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Offer a Family Literacy Program following the guidelines below: For Children: Offer at least three parent-child literacy group activities. Hold at least three book distributions. Offer a 2-week reading challenge for parents and their children. Provide special library events. Have project literacy activities. Offer take-home literacy activities like a lending library, Polaroid literacy projects, book-in-a-bag, reading bear, etc.

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For Parents: Offer parents opportunities to work on their literacy development by referring to, or providing literacy classes. Assist families with their education and training goals, and provide referrals to educational resources GED, adult education, and ESL. Provide literacy workshops Invite them to participate in literacy activities such as: story time, individual reading, journal writing, project literacy activities, or special events at the local library.

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Monitor that information is accurate. Use entered data to generate delegate reports. Read and follow the Child Assessment Procedure. Computers and internet access will be made available to all preschool classrooms for children and teachers to access the Galileo website.

Data entry duties will only be assigned to teaching staff, or to a part time data entry staff person. Continuously monitor the ongoing assessment documentation. Provide time for teachers to input assessment data and plan individualized activities. Give technical assistance to teaching staff as needed. Plan training based on observations or teacher's requests. Assure that every child has a file for Galileo assessments, and individual assessment reports. Assign the Galileo G3 scales to your students depending on his current age range.

You can substitute scales as needed. Delegate and grantee staff will collect and analyze children's developmental assessment data after each of the delegate's checkpoints in the procedure. Child Assessment Outcome reports, including necessary follow-up, will be given to the Board of Directors and Policy Committee after each assessment.

Delegate staff and grantee staff will monitor implementation following the Monitoring Procedures. Delegates will use the aggregated data when doing their annual program planning and submit a child outcomes program improvement plan, which includes action plans and budget details. The Education Manager will collect and analyze statewide developmental progress data to check progress toward meeting School Readiness Goals and use the results at the Strategic Planning Meeting to develop objectives for program improvements and revision to School Readiness Plan.

When a child has a disability, follow the Transition of Children with Disabilities Guidance. Develop a transition plan to Kindergarten, including budget, and specific activities that include consultation with parents, a field trip to school, and translation services if needed. Transfer children's relevant records to public schools, after parents have signed the permission to release information. Invite school district personnel to Parent Fair and any other center event to familiarize them with the Head Start program. Develop parent training sessions in collaboration with school personnel when possible, to explain transition requirements, parents' roles and responsibilities in public schools, and to answer parents' questions.

Assist families who stay in the area to enroll children in child care, preschool, or Region V Head Start programs, if they wish. Assist families to apply for state day care voucher, if applicable. IMSHS delegate agencies contact and establish similar collaborative agreements with agencies in other states where families migrate to and from, if applicable. Explain to parents through workshops, newsletters, etc. Prior to transitions, initiate communication, at least, with the counterparts in areas where the majority of the families move to.

The Improving Head Start for School Readiness Act of required several changes to the program to ensure coordination with local education agencies, or LEAs, and to promote increased school readiness. They include:. This provision in the legislation led Head Start programs to increase their efforts to build relationships with their respective elementary schools and implement alignment and transition processes to maximize the positive benefits of Head Start programs.

Eight years after the requirement to implement official legal relationships, understanding of how Head Start programs and local schools are developing and sustaining transition relationships can help inform the broader early education field. To get a better sense of how the requirement is being implemented in communities, the Center for American Progress conducted interviews with multiple Head Start directors and transition managers, or with deputies and their counterparts, in local schools and school districts across the Midwest, the Southwest, and Southern United States.

These interviews revealed a set of best practices and highlighted some barriers and challenges that programs continue to face in implementing these transition processes. As public preschool programs continue to expand around the country, federal and state policymakers can learn from the implementation of the Head Start requirement.

Interviews with Head Start directors and their public school counterparts revealed a set of practices that they identified as being crucial to a successful transition from Head Start to kindergarten. Many interviewees highlighted the following key components that have helped facilitate successful transitions from Head Start to kindergarten:. All program facilitators interviewed expressed the importance of assimilating Head Start children to kindergarten through site visits.

Many noted that this process made children more comfortable in their new environment and promoted a more successful transition from Head Start to kindergarten.

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All program facilitators said that they hold at least one school visit for children in their Head Start program, if not more. In addition to having children visit the schools, several interviewees expressed the importance of incorporating kindergarten policies and practices into Head Start classrooms. They highlighted the differences between the two classrooms, such as family-style meals versus cafeteria meals, that make it difficult for children to feel comfortable in their new space.

