the student transitions?
What supports, resources, and/or programming are required to enable the
student to be successful in the upcoming year and in meeting his/her short-term
goals?
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What supports, resources, and/or programming are required to help prepare the
student to meet his/her long-term goals?
The transition plan helps to ensure that the parents/guardians, student and receiving
personnel have a consistent understanding of:
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The supports, resources, strategies and accommodations that have been
effective and should be continued.
Approaches found to be counterproductive.
Areas that may require special attention.
The student’s short and long-term goals and the actions/planning required to help
the student realize them.
The responsibilities of team members, including sending and receiving staff,
students and parent/guardians.
Timelines for action.
Transition between Schools
As students transition to a new school, the following must be considered, in addition to
the considerations for the transition between grades/levels of schooling:
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The student’s ability to adapt to new challenges, including whether the student
will require help adapting to:
o unfamiliar surroundings, routines, and schedules
o different expectations
o increased academic demand
o new teachers, staff and likely new classmates and peers
Ensuring that student files are updated and transferred to the receiving team
prior to the transition
Ensuring that required supports are in place and follow-up occurs.
Students who transition to another school and/or community during the school year face
additional challenges. It is imperative that everyone involved with the student, including
personnel from both the sending and receiving school, parents/guardians and personnel
from community/government agencies collaborate prior to and following the transition to
ensure that pertinent documentation is transferred, required supports are in place in a
timely manner, and follow-up occurs.
Transition Back to School (after Partial Day Programming or Prolonged Absence)
A student returning to full time attendance following a partial day schedule will have a
Partial Day Programming Plan. The Partial Day Programming Plan is completed and
monitored by the student’s PPT. As outlined in the Guidelines for Partial Day
Programming, the goal of this plan is to help the student successfully return to full time
attendance at school. The PPT will carefully assess, monitor and document the
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supports and/or strategies employed. This will be documented using the Partial Day
Programming Plan.
For a student who is returning after a prolonged absence, the PPT will consider how the
student’s unique circumstances may impact his/her transition into full time attendance
and what supports and resources might help ease the transition for the student. It may
be helpful for the team to consider such things as:
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Gaps in academics/programming that may need to be addressed
Whether counselling services will be required
Opportunities for mentorship for the student
Ways to help the student feel connected to the school
Whether interagency collaboration is required
Sharing of relevant information
Whether Partial Day Programming is required to ease the student back to full
time attendance. The Guidelines for Partial Day Programming, outline the criteria
which must be met in order for partial day programming to be considered.
Ensuring that the receiving school has access to relevant documentation, (IEP,
Record of Accommodations, ISSP, previous transition plans, etc.) prior to the
transition.
Further information on supporting transitions for students with at-risk factors, can be
found later in this document, as well as in Additional Resources to Support
the Transition Process.
Transition Out of High School to Community, Work and/or Post-secondary
Education Environments
Preparation for transition out of High School should start early in the student’s schooling
to allow adequate time for the student to acquire necessary skills and connections
required for adult living. The questions listed below may not be applicable for every
student, but should be considered when developing the student’s transition plan:
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Have the student and parents/guardians been involved in the development of
transition goals and plans?
Will the current assistive technology meet the student’s needs in the new
environment?
Does the student require help in developing self-advocacy skills, including
instruction on how to study/work independently and how to monitor and evaluate
performance?
Have the student’s interests and skills (including employment related skills) been
assessed and/or considered in developing appropriate postsecondary goals?
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Does the student require help in connecting with or getting support from
government and community agencies that would work with the student after
graduation (supported employment, housing etc.)?
Is preparation for admission to and participation in post-secondary education
required?
Does the student need assistance with independent living (social skills, level of
independence, transportation, recreation and leisure activities, etc.)?
Who is responsible for transition planning for students with
exceptionalities?
