Transition Planning
PPM 140 http://www.edu.gov.on.ca/extra/eng/ppm/140.html (May 2007) requires school boards to plan for transitions for students with ASD. Staff must plan for the transition between various activities and settings involving students with ASD.
PPM 156 http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf (September 2014) requires school boards to develop a transition plan for all students who have an IEP, whether or not they have been identified as exceptional by an Identification, Placement, and Review Committee (IPRC) and including those identified as exceptional solely on the basis of giftedness. The transition plan is developed as part of the IEP.
“Effective transition planning is important. Individualized transition plans that reflect a student’s strengths and needs provide the foundation for successful transitional experiences that support the building of student resiliency. Articulating student transition needs can also be a valuable component of developing an individual student profile. It is expected that the implementation of the requirements set out in this memorandum will result in continuity of programs and services for students with special education needs and will support improved student achievement and well-being.”
Below are some of the resources that guide and support our transition planning in the STEP class:
http://www.edu.gov.on.ca/eng/document/policy/cps/ECLP_factsheet.pdf
http://www.edu.gov.on.ca/eng/document/policy/cps/CreatingPathwaysSuccess.pdf
http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf
https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/Transition-Planning1.pdf
PPM 140 http://www.edu.gov.on.ca/extra/eng/ppm/140.html (May 2007) requires school boards to plan for transitions for students with ASD. Staff must plan for the transition between various activities and settings involving students with ASD.
PPM 156 http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf (September 2014) requires school boards to develop a transition plan for all students who have an IEP, whether or not they have been identified as exceptional by an Identification, Placement, and Review Committee (IPRC) and including those identified as exceptional solely on the basis of giftedness. The transition plan is developed as part of the IEP.
“Effective transition planning is important. Individualized transition plans that reflect a student’s strengths and needs provide the foundation for successful transitional experiences that support the building of student resiliency. Articulating student transition needs can also be a valuable component of developing an individual student profile. It is expected that the implementation of the requirements set out in this memorandum will result in continuity of programs and services for students with special education needs and will support improved student achievement and well-being.”
Below are some of the resources that guide and support our transition planning in the STEP class:
http://www.edu.gov.on.ca/eng/document/policy/cps/ECLP_factsheet.pdf
http://www.edu.gov.on.ca/eng/document/policy/cps/CreatingPathwaysSuccess.pdf
http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf
https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/Transition-Planning1.pdf