What is Transition

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Transition Preschool / Elementary / Secondary
Maureen Ziegler START Linda Elenbaas
OAISD Katie Wilkerson OAISD Amanda Yingst
OAISD Mary Thomas Livingston Schools
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What is Transition?

• Transition is defined as a coordinated set of
  activities for a student with a disability that
  is designed within an outcome-oriented process

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What is Transition contd.

• Is based upon the individual students
• needs, taking into account the
• students preferences and interests

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Transition Services 101 The Legal Basics

• Procedural Duties
• Scope and Services and Outcomes
• Interagency Linkages
• Where is Vocational Rehabilitation?
• School to School Transition
• Procedural Duties
• Scope of Transitional Development
• Inter-School Linkages

Transitioning Students Your Guide to Successful
Strategies Stewart R. Hakola, Esq LRP Publication
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Transition

• Classroom to Classroom
• Building to Building

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What are the Difficulties in the Transition
Process

• Group Discussion

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Here is what transition and change can do to a
typical person

• Anxiety
• Fear
• Withdrawal
• Apathy (I cant do this!)
• Obsessive Compulsive Behaviors
• Growth and Independence
• Better Days Ahead
• Can get you where you need to be

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Transitions

• Are difficult for everyonedisability or not
• Are going to happen
• Must be planned and organized
• Creates anxiety for everyone involvedincluding
  the student, parent, teacher, paraprofessional
  and administrators

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Two Primary Goals for Students with ASD

• Independent Functioning
• Social Skill Development

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Transition Concerns

• Early Morning Procedures
• Class Transitions
• Teacher expectations
• Daily schedules or plan books
• Dress code
• Dressing for physical education
• School discipline program
• Commons area procedure
• Understanding the unwritten culture of the
  school

A Team Approach to Transitioning Students with
Autism from Elementary to Middle School Karen H.
Fronhoff, Ed.D.
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Transitions Concerns Cont

• Emergency procedures
• Adult supports
• Lunch routine
• Classroom rewards and consequences
• Technology
• Playground routines
• Occupational therapy equipment and services
• Dismissal procedures
• Self-help skills
• Substitute teachers
• After school activities

A Team Approach to Transitioning Students with
Autism from Elementary to Middle School Karen H.
Fronhoff, Ed.D.
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How Many Transitions are there in a Student with
ASD Life?

• Traditional Building Transitions
• Home to Preschool
• Preschool to Kindergarten
• 5th to Middle School
• 8th to High School
• 12th to Post High School

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How Many Transitions are there in a Student with
ASD Life?

• Traditional Classroom Transitions
• Kindergarten to 1st to 2nd to 3rd to 4th
• 6th to 7th
• 9th to 10th to 11th
• Post High School Placement for 8 Years

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How Many Transitions are there in a Student with
ASD Life?

• Non-Traditional Transitions
• Family Moving
• ISD/ESA Programs are housed in local district
  elementary buildings and have to move based on
  space
• Teacher/student incompatibility
• Families/Guardians have transitions every day

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What Steps Are Included in a Successful
Transition?

• Common Language
• Commitment from the sending and receiving teams
• Checklist to Promote Communication among Sending
  and Receiving Staff
• Organized Plan including Scheduled Visits
• Parental Involvement
• Support from Administration

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What is Common Language?

• Common Language is the assurance that the
  continuum of services for students with ASD from
  preschool to post-high school all use the same
  language when presenting and implementing
  methods, strategies and concepts used with
  students with ASD.
• Common Language will enhance the educational
  experience the student with ASD has throughout
  their educational career

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What is Common Language?Communication System

• Assurance of the same color used will be used for
  each support card across the preschool
  elementary middle school high school and post
  high school Break Card, Bathroom Card, Help
  Card, Letter Board, etc.
• Dont change the place that you put the
  communication cardsthe preschool elementary
  middle school high school, and the post high
  school

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Example of a Functional Communication System
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Example of Yes/No Communication System

• Yes

• No

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Elementary Checklist

• COMMUNICATION
• Yes No
• Make object choices
• Make word choices
• Accept physical support for communication
  purposes
• Initiate communication of needs/wants
• Respond to verbal directives/possess receptive
  language skills
• What are current communication methods?
  __________________
•  

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What is Common Language?Visual Strategies

• Assurance that the visual strategies that
  worked for the student with ASD used at the
  preschool level will transition to the
  elementary school middle school the high
  school and the post high school setting.
• Appropriate modifications to the system should
  be made at each level as the student transitions

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Things To Do All Done

LGI Room
Attendance/ Bellwork
Door Break
Math
Door Break
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An Example of a Recess Visual Schedule
Today is
Tuesday
At Recess Today I Will
1
2
3
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What is Common Language?Behavioral System

• Assurance that the behavioral system that
  worked for the student with ASD used at the
  preschool level will transition to the
  elementary school middle school the high
  school and the post high school setting.
• Appropriate modifications to the system should
  be made at each level as the student transitions

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Token Strip
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Marks Schedule

