This document outlines actions and strategies for transitioning students from kindergarten through high school, including:
1) Providing parents and students with information through various means from January to June.
2) Having teachers, principals, and support staff share student information and needs between sending and receiving schools or programs from May to September.
3) Arranging visits, orientations, and meetings between February and June for students and parents to learn about new schools and programs.
This document outlines the actions and strategies for transitioning students into kindergarten and pre-kindergarten programs, as well as for early entrance. It assigns responsibilities to principals, teachers, parents, and student support coordinators, and provides suggested timelines for activities ranging from January to September. Key steps include informing parents about registration, gathering student information, conducting orientation sessions, and facilitating meetings between teachers and agencies to support smooth transitions.
This document discusses various JavaScript engines used in web browsers. It describes that JavaScript engines interpret and execute JavaScript code, and are commonly used in web browsers. It then provides details on specific JavaScript engines like V8, SpiderMonkey, JägerMonkey, JavaScriptCore, Carakan, and Chakra; and discusses their development and key features.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Moving up transition document draft march 6qrobertson
This document provides guidance for parents on planning the transition from preschool to kindergarten for children with special needs. It outlines the transition planning process month-by-month from January through September. Key activities include signing release forms, attending transition planning meetings, visiting the kindergarten classroom, and ensuring necessary supports are in place for the child's success. The document emphasizes the importance of collaboration between parents and education professionals to develop an individualized transition plan.
This document provides the student services calendar for the Greater Saskatoon Catholic Schools Division for the 2012-2013 school year. It outlines important dates for professional learning communities, coach and student services coordinator meetings, intake appointments, report and expense deadlines, and other student services activities running from August to June. The calendar is intended to coordinate the student services schedule across the school division for the entire academic year.
The document appears to be a report card evaluating various schools in the Good Spirit School Division on their inclusionary practices and policies. It provides ratings from 1 to 4 on a variety of metrics relating to inclusive attitudes, instructional practices, programming, and collaborative culture. Most schools received ratings between 3-4, indicating their practices are evident to exemplary in supporting inclusion. A few areas like parental engagement and administrative leadership saw some schools rated lower between 2-2.5.
The document provides strategic objectives and descriptions for the Good Spirit School Division. It outlines four key objectives for improving student learning outcomes, well-being, engagement, and supports. It also describes four initiatives for strengthening instruction, enhancing business processes, improving communication, and effective change management. Each objective and initiative includes intended results and potential measures to track progress.
Moving up transition document draft march 6qrobertson
The document provides guidance to parents on transitioning their children with special needs from preschool to kindergarten, outlining the importance of transition planning and providing month-by-month checklists and guidance to help parents and schools support the child's successful transition. It was created by an inter-agency committee to help families navigate this change and ensure the child feels welcome and capable in their new kindergarten environment.
This document outlines the actions and strategies for transitioning students into kindergarten and pre-kindergarten programs, as well as for early entrance. It assigns responsibilities to principals, teachers, parents, and student support coordinators, and provides suggested timelines for activities ranging from January to September. Key steps include informing parents about registration, gathering student information, conducting orientation sessions, and facilitating meetings between teachers and agencies to support smooth transitions.
This document discusses various JavaScript engines used in web browsers. It describes that JavaScript engines interpret and execute JavaScript code, and are commonly used in web browsers. It then provides details on specific JavaScript engines like V8, SpiderMonkey, JägerMonkey, JavaScriptCore, Carakan, and Chakra; and discusses their development and key features.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Moving up transition document draft march 6qrobertson
This document provides guidance for parents on planning the transition from preschool to kindergarten for children with special needs. It outlines the transition planning process month-by-month from January through September. Key activities include signing release forms, attending transition planning meetings, visiting the kindergarten classroom, and ensuring necessary supports are in place for the child's success. The document emphasizes the importance of collaboration between parents and education professionals to develop an individualized transition plan.
This document provides the student services calendar for the Greater Saskatoon Catholic Schools Division for the 2012-2013 school year. It outlines important dates for professional learning communities, coach and student services coordinator meetings, intake appointments, report and expense deadlines, and other student services activities running from August to June. The calendar is intended to coordinate the student services schedule across the school division for the entire academic year.
The document appears to be a report card evaluating various schools in the Good Spirit School Division on their inclusionary practices and policies. It provides ratings from 1 to 4 on a variety of metrics relating to inclusive attitudes, instructional practices, programming, and collaborative culture. Most schools received ratings between 3-4, indicating their practices are evident to exemplary in supporting inclusion. A few areas like parental engagement and administrative leadership saw some schools rated lower between 2-2.5.
The document provides strategic objectives and descriptions for the Good Spirit School Division. It outlines four key objectives for improving student learning outcomes, well-being, engagement, and supports. It also describes four initiatives for strengthening instruction, enhancing business processes, improving communication, and effective change management. Each objective and initiative includes intended results and potential measures to track progress.
Moving up transition document draft march 6qrobertson
The document provides guidance to parents on transitioning their children with special needs from preschool to kindergarten, outlining the importance of transition planning and providing month-by-month checklists and guidance to help parents and schools support the child's successful transition. It was created by an inter-agency committee to help families navigate this change and ensure the child feels welcome and capable in their new kindergarten environment.
This document summarizes an early childhood education professional learning community meeting. It introduced the project goals of supporting principals and teachers in implementing high-quality transitional kindergarten programs. Participants learned about the importance of early childhood education, brain development research, and best practices for establishing professional learning communities and collaboration between preschool and elementary educators. The group discussed strategies for planning developmentally appropriate transitional kindergarten programs and developing a shared vision for early childhood education.
Superintendent of student services message march 2012qrobertson
The document provides information from the Superintendent of Student Services, including the vision and personal beliefs of the Superintendent. It also provides updates on initiatives in student services, such as the Maplewood/TPM project and inclusion training. Key dates for administrators, student services teachers, and providers are outlined for March through June. Areas of focus for 2011-2012 are discussed, and status of the EA allocation contingency fund is updated.
Superintendent of student services message march 2012qrobertson
The document provides information and updates from the Superintendent of Student Services, including:
1. The Student Services Handbook is now available online rather than in print. Important dates for administrators, student services teachers, and providers are listed.
2. The vision for student services focuses on supporting student diversity, inclusive learning communities, comprehensive services and supports, relationships and partnerships, and continuous improvement.
3. Areas of focus for 2011/2012 are discussed, including special projects and professional development opportunities. The status of the EA allocation fund and school review process are also updated.
4. Upcoming changes for the 2012/2013 school year are outlined, such as additional speech language pathologist positions, physical therapy services through
The Individualized Education Program (IEP) Process.pdfTherapySource1
Educators and parents should collaborate to document any challenges a child is facing in school, try classroom interventions to resolve issues, and consider evaluating the child if interventions are not working. If evaluations determine the child needs special education services, an Individualized Education Program (IEP) team including the child, parents, teachers, and other professionals will create an IEP outlining goals and services. The school will then provide services to support the child based on the IEP.
The document discusses strategies to increase parental involvement at St. Helen Elementary School. It outlines the school's parental involvement policy and mission statement. It also describes the parent advisory committee that provides input on the schoolwide plan. Finally, it discusses strategies to communicate with parents, promote parenting skills, and assist student learning based on Dr. Joyce Epstein's six standards of parental involvement.
An Individualized Education Plan (IEP) is a plan developed for students with disabilities attending elementary or secondary school that provides specialized instruction and related services tailored to their needs. The document discusses the key aspects of an IEP, including the individuals involved in the IEP process such as teachers, administrators, parents, and medical professionals. It also outlines the important information included in an IEP like the student's abilities and needs, goals and objectives, and services required. A 5-step IEP process is described that involves gathering information, setting directions, developing the plan, implementing it, and reviewing and updating the IEP.
The document outlines Jones Paideia Family Engagement Plan for the 2014-2015 school year. It provides background on the school, which serves a primarily low-income African American community. The plan aims to effectively communicate with parents, provide opportunities for parent input, and support English Language Learner families. Key goals include communication through various means, decision-making partnerships, and community involvement. An assessment plan is also outlined to evaluate parent involvement, relationships, and engagement effectiveness.
This document provides information from the Maryland State Department of Education's Division of Early Childhood Development newsletter from Winter 2015. It discusses Maryland being awarded a $15 million federal grant to expand access to pre-kindergarten programs. It also discusses the first administration of the Kindergarten Readiness Assessment for over 3,500 public school kindergarten students to measure school readiness. Finally, it introduces new developmental screening requirements for child care programs to assess children ages birth to five years old.
Transition to school: a community perspectiveCandKAus
The document discusses strategies for successful transitions from early childhood education to school. It summarizes research and guidelines from experts like Robert Pianta and Dockett and Perry. Their research emphasizes the importance of relationships, continuity of learning, family involvement, individualized support, and collaboration between early education and school staff. The document then describes a research project exploring perceptions of school readiness from teachers and parents. It finds that strengthening connections between early education centers and schools may help better prepare children and assess their readiness. It outlines steps taken in one early education center to facilitate relationships with local schools through forums, shared documentation, and transition activities.
The new legislation and SEN code of practice will change how schools support students with special educational needs. Under the new framework, classroom teachers will be directly responsible for students in their class with SEN. Schools will also need to focus on involving students and their parents in decision making, and using evidence-based interventions to support students' education and transition to adulthood. The reforms aim to improve support for all students through high-quality, differentiated teaching and ensuring equal opportunities regardless of background.
This document outlines the timeline for initial special education evaluations and programs in Michigan according to the Individuals with Disabilities Education Act (IDEA) and Michigan Administrative Rules for Special Education (MARSE). It includes the following key activities and timelines: 1) referral for evaluation within 10 days of consent, 2) evaluation completion within 30 days, 3) IEP development and offer of services within 30 days, 4) notice of placement within 7 days, and 5) services implementation within 15 days of notice. The goal is to efficiently evaluate, plan, and provide special education services to students suspected of having a disability.
This document outlines the timeline for initial special education evaluations and programs in Michigan according to the Individuals with Disabilities Education Act and Michigan law. It includes the following key steps: 1) referral for evaluation, 2) parental consent for evaluation within 10 days, 3) evaluation completion within 30 days, 4) IEP development and offer of services, 5) parental consent for services within 10 days, and 6) IEP implementation within 15 days. The timeline ensures eligible students receive special education services in a timely manner according to federal and state guidelines.
This document provides information about Title I programs and services at St. Helen Elementary School. It begins with an overview of Title I and how schools in the Gerrish-Higgins School District are chosen to receive Title I funding. It then describes how Title I services are delivered, including details about school-wide and targeted assistance programs. The remainder of the document focuses on St. Helen Elementary's school-wide Title I plan, including the planning team members, meeting dates, plans for communication, and technical assistance received.
This document summarizes a webinar on the role of the SENCO in implementing change according to the new SEND Code of Practice. It provides an overview of the new SEND legislation and transitional arrangements schools must follow. It describes the leadership responsibilities of the SENCO, governing body, and staff. Key responsibilities of the SENCO include coordinating SEN provision, advising teachers, managing budgets, and providing professional development for staff. Effective SENCOs provide strategic direction, support teaching and learning, manage additional staff, and ensure whole-school CPD on SEN topics.
The school action plan outlines objectives and activities to improve English and science instruction over the 2022-2023 school year. Key activities include organizing English and science clubs; assessing student performance in pre-tests to identify weaknesses; informing teachers of planned programs and projects; conducting disaster drills; establishing environmental awareness; providing teacher training; improving facilities; enhancing instructional materials; involving parents; and evaluating programs through post-tests. The plan aims to enhance both teacher and student competencies in English and science.
This document provides an overview of the planning and placement team (PPT) process for special education in Connecticut. It discusses referral and eligibility, transition from early intervention programs, evaluations, individualized education programs (IEPs), placement considerations, and the roles and rights of parents. The PPT is a team that includes parents and professionals that determines if a student qualifies for special education and develops the IEP. Parents are involved throughout the process and must provide consent for evaluations and programs. The goal is to provide students with disabilities the support they need in the least restrictive environment.
This document outlines policies and procedures for Head Start and Early Head Start programs for the 2016-2017 year. It covers many topics including: management of service plans; health and safety procedures; child screenings and assessments; nutrition and meal policies; transition planning; curriculum; and family engagement requirements. Key points include conducting regular health screenings and immunizations for children, following detailed safety protocols for illnesses/injuries, ensuring nutritious meals and snacks are provided, completing home visits and conferences to engage families, and using curricula focused on school readiness.
Parent partnership forum update January 2019tinagage
The document summarizes updates and actions taken by the school to address key issues raised by parents and governors. New processes have been implemented for self-evaluation, monitoring teaching quality, tracking pupil progress, assessing SEN students, improving behavior, challenging gifted students, and ensuring curriculum progression. New curriculum and programs in math, reading, and EYFS have also been adopted. The school has received support and training to strengthen areas like assessment, teaching quality, and creating a positive learning environment.
The document outlines the guidance program for Aringay District which aims to facilitate student learning and development through monitoring attendance, providing counseling, maintaining student records, and establishing a grievance committee. It details the objectives, conceptual basis, implementation strategies involving teachers, parents, and maintaining resources like student records and log books to ensure the program's sustainability.
Good Spirit School Division's 2013-2018 Professional Development Plan outlines initiatives to improve responsive teaching strategies over five years. The plan focuses on developing teachers' skills in response to intervention, creating supportive learning environments, unpacking curriculum outcomes, using assessment to inform instruction, and incorporating differentiated instructional strategies. Key initiatives include establishing school-based RTI teams, reducing classroom clutter, designing performance tasks, and providing flexible grouping and student choice. Progress in implementation is indicated by color coding, with the expectation that all strategies will be fully implemented by 2018.
This document outlines a 5-year professional development plan for Good Spirit School Division. The plan focuses on developing teachers' skills in areas like digital fluency, creating supportive learning environments, unpacking curriculums using the Understanding by Design framework, and improving assessment practices. Over the 5 years, teachers will receive training to help implement initiatives in these areas and work towards expectations like differentiating instruction for all students and using technology to enhance teaching and learning.
This document summarizes an early childhood education professional learning community meeting. It introduced the project goals of supporting principals and teachers in implementing high-quality transitional kindergarten programs. Participants learned about the importance of early childhood education, brain development research, and best practices for establishing professional learning communities and collaboration between preschool and elementary educators. The group discussed strategies for planning developmentally appropriate transitional kindergarten programs and developing a shared vision for early childhood education.
Superintendent of student services message march 2012qrobertson
The document provides information from the Superintendent of Student Services, including the vision and personal beliefs of the Superintendent. It also provides updates on initiatives in student services, such as the Maplewood/TPM project and inclusion training. Key dates for administrators, student services teachers, and providers are outlined for March through June. Areas of focus for 2011-2012 are discussed, and status of the EA allocation contingency fund is updated.
Superintendent of student services message march 2012qrobertson
The document provides information and updates from the Superintendent of Student Services, including:
1. The Student Services Handbook is now available online rather than in print. Important dates for administrators, student services teachers, and providers are listed.
2. The vision for student services focuses on supporting student diversity, inclusive learning communities, comprehensive services and supports, relationships and partnerships, and continuous improvement.
3. Areas of focus for 2011/2012 are discussed, including special projects and professional development opportunities. The status of the EA allocation fund and school review process are also updated.
4. Upcoming changes for the 2012/2013 school year are outlined, such as additional speech language pathologist positions, physical therapy services through
The Individualized Education Program (IEP) Process.pdfTherapySource1
Educators and parents should collaborate to document any challenges a child is facing in school, try classroom interventions to resolve issues, and consider evaluating the child if interventions are not working. If evaluations determine the child needs special education services, an Individualized Education Program (IEP) team including the child, parents, teachers, and other professionals will create an IEP outlining goals and services. The school will then provide services to support the child based on the IEP.
The document discusses strategies to increase parental involvement at St. Helen Elementary School. It outlines the school's parental involvement policy and mission statement. It also describes the parent advisory committee that provides input on the schoolwide plan. Finally, it discusses strategies to communicate with parents, promote parenting skills, and assist student learning based on Dr. Joyce Epstein's six standards of parental involvement.
An Individualized Education Plan (IEP) is a plan developed for students with disabilities attending elementary or secondary school that provides specialized instruction and related services tailored to their needs. The document discusses the key aspects of an IEP, including the individuals involved in the IEP process such as teachers, administrators, parents, and medical professionals. It also outlines the important information included in an IEP like the student's abilities and needs, goals and objectives, and services required. A 5-step IEP process is described that involves gathering information, setting directions, developing the plan, implementing it, and reviewing and updating the IEP.
The document outlines Jones Paideia Family Engagement Plan for the 2014-2015 school year. It provides background on the school, which serves a primarily low-income African American community. The plan aims to effectively communicate with parents, provide opportunities for parent input, and support English Language Learner families. Key goals include communication through various means, decision-making partnerships, and community involvement. An assessment plan is also outlined to evaluate parent involvement, relationships, and engagement effectiveness.
This document provides information from the Maryland State Department of Education's Division of Early Childhood Development newsletter from Winter 2015. It discusses Maryland being awarded a $15 million federal grant to expand access to pre-kindergarten programs. It also discusses the first administration of the Kindergarten Readiness Assessment for over 3,500 public school kindergarten students to measure school readiness. Finally, it introduces new developmental screening requirements for child care programs to assess children ages birth to five years old.
Transition to school: a community perspectiveCandKAus
The document discusses strategies for successful transitions from early childhood education to school. It summarizes research and guidelines from experts like Robert Pianta and Dockett and Perry. Their research emphasizes the importance of relationships, continuity of learning, family involvement, individualized support, and collaboration between early education and school staff. The document then describes a research project exploring perceptions of school readiness from teachers and parents. It finds that strengthening connections between early education centers and schools may help better prepare children and assess their readiness. It outlines steps taken in one early education center to facilitate relationships with local schools through forums, shared documentation, and transition activities.
The new legislation and SEN code of practice will change how schools support students with special educational needs. Under the new framework, classroom teachers will be directly responsible for students in their class with SEN. Schools will also need to focus on involving students and their parents in decision making, and using evidence-based interventions to support students' education and transition to adulthood. The reforms aim to improve support for all students through high-quality, differentiated teaching and ensuring equal opportunities regardless of background.
This document outlines the timeline for initial special education evaluations and programs in Michigan according to the Individuals with Disabilities Education Act (IDEA) and Michigan Administrative Rules for Special Education (MARSE). It includes the following key activities and timelines: 1) referral for evaluation within 10 days of consent, 2) evaluation completion within 30 days, 3) IEP development and offer of services within 30 days, 4) notice of placement within 7 days, and 5) services implementation within 15 days of notice. The goal is to efficiently evaluate, plan, and provide special education services to students suspected of having a disability.
This document outlines the timeline for initial special education evaluations and programs in Michigan according to the Individuals with Disabilities Education Act and Michigan law. It includes the following key steps: 1) referral for evaluation, 2) parental consent for evaluation within 10 days, 3) evaluation completion within 30 days, 4) IEP development and offer of services, 5) parental consent for services within 10 days, and 6) IEP implementation within 15 days. The timeline ensures eligible students receive special education services in a timely manner according to federal and state guidelines.
This document provides information about Title I programs and services at St. Helen Elementary School. It begins with an overview of Title I and how schools in the Gerrish-Higgins School District are chosen to receive Title I funding. It then describes how Title I services are delivered, including details about school-wide and targeted assistance programs. The remainder of the document focuses on St. Helen Elementary's school-wide Title I plan, including the planning team members, meeting dates, plans for communication, and technical assistance received.
