Module #6 - Transition for Case Study Student Johnny

For my Case Study student, the transition from Grade 8 (elementary) to Grade 9 (high
school) may present several challenges, as the student has proven to have some
varying levels of difficulty with transitions and behaviour on a day-to-day basis. Since
the transition from Grade 8 to Grade 9 also involves a rotary schedule and new
teachers for each subject area, its important for Johnny (name has been changed) to
become acquainted and familiarized as much as possible. In order to best suit Johnnys
needs, I would suggest having a Transition Meeting to help with this specific goal.
The transition meeting would include all important stakeholders and would allow for a
collaborative discussion on how to best support this student in the transition to come.
Considerations such as current academic achievements, strengths, weaknesses,
modifications/ accommodations that have worked (and not worked), as well as future
goals can all be discussed.
Below is a chart that lists the specific transition goal, the support needs, the actions
required to achieve the goal as well as the roles and responsibilities of those involved,
and the timelines for implementation.

Specific Transition Goal

Support Needs

Actions required to
achieve the goal/ Roles
and Responsibilities

Transition from Grade 8 to Grade 9 for the 2016/2017

school year ~ elementary to a high school transitional
focus

Student OSR including: IEP, recent report cards,

classroom formal/ informal assessments

records of any formal assessments by other

professionals, etc.

Transition into the Grade 9 LifeSkills Program

(nearing the end of Grade 8)

Collection of data/ up to date information regarding

the students current goals/ progress (classroom
teacher, SERT)

Transition Meeting where all stakeholders are

present (SERT can inform/ invite all stakeholdersschool psychologist, principal, classroom teacher,

receiving teacher, EA, parents, others who may be

involved such as a SLP)

Timelines for
implementation

Consider students physical, emotional, and

learning needs and prepare questions/ ideas to
bring forth for collaboration at transition meeting
(All stakeholders)

Complete classroom assessments/ June report

cards by the beginning of June 2016 (classroom
teacher)

Consider classroom placement, and other peers in

the classroom when creating class lists for
September 2016 (Principal, SERT, receiving
teacher)

Introduce the student to the Grade 9 teachers

(classroom teacher, receiving teacher)

Allow for classroom visitations (classroom teacher,

receiving teacher, EAs)

store transition plan in OSR (classroom teacher)

Final updates on IEP (classroom teacher, SERT)

Set up locker assignment for the following school

year- have student practice accessing locker
before the remainder of the year

Set up school staff introductions i.e. guidance

counsellor, librarians, janitors, etc.

Provide a mini tour around the high school

designated areas (i.e. cafeteria, gymnasium area,
etc).

Data collection- By the beginning of June

IEP Review Meeting/ Transition meeting- by Mid

June

Classroom visitations/ introductions- Throughout

June and in August before school commences

Storing of documents in OSR- By mid-June

References
Ontario Ministry of Education. (2013). Creating pathways to success: An education and
career/life planning program for Ontario schools. Retrieved
fromhttp://www.edu.gov.on.ca/eng/document/policy/cps/CreatingPathwaysSuccess.pdf
Ontario Ministry of Education. (2013). PPM 156: Supporting transitions for students with
special education needs. Retrieved from
https://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf