Transition Information Check List
Support the Student’s Transition to Primary, High School, Post School Education and Work Location
Refer to the individual student’s transition needs when considering the following - individualise:
General
1. Plan in advance: time to get to know location, people, routines etc.
2. Visual schedules for student
3. Photos of new environment & key people
4. Purposeful visits to new environment
5. Create list & video of success strategies
6. Social Stories regarding new locations
7. ‘Hot Tips’ document
8. Safety awareness
9. Student Profile
10. All student information passed to next setting
Home to Kindi
11. Communication between Mum/caregiver & education staff
12. Arrange for purposeful visits for initially short durations to the new environment. Gradually extend the duration of the visits, the locations visited and numbers of people involved in the visits.
13. Identify the teaching staff and where applicable the teaching assistant(s) well in advance of the end of the current school year, and prior to the move to the new environment.
14. Mum speak positive of Kindi
15. Photos of Kindi and activities, review the photos with the student on a regular basis
16. Uniform practice
17. Planned structured short visits to Kindi
18. Photos of child in Kindi & activities
19. Photos of key education staff
20. Visual schedule favorite activities (symbol set)
21. Social story of Kindi (activities)
22. Favourite tangible items (toy, sheet, pillow, food)
23. Buddy system
24. Identify and determine concerns team members have and determine the action plans to satisfy those concerns
Kindi to Prep/Primary
25. Communication between Mum/caregiver & education staff
26. Mum speak positive of Kindi
27. Photos of Kindi
28. Uniform practice
29. Planned structured short visits to Kindi
30. Photos of child in Kindi & activities
31. Photos of key education staff
32. Visual schedule favourite activities (symbol set)
33. Social story of Kindi (activities)
34. Favourite tangible items (toy, sheet, pillow, food)
35. Photo of family members (laminated & available)
36. Consider individualized staggered start & time reduction
37. Reinforcement plan
38. Student Profile: ‘Hot Tips’ & Preference Profile completed
39. Buddy systems
40. Develop a positive and trusting relationship between the student and individuals from the new team.
41. New team members to visit the current environment to see modelled support strategies, as well as be coached in implementation of those strategies. This time period will allow the new environment staff to become familiar with the focus student.
42. Current team members could create a video of a ‘day in the life’ of the student. The new team members will need to view the videos and have time to discuss the significance of the entered video segments with the current team members.
43. Provide the new team members and ensure they are familiar with all support plans, positive behaviour strategies and crisis management plans along with clear observable and measurable definitions of behaviour of concern where needed
44. Provide the student visual support of successful behaviour strategies e.g. ‘Good Plans’ reference
45. Classroom environments are to be prepared as much as possible in support of the student’s best learning and working environments and with consideration of the student’s sensory needs
46. Provide the student with a photographic and written step-by-step descriptive story of his/her ride to the new environment.
Primary to Secondary High School
47. Team updates and confirms the education priorities and goals for the student
48. Identify the best educational situations/environments which will support the student’s ability to successfully reach his/her education al goals
49. Identify ASAP the student’s classrooms, plus any other location which will support his/her education as determined by the team
50. Involve the new team members from the new classroom, or new school, or new work site location during the transition planning meeting, ensuring communication and input from those team members in addition to the present team members
51. Identify what needs to be done as a part of the student’s transition plan, by what date and who is responsible to complete the identified task
Secondary High School
52. Provide transition opportunities for Student e.g. structured exploration of the school, unstructured exploration of the school, discuss which classes occur in which buildings.
53. Identify where the student will store his/her personal items (jacket, lunch bag etc.)
54. Provide the student a school map and how to navigate through the school website
55. Provide a colour-coded/visual timetable for Student and talk through which classes he will be attending. Later years negotiated timetables.
56. Discuss the purpose of the SEU and provide clear information about where it is, when Student can access it and what he is able to do in the unit. Meet with SEU case managers to discuss priorities.
57. Provide Student with simple and concise information regarding school rules (possibly with visual cues) and behavioural expectations (possibly with visual cues). This should be provided in an easy to access format for Student’ own use.
58. Provide Student with an opportunity to meet all of his teachers (one-on-one) to discuss what he will be learning in their class. Encourage discussion regarding `break’ strategies for Student in each classroom. Support Student’ understanding of classroom expectations by looking at the books he will require for each class with each teacher. Identify the teacher’s and their classes on Student’ timetable.
59. Provide Student with support to attend his first classes. Provide him with de-briefing opportunities.
60. Provide all teacher’s working with Student, with information about ASD.
61. Provide Student with digital camera to take `walk through’ his timetable and take photographs of classes. Using these visuals a social story could be created to help Student feel more confident about where he needs to be and when. (This has been initiated by AVT’s).