This document summarizes a webinar on the role of the SENCO in implementing change according to the new SEND Code of Practice. It provides an overview of the new SEND legislation and transitional arrangements schools must follow. It describes the leadership responsibilities of the SENCO, governing body, and staff. Key responsibilities of the SENCO include coordinating SEN provision, advising teachers, managing budgets, and providing professional development for staff. Effective SENCOs provide strategic direction, support teaching and learning, manage additional staff, and ensure whole-school CPD on SEN topics.
The school action plan outlines objectives and activities to improve English and science instruction over the 2022-2023 school year. Key activities include organizing English and science clubs; assessing student performance in pre-tests to identify weaknesses; informing teachers of planned programs and projects; conducting disaster drills; establishing environmental awareness; providing teacher training; improving facilities; enhancing instructional materials; involving parents; and evaluating programs through post-tests. The plan aims to enhance both teacher and student competencies in English and science.
This document provides an overview of the planning and placement team (PPT) process for special education in Connecticut. It discusses referral and eligibility, transition from early intervention programs, evaluations, individualized education programs (IEPs), placement considerations, and the roles and rights of parents. The PPT is a team that includes parents and professionals that determines if a student qualifies for special education and develops the IEP. Parents are involved throughout the process and must provide consent for evaluations and programs. The goal is to provide students with disabilities the support they need in the least restrictive environment.
This document outlines policies and procedures for Head Start and Early Head Start programs for the 2016-2017 year. It covers many topics including: management of service plans; health and safety procedures; child screenings and assessments; nutrition and meal policies; transition planning; curriculum; and family engagement requirements. Key points include conducting regular health screenings and immunizations for children, following detailed safety protocols for illnesses/injuries, ensuring nutritious meals and snacks are provided, completing home visits and conferences to engage families, and using curricula focused on school readiness.
Parent partnership forum update January 2019tinagage
The document summarizes updates and actions taken by the school to address key issues raised by parents and governors. New processes have been implemented for self-evaluation, monitoring teaching quality, tracking pupil progress, assessing SEN students, improving behavior, challenging gifted students, and ensuring curriculum progression. New curriculum and programs in math, reading, and EYFS have also been adopted. The school has received support and training to strengthen areas like assessment, teaching quality, and creating a positive learning environment.
The document outlines the guidance program for Aringay District which aims to facilitate student learning and development through monitoring attendance, providing counseling, maintaining student records, and establishing a grievance committee. It details the objectives, conceptual basis, implementation strategies involving teachers, parents, and maintaining resources like student records and log books to ensure the program's sustainability.
Good Spirit School Division's 2013-2018 Professional Development Plan outlines initiatives to improve responsive teaching strategies over five years. The plan focuses on developing teachers' skills in response to intervention, creating supportive learning environments, unpacking curriculum outcomes, using assessment to inform instruction, and incorporating differentiated instructional strategies. Key initiatives include establishing school-based RTI teams, reducing classroom clutter, designing performance tasks, and providing flexible grouping and student choice. Progress in implementation is indicated by color coding, with the expectation that all strategies will be fully implemented by 2018.
This document outlines a 5-year professional development plan for Good Spirit School Division. The plan focuses on developing teachers' skills in areas like digital fluency, creating supportive learning environments, unpacking curriculums using the Understanding by Design framework, and improving assessment practices. Over the 5 years, teachers will receive training to help implement initiatives in these areas and work towards expectations like differentiating instruction for all students and using technology to enhance teaching and learning.
This document outlines Good Spirit School Division's 5-year professional development continuum from 2013-2018. The goals are to implement differentiated instruction, develop digital fluency, establish response to intervention processes to support all students, unpack renewed curriculums using Understanding by Design, enhance assessment practices, and incorporate differentiated instruction strategies. Each year focuses on different aspects, with full implementation of strategies expected by 2017-2018.
