Rainy River Best Start Network Partners & Service Providers who made this document possible
Family and Children’s Services
Northwestern Health Unit
Rainy River District School Board
Northwest Catholic District School Board
Atikokan Roman Catholic Separate School Board
North Words Program
Rainy River District Social Services Administration Board
Fort Frances Children’s Complex/Child Care
Aboriginal Healthy Baby, Healthy Children Program
Aboriginal Head Start Program
United Native Friendship Centre
Weechi-it-te-win Family Services
Ministry of Children and Youth
Riverside Health Care Facilities Rehabilitation Services
Northwest Community Care Access Centre
Best Start Hubs
Lake of the Woods Child Development Centre
Integrated Services Northwest
Summer Celebration Participants
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The Guidelines for Early Childhood Transition to School for Children with Special Needs are based on the belief that those who know children with special needs well, their families, preschool service providers and support agencies, are the most effective people to work with school personnel to ensure a successful transition into the school system.
A carefully planned transition provides parents with an opportunity to participate as equal partners in the transition process and facilitates the child’s entry to the school. Parents are encouraged to initiate planning at least one year prior to school entry.
It is recommended that communities create an inter-agency committee of service providers for preschool children with special programming needs, when appropriate. Membership might include parents, professionals from health, community and social services, school division personnel, public health nurses, day-care coordinators and other service providers.
Following are the roles and responsibilities of each partner in the transition—the preschool sending agencies/organizations, the school board, the school, and parents—in preparing children with special needs for entry into the school system.
*Children with special needs refers to students who have behavioural, communicational, intellectual, physical or multiple exceptionalities and may require special education programs and/or services to benefit fully from their school experience.
The Preschool/Sending Agency will:
1. one year before a child’s entry into school, collaborate with parents or initiate the transition in planning process. (Note: if more than one agency is involved with the child, agencies need to work together to ensure that relevant information is available from all service providers.);
2. collaborate with parents*, as required, to complete the Early Years Transition Planning Inventory;
3. serve as a liaison between the family and the receiving program and attend intake meeting(s) with parents;
4. transfer information and reports after “Authorization for Exchange of Information” forms are signed; and
5. collaborate with parents and receiving program to develop a transition action plan. (Please refer to sample Transition Action Plan).
The School Board (Special Education Coordinator or designate) will:
(refer to “How to Use This Protocol” for specifics)
1. host the initial meeting of the school-based programming team, preschool/sending agencies/organizations and the family. The purpose of the meeting would be to:
a. identify what is known about the child, what needs to be known, and procedures for gathering further information to avoid duplicating assessments, evaluations and resources;
b. enable the Special Education Coordinator to share information with parents, sending program, and school regarding school board policies and practice; and
c. collaborate with parents and sending program to develop a transition action plan.
d. SERT/Teacher/EA may make a visit to referring agency (child care) if possible to observe programming.
The Receiving School will:
(refer to “How to Use This Protocol” for specifics)
1. establish a team to attend transition meeting;
2. provide information about the receiving school and/or program to the family and the sending program;
3. receive and review relevant information and make it available to team members;
4. refer for required services and support (OT, PT, SLP, etc.); and
5. collaborate with parents and sending program to develop a transition action plan.
* the term “parent” is used throughout to refer to parents, legal guardians, caregiver and/or others who have responsibility for caring for the child.
The Parents will:
1. contact the principal of the local school one year prior to their child’s entry to school. This can be done in collaboration with the child’s preschool/sending agencies;
2. complete the Early Years Transition programming Information Inventory in collaboration with sending agency or school personnel;
3. attend transition meetings.
Utilize This Protocol For The Following Types of Transitions:
#1 Preschool Transition – Agency Involvement
#2 Preschool Transition – No Agency Involvement
#3 Previously Enrolled – New to the School/Board (Elementary/Secondary)
#1 Preschool Transition – Agency Involvement
If the student with special needs has been involved with a preschool agency (eg, Day Care, Northwords,) then they should have already completed the “Guidelines for Early Childhood Transition to School for Children with Special Needs” and should provide the school with the Early Years Transition Needs Inventory enclosed with this protocol. The school will only need to complete relevant sections of this package that have not already been completed.
