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Gssd at a glance tables
 

Gssd at a glance tables

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    Gssd at a glance tables Gssd at a glance tables Document Transcript

    • DRAFT – April 19, 2012 Transition into Kindergarten At-a-Glance Actions & Strategies Person(s) Suggested Responsible Timelines Information is provided for parents of preschoolers in the school attendance area Principal/Division January to (e.g., letter, pamphlet, website, newspaper ads, etc...). Office March Parents register their child for Kindergarten Parents January to June (early  Parents are invited to contact the teacher if they have particular concerns registration about their child’s development, if the child has an identified disability, and encouraged) if their child may require additional support. K teacher and  If the child has an identified disability or has been in a program prior to SST Kindergarten, parents are asked to have any additional information/reports forwarded to the school and Student Services Coordinator. If student has been involved with the Therapies Department at the Sunrise Health Region, refer to the “Moving On Up Planning and Transition Document”. SST in  The K teacher works with the SST and parents to gather information on the May – June collaboration with student and plan for transition into Kindergarten. The Principal and Student K teacher & Services Coordinator are kept informed. student services coordinator  The K teacher and SST may arrange to visit the current program for an individual student. In some situations, the Student Services Coordinator also visits the program.  A transition meeting may be arranged and an individual transition plan may be developed.  Any requests for additional support are discussed with the principal and coordinator and are submitted to the superintendent for approval. Parents and prospective students are invited to a Kindergarten orientation day/open K teacher May or June house. The K teacher establishes communication with the parents and encourages K teacher Beginning in communication throughout the transition process and the school year. May and ongoing Transition Planning At-a-Glance 1
    • DRAFT – April 19, 2012Transition into Pre. Kdn. &/or Kindergarten for Students Receiving Therapy Services From The Sunrise Health Region At-a-Glance Actions & Strategies Person(s) Suggested Responsible Timelines The transition process will be introduced to the family. The Primary Service Primary Service Fall before Provider will provide the desired information, support and opportunities for Provider (i.e. transition participation in planning their child’s transition. “Moving On Up Document” Therapies year will be given to the parents to support the process. Department, PECIP, etc….) Obtain signed release of information form from parents to receive all pertinent Primary Service By January reports from involved agencies (i.e. OT/PT, SLP, PECIP etc…). Provider (i.e. 31st of Therapies transition Department, year PECIP, etc….) Provide a list to the school division of all children who will be attending Pre-K, Referring Agency By February Early Entrance or Kindergarten the following year. A list of children who are (i.e. Therapies 28th of the in full transition process will also be provided. The list will be provided to the Department, transition school division area Student Services Co-ordinator. Once received, the Student PECIP, et….) year Services Co-ordinator will confirm that the student list has been received. This information will then be shared with the appropriate school division personnel. A meeting between all relevant agencies and the school division Student Student Services By Mid. Support Co-ordinator, School Pre. Kdn./ Kindergarten Teacher, and Student Co-ordinator & March of the Support Teacher will occur to discuss children coming to Pre. Kdn., School Principal transition Kindergarten from the Referring Agency. Consent will be obtained from the will arrange year families to discuss these children. A date for an informal visit to the school for transition students and parents Student Services By Early will be set up. Parents will complete all forms and bring it to the school on this Co-ordinator & April of the day. School Principal transition will arrange year Transition team meeting occurs. Obtain parent signatures where necessary. Student Support By May of Other informal visits may be arranged if necessary. Teacher will lead transition meeting year Programming information for students transitioning into Kindergarten Therapies By Mid. receiving only one area of therapy (i.e. SLP, OT, PT) services will be shared Department June of the with the school division area Student Services Co-ordinator. Once received, transition the Student Services Co-ordinator will confirm that the student list has been year received. This information will then be shared with the appropriate school division personnel. Programming meetings will be arranged. Informal and formal meetings Student teacher By between sending and receiving therapy staff should be arrange. September 30th of the new school year Transition Planning At-a-Glance 2