The Good Spirit School Division Professional Development Plan for 2013-2018 outlines initiatives focused on building teacher capacity in response to intervention, environment, curriculum, assessment, and instruction. In the 2013-2014 school year, teachers are expected to create uncluttered teaching spaces, explore accommodations for student learning, unpack curriculum outcomes, implement pre-assessment and formative assessment strategies, and incorporate flexible groupings into instruction. Accountability measures include submission of documentation and classroom observations by administrators. The plan emphasizes an ongoing process of awareness, development and refinement of strategies over the five-year period to support student achievement.
The Superintendent of Student Services has a busy week ahead with several meetings scheduled around strategic planning, staffing, Response to Intervention teams, and training. Key events and tasks include: developing strategic work plans; discussing staffing with principals; planning for school-based RtI teams; scheduling NVCI training in February, April, and May; contacting service providers and vendors; and organizing various staffing meetings.
The document provides the schedule and action items for the Superintendent of Student Services for the week of November 11th to November 16th. It includes attending a conference call on Tuesday, observing career fairs and school council meetings on Wednesday, attending LEAN training in Saskatoon on Thursday, and observing a PAL program and drug committee meeting on Friday. The schedule aims to conduct school visits, work on the strategic plan, and schedule professional growth plan meetings for the Student Services Coordinating Committee that week.
This document provides a 5-step guide to planning a successful transition from school to adult life. It includes stories from individuals who have gone through the transition process. The 5 steps are: 1) Starting the transition planning process; 2) Deciding who should be on the transition planning team; 3) Beginning transition planning meetings; 4) Carrying out the transition plan; and 5) Checking how the plan is working. Worksheets and tips are provided to help students, families, and teachers with each step of the planning process. The overall goal is to develop a personalized plan to help the student transition successfully from school to independent adult living.
Interview a farmer maggie robertson gr. 4 qrobertson
The student interviewed their Papa, a retired farmer, and learned that he spent most of his life farming wheat and canola. Over time, canola became more popular than wheat. The student was surprised to learn that their Papa said his mother worked harder than his father on the farm. Their favorite part of the interview was hearing about the manual labor and chores required on the farm when their Papa was young.
Interview a farmer maggie robertson gr. 4 qrobertson
Maggie interviewed her Papa, a retired farmer, and learned about his experiences working on the farm. She discovered that wheat was the most popular crop when he was young, but canola later became more profitable. Maggie was surprised to learn that her Papa said his mother worked harder than his father on the farm.
1. Starting the transition planning process - Begin planning early, 4-5 years before leaving school. Ask questions about dreams, strengths, and needs.
2. Deciding who should be on the transition planning team - Include the student, family, teachers, support people.
3. Beginning the transition planning meetings - Discuss living, work, community involvement, free time, relationships.
4. Carrying out the transition plan - Implement the goals and activities outlined in the plan.
5. Checking how the plan is working - Review progress regularly and make adjustments as needed.
(1) This document contains a transition planning guide for a student moving from their present school and grade to a new environment.
(2) It includes sections to provide background information on the student's learning needs, strengths, preferences, and concerns across various domains.
(3) Signatures are included from team members involved in the student's transition, such as parents, teachers, administrators, and other support staff.
The document outlines the strategic planning and change management initiatives for the 2012/13 school year for the GSSD Student Services Department. It identifies drivers for change such as school review results, ministry direction, and feedback from parents, staff, and strategic planning. New products and processes being designed include an Inclusion and Intervention Plan, LEAN processes using tracking software, transition documents, and partnerships. Existing products and services like block therapy, staffing allotments, assistive technology processes, and alternate transportation processes are being redesigned. The strategic priorities of collaboration, capacity building, and communication will guide planning to operate. New procedures and roles for supports, reviews, professional development and meetings are also outlined.