62. Use copies of the photographs and easel paper for Student to make a large visual timetable overview of his week.
63. Use the photos to create a social story to support Student’ understanding of the school expectations.
64. Provide all teachers working with Student with copies of his IEP and Risk management documents.
65. Encourage teacher’s not to ask Student questions when he is first attending class (as this will increase his stress levels), and to provide him with unobtrusive support throughout the lessons. Student should also be given a choice of where to sit initially (although it may be beneficial to encourage him to sit beside a quiet, helpful student if possible). Teacher’s should not highlight what work Student is/is not completing initially.
66. Student should be provided with appropriate strategies of what to do if he is feeling stressed. (If possible a quiet permanent place should be arranged for Student to move to at these times – adult supervision will be necessary).
67. Use the timetable to encourage Student to verbally identify what is coming next.
68. Implement a mentor/buddy to support Student’ progress.
69. Implement a friendship program for Student.
70. Explore potential job interests: Supported employment, internships, job shadowing, volunteer work
71. Plan course work to meet job interests
Secondary High School – Higher Education
72. Communication between work site/post secondary high school and higher education is essential
73. Bring the student to visit the new environment with a motivating activity purpose e.g. visit the music room, oval, tuck shop with a specific purpose/mission, which s/he likes and knows what is coming
74. Identify accommodation needs for tertiary education
75. Consider funding sources
76. Explore potential job interests: Supported employment, internships, job shadowing, volunteer work
77. Plan course work to meet job interests
Secondary High School/Higher Education – Work/Adult Life
78. Contact as needed with employment support agencies
79. Plan course work if applicable to meet job interests
80. Organize accommodation if outside family home
81. Contact supported living accommodation agencies if required
82. Record on visual schedule appointments & function of appointments
83. Resume & job interview support & practice
Outside of School Hours
84. Identify student’s interests & match with recreational, after school hours and graduation/school leaving
85. Contact recreation organizations & community group options
86. Support buddy/friendship groups formally and/or informally organized
Visual Examples
87. Time table/schedule
88. Day Planner
89. Calendar
90. Home/school communication book
91. Classroom rules
92. Equipment lists
93. tangible item(s) representing next activity/environment to take from one
environment to next
94. visual timer, watch, clock
95. ‘5. 4. 3. 2. 1’ / green, yellow red cards
96. School map
97. Photos of key people
98. Success rules
99. Many more visual supports – individualize for your student
General Life Issues
100. Moving home
101. Changes in family dynamics
102. Death
Reminder
103. Visual supports
104. Plan ahead
Support the Student’s Transition to Primary, High School, Post School Education and Work Location
Refer to the individual student’s transition needs when considering the following - individualise:
General
1. Plan in advance: time to get to know location, people, routines etc.
2. Visual schedules for student
3. Photos of new environment & key people
4. Purposeful visits to new environment
5. Create list & video of success strategies
6. Social Stories regarding new locations
7. ‘Hot Tips’ document
8. Safety awareness
9. Student Profile
10. All student information passed to next setting
Home to Kindi
11. Communication between Mum/caregiver & education staff
12. Arrange for purposeful visits for initially short durations to the new environment. Gradually extend the duration of the visits, the locations visited and numbers of people involved in the visits.
13. Identify the teaching staff and where applicable the teaching assistant(s) well in advance of the end of the current school year, and prior to the move to the new environment.
14. Mum speak positive of Kindi
15. Photos of Kindi and activities, review the photos with the student on a regular basis
16. Uniform practice
17. Planned structured short visits to Kindi
18. Photos of child in Kindi & activities
19. Photos of key education staff
20. Visual schedule favorite activities (symbol set)
21. Social story of Kindi (activities)
22. Favourite tangible items (toy, sheet, pillow, food)
23. Buddy system
24. Identify and determine concerns team members have and determine the action plans to satisfy those concerns
Kindi to Prep/Primary
25. Communication between Mum/caregiver & education staff
26. Mum speak positive of Kindi
27. Photos of Kindi
28. Uniform practice
29. Planned structured short visits to Kindi
30. Photos of child in Kindi & activities
31. Photos of key education staff
32. Visual schedule favourite activities (symbol set)
33. Social story of Kindi (activities)
34. Favourite tangible items (toy, sheet, pillow, food)
35. Photo of family members (laminated & available)
36. Consider individualized staggered start & time reduction
37. Reinforcement plan
38. Student Profile: ‘Hot Tips’ & Preference Profile completed
39. Buddy systems
40. Develop a positive and trusting relationship between the student and individuals from the new team.
41. New team members to visit the current environment to see modelled support strategies, as well as be coached in implementation of those strategies. This time period will allow the new environment staff to become familiar with the focus student.
42. Current team members could create a video of a ‘day in the life’ of the student. The new team members will need to view the videos and have time to discuss the significance of the entered video segments with the current team members.
