FAQ#17 Transitions between buildings
Frequently Asked Questions
FAQ Sheet # 17
Question: What is the process for transferring students between ECSE to elementary; from elementary to
middle school; middle school to high school; or from high school to a transition program?
Answer: A checklist is attached. In summary:
Sending School is responsible for completing the following:
•
Send the Notice of Team meeting to the Parent/guardian and Neighborhood school SPED staff.
•
Draft or update the student’s present level of educational performance (Description of Child).
•
Bring relevant information to the transition meeting: most recent progress reviews, current IEP,
current Evaluation Summary Report (ESR), student information sheet (if available), current selfsufficiency, completed registration form (if required by receiving school), and if applicable, the
student’s current health plan, current evacuation plan and current behavior intervention plan (BIP).
•
Review at meeting any recent evaluation results, results of state or district-wide testing, and
present level of performance (Description of Child).
•
Complete transportation form on DPRS.
•
Complete Significant Change or IEP (including decisions made at the transition meeting), if the
student’s IEP is due in September or October (or if there are significant or numerous changes). If
student is entering a transition program, the receiving school will complete the IEP if it is due in
September or October.
•
Complete process for conducting an evaluation if the evaluation is due before November, and
complete the new IEP, including decisions made at the transition meeting.
Receiving School is responsible for completing the following:
•
Identify interim case manager
•
Provide Procedural Safeguards at meeting.
•
Complete registration information if needed.
Joint Responsibility:
•
Complete Transition Checklist.
•
Discuss specific parent/guardian concerns regarding transition.
•
Discuss and identify the student’s needs for the new setting or placement.
•
Identify goals and objectives.
•
Identify adaptations and accommodations.
•
Identify upcoming State or District-wide assessments and any required accommodations.
•
Determine appropriate placement.
Revised September 2009
(SPED/Hot files/FAQ)
AH Website/ SPED Resources
FAQ#17 Transitions between buildings
Transition from High School to Transition Program: When an IEP team is considering the need for the
student to be referred to either Transition Plus or Bridges the following process must be followed:
A. Completed referral forms, current IEP and Evaluation Summary Report are sent to Transition Plus
or Bridges prior to winter break. For DCD students, an additional Functional Checklist must be
completed.
B. High School Special Education Department Leads schedule meetings with staff from the transition
programs to review the referrals in January.
C. An IEP case manager and work coordinator from the transition program is assigned to each
student.
D. Transition meetings are scheduled by the current casemanager in coordination with the transition
program. Prior to any intake meeting the IEP and Evaluation Summary must be current.
Revised September 2009
(SPED/Hot files/FAQ)
AH Website/ SPED Resources
FAQ#17 Transitions between buildings
Plan for Transitioning Students
Name of Student:
Date of Birth:
Date of ESR:
Sending School:
Receiving School:
Date of IEP:
These tasks and responsibilities may vary when considering movement from ECSE to Kindergarten and from 12 th
grade to transition programs.
Date
Task
School Responsible
Completed
Sending
Receiving
Joint
Prior to Meeting
Send Notice of Team Meeting to:
•
Parent/Guardian.
•
Current School Special Education Staff.
X
•
Receiving School Special Education Staff.
•
Building Principal(s) or designated Administrator.
Identify interim Case Manager or building contact and notify
X
sending school.
Draft / update Present Level of Performance or Description of
Child.
X
Bring to Meeting
Most recent progress review.
X
Current IEP.
X
Current Evaluation Summary Report.
X
Information Sheet- if available
X
Current Self-Sufficiency- DPRS.
Completed registration form (required by receiving school).
Current health plan.
Current evacuation plan.
Current Behavior Intervention Plan.
Completed Checklists or other documentation (receiving school
provides to sending school, sending school completes) Identify
type of documentation:
X
X
X
X
X
X
Registration documents (secondary schools).
X
Meeting
Provide Parent/guardian Procedural Safeguards.
Review Most Recent Evaluation Results.
Review State/District-wide assessment results.
Review Present Level of Performance / Description of Child /
Progress Reviews.
Discuss specific concerns expressed by Parent/Guardian.
X
X
X
X
X
X
Discuss and identify needs for new setting.
Revised September 2009
(SPED/Hot files/FAQ)
AH Website/ SPED Resources
Name of Student:
Date of ESR:
FAQ#17 Transitions between buildings
Date of IEP:
Date
Task
Completed
Determine remaining Tasks (does not include 12th grade to Transition programs)
Review goals and objectives and assure that all goals maintained
are:
 Measureable
 Needs reflected in the description of child section of
IEP
Identify needed adaptations / accommodations.
Identify needed services.
Complete transportation form on DPRS
Determine appropriate placement.
Complete registration process.
If ESR and/or IEP will be done before transition, determine who
should attend the meeting.
The most recent IEP must be on DPRS by the 1st day of school.
For ECSE only: If Evaluations are before October 15th (see note*)
• Complete evaluation and evaluation Summary report.
•
Complete new IEP including decisions made at
transition meeting.
For ECSE only: If IEP is due before October 15th:
• Complete new IEP including decisions made at
transition meeting.
For K-12: If IEP is due in November or later and the needed IEP changes are
not numerous:
• Complete significant change- documenting decisions
made at transition meeting.
For students transitioning from grade 8-9
Transition Road Maps will be given to student
For K-11: If evaluation is due before November of the following year:
• Complete evaluation and evaluation Summary Report.
•
Complete new IEP including decisions made at
transition meeting.
For grade 12: For students due for evaluation during the senior year
Evaluation must be completed before December 1st of senior
year- refer to CST during the spring of Junior year or first child
student of senior year.
Revised September 2009
Sending
School Responsible
Receiving
Joint
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
(SPED/Hot files/FAQ)
AH Website/ SPED Resources
FAQ#17 Transitions between buildings
For K-12: If IEP is due in September or October of the following year or if
needed IEP changes are numerous:
Complete new IEP including decisions made at transition
X
meeting.
ESR received, if applicable.
IEP received, if applicable.
Significant change received, if applicable.
ECSE*- Depending on the number of referrals of new students by the end of April, ECSE will either evaluate
K-eligible students or will send the referral to the K-12 evaluation teams
For 12-Transition Program
 Referral forms must be completed and sent to the
Transition Program before Winter Break
 The functional checklist must be completed for
students who qualify under DCD and sent with the
referral
 Schedule meeting with Transition Program Leads to
discuss transition needs (January).
 Significant change and/or IEP written.
 If the IEP is due in September or October, a new IEP
will be developed which includes decisions made at the
transition meeting.
.
Revised September 2009
X
X
X
Bridges
Bridges
T+
T+
(SPED/Hot files/FAQ)
AH Website/ SPED Resources