    • DRAFT – April 19, 2012 Early Entrance At-a-Glance Actions & Strategies Person(s) Suggested Responsible Timelines Parents contact the Superintendent of Student Services or a Student Services Co- Parents As needed ordinator to indicate that they would like to enrol their 3-year old child in an educational program. The Superintendent and/or Student Services Co-ordinator meet with the parents to Student Services As soon as discuss their child’s needs and provide information on available programming. Co-ordinator & possible Superintendent following Parents are asked to have copies of any assessment and program reports forwarded parent to the Division. request The Student Services Co-ordinator arranges for the parent(s) and child to visit the Student Services Prior to prospective program(s). Co-ordinator enrolling child in the program. The Student Services Co-ordinator arranges for and facilitates a transition meeting. Student Services Mutually A tentative starting date is identified. Co-ordinator agreed upon The Student Services Co-ordinator makes recommendations to the superintendent Co-ordinator Prior to regarding personnel needs, transportation, and any equipment needs. starting date Superintendent of Learning is involved if a GSSD Pre. Kdn. Program is deemed as the appropriate placement. Superintendent Decisions regarding personnel, transportation and equipment are made and the approved supports are put in place. If the child is enrolled in a community preschool or child care facility, a student Principal Prior to services teacher from the school in the area in which the child resides is assigned to starting date facilitate program planning and implementation. When the child begins the program, the teacher/director, SST, parents, and others Student Services Within 2 directly involved meet to develop an Inclusion and Intervention Plan (IIP). Teacher weeks of the starting date. Transition Planning At-a-Glance 3
    • DRAFT – April 19, 2012 Grade-to-Grade Transitions At-A-Glance Actions & Strategies Person(s) Suggested Responsible Timelines Teachers maintain current documentation of student progress, interests, needs, and Sending Throughout effective instructional practices teacher the year The sending and receiving classroom teachers share information. This may include a Sending & June (prior meeting to discuss each student and identify particular student interests, successes, and receiving to transition) concerns. teachers The student services teacher meets with the sending and receiving teachers to discuss programming for students who require student support services. (This may be done in Student End of May context of the meeting between sending & receiving teachers) Services or June (may Teachers identify students who may require additional preparation and planning for the Teacher be included transition. in above). Students have the opportunity to meet the receiving teacher (when possible). Options for connecting students and receiving teachers might include: Sending & June • Students writing a letter to the receiving teacher. receiving teachers • The receiving teacher visiting the current classroom. (This may be particularly helpful in transition for students with exceptional needs). Parents receive information on the future classroom (e.g. welcome letter, email, Receiving June pamphlet). teacher The receiving teacher reads the Cumulative Record for each student. Completion of a Receiving End of June Learning Profile Card on all students at or above Grade 3 is recommended early in the teacher or end of school year. August. School personnel determine if professional development will be required and how they Principal in Initiated in would like the PD to be provided. A PD plan is developed and any required approvals collaboration June; are submitted. with teachers implemented as early as possible in fall. Teachers communicate with parents during the first weeks of school. Options may include: Receiving Beginning of  Phoning parents during the first 1-2 weeks of school teacher September.  School/classroom open house. Principal & teachers Inclusion and Intervention Planning meetings (for identified students) are conducted Facilitated by June (end of and the IIP document is prepared. IIPs include transition planning. Finalized IIP is to SST; attended school year) be signed by all parties by mid. September. by classroom teachers. Transition Planning At-a-Glance 4