• Date
• __________________________________________________
  _________________________________
• Subject Homework Minutes in Class Xs
  Left Comments
• __________________________________________________
  _________________________________
• Chorus Yes No
• If yes, put in
• X X X Yellow Folder
• __________________________________________________
  _________________________________
• Current Events Yes No
• If yes, put in
• X X X Yellow Folder
• __________________________________________________
  _________________________________
• Computers Yes No
• If yes, put in
• X X X Yellow Folder
• __________________________________________________
  _________________________________
• Home Economics Yes No
• If yes, put in
• X X X Yellow Folder

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Elementary Checklist

• BEHAVIORAL
• Yes No
• Respond to some type of behavior system
• Toilet-trained
• Attend to peer behavior demonstrate
  peer modeling
• Sit in a chair at a table/desk
• Sit on the floor/rug
• Sit in a time away chair
• Positive behaviors_______________________
  _______
• _____________________________________
  ________
• Challenging behaviors ___________________
  _______
• __________________________________________
  ___

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What is Common Language?Academic Needs

• Assurance the student will be provided academic
  modifications
• Academic Modification Hierarchy
• Students function at different levels
• Assurance that the Grading Matrix will be
• used across the preschool elementary
• middle school high school post high
  school

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Academic Modification Hierarchy

• Open Ended Questions
• Visual Organization Strategies
• Closed Strategies
• Automatic Closed Strategies
• Choice Strategies
• Yes / No Strategies

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Elementary Checklist

• ACADEMIC
• Yes No
• Focus on/attend to a task for a 20-minute
  period
• Use of Output Method Level
  __________________________
• Use Academic Modification Hierarchy
  Level _______________
• Understand task completion
• Participate in a general education
  classroom with LINK and/or
• adult support
• Specific interests?
  _____________________________________
• Specific strengths?
  ____________________________________
• Comments_________________________________________
  ___________

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What is Communication?Socialization Opportunities

• Peer to Peer Support Students
• -Names of Students Working with ASD
• -Lunch LINKS
• -Organization and Structure
• Medium of Exchange

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Definition of Medium of Exchange

• The medium of exchange is any material, task,
  prop, interest area, etc. that connects a student
  with autism to a general education peer or staff
  person
• Typically the medium of exchange is something
  that does not require language for the connection
  or interaction to occur

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Medium of ExchangeRain Man Example

• Creating Connections
• Medium of Exchange as an Avenue for Opportunity
• Organizing the Student with Autism
• Realization of Skills and Where they fit within
  the Community Available to the student with Autism

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Elementary Checklist

•  SOCIALIZATION
• Yes No
• Interact with peers at recess
• Eat lunch with peers
• Attend special classes (i.e., music, gym, art,
  library) with LINK support
• Attend special all-school assemblies
  with LINK support
• Respond appropriately to peer greetings in
  hallway
• Does the student have a medium of exchange
  List Below
• Field trips with adult and/or peer support
• Comments_________________________________________
  _______
•  

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Elementary Checklist

• INDEPENDENCE
• Yes No
• Ability to follow a daily schedule system
  independently
• Able to dress self
• Able to undress self
• Able to feed self independently
• Able to toilet independently
• Able to wash independently
• Able to brush teeth independently
• Able to brush hair independently

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Elementary Checklists

• BUILDING NORMS
• Yes No
• Ability to walk quietly down halls
• Understand process of turn-taking
• Wait time
• Interactive appropriate play with peers
• Able to self-monitor voice tone
• Generalization of authority figures
• Comments ________________________________________
  ____

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How is Common Language Developed in Districts or
ISD/ESA?

• Administrative Commitment
• Staff Commitment
• Parental Commitment
• (Leave your title at the door)

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Why is Common Language Important in the
Transition Process?

• Assurance that time will not be wasted year after
  year for the student with ASD
• Each year students with ASD face the fact that
  the first 2 months will be the teacher and team
  getting to know them again, again and again
  (Planned Regression Recoupment)
• The student with ASD doesnt have time to waste
• The staff working with the student with ASD
  doesnt have time to waste

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What Steps Are Included in a Successful
Transition?

• Common Language
• Commitment from the sending and receiving teams
• Checklist to Promote Communication among Sending
  and Receiving Staff
• Organized Plan including Scheduled Visits
• Parental Involvement
• Support from Administration

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Definitions for Clarification

• Sending Team The School Team that has worked
  with the student with ASD prior to the Transition
  Occurring
• Receiving Team The School Team that will be
  providing the student with ASD a free appropriate
  public education

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What is the Responsibility of the Sending Team?

• Schedule student and staff visitations in
  receiving building
• Communicate the effective systems currently in
  place for the student
• Share materials, data, strategies, learning
  experiences
• Guide the receiving team toward understanding
  students assets and strengths
• Guide the receiving team toward understanding the
  students challenges

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An Example of Drews Transition Schedule
1
3
2
5
B.L. Elem Lunch Visitation 1230-145
900-1130 Visitation SpEd Class
8
9
10
11
12
1000-1030 Recess Visitation
Assembly Visit 100-230
16
17
18
15
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Kindergarten Visit 930-1030
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23
24
25
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130-300 SpEd Class Visit
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30
P.E. Class Visit 945-1015
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What is the Responsibility of the Receiving Team?

