moving on illawarra and south east region a resource for supporting students with additional needs...

MOVING O

N

Illawarra and South East Region

A Resource ForSupporting Students With Additional Needs

Transition From One Setting To Another

Compiled by Sandra Acevedo-Rugg

Sue GoorMegan Waugh

Revised by the ISER Student Services Team 2010

Table of contents

Purpose of Transition

Learning Support Teams

The Planning Process

How to Use the Transition Checklist

Transition Flow Chart

Blank Planning Matrix

Matrix Trigger Questions

Phase 1:Transition Process

Phase 2: Transition Process

Case Study

Useful Web Links

Relevant DET Documents

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6

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13

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“The New South Wales (NSW) Department of Education and Training (DET) is committed to providing a public system , while developing fully the talents and capacities of all students in the pursuit of attaining the highest educational standards irrespective of student background or circumstance”

Quality Teaching in NSW Public Schools (DET) 2003

“Transition is a process not a single event”

Transition to High School 2001

“An effective school is one in which pupils progress further than might be expected from the consideration of its intake”

Mortimer 1991

“Fairness does not mean that everyone gets the same, it means that everyone gets what they need. Every child is an individual.”

Fiona Duggan and Gerda Butlin 1996

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The Purpose of Transition is:

to ensure that individuals with special needs have choices

in a range of options, which enable them to reach their full

potential for successful community independence

to lay a strong foundation for maximising the level of

independence that will be enjoyed by students in a range of

settings

dependent upon the cooperation and collaboration of all

parties with an interest in the transition of the individual

student

to provide an ongoing process of preparation for the next

setting

to ensure that the student’s interests, needs and

competencies are appraised on an ongoing basis to

support future environments.

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Learning Support Team

It is the role of this team to identify programming and resource requirements for students with

special learning needs. Parents play an important part in the decision making of this team.

This team may include:

The family / carers

The student (where appropriate)

An advocate, interpreter, support personnel (where requested)

Class teacher / Year Advisor / Stage Supervisor

Principal / School Learning Support Team Coordinator

School Learning Support Teacher (SLST)

School Learning Support Officer (SLSO), (where appropriate)

A nominee from the next setting

School Counsellor / District Guidance Officer

Regional personnel (where necessary)

Outside agency / specialist representative

“Children learn best when parents, care givers and teachers work together in

partnership and when parents, teachers and teachers share this responsibility”

Who’s Going To Teach My Child 2003

A learning support team is a whole school planning and support mechanism. It is

formed with the purpose of addressing the learning needs of students through the

coordination, development, implementation, monitoring and evaluation of educational

programs.

To support the transitioning of a student with identified needs from their current

setting to another, it is imperative that substantial and cooperative planning is

undertaken by a Learning Support Team (LST).

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The Planning Process

the individual welfare and education needs of the student

appropriate course of actions for teachers to support the individual

needs of the student

communication needs with teachers from other settings and

referral to outside agencies where appropriate

Necessary learning adjustments and / or accommodations

need to liaise with regional personnel

school training & development priorities

Access to funding support and other Regional services

prioritising of student for access to support services and counsellor

referral

priorities for property modifications

special equipment & technology needs

documentation and record keeping of student plans and

information.

The planning process is initiated by the

Learning Support Team (LST). The role

of the LST may include making

recommendations or decisions relating

to:

“Transition is

a process not a single event”

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How To Use The Transition Checklists

The transition process can be complex and may involve a variety of different stakeholders from school, regional office personnel, home and community agencies.

When working through the transition process, the Transition Flow Chart in the following pages can be used by school learning support teams to assist in the global transition process.

The subsequent forms then should be used sequentially as a guide in transitioning students from one setting to the next:

Step 1LST of current setting completes Phase 1. This will determine the most appropriate pathway in Phase 2.

Step 2LST determines which of the Phase 2 proforma checklists to use.

