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Transition Presentation Template

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Transition Presentation

Transcript: Transition Presentation Pre-School to Kindergarten Entering Kindergarten WELCOME Intake Plans Children usually start Kindergarten when they turn five however parents can delay enrollment for the following school year. Often attendance is not full time (ACT, 2016) Plans for intake According to the "Special Education Services: A Manual of Policies, Procedures and Guidelines students with ASD are eligible for full time enrollment, the implementation of an IEP, and coordination of entry to school. School districts may elect to contract services from an early childhood center for a portion of the kindergarten year. (Special Education Services, 2016) Many children have been diagnosed with Autism before entering school Plans continued... Intake Plans Contact your districts Special Education Department at least 6 months prior to the start of school (ACT, 2016) Bring all records, including Autism diagnosis to the first meeting (ACT, 2016) If the child is registered in a preschool program, the principal may send a school personnel from the SBT to visit the preschool, typically the resource teacher, to observe the child and see the child in a group setting (ACT, 2016) Awaiting an Assessment? The school should still be notified and be made aware of their needs for planning purposes. (ACT, 2016) Following the preschool observation resource team meets with SBT to organize proper placement for the student. Pre-K Learning Opportunities Pre-K Learning Opportunities Service Providers The Autism Quick Start Guide is a wonderful , practical tool : https://www2.gov.bc.ca/assets/gov/health/managing-your-health/autism/autism_quick_start_guide_ages_0-5.pdf 1 Schedule a meeting with Children and Youth with Special Needs Worker 2 RASP Service Providers 3 Parents are responsible for hiring service providers from the Registered Autism Service Providers List. (Ministry of Children and Family Development, 2018) Early Interventions 4 General Types of RASP Providers: 4 Occupational Therapy, Speech Language Pathologist, Physical Therapist, Behaviour Analyst (Ministry of Children and Family Development, 2018) Under 6? 5 Families can access up to $22,000 to pay for services (Ministry of Children and Family Development, 2018) Programs Some Pre-School Learning Opportunities BC Center for Ability: Stepping Stones Ready Set Learn Allows families to participate in bi-monthly family nights. Strong Start (British Columbia, n.d.) Families attend at a local elementary school and the intention is to support transitions to school Play based learning activities for ages 0-5 Parents also have the opportunity to participate in training and education around their childs social emotional wellness. No cost to families and participate on a drop-in basis Fostering positive connections between families, school system, and local agencies (British Columbia, n.d.) There are also KIndergarten transition workshops. I attended one for my son through this program. 329 Strong Start Programs across British Columbia Intended for children aged 3-5 Participate with your child Self-regulation strategies and social awareness are important (BC Center for Ability, n.d.) Get tips to encourage lifelong learners and include: talking, feelings, play, getting along with others, healthy food options (British Columbia, n.d.) What happens after enrollment? What happens after enrollment? -The child is placed in a classroom. -It is important to build a successful partnership and connection between home and school -The family comes to tour the school. -Social Stories/Narratives are used prior to entry (Bodine, 2020) -Student typically has a gradual entry program Preparation Strategies for preparation - Entering Kindergarten Provide a map of the school, classroom or video for student to watch at home with their parents Social Stories/Narratives can be effectively used to assist with the transition. Find some here: Parents can create a calendar of counting down the days until the transition from summer holidays and should take about the transition well in advance (ErinOAKids, 2012) https://www.pbisworld.com/tier-2/social-stories/ Establish a transition team including parents, outside therapists, teacher, principal (Educator Support Guide for Transition Planning, n.d) https://www.abaresources.com/social-stories/ https://www.autismlittlelearners.com/2020/06/transitioning-to-new-school-stories.html?fbclid=IwAR1UyssPJROQCmBzNk0Xb5w9cASEG6PIOSDs6yQ8uL7t4SMNwA2HTmv9hIk In School Supports In School Supports IEP Individual Education Plan An IEP is created as a plan to address individual needs, goals, adaptations which is reviewed at least once a year. (ACT, 2016) The case manager (usually a resource teacher) is responsible for the coordination of the IEP. The case manager will speak with the parents about the individual needs and loop in other members of the SBT if necessary. This should be done before the start of the school year, typically in the Spring. (ACT, 2016) SBT School Based Team (SBT)