Ongoing Monitoring and Responsive Intervention The various types of assessments contribute to a decision about the development of a program and supports for a student and the placement, when necessary or as appropriate, of that student. Ongoing assessment and monitoring are necessary to confirm the appropriateness of these programs and supports. As new information is gathered, based on the student's response to instructional strategies, the teacher notes progress or the lack of it, considers any adjustments in planning that could be beneficial, and may decide on providing more intensive instructional supports and interventions.

Transition Support

In such cases, precise and detailed information is required; this can be gathered from various sources, including the records of the classroom teacher s or special education teacher and the findings of any educational or other professional assessments. Classroom teachers should communicate with the principal, other educators, and other members of the in-school team to coordinate efforts and share information regarding students for whom they believe an IEP should be developed.

Assessment of learning is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the expected outcomes of a program. Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools sets out the policy for reporting on the achievement of students with special education needs. Chapter 6 of that document includes special considerations with respect to the elementary and secondary Provincial Report Cards and the Elementary Progress Report as well as comments that can be used in the report cards and progress report cards for students with special education needs.

Growing Success — The Kindergarten Addendum provides corresponding information regarding Communication of Learning reports for children in Kindergarten. The decision to refer a student to an IPRC , which is often made by the in-school team, should be reached only after careful review of all the data gathered from an individual educational assessment.

Such a decision should never be based solely on results from province-wide testing. An individual educational assessment consists of multiple sources of information. An individual assessment is required by an IPRC to make a decision about the identification of a student as exceptional and the placement of a student in a special education program.

Where school staff are concerned about a student's achievement, the teacher should inform the student's parents before such an educational assessment is undertaken. Depending on the components of the assessment, parental consent in writing may be required. The assessment strategies and tools that educators use routinely in the classroom may be used to complete an individual educational assessment for the IPRC. These may include, but are not limited to:. It should be noted that when the IPRC identifies the student as exceptional and applies the ministry's definition to describe the exceptionality, it is not diagnosing a condition but merely indicating an educational category.

The IPRC identification should not be interpreted as a diagnosis. Results from provincial assessments, which are curriculum-based, can provide a valuable record of student achievement. However, as stated earlier, the results from provincial assessment alone should not be used as the basis for a referral to an IPRC. Note that if the student already has an IEP , it identifies the accommodations that must be provided for the student during provincial assessments.

These accommodations must be consistent with those required in the classroom and must be permitted by the EQAO see Growing Success , p. For further details on possible accommodations as well as on exemptions from part or all of the provincial assessments, see section 7, Provincial Assessments , in Part E of this guide.

These assessments may include health, speech and language, and psychological assessments, which are described below. When other types of assessments beyond the educational assessment are requested, informed parental consent must be obtained before the assessment can be done. Each assessment must be administered by a legally qualified and registered practitioner such as an audiologist, ophthalmologist, speech-language pathologist, or psychologist. As noted below, specific acts and legislation govern how each assessment must be conducted.

Health Assessment Health assessments are administered by legally qualified medical practitioners or specialists such as audiologists or ophthalmologists. Parental consent must be obtained in the exchange of assessment information with the school. Should a health assessment result in suggestions for treatment, it is important that valid consent be obtained before any treatment is provided. The Health Care Consent Act sets out the elements of a valid consent with respect to any medical treatment.

PART C: Early Identification, Assessment, and Transition Planning

These include the following:. Speech and Language Assessment A speech and language assessment, also known as a communication assessment, is conducted by a speech-language pathologist.

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Under the Regulated Health Professions Act and the Audiology and Speech-Language Pathology Act , all speech and language assessments must be performed by or under the supervision of a qualified member of the College of Audiologists and Speech-Language Pathologists, with informed consent from the parent s. Psychological Assessment Under the Regulated Health Professions Act and the Psychology Act , all psychological assessments must be performed by or under the supervision of a qualified member of the College of Psychologists of Ontario, with informed consent from the parent s.

Many school boards employ or have access to psychological services staff who can provide or supervise psychological assessments. A psychological assessment could include information from a number of sources, including school staff, the student, and the student's parent s , in order to understand the student's characteristics as a learner.

Other information that may assist in the analysis includes results from interviews, consultations, and individual psychological tests. The box below indicates the areas where a psychological test typically evaluates the student's functioning. A psychological assessment is an objective measure of samples of behaviour, including its causes, significance, and consequences. It may include the evaluation of the following:. The data from a comprehensive psychological assessment informs a psychologist's recommendations concerning intervention strategies for parents and educators.

Such information can inform the development of a student profile of learning strengths and needs and can be used to guide the formulation of appropriate program adjustments for the learner. A diagnosis is provided where applicable. Only a registered psychologist or registered psychological associate can provide a diagnosis.