Step 3As part of the Phase 2 checklist, the LST in conjunction with the LST of the new setting, completes the Matrix.

Step 4As the Transition Flow Chart indicates, a re-appraisal of the student’s program and needs should be completed by the LST on an on-going basis.

•WHILST THE SUGGESTED TIMELINES IN THE FOLLOWING PAGES ARE DESIRABLE, IT IS ACKNOWLEDGED THAT DUE TO MANY UNPREDICTABLE CIRCUMSTANCES THEY MAY NOT ALWAYS BE POSSIBLE.

•THE CHECKLIST SHOULD BE USED AS A GUIDE ONLY, AS NOT ALL POINTS MAY RELATE TO THE ONE STUDENT.

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Transition Flow Chart

StudentIdentified

The learning support team is

established

Initial meeting atstudent’s current

setting

Matrix Completed

Meeting at new setting

Transition plan

developed

Transition plan implemented

Reappraisal

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Planning Matrix for Students with Complex NeedsPlanning Matrix for Students with Complex Needs

ACTION PLANNING

FOCUS AREA

A TRAINING

&DEVELOPMENT

BPERSONNEL

SUPPORT IDENTIFIED

CTECHNOLOGY & EQUIPMENT

DPROPERTIES

ERISK

MANAGEMENT

1

Key Learning Areas/

2 Communication(Receptive/Expressive)

3Participation

Social CompetenceSafety/Supervision

4 Personal Care: Hygiene

Eating/DietaryHealth and

Emergency Care

5 Movement:Physical

Access/MobilityEvacuationPositioning

Hand Motor Skills

6 Disability Awareness:

Access to information

(staff/parents/schoolcommunity)

7Transport

To/from schoolduring school hours

8Responsibility

9Timeline

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Trigger Questions When Using the Planning Matrix Trigger Questions When Using the Planning Matrix

ACTION PLANNING

FOCUS AREA

A TRAINING

&DEVELOPMENT

BPERSONNEL

SUPPORT IDENTIFIED


DPROPERTIES

ERISK

MANAGEMENT

1

Key Learning Areas/

Is there a need for a support plan for each KLA?

Who at the class level, year, school, region, state, home, agencies can assist?Who will be the SLSO and other key staff at HS?

Does the student require specific equipment across any or all KLAs?

Is there a need for a quiet areas?Are there any minor/major modifications needed?Are any appropriate shorten strategies?

Are there any safety / protection strategies that need to be in place?


Is the student using alternative forms of communication that staff require T&D?

Is there staff available to provide the T&D – who? If not who else?Who at the school will prepare systems?

Are there specialist equipment requirements?

Where, how will the equipment be stored and managed?

3Participation


Is a behaviour support plan required?

Who from the LST, school welfare team, counsellor, region assist?How will the SLSO support plan?

Does the SLSO require T&D in use of any equipment?Is there any equipment that student requires out of the class?

Are all areas safe?Is the student a ‘runner’ and fencing etc is necessary?

Is there a risk management plan required?



Emergency Care

Does the SLSO require Healthcare Procedures CertificationWho needs training in specialist equipment, e.g. hoist?

Does the student need a healthcare plan & who (more than 1) will administer it?

What equipment is now used and what will be required in the new setting?

Is there a need for a disabled toilet and is it equipped appropriately?Is there a need for an alternate change area?Does student need change of clothing?

Is there a health care plan?Does the student require medication, special feeding, toileting?Is there a need for a nappy disposal bin?Are gloves, etc, needed?

5 Movement:Physical


Hand Motor Skills

Is there a need for other specialist equipment training e.g., standing frame?Safe lifting training ?

Can the student carry their own equipment?Does student require additional time or supervision for movement round school?

Can equipment be shared in more than one area or will more than one set be required?Does the student require a note taker?

How will equipment be housed and transported?Can student access all areas within school? Does the LST need to negotiate room allocation short-term?

Does student require lifting?

