Interactive Roles and Time Lines in Transition
Transitioning Students with Exceptional Needs from School to Community
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Transition Protocol

The transition protocol identifies who is involved in developing and implementing transition plans for students with exceptional learning needs when they transition from school to the community. It outlines the specific tasks and their timelines.

Along with the student, partners in transition planning may include:

  • Parent /Legal Guardians
  • Friends
  • Advocates
  • Foster Families
  • Educators
  • Children disABILITY Service (CDS) Worker
  • Community Living Disability Services (CLdS) Worker
  • Employability Assistance for People with Disabilities (EAPD) Worker
  • Designated Agencies and Service Providers
  • Mental Health Services for Children and Adults Worker
  • Home Care Program Worker

Transition planning should begin in the school year in which the student enters high school. The process concludes in June of the calendar year in which the student turns 21 or when he/she graduates. During this time, professionals, the student, his/her support network and others work together to provide the student with a coordinated transition from school to life in the community. The transition planning protocol is summarized on the following four tabs. The charts outline key responsibilities of transition partners. The timelines for specific tasks are given.

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