43. Provide the new team members and ensure they are familiar with all support plans, positive behaviour strategies and crisis management plans along with clear observable and measurable definitions of behaviour of concern where needed
44. Provide the student visual support of successful behaviour strategies e.g. ‘Good Plans’ reference
45. Classroom environments are to be prepared as much as possible in support of the student’s best learning and working environments and with consideration of the student’s sensory needs
46. Provide the student with a photographic and written step-by-step descriptive story of his/her ride to the new environment.
Primary to Secondary High School
47. Team updates and confirms the education priorities and goals for the student
48. Identify the best educational situations/environments which will support the student’s ability to successfully reach his/her education al goals
49. Identify ASAP the student’s classrooms, plus any other location which will support his/her education as determined by the team
50. Involve the new team members from the new classroom, or new school, or new work site location during the transition planning meeting, ensuring communication and input from those team members in addition to the present team members
51. Identify what needs to be done as a part of the student’s transition plan, by what date and who is responsible to complete the identified task
Secondary High School
52. Provide transition opportunities for Student e.g. structured exploration of the school, unstructured exploration of the school, discuss which classes occur in which buildings.
53. Identify where the student will store his/her personal items (jacket, lunch bag etc.)
54. Provide the student a school map and how to navigate through the school website
55. Provide a colour-coded/visual timetable for Student and talk through which classes he will be attending. Later years negotiated timetables.
56. Discuss the purpose of the SEU and provide clear information about where it is, when Student can access it and what he is able to do in the unit. Meet with SEU case managers to discuss priorities.
57. Provide Student with simple and concise information regarding school rules (possibly with visual cues) and behavioural expectations (possibly with visual cues). This should be provided in an easy to access format for Student’ own use.
58. Provide Student with an opportunity to meet all of his teachers (one-on-one) to discuss what he will be learning in their class. Encourage discussion regarding `break’ strategies for Student in each classroom. Support Student’ understanding of classroom expectations by looking at the books he will require for each class with each teacher. Identify the teacher’s and their classes on Student’ timetable.
59. Provide Student with support to attend his first classes. Provide him with de-briefing opportunities.
60. Provide all teacher’s working with Student, with information about ASD.
61. Provide Student with digital camera to take `walk through’ his timetable and take photographs of classes. Using these visuals a social story could be created to help Student feel more confident about where he needs to be and when. (This has been initiated by AVT’s).
62. Use copies of the photographs and easel paper for Student to make a large visual timetable overview of his week.
63. Use the photos to create a social story to support Student’ understanding of the school expectations.
64. Provide all teachers working with Student with copies of his IEP and Risk management documents.
65. Encourage teacher’s not to ask Student questions when he is first attending class (as this will increase his stress levels), and to provide him with unobtrusive support throughout the lessons. Student should also be given a choice of where to sit initially (although it may be beneficial to encourage him to sit beside a quiet, helpful student if possible). Teacher’s should not highlight what work Student is/is not completing initially.
66. Student should be provided with appropriate strategies of what to do if he is feeling stressed. (If possible a quiet permanent place should be arranged for Student to move to at these times – adult supervision will be necessary).
67. Use the timetable to encourage Student to verbally identify what is coming next.
68. Implement a mentor/buddy to support Student’ progress.
69. Implement a friendship program for Student.
70. Explore potential job interests: Supported employment, internships, job shadowing, volunteer work
71. Plan course work to meet job interests
Secondary High School – Higher Education
72. Communication between work site/post secondary high school and higher education is essential
73. Bring the student to visit the new environment with a motivating activity purpose e.g. visit the music room, oval, tuck shop with a specific purpose/mission, which s/he likes and knows what is coming
74. Identify accommodation needs for tertiary education
75. Consider funding sources
76. Explore potential job interests: Supported employment, internships, job shadowing, volunteer work
77. Plan course work to meet job interests
Secondary High School/Higher Education – Work/Adult Life
78. Contact as needed with employment support agencies
79. Plan course work if applicable to meet job interests
80. Organize accommodation if outside family home
81. Contact supported living accommodation agencies if required
82. Record on visual schedule appointments & function of appointments
83. Resume & job interview support & practice
Outside of School Hours
84. Identify student’s interests & match with recreational, after school hours and graduation/school leaving
85. Contact recreation organizations & community group options
86. Support buddy/friendship groups formally and/or informally organized
Visual Examples
87. Time table/schedule
88. Day Planner
89. Calendar
90. Home/school communication book
91. Classroom rules
92. Equipment lists
93. tangible item(s) representing next activity/environment to take from one
environment to next
94. visual timer, watch, clock
95. ‘5. 4. 3. 2. 1’ / green, yellow red cards
96. School map
97. Photos of key people
98. Success rules
99. Many more visual supports – individualize for your student
General Life Issues
100. Moving home
101. Changes in family dynamics
102. Death
Reminder
103. Visual supports
104. Plan ahead
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