Establishing an in-school team is an important step in creating conditions that enable a student who is experiencing difficulty to succeed in the learning environment. School boards do not have a legislated responsibility to establish in-school teams, but many boards find that such teams can provide interventions and supports that effectively meet the student's needs.

An in—school team can collaboratively review instructional strategies and interventions that have been implemented, as well as the student's responses to them, and assess their effectiveness. The principal, in collaboration with school staff, may establish formal guidelines for the team's membership, meeting times, and procedures for recording and reporting on its activities.

The composition of the in—school team will vary depending on the team's purpose. However, each team consists of a core group of individuals. In most schools, the core members of the in—school team would include:. As circumstances require, the in-school team may also seek assistance from parents and other family members, as well as outside resources such as:. As discussed in Part E of this guide, the development of a student's IEP often involves the core group of the student's in-school team in addition to other individuals.

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The development of a transition plan, as part of the IEP process, often involves many of the same team members; however, there may be a need to consult health care and social service agencies, employer groups, and educational institutions. Parents and students have important information to share with members of the team and should be invited to meet with the team when necessary and as appropriate.

The support of parents has positive and pervasive effects on the student's success in school, and parents should be encouraged to feel that their contribution is a valuable part of the team process. Note that principals are required to ensure that parents and the student, if the student is 16 years of age or older, are consulted in the development of the IEP , which is a team process. Stage 1: Classroom Screening and Intervention Apart from the parents, classroom teachers are usually the first people to recognize that a student is experiencing difficulty in learning. Teachers should discuss their concerns with the parents and with previous teachers and other subject teachers working with the student, review information in the student's Ontario Student Record OSR , and make some initial program adjustments.

Throughout the screening and intervention process, the teacher should keep the student's parents informed about the student's progress and the planned program adjustments. During this process, the teacher is able to assess the student's strengths and needs. The teacher and the principal then determine what resources, support personnel, and strategies are available to meet those needs.

If the student continues to have difficulty, a referral is usually made to the in-school team. Ongoing communication with the parents can elicit valuable information about the student and is encouraged. Stage 2: Referral to the In—School Team At the request of the student's teacher or the principal, the in-school team will allocate time for the core members of the team to meet to discuss concerns regarding the student's learning.

Some school boards have a practice of notifying the parents prior to the meeting about their specific concerns. The in—school team may include additional persons who have information or expertise to share. The selection of additional members depends on the needs of the student and the personnel resources available to the school. Where a number of teachers are involved as in secondary school , some information may be presented through assessments or reports collected from the teachers. However, it is important for those most closely involved with the student to be present.

The goal of applying interventions and making accommodations is to enable the student to learn successfully. Decisions about interventions and accommodations are best made at the in-school team meeting. The needs of the individual student, the resources available, and parent and student preferences must all be considered in determining the nature and extent of the interventions and accommodations recommended and provided.

Special Education in Ontario (Draft Version, 2017)

The in-school team uses the expertise of its members to make decisions about how to best assist the student. Follow-up monitoring permits the team to build on the student's success and to change the interventions that are not effective. Where appropriate, the in-school team may recommend that an IEP — or a transition plan alone — be developed to address the student's special education needs. Stage 3: Follow-Up Meetings of the In-School Team A student's case may be discussed once or over several meetings of the in-school team, depending upon the student's ongoing or changing needs, the success of school-based problem-solving efforts, and the need for additional information from specialized services.

Usually a referral is made to an IPRC only after the interventions or accommodations agreed to at the in-school team meeting s have been tried and found insufficient. In some cases, it may be obvious at the outset that the needs of a child will be best met through an IPRC. The in-school team's recommendation is based on:. If a parent submits a written request for referral to an IPRC , the principal must follow the school board procedure in arranging for the IPRC meeting.

Throughout their education, all students face a variety of transitions, including the transition from home or from an early years program to school, from one grade or level of schooling to another, from one school to another, and from secondary school to an appropriate postsecondary pathway.

Such transitions can pose a challenge for all students, but they can be particularly difficult and confusing for students with special education needs and their families. The coordination of planning well before the transition takes place can ensure that the student has all the necessary supports in place to make a successful and smooth transition. In , the ministry policy document Individual Education Plans: Standards for Development, Program Planning, and Implementation set out additional requirements for the IEP , including the postsecondary transition plan.

This policy document stipulated that the transition plan, as part of the student's IEP , must include the following components:. In , with the release of PPM No. This policy also required that, where appropriate, relevant applied behaviour analysis ABA methods be used to support transitions. More recently, evidence gained from research and practice has confirmed the value and benefit of transition planning for all students, including students with special education needs, whether or not they have been identified as exceptional by an IPRC. Successful transition experiences help build resiliency, support improved student achievement and well-being, and, for students with special education needs, result in improved continuity of programs and services.