A Parent’s Perspective on Transition

Services/Processes for Children with Special Health Care Needs and Family

Members

What are Transitions?

A “Transition” is any time a student moves from one placement into another. From Birth to 3 into Pre-School From Pre-School into Kindergarten From Kindergarten into Elementary School From Elementary School into Middle School From Middle School into High School From High School into College or Post Secondary

Education From College/Post Secondary Education into Adult

Living

Birth to Three

Focuses on the family and how they interact with the child

Services primarily in the child’s home Services focus on training the parents

on how/what to do with the child Individual Family Support Plan (IFSP) In the natural environment and

individualized Encourages playtime for development

Family Concerns Moving from Birth-3 into Pre-School Pre-school more focused on the child and not

on the family Going outside of the home to “school” Receiving quality services Receiving enough services Trusting the staff Letting go of the routine and control they are

accustomed

How Can WE Make This Transition Easier on ALL Concerned? Service coordinator contacts all appropriate

“potential” receiving agencies that family wants invited to a face-to-face transition planning meeting, including one or more of the following:

School system Early Head Start/Head Start Child care, private schools and other community

settings Other agencies for support needed by family

Begin talking about the transition way before it is to occur. Conduct transition planning with parent. Add plan to

the IFSP

How Can WE Make This Transition Easier on ALL Concerned? Continued

Provide packet of information on the child to potential receiving agencies with parental consent.

Provide training for parents regarding transition process and future service options. Involve interagency partners in this training.

Conduct 90 day face-to-face meeting with all appropriate receiving programs to discuss:

How Can WE Make This Transition Easier on ALL Concerned? Continued

Updating of transition plan by interagency partners with family to address:

Activities which will prepare the child and family for the transition and

Strategies for sharing information among sending and receiving agencies.

Develop an IEP to meet the child’s needs Child’s program options from 3rd birth date

through remainder of school year

Pre-School/Head Start

Less focused on the family, more on the child Move from an IFSP (at age 3) to an

Individualized Education Program (IEP) Moving into a creative curriculum Attending school with other children (both

students with and without disabilities) Focused play to learn new skills Group interactions

Transitioning into Kindergarten-Family Concerns Kindergarten not so focused on the family Parents fear how their child will interact with

other children Not as much individualized attention to the

family-focused on the child Moving from home into school Parents will begin to see the developmental

differences between their child and others.

How Can WE Make This Transition Easier on ALL Concerned? Provide parents with information on programs and/or

services including enrollment requirements and registration

Provide transition related training to prepare staff To follow appropriate procedures and To support children and families in the transition

process Provide training for parents regarding transition

process and future options. Include interagency partners in the training.

How Can WE Make This Transition Easier on ALL Concerned? Continued

Plan activities to prepare child for the next step.

Arrange visits to the new classroom for children, families and staff from the sending program.

Coordinate with other agencies to transfer relevant records to next placement

Release demographic information/screening evaluation to the new class

Kindergarten/Head Start

Beginning to move from “play” to more academic activities. Activities that will enable the student to read

and write. Vocabulary building activities. Listening activities.

Beginning to see more structured activities that require the student to be still and pay attention.

More student focused.

Transitioning from Kindergarten/Head Start-Family Concerns More focus on the child and much less on the family. Noticeable gaps are beginning in achievement and

development. IEP becoming more focused on academic skills. More demands are being placed on the child in the

classroom Going to the bathroom independently Sitting still and listening Writing and reading activities Will he/she be able to keep up?!

How Can WE Make This Transition Easier on ALL Concerned? Begin talking about “Elementary School” early in the

school year. Discuss the change in structure with the student and

the parents. Encourage parents to increase their participation in

“homework” with the child in the evenings Have a set time for home work If the child has no homework, have them practice

reading or writing Develop a positive attitude toward school

How Can WE Make This Transition Easier on ALL Concerned? Continued

Invite a first grade teacher to the child’s end of year IEP so he/she can explain the expectations to the parents

Have a first grade teacher come to the classroom and explain the expectations to the students

Let the students spend some time in the first grade classroom the last week of school

Have a back to school night for parents and students before school begins to meet the teachers and learn expectations

Elementary School

Very student focused with little family involvement

Higher expectations Socially Academically Behaviorally

More interaction with a variety of ages of children

Greater demands on the student

Family Concerns about Elementary School The achievement gap widens Will my child be able to keep up with his/her peers? Will I be informed if my child falls behind? Will my child fit in with the other students? Will my child be able to remember the rules? Who will help me if there is a problem? Will my child receive the services he/she needs? What about all of the tests the students are required

to take? What about the bus ride???

How Can WE Make This Transition Easier on ALL Concerned? Each year have a “move up” day where the students

and the parents can meet the new teachers Begin planning for the progression early in the school

year Keep the lines of communication open between the

school and parents Encourage parent involvement in the school

Parent volunteers Read in the classroom Tutor students Playground duty Lunchroom duty

Middle School

Very student focused Greater academic expectations Greater social expectations A different teacher for each class Begin thinking about “real life” Focus on becoming more independent Requiring more independent assignments Begin making presentations to the class

Parents Transition Concerns for Middle School Social Issues

Smoking Drinking Dating

Level of Support from teachers Level of Communication between school and home Opportunities for the parent to participate in school

activities Extracurricular Activities Keeping up with school work

How Can WE Make This Transition Easier on ALL Concerned? Begin discussions of Middle School expectations well

in advance Have a “Move Up” activity for both parents and

students Both can go through the student’s schedule Both can meet the teachers Both can attend meetings and have their concerns

addressed Hold 5th grade IEP meetings at the Middle School Keep lines of communication open between school

and home

High School

Focused on Student Responsibilities Motivation Initiation Study Skills High Expectations

Very academically focused Rigorous curriculum Focused on test scores Encourages independent thinking Focused on Adult Life Encouraging participation in vocational activities

Age 16 transition planning on the IEP

Parents Transition Concerns for High School Keeping up with the curriculum Credits needed to graduate Scoring well on tests:

ACT SAT Vocational-End of Course Exams WESTEST

Social Issues Peer influences Alcohol/drugs Dating Driving

Having skills to do well upon graduation

How Can WE Make This Transition Easier on ALL Concerned? Meetings for parents and students to discuss:

Credits needed for graduation Scheduling Curriculum Testing procedures Expectations Peer influences and social issues Code of Conduct Progress reports

Encourage parents to contact their student’s counselor if/when they have questions or concerns

Encourage continued communication between school and home

Post Secondary Education/Activities

Instruction College Level

Community College Business College Vocational Rehabilitation

Vocational School Vocational Rehabilitation

Trade School Related Services Community Experiences Development of Employment Other post-secondary adult living objectives

Acquisition of daily living skills Functional vocational evaluation

Parents Concerns for Post Secondary Education/Activities Where will this occur? Can my young adult live independently? Will they be able to succeed in their chosen

activity? Who will assist them if necessary? How can we receive financial assistance? What happens if they do not succeed? What accommodations or modifications can

be made for them in the workplace?

How Can WE Make This Transition Easier on ALL Concerned? Begin planning early! Involve ALL of the necessary players

Vocational Rehabilitation/Vocational School School Counselors Teachers Community Agencies

Social Security Housing Adult Services

How Can WE Make This Transition Easier on ALL Concerned? Continued

Develop a plan where everyone knows their responsibilities

Encourage the parents and student to visit the next placement Have questions ready to ask

General Questions Questions specific to student’s needs Questions specific to parent’s needs

DO NOT BE AFRAID TO REVISE THE PLAN!!!!

Parent-Educator Resource Centers (PERCs)

At any time in any of the transitions if you need: Training Information Support A friendly earContact your local PERC 38 across the state Staffed with a parent of a student with a

disability and an educator

RESOURCES

WV Early Childhood Training Connections and Resources: http://www.wvearlychildhood.org/links.asp

Parent Educational Advocacy Training Center: http://www.peatc.org/

National Center of Secondary Transition: http://ncset.org/

Job Accommodation Network: http://janweb.icdi.wvu.edu/

Benefit Eligibility Screening Tool (BEST): https://s044a90.ssa.gov/apps12/best/benefits/

RESOURCES Continued

National Dissemination Center for Children with Disabilities: http://www.nichcy.org/

Parent Education Resources: http://www.parent-education.com/

West Virginia Disability Resources: http://www.familyvillage.wisc.edu/comm/westvirginia.html

ConXtions: www.wvabe.org PACER Center: http://www.pacer.org/

THANK YOU!!

Betsy Peterson, Parent Coordinator

Office of Special Education

Building 6, Room 304

1900 Kanawha Boulevard, East

Charleston, WV 25305

304-558-2696

1-800-642-8541

bpeterso@access.k12.wv.us