Transition Presentation

Transcript: Transitions Collaborative Practices Why do we need transitions? All students deserve the opportunity to have a smooth transition from early intervention programs to education and from secondary education to postsecondary services (Turnbull, A., Turnbull, R., Erwin, Soodak, & Shogren, 2014). To do this, students need different advocates to help ensure that they continue to be successful in all of their settings. Why do we need transitions? Facilitating Transitions When faciliting transitions, students need an advocacy plan. First, there needs to be student-focused planning. This is important for transitions to recongize the students interests, abilities, community input, and their overall options. Students need to self advocate for themselves in this role because it is their future. Once this is established, there needs to be student development to make sure the student is learning the skills needed for their future. Families need to be involved as well to make sure there is engagement from multiple settings. Once all of this is completed, communties and different stake holders can be envolved to help the students gain experience (The IRIS Center, 2018). Facilitating Transtions Why? In advocating for these students, we are hoping to gain self-determination. Self-determination “refers to the attitudes and abilities required to act as the primary causal agent in one’s life and to make choices regarding one’s actions free from undue external influence or interference” (Wehmeyer, 1992, p. 305). By having this self-advocacy skill, students will be able to: -speak up for themsleves -ask for what they need -work with others -know their rights and responsibilities -use their available resoruces Why? Stakeholders There are a variety of stakeholders involved in a students transition process: -students -parents -teachers -advocates -school counselors -agency representatives -employers All of these relationships help create student achievement. For the stakeholders, they will be able to achieve new skills and understands in being involved with each individual students process. Stakeholders CEC Standards The Council for Exceptional Children (2018) states that, "Research has shown that effective transition services are directly linked to better post-secondary outcomes for students with disabilities. Research also tells us that to flourish in the workplace youth with disabilities must also be provided with the opportunity to develop leadership skills, to engage in self-determination and career exploration, and to participate in paid work-based experiences while in high school". To ensure the outcomes of our students, there needs to be disired objectives such as ensuring that these students have opputunities in all settings (academic and work enviroment). CEC Standards on Transitions How do we know that we have been successful when it comes to transition planning? The first step is setting and achieving goals. Another step is self-monitioring. Are students meeting with their stakeholders? Are they following the steps to their plan? Have they gotten accepted into a college or work program? All of these are tools that can measure the success of a transition plan. Tools to Measure Success Tools to Measure Success When it comes to advocating for a student and transition planning, there may be barriers. One may include that the student does not seem interested in their own future. To overcome this, it would be beneficial to provide students with opportunities for desicion-making in early childhood to instill self-determination and self-advocacy at a young age. Another challenge may be ensuring that students have full access and participation to employment and postsecondary education. The NCSET (2004) recomends to , "Ensure that prior to each student’s graduation from high school, the student’s IEP team identifies and engages the responsible agencies, resources, and accommodations required for the student to successfully achieve positive postschool outcomes". Challenges Challenges 1. Make sure that students are involved in their planning and facilitation of their meeting. 2. Have parents and multiple stakeholders involved to make the student know that they are supported through out this process. 3. The more information the better. 4. Give the student opportunuites to learn, work, and volunteer so they know what they want to do. Suggestions Suggestions At a young age, it is important to empower students and their families through transitiong. This can be done by giving them the knowledge and opporunities they need to be successful. Self-advocacy and Self-determination are critical components for these students with disaibilties. With that being said, these students also need support from their families and various advocates. This is important because according to the Individuals with Disabilities Educator Act, all students will disabilities have the right to a transition plan to move from high school to post secondary education,