The Program Planning Team (PPT) is responsible for transition planning, however input
from other people may be required. The extent of the involvement of school, district and
community personnel will depend upon the requirements of the student. For example:
 For some students transitioning to post-secondary, contact with post-secondary
personnel and/or government and community agencies may need to begin well in
advance of the transition and it may be best to involve post-secondary disability
services personnel in transition planning meetings to ensure the student’s needs
are addressed appropriately.
 For other students, it may suffice to assign the student and/or parents/guardians
the responsibility of arranging an intake meeting with post-secondary disability
services personnel and include this as an action item in the Transition Action
Plan.
 For students whose PPT consists of just the Classroom/Subject Teacher and the
parent/guardian, collaboration with an Instructional Resource Teacher or a
Guidance Counsellor will likely be necessary to ensure transition planning
adequately addresses the student’s needs.
It is important to involve the student in the transition process as much as is feasible,
starting from an early age. Research indicates that students’ involvement in the process
often results in a better understanding of their strengths and needs, and provides
opportunities for the development of self-advocacy, independence and problem-solving
skills.
In addition, whenever a student is changing schools, it is important to involve personnel
from the receiving school in the transition planning process and to ensure that the
transition plan clearly outlines responsibilities and timelines for action and follow-up.
5. Do all students with exceptionalities require transition planning?
If a student is receiving accommodations, modified prescribed, and/or alternate
programming, the Transition Plan must be completed, reviewed and updated annually,
and more often as required.
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The transition process is ongoing and requires the PPT to think beyond the student’s
current needs and to consider what the student will require at the upcoming transition
point as well as for future transitions through and out of the K-12 school system. Annual
transition planning permits the PPT, (including the student and parents/guardians), to
consider how best to prepare the student, the parents/guardians, the new environment
and new personnel for the upcoming transition as well as for future transitions.
6.
When does transition planning occur?
All transition planning must occur enough in advance to ensure that the student’s
transition needs are adequately discussed and considered and can be effectively
addressed. For all students with exceptionalities, it takes long-term, systematic planning
for the students to learn:
 How to develop realistic and motivating long-term goals
 Self-advocacy skills
 How to determine the appropriate balance between independence and codependence
 To understand their strengths and needs and
 To articulate what works best for them.
As a general rule, for students with moderate to severe needs, transition planning for
Entry to School will begin at least one year in advance. This is to ensure that there is
adequate time to consider what is required to make the transition as smooth as possible
and to discuss the implications for the receiving environment and personnel. Programs
and services offered to pre-school children may differ substantially from the
programming the school can provide. This is not to say that the programming available
will not meet the student’s needs – it may just be different. All parties may need to
prepare for this. Students who require physical changes to the new environment or have
significant requirements, planning should begin at least 2 years in advance of the
transition to school, or as early as is feasible. Physical changes to the environment
require long-term planning and financial commitments that require early notification and
consideration. Likewise, significant programming considerations have staffing and
financial implications.
Students generally choose their high school courses in Grade 9 but many things
happen long before this that may influence their decisions and limit their choices. From
an early age, all students, but in particular students with exceptionalities, should be
encouraged to think about their hopes and dreams for the future and consider what
needs to be done to help them attain their goals.
Transition planning for school to school transitions for students with moderate to
severe needs should begin at least 9 to 12 months in advance while transition planning
focusing on life after high school should begin at least four to five years before school
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leaving. Again, this is to ensure that all parties are given adequate time to consider and
plan for both the upcoming transition and future transitions.
For students with less severe needs, the PPT must consider the amount of planning
required and begin planning for major transition points enough in advance to ensure
that the student’s individualized transition needs can be addressed in a timely manner.
7.
What does transition planning involve?
a) A Collaborative Effort
Parents/guardians, students, school personnel and personnel from government
and community agencies must work together to promote successful transitions.
