Sample Transition Plan EEX4231

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

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.