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ACTION PLANNING

FOCUS AREA

A TRAINING

&DEVELOPMENT

BPERSONNEL

SUPPORT IDENTIFIED


DPROPERTIES

ERISK

MANAGEMENT



(staff/parents/school

community)

Do staff require training/awareness in the student’s specific disability?

Who would be the most appropriate personnel to deliver the training?

Who would be the most appropriate personnel to deliver the training?Is there a need for support in application?

Is there a need for a short-term plan and future plan?

7Special

TransportTo/from schoolduring school

hours

Does the student require a travel training program?

Who will be responsible for implementing the travel training?Is the a need for special transport & who will be responsible for the application?

Is specialist lifting equipment required for out of school activities?

If student uses a wheelchair, does the school have an appropriate arrival & departure zone?

If student uses a wheelchair, what types of adjustments may be required for excursions, etc?

8Responsibility

Nominate individuals who will drive, support and / or coordinate each of the areas. Maybe useful to use numbers & letters to indicate the individual who will be responsible for each box e.g., 3..E for participation- who will write the crisis management

9Timeline

Identify the timeline for each key area. May be useful to use e.g., 7.A, to indicate timeline for special transport and T&D

Matrix triggers continued

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Transition Timeline Checklist Phase 1

In the Current Setting the LST will √ OR XIdentify the student and conduct an appraisal of the Curriculum, Communication, Social, Personal Care and Mobility needs. Meet with parents/ carers regarding the student’s new setting. Discuss all options available ( local school or support placement) If the student is at pre-school, the parent can inform their local Principal or the Students Services Officer of their decision regarding placement.

If the student is at school, parents should inform the current setting of their decision regarding placement. This will determine which transition pathway the Learning Support Team should take: A or B

A B

The current setting should contact the new setting’s LST coordinator to advise of the student’s transitioning. If the next setting

is a support placement, then the initial formal contact will be done by the Regional

Placement Committee.

Use timeline as

a guide only, depending on

the student’s need

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Phase 2: A.1 ( Transition to a mainstream Kinder )

Date :

Timeline where need is applicable

Student Name:

DOB:

School:

Done N /A

2 years prior to child enrolling at school

Property modifications identified through the ‘Transition to School’ process

Up to 1 year prior to child enrolling at

school

School advised of child’s pending enrolment by parent/ carer, supporting agency, or preschool

From Term 2, year before child enrolls

An initial transition meeting is organised to identify the child’s needs using the matrix


Available assessments and reports are forwarded to the school counsellor by the / carer, supporting agency

Term 3 The public school LST coordinator organises a meeting at the school and invites all stakeholders including any support teachers already involved. Re-appraisal of matrix done, (should include timeline for extra orientation visits)

Term 3 Special equipment application if required is completed and submitted to regional office

Term 2 – 3 Formal reviews for: Funding Support Existing equipment & technology Healthcare plan

Term 4 Continued orientation visits organised

Term 4 Healthcare Plan completed

Where a transition to school plan is required, the ‘transition to school” form can be completed by the parent or referring agent. For children on the DET Transition to School Program, the completion and implementation of the transition matrix and transition plan should be completed by the school learning support team (LST) in collaboration with the parents /carers and any agencies involved.

Term 1, week 5 - 6

Kindergarten

Re-appraisal of student’s need, including Best Start

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Phase 2: B.1 (Transition to School in a Support Placement )

Date :


Student Name:

DOB:

School:

Done N /A

2 years prior to child enrolling at school

Property modifications identified through the ‘Transition to School’ process


Available assessments and reports are forwarded to the school counsellor by the /carer / supporting agency. Counsellor signs off child’s eligibility as appropriate


LST ( or regional office staff where appropriate) completes access request. Special transport request is included should it be required by the parent / carer


Regional placement committee processes access request and may offer a special placement based upon the child’s eligibility and availability of service. Parents /carers and receiving school notified


