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There is a written plan for the transition process.
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Timelines for the transition procedures are included in the plan.
 Lead people to complete transition actions are identified in the transition plan.
 Transition plans are based on identified and assessed needs and strengths of the child/youth.
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The family is an integral part of transition planning and implementation.
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Child/youth voice and issues are included in the transition plan.
 Competencies needed by receiving staff are identified and training is provided, as required, to support successful transitions.
 Communication strategies that include all team members, as well as the family, are identified within the transition plan.
 Cultural elements are included in the plan, as appropriate, to ensure the family, community and cultural aspects of transition are appropriately addressed.
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Sufficient resources (material and fiscal) have been provided to successfully complete the planned transition.
 The transition plan is flexible enough to accommodate emergent needs or resolve emergent issues that arise during the transition process.
 Families are provided with written information related to school or jurisdiction transition policies and practices.
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 The family’s perception of their child/youth’s transition needs is incorporated into the transition plan.
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The child/youth has a voice in identifying transition needs when he or she is able to participate and his or her issues and needs are incorporated into the plan.
 Families have the opportunity to specify their preferred type and amount of participation in the transition process.
 Active participation of the child/youth and his or her family is a formal transition goal.
 The family is knowledgeable about how and to whom information will be shared.
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The child/youth and family has the opportunity to participate in exchange visits with the receiving school.
Your Key to Success:
Administrator's Guide to Raising Alberta's High School Completion Rate
Page 1 of 2

 Cross-sector teams have written interagency agreements that outline shared and organizational responsibilities for information sharing when transitioning involves more than one service provider or sector.
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 Transition procedures are inclusive and involve active participation by all members of the transition team.
 All members of the transition team understand who needs to be involved in planning and supporting throughout the transition and who is responsible for each transition procedure or activity.
 All members of the transition team share information and communicate openly to support successful transitioning.
 Sending and receiving school staff has the opportunity to ask questions, share information and participate in exchange program visits prior to, during and subsequent to the actual transition.
 Transition team members agree that participation, as part of this transition team, has strengthened relationships and willingness to work together to support effective transitions.
 Formal methods for evaluating the success of the transition are identified, implemented and analyzed to identify effective practices.
 Child/youth, family and partner/team perspectives, including those from the sending and receiving schools regarding the effectiveness of the transition planning and implementation process are used as part of the evaluation process to identify lessons learned and promising practices.
 Partnering agreements or protocols are reviewed annually and revised, as needed.
 Areas for improvement and effective practices are identified and shared with team members as part of continuous improvement.
Your Key to Success:
Administrator's Guide to Raising Alberta's High School Completion Rate
Page 2 of 2