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1. Time for.... MOVING ON A Resource For Supporting Students With Additional Needs Transition From One Setting To Another Illawarra and South East Region

2. Compiled by Sandra Acevedo-RuggSue GoorMegan WaughRevised by the ISER Student Services Team 2010

3. Table of contents Purpose of Transition Learning Support Teams The Planning Process How to Use the Transition Checklist Transition Flow Chart Blank Planning Matrix Matrix Trigger Questions Phase 1:Transition Process Phase 2: Transition Process Case Study Useful Web Links Relevant DET Documents 5 6 7 8 9 10 11 13 14 29 32 33

4. “The New South Wales (NSW) Department of Education and Training (DET) is committed to providing a public system , while developing fully the talents and capacities of all students in the pursuit of attaining the highest educational standards irrespective of student background or circumstance” Quality Teaching in NSW Public Schools (DET) 2003 “Transitionis a process not a single event” Transition to High School 2001 “An effective school is one in which pupils progress further than might be expected from the consideration of its intake” Mortimer 1991 “Fairness does not mean that everyone gets the same, it means that everyone gets what they need. Every child is an individual.” Fiona Duggan and Gerda Butlin 1996 4 Time for Moving On

5. The Purpose of Transition is: • to ensure that individuals with special needs have choices in a range of options, which enable them to reach their full potential for successful community independence • to lay a strong foundation for maximising the level of independence that will be enjoyed by students in a range of settings • dependent upon the cooperation and collaboration of all parties with an interest in the transition of the individual student • to provide an ongoing process of preparation for the next setting • to ensure that the student’s interests, needs and competencies are appraised on an ongoing basis to support future environments. 5 Time for Moving On

6. Learning Support Team “Children learn best when parents, care givers and teachers work together in partnership and when parents, teachers and teachers share this responsibility” Who’s Going To Teach My Child 2003 A learning support team is a whole school planning and support mechanism. It is formed with the purpose of addressing the learning needs of students through the coordination, development, implementation, monitoring and evaluation of educational programs. To support the transitioning of a student with identified needs from their current setting to another, it is imperative that substantial and cooperative planning is undertaken by a Learning Support Team (LST). It is the role of this team to identify programming and resource requirements for students with special learning needs. Parents play an important part in the decision making of this team. • This team may include: • The family / carers • The student (where appropriate) • An advocate, interpreter, support personnel (where requested) • Class teacher / Year Advisor / Stage Supervisor • Principal / School Learning Support Team Coordinator • School Learning Support Teacher (SLST) • School Learning Support Officer (SLSO), (where appropriate) • A nominee from the next setting • School Counsellor / District Guidance Officer • Regional personnel (where necessary) • Outside agency / specialist representative 6 Time for Moving On

7. The Planning Process “Transitionis a process not a single event” The planning process is initiated by the Learning Support Team (LST). The role of the LST may include making recommendations or decisions relating to: • the individual welfare and education needs of the student • appropriate course of actions for teachers to support the individual needs of the student • communication needs with teachers from other settings and referral to outside agencies where appropriate • Necessary learning adjustments and / or accommodations • need to liaise with regional personnel • school training & development priorities • Access to funding support and other Regional services • prioritising of student for access to support services and counsellor referral • priorities for property modifications • special equipment & technology needs • documentation and record keeping of student plans and information. 7 Time for Moving On

8. How To Use The Transition Checklists The transition process can be complex and may involve a variety of different stakeholders from school, regional office personnel, home and community agencies. When working through the transition process, the Transition Flow Chart in the following pages can be used by school learning support teams to assist in the global transition process. The subsequent forms then should be used sequentially as a guide in transitioning students from one setting to the next: Step 1 LST of current setting completes Phase 1. This will determine the most appropriate pathway in Phase 2. Step 2 LST determines which of the Phase 2 proforma checklists to use. Step 3 As part of the Phase 2 checklist, the LST in conjunction with the LST of the new setting, completes the Matrix. Step 4 As the Transition Flow Chart indicates, a re-appraisal of the student’s program and needs should be completed by the LST on an on-going basis. • WHILST THE SUGGESTED TIMELINES IN THE FOLLOWING PAGES ARE DESIRABLE, IT IS ACKNOWLEDGED THAT DUE TO MANY UNPREDICTABLE CIRCUMSTANCES THEY MAY NOT ALWAYS BE POSSIBLE. • THE CHECKLIST SHOULD BE USED AS A GUIDE ONLY, AS NOT ALL POINTS MAY RELATE TO THE ONE STUDENT. 8 Time for Moving On

9. Transition Flow Chart The learning support team is established Student Identified Initial meeting at student’s current setting Matrix Completed Meeting at new setting Reappraisal Transition plan implemented Transition plan developed 9 Time for Moving On

10. Planning Matrix for Students with Complex Needs 10 Time for Moving On

11. Trigger Questions When Using the Planning Matrix 11 Time for Moving On

12. Matrix triggers continued 12 Time for Moving On

13. Transition Timeline Checklist Phase 1 The current setting should contact the new setting’s LST coordinator to advise of the student’s transitioning. If the next setting is a support placement, then the initial formal contact will be done by the Regional Placement Committee. Use timeline as a guide only, depending on the student’s need 13 Time for Moving On