This will involve:
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Ongoing communication
Consciously striving to build effective partnerships and to share expertise and
knowledge
Monitoring of the transition plan
Timely sharing of pertinent information
A shared responsibility and commitment to the transition process.
b) Early and Systematic Planning
Transition planning is an ongoing, systematic process that helps ensure that the
student’s short-term and long-term needs are considered and addressed. Each
year the PPT must consider what is required to help the student be successful in
the upcoming year as well as what must be done to help prepare the student for
the future. Planning for the future would include planning for major transition
points (such as the transition to Junior High, and High School) as well as
planning for life after high school.
Different people may be drawn into the transition process each year, depending
upon the transition point and the needs that are being addressed, however
effective planning ensures that what happens at one stage in the transition
process builds successfully on the previous stages and sets the necessary
groundwork for future planning.
The Transition Plan for Students with Exceptionalities is used to guide and
document yearly transition planning. The transition plan:
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Is based on an understanding of individual student’s strengths and needs
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Is based on the short and long term goals of the student and
parents/guardians and accommodates changes in the student’s goals and
objectives over time
Delineates responsibilities and timelines
Is a written, working document that is reviewed and updated at least once per
year by the Program Planning Team and is attached to the student’s IEP or
Record of Accommodations.
c) Planning That is Comprehensive in Scope:
Transition planning should focus on student’s ability to:
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Meet academic outcomes
Problem solve in new situations
Self-monitor and regulate his/her own performance
Understand his/her learning strengths and needs
Explore his/her preferences and interests
Understand the supports and accommodations that are available and
effective in helping achieve his/her potential
Self-advocate
Make social connections
Develop skills that enable both independence and interdependence
Consciously identify their hopes and dreams for the future
Develop realistic short and long-term goals
Take necessary actions to achieve goals
Become active, independent and contributing members of their community
Students may require alternate programming or support in developing the skills,
abilities and attitudes to provide for smooth transitions.
8.
How is transition planning documented?
The Transition Plan for Students with Exceptionalities contains the forms to be used by
schools within Newfoundland and Labrador to document the transition process. Outlined
below are details that will assist the PPT in completing these forms.
Part 1: General Information and Student Transition Goals
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The contact teacher mentioned here corresponds to the contact teacher
described on page 12 of the Service Delivery Model for Students with
Exceptionalities.
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Student Transition Goals - Someone familiar with the student will help the
student in identifying these goals. Consider the following categories and help the
student select 2 or 3 which are currently most important to him/her. This should
help guide the student in identifying short-term goals for this transition point, as
well as long-term goals for the future.
Part 2: Transition Checklists
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The purpose of the checklists is to help ensure the PPT considers all relevant
areas that may impact the student’s transition and incorporates these into the
Transition Action Plan.
Check only those items that apply to the individual student. The items identified,
along with the individual(s) responsible for each item, will be reflected on the
student’s Transition Action Plan.
The checklists, along with the transition action plan, will help guide the PPT each
year as they make decisions regarding student programming.
Anyone involved in transition planning for the student can be assigned
responsibilities from this checklist (i.e. school personnel, parents and students
where appropriate, etc). This will be specified on the Transition Action Plan.
Some items on these checklists will be addressed prior to the actual transition of
the student. Others items may be addressed once the student has moved to the
new environment.
The Transition Checklist: For Life after High School should be reviewed by the
team yearly starting at the beginning of Grade 8 (or earlier) to ensure that
preparations for transition to life after school are addressed in a timely manner.
Part 3: Transition Action Plan
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The Transition Action Plan outlines what steps are necessary to successfully
plan for the student’s transition, as well as the personnel responsible for
implementation.
The Transition Checklists should be completed prior to developing the Transition
Action Plan and any items identified on the checklists should be used to inform
the plan.
Part 4: Transition of Assistive Technology (AT)
Ensure receiving school/institution is aware of the current AT utilized. If moving from
school to school within the K-12 system, please ensure the AT transitions with the
student.
Part 5: Transition Summary
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9.
The Transition Summary is completed at major transition points, throughout the
year prior to the transition.
