Students,
I have had a few questions as to the format and content of the transition plans you are completing for assignment 4. While the format may vary by district or region, the content is more universal. Please see the high quality example below. Feel free to complete this in a standard word document of step by step in a powerpoint. Good Luck. Dr. Kissinger
I have had a few questions as to the format and content of the transition plans you are completing for assignment 4. While the format may vary by district or region, the content is more universal. Please see the high quality example below. Feel free to complete this in a standard word document of step by step in a powerpoint. Good Luck. Dr. Kissinger
RUNNING HEAD: Transition plan
Previous Student [used with permission]
Transition
Plan
EEX
4231
Professor
Jeff Kissinger
Transition
and Parent Involvement Plan
I.
Transition Team: {insert all team members here}
II.
Scheduled Meetings- Meeting with family to talk
about any issues and receive any information from the parents that they want to
share regarding questions and concerns. Ask about any needs for support that
the family may have. During this meeting Information that is shared with the
parents will include: legal rights, the steps and process of the transition
plan, why each step is necessary, and information on resources that might
assist the family during the transition. Initial meeting to write transition
plan will be held on June 8, 2011 at 3pm. During this meeting a schedule of
meetings to meet transition tasks will be determined. Tentative date to review
and finalize transition plan will be June 15, 2011.
III.
Natural Environment/Setting- John’s current
natural setting environment is ABC Early Learning Center.
IV.
Basic Transition Tasks- Provide information to
the parents about transition activities. Ensure that all questions and concerns
have been address and the family does not require any more from the current
center. Schedule ahead with services/therapists to ensure that services are
uninterrupted during the transition, transfer portfolios, records, and all
relevant information to the new center, share family/child preferences with new
center, new center established relationship with the child/family, new center
reviews all information provided, provide family with all information related
to the new program, make visits to new center, schedule meetings between family
and other families with similar situations. Determine if accommodations need to
be made at new center.
V.
Assignment of Tasks-
a.
Current center- Provide family with all relevant
information about the transition process; address concerns questions. Make sure
family needs are meet, transfer portfolios, records, and all relevant
information to the new center, share family/child preferences with new center.
b.
Services coordinator- Reschedule services to
ensure they are not interrupted, schedule meetings with other families with
similar situations. Visit center and determine if any accommodations need to be
made. If accommodations are necessary follow up visits will be made.
c.
New center- review all information provided,
provide family with all information related to the new program. Meet with
family to discuss any concerns and questions.
d.
Family- express needs and concerns, visit new
center, continue to communicate with team members throughout transition
process.
VI.
Timeline-Beginning June 8, 2011 Preliminary
meetings with family will start. Transition Plan will be written on June 15,
2011. Family will make initial visit to prospective center on June 18, 2011.
Meetings will continue at one week intervals throughout the process to ensure
all team members are satisfied with progress and no new concerns have been
discovered.
VII.
Communication Procedures- The service
coordinator will convey information on when and how records and portfolios will
be shared. The service coordinator will also act in the family’s behalf with
the service agencies to ensure no interruption of services is experienced. The
current center and new center staff will meet to discuss family preferences and
concerns at an agreed upon time and place. The family will voice all concerns
to the service coordinator about the transition process. The family will meet
with the current center staff to receive information about the program.
VIII.
Pre-placement
Activities
a.
The family will have make visits to the center
to begin to get familiar with the program and to observe and determine if any
concerns or questions arise.
b.
The current and prospective center staff will
meet to discuss any vital information pertaining to the transition of the
student.
c.
The service coordinator will make visits to the
prospective center to determine if any accommodations are necessary and to
address any family concerns.
d.
Service coordinator will arrange for meetings
with families in similar situations and research support that is available to
address any family concerns.
e.
Therapy and special services will be scheduled
so that no interruptions in service happen. If new services are required the
service coordinator will arrange meetings with the family to determine the next
course of action.
f.
Future consultative interactions will be
scheduled by the service coordinator.
IX.
Follow-up Activities-Prior to successfully place
in the new program the service coordinator will schedule a follow up with the
family and the service agencies to determine if any further adjustments and
accommodations need to be put in place. The family will consult with all
agencies to voice any concerns and request adjustments.
X.
Placing-After all accommodations and adaptations
are made the child will be placed in the center. The service coordinator,
family, and staff of the new program will monitor and record any information relevant
to determining the success of the placement.
XI.
Follow Up and Evaluation- During the beginning
of the placement the child will be monitor to ensure all accommodations are met
and to determine if any further adjustments will need to be made. The child
will be assessed through observations and recording information from the
current program to determine if the transition was successful.