Initial transition meeting may be planned at the special placement setting to discuss need and complete the matrix

Term 3, year before child enrolls

Special equipment application completed (if required) by the LST and forwarded to regional office


Continued orientation visits if required


Healthcare plan is completed and ERN / SCAS details confirmed at the school

Term 1, week 5 - 6

Kindergarten

Re-appraisal of student’s needs. Including Best Start

Where a transition to school plan is required, the ‘Transition to School” form can be completed by the parent or referring agent, on behalf of the parent / carer. For children on the DET Transition to School Program, the completion and implementation of the transition matrix and transition plan should be completed in collaboration with the parents /carers and any agencies involved.

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Phase 2: A.2 ( Year 6 - 7 mainstream)( Year 6 - 7 mainstream)

Date :


Student Name: DOB:

Current School: Year:

New Setting:

Done N /A

Student in Year 5 Primary LST meets with parent / carer to discuss suitable options for high school

Student in Year 5 SLST contacts the high school SLST to forward necessary information for high school to commence property application if required

From Year 5 – 6 School Counsellor reviews disability confirmation sheet

Term 1

Student in Year 6

Transition to high school regular process is completed and forwarded to corresponding high school

As early as necessary

Student in Year 6

Primary LST coordinator organises a meeting at the primary school and invites the parent, the high school LST coordinator and any other support teacher already involved, to complete the matrix and establish the transition plan

Good practice strategies for

additional orientation visits

Strategies that the LSTs may consider: Parent / carers invited to initial, additional

orientation visits A walk around the high school to look at the

physical size, including specialist rooms Photos taken of staff and specialist areas, e.g.

canteen, library, for social stories Identify where the student can go to meet their

friends and designated year area Identify where the student can go if they are

anxious and/or require teacher / counsellor assistance

Provide opportunities for the students to experience study skills needed for HS such as copying; note-taking; mapping main points; using the HS diary and following a sample timetable

Provide opportunities for the student to practice arrival and departure routines for HS

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Term 3

Student in Year 6

Mentor for the student at the new setting is organised

Term 3

Student in Year 6

Review equipment and / or technology needs. Application forwarded to regional office if necessary

Term 3

Student in Year 6

Primary LST convenes a Funding Support review meeting and invites a high school LST representative, parent, SLST, school counsellor and any other relevant community and / or DET personnel

Term 3

Student in Year 6

Secondary LST representative takes Funding Support application for their Principal’s signature and forwards application to regional office

Term 4

Good practice strategy

Make sure that assessments and student work samples are complete so that all staff who will be involved at the high school are aware of the student’s strengths / needs / interests

THIS IS A VITAL STEP IN THE HANDING OVER PHASE OF THE STUDENT’S TRANSITION

Phase 2: A.2 ( Year 6-7) continued

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Phase 2: B.2 (Year 6 to a Secondary Support Placement)

Date :


Student Name: DOB:


New Setting:

Done N /A

Student in Year 5 School counsellor reviews disability confirmation sheet

Student in Year 5 Primary school LST meets with parent to discuss property needs and appropriate options for high school support placement

Student in Year 5 An application for modification to properties (AMU) is submitted by the high school principal where need is identified

From Term 2

Year before student transitions to HS

Initial transition meeting (formal review) is set up at the primary school with the class support teacher, LST Coordinator, parent / carers and counsellor to commence re- appraisal and establish matrix, (should include timeline for extra orientation visits)

From Term 2


Primary school forwards access request (with disability confirmation sheet) to region office. Special transport request is included should it be required by the parent / carer

From Term 2


Regional placement committee processes access request and may offer a special placement based upon the child’s eligibility and availability of service. Parents / carers and receiving school are notified

From Term 3


Special equipment application is completed by the primary school LST and submitted to region office for processing

From Term 4


Continued orientation visits

From Term 4


Healthcare Plan reviewed and confirmed with both primary, high school representatives and parent / carer