• Visitation to see the student in the sending
  building (approx. 3 times)
• Acknowledge the current systems used with
  students
• Honesty - use of systems
• Assist the sending team in understanding Norms of
  Building
• Train the staff in the receiving building about
  ASD

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Working the BoardDuring the Transition Process

• Socialization Opportunities
• Academic Modifications
• Behavioral Systems

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Building Capacity from the sending to the
receiving building

• Build capacity within the building
• Getting the building ready vs. getting the
  student ready
• Understanding the culture of the receiving
  building versus the culture of the sending
  building

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Proactive Planning Prior to Transition

• Organize Visitations
• Receiving Team to Visit
• Student Visit New Setting
• Parents Visit New Setting
• Have a schedule
• Prepare for transition two months prior
• Ongoing Communication with Receiving Team
• Schedule Needs to be Individualized to Meet the
  Students Needs

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What is the Level of Commitment Required for a
Successful Classroom Transition?

• Prior visitations (at least 3) from receiving
  teacher into sending teachers class
• Environmental evaluation of the new environment
• Administrative support
• Identification of the receiving teachers routines
  and procedures implemented in the classroom
• Realization that difficult situations will occur
  but there will be a team to problem solve a
  solution
• Acknowledgment that the student with ASD is a
  student first
• Intimate knowledge of how the ASD impacts the
  student and their preferred activities

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What is the Level of Commitment Required for a
Successful Building Transition?

• Building capacity within the new environment by
  training the students, administrators, staff,
  custodians, lunch assistants, PTO, etc.
• Preparing the environment for necessary visual
  structures to protect students dignity
• Identify the professional staff spending the most
  time with the student and ensure at least two
  observations and attendance at the transition
  meeting for active participation
• Insurance that the students behavior system
  supersedes the Student Code of Conduct

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What Steps Are Included in a Successful
Transition?

• Common Language
• Commitment from the sending and receiving teams
• Common Philosophy between Settings
• Parental Involvement

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Common Philosophy between Buildings and Programs

• Continue to use established effective systems and
  supports with student with ASD provided by the
  previous teams (Visual schedule, peer supports,
  behavior system, academic systems, etc.)
• Continuity of practices at each level
• Model Appropriate Behavior
• No talking in front of the students as if they
  are not there
• Assume that they understand everything being said
  and act accordingly

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Parental Concerns During Transition

• Building or Classroom Attendance
• Prior Peer Involvement
• Receiving Placement and Staff
• Pre-conceived Expectations or Rumors
• Fear of the Unknown
• Response of Administrators Behavior
• Similar Systems in Receiving Building
• Continuity of Programming

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Staff Concerns During Transitions

• This is not about staffit is about the students
  with ASD
• You dont have to like staff members at other
  levels but you must acknowledge their
  contributions and realize the potential of the
  students opportunity within that setting
• Respecting the input of the sending teams
  recommendations for effective strategies to use
  with the student
• Everybody wants to believe that their world will
  not impact another world
• Catalyst for authentic meaningful dialogue about
  the student with ASD at the transition meeting

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Why is Developing a Transition Process for a
Student so Difficult?

• It Takes Time
• It Takes Planning
• It Takes Commitment from both the Receiving and
  the Sending teams
• Know Student Well Enough to Assist Others in
  Understanding Individualized Needs
• Help Others See the Student as You See the
  Student (Parents and Staff)

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Programmatic Transition ExamplesLivingston
County

• Farms Intermediate School

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Transition scavenger hunt
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Form A Team

• Administration
• General Educators
• Special Educators

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Brainstorm

• What could the day look like?
• Develop an action plan of who will do what task

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Day 1
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Farms Intermediate Scavenger Hunt Transition to
Fifth Grade

• Parent Packet sent home
• Bus Pickup

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Arrival at Farms

• Began in the resource room
• Introductions
• Explanation of the day
• Distributed schedules, maps, and cameras
• Assigned teams

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Scavenger Hunt
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1) Hard drive, monitor, keyboard, mouse, you may
have one of these in your house.
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2) Crayons, painting, pencils, ink, this is one
class that doesnt stink.
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3) The principals here and the secretaries too,
make some trouble and so are you.
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4) Left ten, right thirty, its back to class you
run.
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5) Keeping time fast and slow, notes and chords
are the way to go.
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6) If you want to go here, you need a
pass..please wash your hands, then go back to
class.
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7) Throw a ball, jump, hop, skip and run, this is
a class thats lots of fun.
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8) Weve got food and games galore, but please
dont throw your food on the floor.
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9) Shoot some hoops, or swing to the sky, either
way youre going to fly!
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10) Enter here, quiet please.check out and read
the big book of trees.
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11) Zoom, zoom, youre through, now go to the
conference room (located in the main office).
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Remainder of the morning

• Speech OT Group
• Lunch and recess with fifth graders
• Library
• Board the bus

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• Day 2

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Activities

• 30 minutes in fifth grade gen. ed. class
• 1 hour of Encore
• Lunch and recess
• Library
• Board the bus

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• Thank you to everyone who contributed in making
  this project a success!