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Transitions

Transitions. Transitioning Elementary to Middle. Transitioning Middle to High School. Who Are We?. Cindy Walters Autism Specialist Susan Smith DD Teacher Specialist Jo Shurman Resource Teacher Specialist. Special Education Department Chairs. Jennifer Leon

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Transitions

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  1. Transitions Transitioning Elementary to Middle Transitioning Middle to High School

  2. Who Are We? • Cindy Walters • Autism Specialist • Susan Smith • DD Teacher Specialist • Jo Shurman • Resource Teacher Specialist

  3. Special Education Department Chairs • Jennifer Leon • Desert Vista High School • Sandy Griesman • Marcos de Niza High School • Kelly Nelson • Corona del Sol High School • Jennifer Smith • Mountain Pointe High School

  4. Parents Joan Sample Janet Tripp

  5. Transition Thoughts The purpose of a smooth transition is to ensure that the student begins the new year in a new school with all the necessary supports in place to allow him/her to be successful.

  6. Process • To ensure student success, new school staff needs to be made aware of the student’s needs and the necessary support the student requires. • Articulation meeting between current and new school special education teachers • Discuss student strengths and needs • Recommendations • No IEP decisions are made

  7. Special Education Eligibility • Special Education services continue • May have a 3 Year Re-evaluation to update testing in current school • Same related service options (OT, PT, Speech) per IEP decision • Educational services may look different • Unique to High School • Post-secondary Transition Plan • Transfer of rights at age 18 • Graduation Requirements

  8. Transition Process • IEP meeting • Aug-Dec: begin discussions about new school program • Dec-May: IEP meeting or addendum • Discuss new school options • Include service times on IEP • May include middle school resource teacher

  9. Re-Eval • IEP and/or Re-Eval due in August • Should be done in spring of 5th grade or 8th grade

  10. Open Enrollment If a student is OE at an elementary, granted OE for feeder middle school, no application necessary If a different middle school, has to apply for OE OE is different from LRE placement Tempe Union is a different district, must apply for open enrollment

  11. Transition Steps (HS) • Students attend high school transition meeting • Students and parents fill out and submit required high school registration paperwork • Students and parents attend high school open house

  12. Transition Thoughts • Power in Partnership • Communication is critical • Home and school • Current staff and new staff • Trust • All parties have the student’s best interests in mind • Process • If things aren’t working-revisit • Adjustment period

  13. A Parent’s Perspective Joan Sample Janet Tripp

  14. Differences between Elementary and Middle School All Students Students with Special Needs LRE option General Education Co-Taught Pull Out Resource Language Arts Math Extended Resource In other classes based on student’s needs • 5 different classes and teachers a day • 68 min in a class (60 min on Wednesday) • Academic Lab (30 min/4 days) • Transitioning between classes • Homework • Electives • Lunch! • No Recess • Extracurricular activities

  15. Differences between High School and Middle School • Location • Size • Classes – choices, age variability, requirements • Expectations (homework, behavior, credits) • Responsibility (need to step up to the plate) • Resource Support - varies • Peers – tolerance of behaviors • Access to teachers • Seeking assistance – self advocacy • Extracurricular activities (no pass, no participation) • Security (best friends or your worst enemy) • Zero Hour and 8th hour • Movement from one grade level to the next • State and District Tests – AIMS/AIMS-

  16. High School Nuts & Bolts Typical Schedule Electives Core Extra Curricular Open Enrollment Process

  17. High School Offerings • High School Course Offering Booklet • Required Courses • Course of Study • Pre-requisites • Regular Education/Special Education listings • EVIT • Extra Curricular Activities • Clubs

  18. Students with disabilities are more likely to transition successfully if: They establish meaningful relationships with faculty and staff Feel connected to their school Establish meaningful relationships with peers Establish goals – make a connection between the here and now and their future Know and understand their disabilities and how to compensate for them.

  19. Questions

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