    • DRAFT – April 19, 2012 Elementary-to-Middle Years At-a-Glance Actions & Strategies Person(s) Suggested Responsible Timelines Students are involved in identifying their learning strengths and interests; identifying the Sending Teacher Ongoing types of strategies that work for them; and monitoring their own progress. prior to transition Students who experience difficulty are provided with appropriate instruction and Sending Referrals supports. When additional assessment is required, a referral is made early in the year so classroom teacher completed that current and valid documentation is available prior to transition. and SST by January SSTs meet with classroom teachers to discuss students who require special SST April considerations in the transition planning process. Students are provided with information and visit the middle school/classrooms; for Principal or April to example: designate from May receiving school • Visiting in groups for a portion of the day • Attending special functions • Tours at the time of registration Families are provided with information in one or more formats, such as: April to May • Information is sent home. Principal or designate from • Parents attend an information night . receiving school • Parents and students attend an open house. • Parents are invited to visit the school individually. • A class schedule and schedule of events is sent home. Teachers share information on students. Options for sharing information: • Sending and receiving classroom teachers meet. Classroom/subject May area teachers • SSTs from sending school meet with SST(s) from receiving school. Principal, • Receiving school personnel meet with sending school personnel to discuss May counsellor, SST recommended supports. Principal and Student Services Co-ordinator submit requests for supports & staffing to Principal End of May Superintendent of Schools &/or Superintendent of Student Services. School personnel identify and plan for professional development needs. Principal & staff June Students are encouraged to participate in activities such as interest groups, sports, arts, Receiving Beginning clubs, volunteer opportunities, etc. teacher, to end of counsellor & year. Transition Planning At-a-Glance 5
    • DRAFT – April 19, 2012 teacher leaders.Transition Planning At-a-Glance 6
    • DRAFT – April 19, 2012 School-to -School Transition At-a-Glance Actions & Strategies Person(s) Suggested Timelines Responsible Parents and student are invited to visit the school to meet the Principal or Prior to student principal and teacher(s), share information on their child’s designate enrolment needs, and to complete the registration form. If the student has intensive learning/behavioural needs, the Student Services After being informed of SST at the receiving school contacts the SST at the sending Teacher the student’s exceptional school to gather further information. needs. If registration is during the school year, the starting date is Principal and Typically within a day or determined. parents two following registration. If additional supports have been provided in the previous school, the Principal contacts the Student Services Co- Principal Starting date may be ordinator to discuss supports. delayed for 2-3 days to arrange for supports The principal requests the Cumulative Record from the Principal or Immediately following previous school. designate registration The receiving classroom teacher contacts the sending Classroom teacher Within a week of the classroom teacher to gather information on student needs and student’s starting date. effective approaches. A face-to-face transition meeting is recommended for Prior to, or within a students who require intensive supports. week of the student’s starting date. Home-Based Education-to-School At-a-Glance Transition Planning At-a-Glance 7
    • DRAFT – April 19, 2012 Actions & Strategies Person(s) Suggested Responsible Timelines Superintendent of Instruction and Learning informs parents that, if they are planning on Parents As early as discontinuing Home-Based Education for their child, they should contact the school. possible Information is gathered on the content of the home-based program and student Sup’t of Following achievement. Instruction and notification Learning with from parents parents If further assessment is required, referrals are made to the Referral Intake Committee Sup’t of As soon as and assessments are conducted prior to transition. Instruction and possible Learning and before refers transition Student and parents are invited to visit the school. Additional visits are arranged as Principal or Before needed. designate. student begins attending Student is supported throughout first days, weeks, or months of school as needed. Classroom As teacher, with determined SST and/or by team counsellor as needed Transition Planning At-a-Glance 8
    • DRAFT – April 19, 2012 Middle Years-to-Secondary At-a-Glance Actions & Strategies Person(s) Suggested Responsible Timelines Teachers maintain current documentation of student progress, interests, needs, and Gr. 7 & 8 Ongoing prior to effective instructional practices. teachers transition Gr. 8 teachers are provided with information on expectations for Gr. 9 High school teachers visit feeder schools to discuss Gr. 9 program and expectations OR Sending and October of Grade 8 Gr. 8 teachers from feeder schools visit high school, OR receiving year school Joint meeting(s) with middle and high school administrators, SSTs, counsellors and principals teachers to discuss programs, courses, curricula & requirements Teachers identify students who are struggling academically, socially, or emotionally. Gr. 8 