Transition Presentation

Transcript: PRESENTATION TRANSITION WELCOME 1 WELCOME Mrs MacBeath Head of Junior School Junior 1 teachers Specialist teachers KEY FIGURES 2 KEY FIGURES Essential understandings Meet the team Mr Wyatt - Rector Mrs Lindsay Mrs Park and Mrs Gunn MATERIALS 3 EQUIPMENT THE SCHOOL DAY References References PROCEDURE 4 CURRICULUM Warm-up activity Warm-up activity Step 1 Step 1 Step 2 Step 2 ASSESSMENT 5 MEETING LEARNERS NEEDS Assessment activity 1 Assessment activity 1 Assessment activity 2 Assessment activity 2 6 FIRST DAY OF SCHOOL Notes

Transition Presentation

Transcript: It is important to remember that the use of transitions needs to be consistent. Read scenario and determine what visual transition would be best for the student and why. Time leading up to transitions is flexible. Why are transitions important? Decrease challenging behavior. Decrease amount of time needed to transition. Transition independently. Visual Cue Gabby Chisick, Kaitlin Dyal, Marissa Teran, Kelsey Meyer, Sabrina Reguero Visual Cue Timer Visual Countdown System First and Then Finished box Finished Box Activity Time Hume, Kara, et al. "Smooth Transitions: Helping Students With Autism Spectrum Disorder Navigate The School Day." Teaching Exceptional Children 47.1 (2014): 35-45. Academic Search Complete. Web. 1 Oct. 2014. "Transition." Dictionary.com. Dictionary.com, 2014. Web. 29 Sept. 2014. https://www.youtube.com/watch?v=0oeNT0Xeu3Yu Works Cited Allows students to know how much time is left in activity. Allows teacher to monitor the students' progress. A sequence of activities that will happen throughout the school day. Countdown System First/Then Timer Visual transitions help decrease challenging behavior and amount of time needed to transition, as well as helps students learn to transition independently. "The process of changing from one state or condition to another" (Google). Visual transition. Given a scenario, groups should be able to identify at least one visual transition that can be used to ease transitions in the classroom and effectively apply them to their students with autism. What is a transition? When it is time to transition, students place their work from the previous activity in the "Finish Box". Helping Students with Autism Transition Smoothly Through the Use of Visuals Types of Visual Transitions Conclusion A visual representation of the activity that the student will be doing next that they need to bring with them. Objective

Transition Presentation

Transcript: Do you know how can get back in school? We do! with you and your parent or guardian create a transition portfolio include in it all of your important records So.... Let's get started! "Education has become the most advantageous route to success." education=earning capacity $$$$$$$$$$$$$$$$$$$$$ Your future will be so much different with a diploma!!! provide you with a packet of information like; names, numbers, and places you will need to know when you leave GED Programs Then 30 Social Security Department First, we will..... Yes....you can finish your high school education Alternative Schools Nancy B. Jefferson contact your former school and let them know when you will return Next you high school

Practice Transition Template

Transcript: Property Recall ELEMENTS Branding Write the primary idea of the mind map in the center. Use different color notes to differentiate between topics. Use lines and arrows to create branches that connect ideas to each other. other Contracts Stock other review of... BRAINSTORM IT & Data HR Brainstorm NHS copy and paste as needed and take advantage of an infinite canvas! "Mind Mapping" Method Contact Lenses

Transition Presentation

Transcript: Cohabitation We come from WAY different worlds.... don't let the camouflage hat fool you. Training?? Talk about finances Talk about the pro's and cons of the idea There are numerous ways to do something What made this smooth- Support from his parents Being open and honest with one another Make sure this will work and or your willing to TRY Meet Me... I am the 21st century version of Snow White.... Country boy Hunting is his life There isn't a food he doesn't like Very simple...thinking Quiet Not much is needed Talking with family Talking with one another Trust and honesty Trying new things... City girl Love to travel Picky eater Always thinking Outgoing Meet Troy... Troy and Liz Advice? Its a new chapter...enjoy it Troy...well not so much.... The things I needed to know before hand was many of the skills I've been learning in the ed classes Team work now Respect Communication Space

Transition Presentation

Transcript: Peru 2007 Yogurt! Travel Size Spanish Class Meetings Sharing Cultural Medical Hard work Humility Working with others Problem Solving Patience Flexibility Training... We'll always have Peru Life Change! Love for kids Heart for missions Need for helping Real Life! By: Brianna Nelson Transition Presentation Take care!

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