transition checklists
advertisement
TRANSITION CHECKLISTS The transition checklists are meant to be used by the Receiving Team (the team who will have the student in the fall) to interview the Sending Team (the team who is currently providing services to the student) and/or to guide Receiving Team observations of the student in their current placement. ELEMENTARY SCHOOL TRANSITION CHECKLIST Student Name (DOB):__________________________________ Date(s):___________________________ Current ISD / District / Building / Classroom:__________________________________________________ Student Transitioning to: __________________________________________________________________ Person/Title Completing the Checklist: _______________________________________________________ SOCIALIZATION Yes No Interact with peers at recess Eat lunch with peers Attend special classes (i.e., music, gym, art, library) with LINK support Attend special all-school assemblies with LINK support Respond appropriately to peer greetings in hallway Go on community outings with adult and/or peer support Go on field trip with adult and/or peer support Comments: _____________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 1 BEHAVIOR Yes No Respond to some type of behavior system Be toilet-trained Attend to peer behavior & demonstrate peer modeling Sit in a chair at a table/desk Sit on the floor/rug Sit in a timeout chair What are some significant behaviors? Positive behaviors: _____________________________________________ ___________________________________________________________________ Challenging behaviors: __________________________________________ ___________________________________________________________________ Comments: _____________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ACADEMIC Yes No Focus on/attend to a task for a 20-minute period Complete paper/pencil tasks Possess directional understanding (left to right & top to bottom) Understand task completion What are some specific interests? __________________________________ ___________________________________________________________________ What are some specific strengths? _________________________________ ___________________________________________________________________ What are some areas of challenge? _________________________________ ___________________________________________________________________ 2 Able to participate in a general education classroom with LINK and/or adult support Comments: _____________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ INDEPENDENCE Yes No Ability to follow a daily schedule system independently Possess self-help skills: Yes No Able to dress self Able to undress self Able to feed self independently Able to toilet independently Able to wash independently Able to brush teeth independently Able to brush hair independently Initiate use of restroom Develop recreational/leisure skills Yes No Able to play with toys Able to participate in games Walk in line without physical support Organize their belongings: Yes No Put coat away Put bag away Carry own books/bag 3 Comments: _______________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ COMMUNICATION Yes No Make object choices Make word choices Accept physical support for communication purposes (i.e., hand, wrist, or forearm support) Initiate communication of needs/wants Respond to verbal directives/possess receptive language skills What are current communication methods? _________________________________ __________________________________________________________________________ Comments: ______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ BUILDING NORMS Yes No Ability to walk quietly down halls Understand process of turn-taking Increase wait time Possess some level of interactive & appropriate play with peers Able to self-monitor voice tone Generalization of authority figures 4 Comments: ______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ HEALTH What are current medications, if any? _________________________________________________ Are there any weight/diet concerns? __________________________________________________ Yes No Does the student seizure? Are there any visual impairments? Are there any auditory impairments? Are there any physical impairments? Are there any allergies? What side is dominant? ____________________________________________________________ Comments: ______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 5 TRANSITION CHECKLISTS The transition checklists are meant to be used by the Receiving Team (the team who will have the student in the fall) to interview the Sending Team (the team who is currently providing services to the student) and/or to guide Receiving Team observations of the student in their current placement. MIDDLE SCHOOL TRANSITION CHECKLIST Student Name (DOB):__________________________________ Date(s): _________________________ Current ISD / District / Building / Classroom: ________________________________________________ Student Transitioning to: _________________________________________________________________ Person/Title Completing the Checklist: ______________________________________________________ ACADEMIC Yes No Participate in 5 general education classes and meet academic expectations with necessary modifications Complete class work in class as class work Complete homework at home as homework Come with working homework completion plan and parental participation with homework Study and complete homework with peers Be organized, follow organizational system Organize work area in general education class Plug in computer Transport materials to general education class Be on time to class Follow general education class guidelines Follow assignment format, including paper heading in general education Check locker before class at appropriate times Pay attention in class Answer questions in class 6 Ask questions in class Go with LINK to class without staff support Comments:______________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ COMMUNICATION Yes No Communicate sorrow and remorse Make appropriate comments Use appropriate greetings spontaneously or as a response Tell the teacher when one needs to leave the room Speak clearly Communicate problem or need in an appropriate way Appropriately tell others when one wishes to be left alone Facilitate with others Free arm, hand, and fingers in order to facilitate Ask questions Answer questions Comments:______________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ SOCIALIZATION Yes No Initiate communication with peers Go to class with peers 7 Go to cafeteria with peers Interact with classmates and teacher in class Interact appropriately in group activities Interact in appropriately in peer conferences Interact in appropriate horseplay Express likes and dislikes Wear appropriate clothing for peer group Validate friendships Minimize self stimulation during social