This would include the transitions to elementary school, junior high school and
high school, transition out of secondary school and any time a student changes
schools.
The purpose of the summary is to provide receiving personnel a snapshot of the
student’s status in key areas related to transitioning.
Complete only the content areas that are applicable to the student at this
transition point.
Involve various stakeholders in the development and updating of this document,
as applicable.
Reviewing this summary at regular intervals with the student may help foster an
understanding of progress over time and future transition needs to be addressed.
Evaluating Assistive Technology Needs as Students Transition
As a student transitions from one environment to another within the K-12 school system,
it is important to ensure that AT devices (low tech and high tech), software and apps
currently being used are transitioned with the student. For transition out of High school
to post-secondary, work or community environments, the PPT should ensure that AT
needs in these environments are discussed and shared with receiving personnel. AT
provided within the K-12 school system remains with the school or district upon
graduation or school leaving.
It is also important to consider how the transition might impact the AT required by the
student. Are the AT devices currently being used sufficient to meet the demands in the
new environment? For example, would a high school student who is planning on
attending post-secondary benefit from using text to voice software or voice to text
software that includes features that are in line with the expectations and demands of
post-secondary education?
To help ensure AT needs are considered as students transition:
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For any students using AT, the PPT tasked with transitioning will complete
the Assistive Technology Transition Form, which is part of the Transition
Plan
Involve the student by having him or her complete the Assistive
Technology Student Input Form, which is also part of the Transition Plan
At a minimum, complete these forms at the following transition points
o the transitions to Elementary, Junior High and High School
o transition out of High School and
o whenever a student changes schools.
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It is recommended that a contact person who is aware of the student’s needs and
current use of assistive technology, be assigned to communicate with the receiving
teacher, school or institution. This ensures that the transition of any assistive technology
occurs in an effective and efficient manner.
For further information on evaluating assistive technology needs as students transition,
please see Additional Resources to Support the Transition Process.
10.
Promoting Self-Advocacy and Independence
Self-advocacy refers to the ability to take action on your own behalf. Many students with
exceptionalities require support and a focused effort to learn and practice self-advocacy
skills. This would include assistance in gaining the confidence and skills to enable
independence as well as insight into the correct balance between independence and
necessary support. In addition, these students may benefit from help understanding
how to ask for help and how to establish connections with people who can help them.
All stakeholders have a role in promoting self-advocacy and independence. More
information on this can be found in Additional Resources to Support the Transition
Process.
11.
Social Transitioning
As students with exceptionalities transition between grades and schools, they may
require support from parents/guardians and educators in creating social connections in
the new environment and understanding social expectations. Please see Additional
Resources to Support the Transition Process for tips on Social Transitioning.
12.
Where can I find more information?
For further information and resources that can be used to assist with transition planning,
please see Additional Resources to Support the Transition Process.
13.
Supporting Transitions for Students At-Risk of Being
Unsuccessful at School
Students with at-risk factors are students, at any grade level, who are ‘at risk’ of being
unsuccessful at school. In the early grades, these children struggle either academically
(they cannot read or do math as well as most other students) or socially (their
behaviours seem atypical or not what is expected). In the later grades, at-risk students
are those whose behaviors can typically result in school drop-out.
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While students with at-risk factors require the same transitional supports as all students,
a more conscious effort and formalized process may be required to facilitate successful
transitions. This is especially true for students who are transitioning back into the
regular school system after an extended period of absence, for instance students
transitioning from youth correction facilities or addiction treatment centres. The
transition process for these students will likely be similar to that for students with
exceptionalities.
Students who are at-Risk of being unsuccessful at school may require additional
supports during transitions in order to promote academic and social engagement within
the new environment. Further information on how to support these students can be
found in Additional Resources to Support the Transition Process.
14.
References
Please see Additional Resources to Support the Transition Process for a list of the
resources that helped inform this document, as well as the Transition Guidelines and
the Transition Plan for Students with Exceptionalities.
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