14. Phase 2: A.1( Transition to a mainstream Kinder ) 14 Time for Moving On

15. Phase 2: B.1 (Transition to School in a Support Placement ) 15 Time for Moving On

16. Phase 2: A.2( Year 6 - 7 mainstream) Time for Moving On

17. Phase 2: A.2 ( Year 6-7) continued 17 Time for Moving On

18. Phase 2: B.2(Year 6 to a Secondary Support Placement) 18 Time for Moving On

19. Phase 2: B.2 (Year 6 to HS Support Placement) continued 19 Time for Moving On

20. Phase 2: A.3(Support Setting to a Regular Class) 20 Time for Moving On

21. Phase 2: A.3 ( Support Setting to Regular Class) continued 21 Time for Moving On

22. Phase 2: B.3(Support Placement to Support Placement) 22 Time for Moving On

23. Transition to Post School • Students leave school with varying degrees of preparation. Students with a disability have general options as well as some that are disability specific. • Each student is an individual and will therefore require an individual transition plan. • A student with a disability may approach the Disability Officer at Centrelink with the purpose of being ‘deemed’ eligible for a disability support pension. This allows the student leaving school to access employment agencies that specifically cater for individuals with a disability. • These agencies vary depending on geographical location and may include: Workskills; Workwise; Essential Personnel. • A student at risk of leaving school may access the following programs (depending upon their geographic availability): Job Pathway Program; Links to Learning; Youth at Risk; Plan-It-Youth; TAFE (OTEN). • Where possible it is desirable to have someone (not a DET staff member) who can case manage/oversee the student’s post school period. • All students transitioning from school must adhere to the DET’s School Attendance Policy 2006. 23 Time for Moving On

24. How To Use The Transition Checklists The Post School Transition process to support the student can be complex and may involve a variety of different stakeholders from school, region, home and community agencies. In order to assist the school learning support team through the process, the Transition Flow Chart can be referred to as a guide to the generic process. Step 1 LST of current setting completes Phase 1. This will determine the most appropriate pathway in Phase 2. Step 2 LST determines which of the Phase 2 proforma checklists to use. Step 3 As part of the Phase 2 checklist, the LST in conjunction with the LST of the new setting, completes the Matrix. Step 4 As the Transition Flow Chart indicates, a re-appraisal of the student’s program and needs should be completed by the LST on an on-going basis. 24 Time for Moving On

25. Post School Transition Flow Chart Student Leaving School Options Identified Meeting at student’s current setting Options explained Contact Details Provided Organisational System Developed for Student’s Future Reference Case Manager Determined Transition Plan Implemented 25 Time for Moving On

26. Post School Transition Timeline Checklist Phase 1 The Support Teacher Transition (STT) is the regional contact for schools regarding the Post Schools Options Program. STTs can provide the LSTs with the necessary timelines and processes. Time for Moving On

27. Phase 2: AADHC – Transition to Work / Community Access 27 Time for Moving On

28. Phase 2: BTransition to a Tertiary Institution TAFE UNIVERSITY APPRENTICESHIP TRAINEESHIP OTHER Transition to these post school options would have been previously identified in the students individual transition plan and therefore reflected in the students curriculum program. Students with complex needs or disabilities should follow the same process for access to these options as their peers in mainstream. Additional assistance or advice can be accessed through the regional support teacher transition (STT) or the schools career advisor. A disabilities contact officer/teacher consultant/adviser at TAFE/University, should also be a contact point for school learning support teams. 28 Time for Moving On

29. Case Study Time for Moving On

30. Case Study Joe is 12 years old. He has autism and an intellectual disability. He has a long history of aggressive and self-injurious behaviour. He will often slap and bang his head when told he cannot do something. Joe has no language but successfully uses a symbol book to communicate his needs and respond to questions. He rarely initiates communication using the book. Joe shows unusually high skill levels on the computer. Joe likes looking at magazines dealing with cars and bikes. He is independent in all personal care activities. He has been suspended from his current primary school for kicking a teacher. Joe’s family want him to attend his local high school when he transitions to year 7 in the following year. Both parents prefer that he attends a regular class but will consider the support class for students with an intellectual disability. 30 Time for Moving On

31. Planning Matrix for Students with Complex Disabilities

32. Useful web links Teaching and Learning site: Covering a wide range of supports including Life Skills courses. http://www.schools.nsw.edu.au/learning/k-6assessments/oc_criteria.php Transition to School site that also has links to resources to assist transition to High School. http://www.schools.nsw.edu.au/gotoschool/primary/transition/index.php Early Childhood and Interagency Programs Directorate: https://detwww.det.nsw.edu.au/lists/directoratesaz/earlychildhood/index.htm 35 Time for Moving On

33. SEA Office SEA Office 36 Time for Moving On

34. Systematic guidelines and procedures for the collaborative transition of young children with disabilities or significant difficulties in learning or behaviour, from early childhood settings (including the family setting) to school. 37 Time for Moving On