Interactive Roles and Time Lines in Transition
Transitioning Students with Exceptional Needs from School to Community
SCHOOL
 | Student Services Administrator |  Principal |  Case Manager |  Teachers |  Student Services Staff | 
INITIATING THE PROCESS
High School Entry –
(Age 14 to 16)
years where overlap may occur
Age 16 to 17
Age 17 to 18
One year Before Graduation
Graduation Year
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  • co-ordinate annual transition planning meeting
  • increase focus of instruction towards priority outcomes for transition
  • advocate for establishment of community supports for adult life, where none currently exist
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  • co-ordinate annual transition planning meetings
  • increase work/community experiences*
  • ensure curriculum supports a planned move to post secondary education/training
  • Ensure completion of Supported Living Program  day services: information gathering and referrals
  • include assigned adult community worker in planning meetings
  • identify resources required: work/community
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  • co-ordinate annual transition planning meeting
  • include assigned Vocational Rehabilitation community worker in planning meetings and provide with current information
  • ensure graduation/completion requirements have been met
  • initiate long-term work/ community experience*
  • co-ordinate continuity of supports with adult community worker or with work/community representative
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* May include ongoing career development, volunteer experiences, exploration of day programming options, exposure to recreational opportunities, transportation training, skills for living in the community with independence etc.

Student Services Administrator

Consistent with Appropriate Educational Programming in Manitoba , the student services administrator or designate within a school division assumes a leading role in transition planning and is responsible for:

  • initiating contact early in the school year (at the latest by November 30) with designated personnel from Manitoba Family Services and Consumer Affairs, regional health authority programs and services, child and family services agencies and others to discuss planning for identified students within the division
  • Providing consultation and professional learning opportunities to equip the case manager and the school staff for transition planning for students with exceptional learning needs

Principals

Principals are responsible for students’ Individual Education Plans and transition planning which includes:

  • initiating planning for students entering high school who may require adult supports and services when they leave school
  • identifying planning case managers within the school and ensuring planning involves teachers and other school staff
  • ensuring that transition planning is coordinated with students’ educational programming
  • involving the registered nurse in transition for Unified Referral and Intake System (URIS) Group A students
  • ensuring the involvement of child and family services agencies, Manitoba Family Services and Consumer Affairs and/or designated vocational rehabilitation agencies (CNIB, Society for Manitobans with Disabilities and Canadian Paraplegic Association Inc.) and/or regional health authority programs and services
  • ensuring planning is updated annually or sooner if required
  • ensuring parents are meaningfully involved in decision making
  • ensuring parents have the information they need to make informed decisions
  • ensuring students’ parents and students have the opportunity to have a person of their choosing at individual planning meetings
  • establishing, maintaining and retaining a Pupil File for each student in a school
  • transferring the pupil file and pupil support file of students transferred to another school, within one week of the new school requesting it

Case Manager
(Transition Planning)

Case managers are designated by principals and they assume the major responsibility for co-coordinating the transition planning process. The educational activities of the student should be infused with transition planning. Principals should assign school staff (ex: student services teacher, classroom teacher, counselor,) who have responsibility for the educational programming of the student as the case manager, unless another professional is more appropriate. Specific roles of case managers in transition planning include:

  • scheduling and facilitating transition planning meetings
  • determining graduation dates (Students have the right to attend school until they graduate or until June of the calendar year in which they turn 21) along with students, parents or legal guardians
  • determining members of transition planning teams in consultation with students and parents
  • facilitating agreement about the roles and responsibilities of members
  • monitoring implementation of transition planning
  • maintaining transition planning documents (ex: student assessments, transition planning file, documentation of the plan, meeting notes and other related materials)
  • updating plans annually and keeping pupil files current
  • maintaining communication with team members, students, parents or legal guardians
  • helping the student and parents find services and resources available in the community
  • ensuring appropriate referrals are made to the necessary adult support programs

Teachers

Students’ educational programming should be a part of the transition planning process. The commitment and collaboration of teachers (resource teachers, special education teachers, classroom teachers, subject teachers, guidance counselors) who are involved with the students are critical. Teachers’ roles may include:

  • assessing the student’s strengths, needs, interests and performance
  • making connections between the transition planning goals of the students with their educational goals
  • to help students who want postsecondary education identify the requirements and prepare accordingly

Student Services Staff (School Division)

Student services staff who are closely involved with transitioning students may become members of the transition planning team. They may include speech and language pathologists, occupational therapists, social workers, psychologists, etc. They may:

  • identify specific ongoing needs of the student including service requirements
  • provide assistance to increase independence and potential of the student to successfully adapt to and maintain a more independent adult life

 

 

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