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Phase 2: B.2 (Year 6 to HS Support Placement) continued




orientation visits A walk around the high school to look at the

physical size, including specialist rooms Photos taken of staff and specialist areas, e.g.

canteen, library, for social stories Identify where the student can go to meet their

friends and designated year area Identify where the student can go if they are

anxious and/or require teacher / counsellor assistance


Provide opportunities for the student to practice arrival and departure routines for HS

Make sure that the student’s learning support plan, assessments and student work samples are complete so that the support staff at the HS are aware of the student’s strengths / needs / interests

THIS IS A VITAL STEP IN THE HANDING OVER PHASE OF THE STUDENT’S

TRANSITION

Student enrolls in new setting

High school confirms ERN / SCAS details

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Phase 2: A.3 (Support Setting to a Regular Class)(Support Setting to a Regular Class)Date :


Student Name: DOB:


New Setting:

Done N /A

2 years prior to transition where

possible

Current setting alerts new setting of possible property needs. Support class LST/ executive meets with parent / carer and new setting LST coordinator to initiate property modification application with the assets management unit (AMU). Application submitted by the new setting’s principal

2 term before student transitions

School counsellor reviews disability confirmation sheet. If student is eligible follow next step

1-2 terms before student transitions

Current setting LST coordinator organises a meeting at school and invites the parent / carer, new setting LST coordinator, and may include student services officer, school learning support teacher, or any other support teacher already involved, to complete matrix, (should include timeline for extra orientation visits)

1-2 terms before student transitions

If student is eligible: Current LST convenes a Funding Support review meeting and invites new setting LST representative, parent, school learning support teacher, school counsellor and any other relevant community and/or DET personnel. The Funding Support application should be signed by the new setting principal and forwarded to region office

If student is not eligible: Current LST convenes a review meeting and invites new setting LST representative, parent / carer, school learning support teacher, school counsellor and any other relevant community and / or DET personnel (for HS this may also include STT)

Term before student transitions

Review equipment and / or technology needs. Application forwarded to region office

Student enrolls Healthcare plan revised with new setting’s key personnel

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Phase 2: A.3 ( Support Setting to Regular Class) continuedPhase 2: A.3 ( Support Setting to Regular Class) continued




orientation visits Organise a walk around the new setting to

look at the physical size, including specialist rooms

Photos taken of staff and specialist areas, e.g. canteen, library, for social stories

Identify where the student can go to meet their friends and designated year area

Identify where the student can go if they are anxious and/or require teacher / counsellor assistance


Provide opportunities for the student to practice arrival and departure routines

From the term before student

transitions

Any professional learning need identified in the matrix is implemented at the new setting

Good practice strategy

Make sure that assessments and student work samples are collated so that all staff who will be involved at the new setting are aware of the student’s strengths / needs / interests

THIS IS A VITAL STEP IN THE HANDING OVER PHASE OF THE STUDENT’S TRANSITION

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Phase 2: B.3 (Support Placement to Support Placement)

Date :


Student Name: DOB:


New Setting:

Done N /A

Semester prior to student transitioning

School counsellor reviews disability confirmation sheet


Formal review is set up at the current setting with the class support teacher, LST coordinator, parent / carers and counsellor to discuss appropriate options and establish matrix


Current setting LST forwards access request (with disability confirmation sheet) to region office. Special transport request is included should it be required by the parent / carer


Regional placement committee processes access request and may offer a special placement based upon the child’s eligibility and availability of service. Parents / carers and receiving school notified

As soon as possible Current setting forwards property needs to new setting LST. An application for modification to properties (AMU) is submitted by the new setting principal if required


Special equipment and technology application is completed by the new setting LST based on information gained at the review meeting, and submits to the region office for processing


Intensive orientation visits organised where distance permits

At enrolment of student in new

setting

ERN / SCAS details confirmed

At enrolment of student in new

setting

Healthcare Plan reviewed and confirmed with key personnel at new setting

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Students leave school with varying degrees of preparation. Students with a

disability have general options as well as some that are disability specific.