Ministry checklist with action planning and goals.docxqrobertson
The document summarizes the Good Spirit School Division's (GSSD) strategies and goal areas based on the Ministry of Education's Service Delivery Rubric for 2011/12. Key strategies included implementing an inclusive philosophy, using professional learning communities and response to intervention, collaborative structures like interdisciplinary teams, and administrative support through training programs. Goals focused on areas like inclusive attitudes, instructional practices, parental engagement, and developing a collaborative culture. Progress would be assessed using the ministry's rubric through school reviews in Spring 2012.
This budget report summarizes spending for the 2012 fiscal year for the Good Spirit School Division No. 204 in various programs and objects related to instruction and student services. It shows budgets, actual spending, commitments and balances. For the student services function, 63.54% of the budget for instructional aids was spent. Overall, 78.30% was spent on communications and 70.11% on travel for student services.
The document provides feedback from multiple school review meetings.
1) Communication and problem solving support from student services is working well, as is involving stakeholders in identification meetings. However, having resources for students who don't qualify for intensive support and solutions for extremely difficult behaviors is tricky.
2) Meetings could be improved by being tighter on roles and deadlines and providing more school-based support for differentiated instruction. One-shot professional development doesn't work and data like CAT4 is not always useful.
3) Identification meetings and the exemplary practice rubric are valuable, but the rubric language could be simplified with examples. Scheduling meetings after school limits participation, and balancing direct support with professional learning community
The document projects staffing levels for the 2012/13 school year at Canora Composite School. It estimates 260 students enrolled with 20.5 full-time professional staff allocated, including 17.6 for core instruction and 1.5 for student support services. Additionally, 29 educational assistants are budgeted, with 5.5 positions currently vacant. The projected student to teacher ratio is 12.68 to 1.
The document outlines the strategic planning and change management initiatives for the 2012/13 school year for the GSSD Student Services Department. It identifies drivers for change such as school review results, ministry direction, and feedback from parents, staff, and strategic planning. New products and processes being designed include an Inclusion and Intervention Plan, LEAN processes using tracking software, transition documents, and partnerships. Existing products and services like block therapy, staffing allotments, assistive technology processes, and alternate transportation processes are being redesigned. The strategic priorities of collaboration, capacity building, and communication will guide planning to operate. New procedures and roles for supports, reviews, professional development and meetings are also outlined.
This document provides the weekly schedule and action items for student services coordinators (SSCs) for the week of May 14-18. It includes:
- A tracking task of the number of substitute teacher days schools are requesting with a note that only 30 days remain to assign for instructional improvement plan development.
- Quintin's scheduled meetings that week, including central office updates, staff meetings, year-end conversations with various staff, teacher observations, and accountability reports.
- Additional details for SSCs on monitoring instructional improvement plan development using the TPM system.
The GSSD Student Services Department outlined their strategic plan for change management in 2012/13. They identified drivers for change such as school review results, ministry direction, and feedback from parents, staff, and strategic planning. New products and processes were designed, including an Inclusion and Interview Plan, LEAN processes using tracking software, transitional guides, and partnerships. Existing products and services were also redesigned, like block therapy, staffing allotment, assistive technology processes, and alternate transportation. The plan focused on collaboration, capacity building, communication, intensive supports, timelines, assessment, roles and responsibilities, reviews, professional development, and continued focus on response to intervention and PLCs.
The Good Spirit School Division has restructured its Student Services Department for the 2011/2012 school year to better serve student needs. Professional service providers have been relocated to centralized locations in three clusters to promote team-centered support. The goal is to enhance communication, collaboration, and capacity building among staff through this new team approach. Personal program plans will now be developed collaboratively to provide comprehensive reports on student needs and services. Software is also being developed to integrate student data across systems to better inform classroom teachers.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. 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
2. DRAFT – April 19, 2012
Transition 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
3. 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
4. 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
5. 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
7. 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
8. 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
9. 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
10. 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
11. 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
12. 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
14. DRAFT – April 19, 2012
Transition to Adult Life for Students with Intensive Supports At-a-Glance
Age 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 the
process 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 student
planning 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
15. DRAFT – April 19, 2012
Coordinate continuity of supports with adult service providers.
Transition Planning At-a-Glance 15