periods and extracurricular periods Choose and interact with appropriate peer group Initiate appropriately enjoyed activities during free time Expect that child will interact in appropriate social activities and horseplay Comments: ______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ INDEPENDENCE Yes No Go to bathroom independently Button, unbutton, zip, unzip independently and at correct times Wash and dry hands after using restroom Do errands with LINKs Cafeteria line with/without LINK Move to and from bus Appropriate hygiene Operate combination locker Use Kleenex Tie shoes Express important personal information (i.e., “my family does not celebrate Christmas”) 8 Follow schedule Use TEACH functionally Move from door to bus independently Comments:______________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ BUILDING NORMS Yes No Age-appropriate attire Quite in halls Walk at steady pace, no holding hands Follow and understand basic school rules and procedures Engage in extracurricular activities with LINK support Follow and understand cafeteria rules Appropriately use drinking fountain Age-appropriate behaviors (i.e., no sucking thumbs) Comments:______________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ BEHAVIORAL Yes No Exit general education and return to Room # _______. Understand one’s own behavior system Operate within a working behavioral system that is ready for the middle school Use TEACH functionally 9 Work out behavior problems before aggression Use appropriate physical contact with LINKs Follow timeout procedures appropriately and come with working timeout plan if appropriate Comments:______________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ OTHER INFORMATION THAT MAY BE REQUESTED Yes No Current politics of parent/program relationship Techniques which are effective with parents Outwardly visible signs given off by the student which may indicate anger, potential outburst, sickness, etc. Names of previous LINKs and those coming to receiving school who may already have relationship with student (staff members included) Health and medical information Familiar environmental items such as family pictures which have been posted over student desk List of activities in which student enjoys engaging Comments:_____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 10 TRANSITION CHECKLISTS The transition checklists are meant to be used by the Receiving Team (the team who will have the student in the fall) to interview the Sending Team (the team who is currently providing services to the student) and/or to guide Receiving Team observations of the student in their current placement. HIGH SCHOOL TRANSITION CHECKLIST Student Name (DOB):__________________________________ Date(s):___________________________ Current ISD / District / Building / Classroom:__________________________________________________ Student Transitioning to:___________________________________________________________________ Person/Title Completing the Checklist:_______________________________________________________ BUILDING NORMS Yes No Appropriate hygiene Age-appropriate attire Ability to follow dress code (e.g., no hats, etc.) Hair – clean and cut in a manner that is age-appropriate Skin care – appropriate attention given at home to acne, etc. Ability to remain quite in hallways when classes are in session Ability to participate in MEAP/proficiency exam given appropriate modifications Comments: ____________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ INDEPENDENT SKILLS Yes No Bus – catch independently at close of day 11 Money – store, handle & pass appropriately as needed Go to restaurant/community with peer support Restroom – independent entry/use/exit – appropriate (zipper up, etc.) Gym – ability to dress and undress, store clothes in locker Locker – ability to get locker open (manipulate lock or ask for help) – independently obtain coat General Ed. Classroom – independently locate seat Hygiene – independent use of tissue, independence with sanitary napkins Hall pass – obtain and use appropriately when exiting during class hour IEPC – attendance/participation in annual and reevaluation Transition life plans – attendance/participation in preparation for and meeting Sexuality issues reviewed (e.g., participation in middle school level course) Hallways – move independently between classes and at start and close of day Lunchroom – maneuver through lunch line, pay for hot lunch, independently locate a spot and eat lunch with LINKS Commons – comfort level in “hanging out” in commons area Comments: _________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ SOCIALIZATION Yes No Participation in extracurricular activities given peer support (e.g., clubs, sports, etc.) and peer transportation arrangements Demonstrate appropriate behavior in classroom during down time (e.g., responds to LINKS in conversation or FC) Responds quickly to behavior plan for socially inappropriate behaviors (e.g., picking nose, roughing opposite sex) Participates in monthly case conferences Demonstrates socially appropriate behavior across settings – hallways, commons, gym assemblies Socializes with LINKS at homes and in community (parent support necessary 12 Comments: __________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ BEHAVIORAL Yes No Responsible for own behavior plan – carries, insures it is filled out at close of each hour Token strips have been faded and students are able to use paper and pencil plan 55 minutes in class without exiting Demonstrate success in classroom with peer support only Demonstrate a minimum of significant behaviors Timeout room may be used – some self-initiation of need for timeout Comfort level with crowds, physical contact and noise Comments: _________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ACADEMICS Yes No Demonstrates ability to sit through lecture-format classes Fulfills requirements of general ed. Class with minimum modifications Homework completed at home Responsible for transporting own materials – Canons, books, computers, binders/folders Active/ongoing participation in long-term projects Participation in large and small group work in the general education class Participation in study groups with peers after school (parent transport my be necessary) Participate and remain attentive for 55-minute classes Enrollment in three to five general ed. courses 13 Participation in one to three vocational classes Participation in driver’s education Comments: __________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ COMMUNICATION Yes No Communicate basic needs and wants Acknowledge peers and adults in socially appropriate manner Express some emotional needs Respond to a greater variety of people across settings Express some personal information Ability to carry and produce I.D. card Comments: __________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 14