Each student is an individual and will therefore require an individual transition

plan.

A student with a disability may approach the Disability Officer at Centrelink with the

purpose of being ‘deemed’ eligible for a disability support pension. This allows the

student leaving school to access employment agencies that specifically cater for

individuals with a disability.

These agencies vary depending on geographical location and may include:

Workskills;

Workwise;

Essential Personnel.

A student at risk of leaving school may access the following programs (depending

upon their geographic availability):

Job Pathway Program;

Links to Learning;

Youth at Risk;

Plan-It-Youth;

TAFE (OTEN).

Where possible it is desirable to have someone (not a DET staff member) who can

case manage/oversee the student’s post school period.

All students transitioning from school must adhere to the DET’s School Attendance

Policy 2006.

Transition to Post School

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How To Use The Transition Checklists

The Post School Transition process to support the student can be complex and may involve a variety of different stakeholders from school, region, home and community agencies.

In order to assist the school learning support team through the process, the Transition Flow Chart can be referred to as a guide to the generic process.

Step 1

LST of current setting completes Phase 1. This will determine the most appropriate pathway in Phase 2.

Step 2

LST determines which of the Phase 2 proforma checklists to use.

Step 3

As part of the Phase 2 checklist, the LST in conjunction with the LST of the new setting, completes the Matrix.

Step 4

As the Transition Flow Chart indicates, a re-appraisal of the student’s program and needs should be completed by the LST on an on-going basis.

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StudentLeaving School

OptionsIdentified

Meeting atstudent’s current

setting

Options explained

Contact Details

Provided

Case ManagerDeterminedTransition

Plan Implemented

Organisational System

Developed for Student’s

Future Reference

Post School Transition Flow Chart

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Post School Transition Timeline Checklist Phase 1

Current Setting √ OR XIdentify student and conduct an appraisal of their post school needs, interests and options. Apply for post school programs as offered by Aging Disability and Home Care (ADHC) as appropriate: (the regional support teacher transition and the school’s careers advisor can assist with this information)

Meet with parents/ carers regarding the student’s transition from school. Discuss all options available such as University, TAFE, Post School service providers as appropriate.

The family visits the above settings. Support may be provided by the student services officer or the support teacher transition

A

ADHC

B OTHER

The Support Teacher Transition (STT) is the regional contact for schools regarding the Post Schools

Options Program. STTs can provide the LSTs with the necessary timelines and processes.

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Phase 2: A ADHC – Transition to Work / Community Access

Date :


Student Name:

DOB:

School:

Done N /A

Term 1 Student is identified and nominated as an Aging Disabilities and Home Care (ADHC) post school options candidate to the STT

Term 2 School will receive information from ADHC outlining the process for the year

Term 2 The STT will contact school regarding timelines and assessment procedures for the year

Term 2 The STT together with the student, parents and key school personnel go through the assessment process. The STT processes this information

End of term 2 Student receives a computer printout of the information submitted to ADHC

Term 3 ADHC determines the level and type of support to be provided to each student.

Term 3 Student is contacted by ADHC regarding results of assessments

Term 3 Student and parents attend closest Service Providers expo

Term 3 Student visits all of the service providers available in order to make the most appropriate post school decision

Term 4 Student and family (as appropriate) registers with chosen service provider

Term 4 Exit plan completed and transferred to registered service provider

In order to activate this process, the school learning support team (LST) together with the regional support teacher transition (STT) will identify potential candidates and discuss the process early in the student’s final year

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Phase 2: B Transition to a Tertiary Institution

UNIVERSITY

TAFE

APPRENTICESHIP

TRAINEESHIPOTHER

Transition to these post school options would have been previously identified in the students individual transition plan and therefore reflected in the students curriculum program. Students with complex needs or disabilities should follow the same process for access to these options as their peers in mainstream. Additional assistance or advice can be accessed through the regional support teacher transition (STT) or the schools career advisor. A disabilities contact officer/teacher consultant/adviser at TAFE/University, should also be a contact point for school learning support teams.

