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Transition plan for student entering grade 9 and has
been formally…
Transition plan for student entering grade 9 and has
been formally identified with behaviour exceptionalities (ADHD)
Transition Plan
Action, Responsibility, Timeline
Focus on Responsibility, Independent work, and Self regulation, Student, Teacher, SERT, Grade 8
Attend Transition Meeting to plan Secondary Program to discuss strengths, needs, and required accommodations., SERT, student, parents Grade 9
Attend Summer Transition Institute held by local Secondary School., Student, parents August after grade 8
Student will attend orientation session(s) to become familiar with new surroundings and new staff, Student, SERT, teachers August and September before grade 9
Support student in selecting courses relative to their strengths and needs Student, Parent, Guidance Counsellor, Teachers, SERT Option sheet completion date
Special Education Teacher from secondary school will visit the elementary school to observe student in the classroom setting SERT, Teacher Grade 8
Student visits the school in late August to walk through school with timetable to locate classes Student, parents, guidance counsellor August after grade 8
Meeting with peer tutoring and academic support services in secondary school Student, SERT September grade 9
Student will arrange a meeting with an organization to earn volunteer hours (Humane Society, Elementary School, Seniors Residence, etc.) Student, Parent Grade 9
Student will explore places where they can volunteer to complete community service hours Student, Parent, Guidance Counsellor Grade 9
Student will become familiar with completing the form required for community service hours Student, Parent, Guidance Counsellor Grade 9
Student will investigate extra-curricular and leadership opportunities available at the secondary school that would be of beneficial for them Student, Parent, Guidance Counsellor Grade 9
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By Grade 8 graduation, the student will work on personal growth skills to increase potential of success in secondary school.
Student will begin secondary school by selecting the Academic stream for English and Mathematics in order to pursue post-secondary studies in Kinesiology.
IEP
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IEP Development Team - Classroom Teacher, Special Education Resource Teacher, ABA Expertise Professional, Vice Principal
About the student
*Disclaimer: Because I am a new teacher, I do not have any students with exceptionalities so I have decided to base my transition plan off of an IEP exemplar that I found at edugains.com
Assessments
Functional Behavioural Assessment - Problems identified in the areas of aggression, attention, and self-regulation
Multiple Intelligences and Interest Inventory - Strength as kinesthetic/tactile learner; strong interest in athletics
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Psychoeducational Assessment - Diagnosis of Oppositional Defiant Disorder (ODD); average cognitive ability; reading, writing and math skills are age-appropriate
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Areas of Strength: Kinesthetic/tactile learner skills, Oral language skills, General Fine motor skills, Gross motor skills, Leadership skills
Areas of Need: Anger management, Self-regulatory skills, knowledge Attention skills
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Background info
"The transition from elementary to secondary school is among the most challenging periods of adolescence. … Effective transition planning to secondary school begins for all students in Grade 7 and continues into and sometimes beyond Grade 9. A smooth transition contributes to a strong foundation for success in secondary school and beyond." (Creating Pathways to Success p. 21)
To support students with special education needs who are planning for a successful transition from elementary to secondary school, educators need to provide these students with information about:
• the requirements for the Ontario Secondary School Diploma (OSSD), the Ontario Secondary School Certificate (OSSC), or the Certificate of Accomplishment, where appropriate;
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• types of courses offered, and how best to design their personal secondary school program based on their interests, strengths, needs,
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• the full range of postsecondary opportunities (apprenticeship training, college, community living, university, and the workplace);
• the education and career/life planning process and strategies for the effective use of education and career/life planning resources.
Transition plans are required under Ontario Regulation 181/98 requires that a transition plan be developed as part of the IEP for exceptional students who are 14 years of age or older, unless they are identified solely as gifted.
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• Nelson Youth Centres (NYC) is an accredited children's mental health centre who provides group based treatment programs and counselling for children and youth and their families
• Reach Out Centre for Kids (ROCK) is a mental health centre that provides a multi-disciplinary approach to the assessment and treatment of children, adolescents and families.
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