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Comparing Transitions

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Transition Team

on 25 April 2013

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Transcript of Comparing Transitions

References: http://www.academia.edu/530261/Research_into_the_theme_Transition_between_Key_Stages_in_Schools_Second_Output_Report


Designing and Implementing Effective Early Childhood Transitions. http://www.nectat.org-pdfs/topics/transtions/ECT Transition Paper. PDF

Designing and Implementing Effective Early Childhood Transitions. http://www.nectat.org-pdfs/topics/transtions/ECT Transition Paper. PDF


The National Information Center for Children and Youth with Disabilities (NICHCY)

Mizelle, N. B., & Irvin, J. L. (2000). Transition from middle school into high school. Middle School Journal 31(5), 57-61.

Important Aspects of the Transition into School Comparing Transitions
By: Jayna, Eileen, Rachel, & Stephanie Child Centered Aspects of this transition:
* Has the child's disability and subsequent need for modifications or accommodations been addressed?
* Does the child take care of toileting, eating, grooming and dressing?
Can the child participate in small and large group instruction?
* Does the child show socially appropriate behavior?
* Can the child follow directions, rules and routines?
* How have the needs and desires of the family been addressed? Important Aspects of Transition from Private to Public Changes in structure: For those coming from a juvenile detention facility, there seems to be less structure. For those coming from a home school environment, there seems to be more structure.

Changes in number of students: In most cases, there are larger numbers of students for those transitioning to public school when compared to their previous school. This often means less attention to the individual student.

Changes, changes, changes! Often the length of the school day is different, there are new friends to make, the "rules" need to be learned for each class as well as the general school rules, and a new schedule needs to be followed. Important Aspects of Transition from Public to Public Important Aspects from Transitions out of School The transition from high school to post-secondary school, a job, vocational rehab, living at home or other things that a youth may endure will be a lengthy and involved process. This transition really puts in motion; self-knowledge, self-determination, self-advocacy, social skills, along with functional life skills.

"To improve transition results for young people with disabilities, individual transition team members and community transition team members must work creatively. Many services exist in every community. If transition team members cultivate relationships with these resources and combine successful teamwork methods with the services available in their community, they will be able to create dynamic individual plans" (DeFur 2012).

Here is a list of things that should be accomplished and/or discussed for this transition to work and be successful:
Visits to the location of choice should be made.
Student led IEP meetings
Interaction with peers
Communication amongst families, teachers, and community members
Take any proactive steps in your community that will build relationships and critique the results
Develop a plan to coordinate the program or avenue the youth may want to pursue
Schedule important tranings; follow-ups as needed
Support for everyone and from everyone
Analyze the expectations and potentials, then be able to match the student's assessments to the outcome desired Similarities & Differences

Between Four Transitions; Into School, Private to Public, Public to Public, and Out of School Similarities: Differences Mandated by Federal and State Laws
Requires parents to communicate clearly and effectively
Advocate -hinges on a clear understanding of disability, rights and legal and educational implications
Team work
All types of transitions should involve collaboration between schools, families, teachers, community resources, and others that are a part of the transition.
Both the student and family will undergo changes
Transitions depend on assessments, goal setting and follow up to make informed decisions This transition centers on students transitioning successfully from the Individualized Family Service Plan for children with a disability from birth to age 3 to an Individualized Education Plan for children with disabilities from 3 to 21. The goal of this transition is to foster student independent and successful participation in the new educational setting and maintain parent involvement as their child enters formal schooling.
Rous, Beth, Mary Louise Hemmets and John Schuster. Sequenced Transition to Education in the Public Schools: A Systems Approach to Transition Planning. Pro Ed. Team Aspects of this transition:
Does the family have access to a broad array of services to support their needs?
Do the birth to 3 and school programs share a common vision and collaborate?
Are policies, procedures and practices in agreement and based on best practices?
Are there effective means of communication between the two educational programs, families and outside support agencies to create a smooth transition?
Do the programs gather data to support educational decision making from one program to the next?
Do both programs have a strong professional development mechanism to enable professionals to create curriculum, conduct assessments and make programming decisions?
Does the receiving school have a means of introducing the new student to the new program via an orientation program such as a step up day?

Designing and Implementing Effective Early Childhood Transitions. http://www.nectat.org-pdfs/topics/transtions/ECT Transition Paper. PDF The birth to 3 program is home and family based
Through a child’s life and different transitions they go through will give them different rights and responsibilities that go along with each transition. At each stage it will be slightly different with their development and involvement therefore making each transition slightly different. Along with policies that each school or setting may entail.
Time spent in preparation for transitions vary due to the significance of the transition. Such as transition to public to public school may only take a half a year or one school year to coordinate and prepare while the transition from high school to vocational, post-secondary, etc. starts at age 14 and continues each year until graduation.
The transitions in which students enter and leave public education involve outside agencies. School to school transitions tend not to involve those outside agencies. Resources for Juvenile Detention Transitions This is an excellent study (34 pages) of 578 juvenile offenders re-enrolling from secured supervised settings to urban mainstream secondary public schools and alternative schools and programs in New England:


One page proposal about "Improving Public School Re-Entry for Youth Involved with the
Juvenile Justice System." Look at the barriers (right side):


Wonderful publication (16 pages) that deals with "From the Courthouse to the Schoolhouse: Making Successful Transitions" from the The Office of Juvenile Justice and Delinquency Prevention:

https://www.ncjrs.gov/pdffiles1/ojjdp/178900.pdf Resources for Homeschooling Transition Resources for Private to Public School Transitions Quick and easy to read article "Reentry: When Homeschool Students Enroll in Traditional Schools":


An online article on high school homeschoolers going to a public high school:


Dissertation (168 pages) on "Home Schoolers Transition to Public Schools in West Virginia":

http://wvuscholar.wvu.edu:8881/exlibris/dtl/d3_1/apache_media/L2V4bGlicmlzL2R0bC9kM18xL2FwYWNoZV9tZWRpYS81MDk1.pdf Article from USA Today that discusses the impact the recession is having on parents who pay for private school for their children:


Online article that discusses the transition from private to public school:

http://mytexaspublicschool.org/enrollment/nontraditional.html From Fairfax County School District, Virginia
The transition into kindergarten.... What makes a good transition? Normative School transitions occur when students move between one school environment to another. These types of transitions are often difficult for students and they may experience difficulty adapting to the new surroundings.There are usually 3 major transitions that occur in public schools, the transition into kindergarten, the transition into middle school and the transition into high school. Students may also experience transitions due to a move. Educators are a vital component that can assist students through these transitions. Students with special needs may need additional support and assistance with these transitions. "School transition is not a “one size fits all” approach, but a framework that includes strategies as well as policies and procedures tailored to meet the needs of students, schools and communities." (Georgia Department of Education) Collaboration and communication between school buildings and personnel
Involvement of the student
Community participation and support
Family knowledge and involvement
Schools/educational settings committed to preparing children for the transition
In whatever way the school transition program is designed, and they will vary from school to school, district to district, and even state to state, the transition program should address and take into consideration the social, emotional, organizational, environmental, academic, developmental needs of the student. It should also be conscious of the student's college and Career Awareness
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