teacher & Referrals completed SST by January Students who experience difficulty are provided with appropriate instruction and supports. When additional assessment is required, referral is made early in the year so Assessments that current and valid documentation is available prior to transition. completed prior to transition to Gr. 9. Students are involved in identifying their learning styles, strengths, and interests; self- Grade 8 teacher Throughout Gr. 8 monitoring and self-regulation. and students Transition form at end of Gr. 8 Students are provided with information on the High School program. Options for Principal or Information sharing providing information may include: designate from begins early in Gr. 8 receiving and is scheduled • High school personnel & some high school students visiting feeder schools. school throughout the Gr. 8 year. • High school students preparing a video for Gr. 8 students. • Students visiting high school prior to registration and touring school, visit classrooms, acquiring practical information, and meeting some teachers and students. • Attending special functions, such as an open house. • Providing information online (e.g. activities, interest clubs, examples of Grade 9 homework assignments, etc.). Families are provided with information on the High School Program. Options may Principal or Information sent out include: designate from in fall of Gr. 8 high school • Information is sent home and made available on the school website. Open house - May or • Parents attend an information night or open house. June • A welcoming activity/information night may also be scheduled for fall. SSTs from sending & receiving school meet to discuss students who (a) require an IIP SSTs February and individual transition plan and (b) require intensive supports. SSTs plan and schedule transition planning meeting with parents, SSTs, Gr. 8 & 9 SSTs April-May teachers, and others as needed Transition Planning At-a-Glance 9
    • DRAFT – April 19, 2012 Middle Years-to-Secondary At-a-Glance (continued) Actions & Strategies Person(s) Suggested Responsible Timelines Teachers share information on students and identify students who may be at risk for Principals, experiencing difficulties in Gr. 9. Options for sharing information include: classroom & subject area May • Meetings between sending/ receiving classroom/subject area teachers and teachers and sending/receiving SST (strongly encouraged). SSTs • Personnel from each feeder school visiting high school (or high school personnel visiting feeder school to discuss students Principal and Student Services Co-ordinator submit requests for supports and staffing Principal End of May to superintendent. School personnel identify and plan for professional development needs. Principal & staff June and August Receiving teachers read Cumulative Record for each student. Principal and End of June or first 2 teachers weeks of September Receiving teachers read transition plan completed by student (if available). Students are provided with social supports to ease the transition. For example: Principal or Orientation - day or designate two before school • Orientation afternoon or evening before school starts to get their schedule, locker, begins locate classes, get information on extracurricular activities and meet other students. Beginning of school • Assigning students to a peer mentor or mentor group managed by one or more staff. Teachers, Ongoing through • Students are provided with opportunities to participate in activities such as counsellors Grade 9. interest groups, clubs, sports, arts, volunteer opportunities, etc. Student progress and personal adjustment is systematically and regularly monitored SSTs and subject September through the first several months. area teachers August A staff member is assigned responsibility for facilitating/coordinating the monitoring Principal and support for students who are at risk for difficulties in Grade 9. Aug. 30, Sept. 30 Monitor, subject area teachers, SSTs, counsellors, and administrator(s) meet regularly Monitor, subject Oct. 30, Nov. 30, & to discuss each student’s progress, evaluate supports, and revise instruction and area teachers, subsequent meetings supports as needed for student success. SST, counsellor as scheduled. Students are provided with academic and social supports as needed SSTs meet with subject area teachers to identify students who may require additional supports. Supports may be provided through subject area teachers, peers, counsellor(s), SST as appropriate. For example: • Skills instruction in areas such as time management, study skills, test-taking strategies, research skills • Individual tutoring in specified subject areas • Instructional sessions to enhance skills in literacy and/or numeracy • Career exploration Transition Planning At-a-Glance 10
    • DRAFT – April 19, 2012• Counselling (e.g., to support social adjustment within school, respond to specific concerns, plan for the future, etc.) Transition Planning At-a-Glance 11