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Case Study

Time for Moving On

Case StudyJoe is 12 years old. He has autism and an intellectual disability. He

has a long history of aggressive and self-injurious behaviour. He will

often slap and bang his head when told he cannot do something.

Joe has no language but successfully uses a symbol book to

communicate his needs and respond to questions. He rarely initiates

communication using the book. Joe shows unusually high skill levels

on the computer. Joe likes looking at magazines dealing with cars

and bikes. He is independent in all personal care activities. He has

been suspended from his current primary school for kicking a

teacher.

Joe’s family want him to attend his local high school when he

transitions to year 7 in the following year. Both parents prefer that

he attends a regular class but will consider the support class for

students with an intellectual disability.

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Planning Matrix for Students with Complex DisabilitiesPlanning Matrix for Students with Complex Disabilities

ACTION PLANNING

FOCUS AREA

A TRAINING

&DEVELOPMENT

BPERSONNEL

SUPPORT IDENTIFIED


DPROPERTIES

ERISK

MANAGEMENT

1

Key Learning Areas/

•HS staff to access Life Skills curriculum

•SLSO/ year advisor - on laptop

•STT, Curriculum Consultant•HS nominate staff to be responsible for learning support plan

•Laptop to be investigated•Trial appropriate software•Board of Studies KLA Documents

Monitor hyper sensitivity in specialist subject areas and workload that may require a crisis management plan


Augmentative systems: visual timetables, social stories, social scripts, communication books

•SLST / AP SL / regional personnel as appropriate• Parent to contact Speech Path. to review com. sys•HS staff nominated to be responsible for mgmt. of equipt.

Update existing communication system and follow up with recommendations from Speech Path.

•Investigate specific area to house any equipment/ software•Visuals to cover quiet areas

3Participation


•Joe to be taught HS rules & specific routines•Raise school comm. Awareness of specific triggers & subsequent management

•Identify staff and/or peer support as mentor

Identify quiet areas & include in visuals

HS LST review for potential need of staff PART t&d to support Joe’s inappropriate Behaviours



Emergency Care

Monitor Ensure all key HS personnel area of potential problems and previous history

Review potential anxiety when changing for P.E and toileting

5 Movement:Physical


Hand Motor Skills

•HS to nominate staff to assist Joe’s movement around school and meet on arrival if necessary

Assess need for fencing/gates

Risk management for excursions and other visits



(staff/parents/schoolcommunity)

All HS staff on•Autism,• Mod. intell dis• Beh. Management•Crisis managementPlan

Regional student services team

7 Special TransportTo/from school

during school hours

8Responsibility

HS LST •PS & HS LSTRegional student services team

•PS & HS LST•Parent Regional student services team•OT / Speech Path

•HS LSTRegional student services team•OT

OHSCommittee

9Timeline

Re-appraisal of student needs and FS in term 1 at HS

Visit 1 – commencing wk1, T3 and consequentially fortnightly

•PS to apply T4•HS to apply following review T1

To be completed for T1

In place by wk5 T1 and reviewed T2 by HS

Teaching and Learning site: Covering a wide range of supports including Life Skills courses.

http://www.schools.nsw.edu.au/learning/k-6assessments/oc_criteria.php

Transition to School site that also has links to resources to assist transition to High School.

http://www.schools.nsw.edu.au/gotoschool/primary/transition/index.php

Early Childhood and Interagency Programs Directorate:

https://detwww.det.nsw.edu.au/lists/directoratesaz/earlychildhood/index.htm

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Useful web links

SEA Office

SEA Office

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Systematic guidelines and procedures for the collaborative transition of young children with

disabilities or significant difficulties in learning or behaviour, from

early childhood settings (including the family setting) to school.

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