    • DRAFT – April 19, 2012 Transition from Grade-to-Grade at the Secondary Level At-a-Glance Actions & Strategies Person(s) Suggested Responsible Timelines Teachers are assigned to monitor, support, and maintain a relationship with a group Principal or Ongoing of students. Options may include: teacher advisor program, core teams of teachers, designate teacher mentor programs, etc. Students are prepared to begin considering career choices. Students are introduced Career Grade 9 to Career Cruising and a Career Fair may be provided. counsellors Students are provided with information session and guidance for high school Career course selection. counsellors Interest survey is sent to all Grade 9 students. Schools receive inventories and meet Beginning of with students regarding course offerings. second Information sessions are provided for students. semester Parents are provided with information on course selection. Options include: Beginning of second • Information sent home and available on school website. semester of Gr. • Parent information session or open house. 9 Teachers and career counsellors ensure that students are enrolled in courses that Teachers & Throughout Gr. will enable them to achieve postsecondary goals. counsellors 10 - 12 Career information sessions held each year to prepare students for: Career Gr. 10 - 12 counsellors • Career identification (Gr. 10). • Career exploration (Gr. 11). • Career decisions and transitions (Gr. 12). Each year the sending and receiving teachers share information in advance of student transition. Options include: • Sending teachers (e.g., Gr. 9) meet with core subject area teachers to discuss individual students. • Counsellors & SSTs notify subject area teachers of students who require support and those at risk. Teachers read the Cumulative Record for all of their students. Teachers By end of Sept. Students are provided with extra help as needed to pass courses and to set and Subject area Ongoing achieve postsecondary goals. teachers, SSTs, counsellors, teacher Transition Planning At-a-Glance 12
    • DRAFT – April 19, 2012 advisorsTransition Planning At-a-Glance 13
    • DRAFT – April 19, 2012Transition to Adult Life for Students with Intensive Supports At-a-GlanceAge 15 to 16  Identify the leader or coordinator for the transition planning team.Initiating the  Provide information on adult services and potential postsecondary education/training for theprocess student and family.  Explain the transition planning process and establish the team with the student and parents.  Provide training for student in directing (if applicable) and participating in transition planning meetings.  Contact adult programs/services who may be involved.  Gather information (e.g., student interests, preferences, learning characteristics, future goals).  Conduct the initial transition planning meeting.  Discuss potential graduation date.  Document the plan (on a transition plan or a section of the IIP), including goals, actions, persons responsible and time lines (who will do what and when).  Ensure that the student is enrolled in courses necessary to achieve goals.  Begin appropriate career awareness, career exploration and community experiences.  Assist the student in becoming involved in co-/extracurricular activities.Age 16 to one  Conduct ongoing assessment of current level of performance in adult life domains.year before  Conduct annual transition planning meeting and document the plan.graduation  Initiate referrals to adult programs and services in consultation with student and parents.Ongoing  Provide on-going training and opportunities for student self-determination.transition  Provide work experiences and increase work and community experiences as the studentplanning and .progresses toward graduation.programming  Provide community-based education in areas such as transportation, independent living, and accessing recreation. Support the student/family with awareness of, and access to community resources.  Help student to identify employment preference(s) and career goals.  Ensure that student is enrolled in appropriate courses to achieve long term goals and increase focus of instruction toward outcomes for transition.  Advocate for student as needed.Final year of  Conduct transition planning meeting.high school  Conduct any assessments required to access postsecondary education and/or employment.  Assist the student in developing a personal portfolio including a resume.  Continue to promote self-advocacy by ensuring that the student is aware of their unique needs and how to request supports.  Assist student with application to postsecondary education/training if applicable.  Provide long-term work/community experience.  Assist student with employment applications and interview preparation.  Identify required work and community resources and supports.  Work with student and family to identify post-graduation living arrangements and to contact appropriate supports as needed.  Ensure that graduation requirements will be met. Transition Planning At-a-Glance 14
    • DRAFT – April 19, 2012 Coordinate continuity of supports with adult service providers. Transition Planning At-a-Glance 15