#2 Preschool Transition – No Agency Involvement
If the student with special needs has not accessed agency services as a preschooler and the caregiver has simply pre-registered or contacted the school intending to enroll their child, the school should complete the relevant sections of the Early Years Transition Needs Inventory and Action Plan with the parent on their initial meeting.
#3 Previously Enrolled – New to the School/Board (ElementarySecondary)
If the student with special needs is transitioning from another school/board in the Rainy River District, then inquire whether the Early Years Transition Needs Inventory and Action Plan have been completed and update as required. If the Early Years Transition Needs Inventory/Action Plan have not been completed, the school should complete the relevant sections with the parent/caregiver.
*Please Note: The Early Childhood Transition Needs Inventory and Action Plan (Pages 7-19) should be used for students of ALL AGES
An important aspect of a successful transition is to ensure that the parent and student are comfortable about attending on the first day of school. Arranging a school team meeting, school tour and orientation as soon as possible before the student is to start school is a very important step
Upon registration of a student with special needs, the school should:
ü Arrange an introductory meeting between the Principal, SERT, caregiver and advocate in order to complete the Needs Inventory (Page 8) checklist.
ü After introductory meeting, schedule a Team Meeting to review and update the Needs Inventory, discuss programming and collaborate with parents, service providers and staff.
Possible members of the team are:
o Caregiver /advocate
o Student
o Principal
o Classroom Teacher
o Special Education Teacher
o Agency staff previously involved with the student
o Service Providers involved with the student
Team Meeting Agenda or Content:
o Review the previously completed Needs Inventory with the caregiver and discuss any aspects that may need clarification.
o Get input from other service providers to ease transition and collaborate on programming.
o Discuss required special education services (IEP, IPRC, Assistant, Assessments).
o Identify the best form of regular communication for the classroom teacher and parent.
o Identify any considerations that are required for special events (swimming, Phys. Ed, field trips).
o Complete any of the pertinent forms that may be required (forms are attached).
o Answer any parent questions or concerns.
ü Take minutes at the Team Meeting for accurate record keeping.
ü Documentation or forms that should be completed/addressed at the Team Meeting:
o Safety or Emergency Plan
o Specialized Health or medication authorization forms
o Emergency Medical Procedures form
o Consent for sharing/release of information forms if involved with local agencies
o Speech/Language Referral form
o Other referrals as necessary (CCAC – PT, OT)
ü A school tour and orientation should be arranged for the caregiver and student if not already done at the JK/SK registration Open House. It can be arranged at the time of the school/team meeting or at another convenient time . This tour should include the following areas:
o Washroom facilities and considerations
o Entry ways and exits to the school
o Playground area
o Gymnasium
o Stairs and hallways
o Lunch and eating considerations
o Classroom
o Drop-off and pick-up areas
o Sign in procedures
Please insert Needs Inventory and Action Plan in OSR upon completion. They may be re-visited annually to update needs and actions.
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Rainy River District School Board
Case Conference Form
CASE CONFERENCE FORM
Student’s Name: / Entry. / Grade: / Entry. / Date: / Entry.In Attendance: / Entry. / Entry.
Entry. / Entry.
Entry. / Entry.
DISCUSSION BASE/RECOMMENDATIONS/ADDITIONAL CONCERNS:
Click here to enter text.Distribution: Parent School
Principal’s Signature
Rainy River District School Board
Consent To Release Information
CONSENT TO RELEASE INFORMATION
PARENT/GUARDIAN CONSENT TO THE DISCLOSURE, TRANSMITTAL, OR EXAMINATION OF SCHOOL RECORDS BY AGENCY PERSONNEL
I, *( Please print full name of consenting parent / guardian )
Of, *
(Please print full address)
hereby consent to the disclosure, transmittal or the examination of the personal information contained in any record of Rainy River District School Board which is governed by the Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.F.31, as amended, or the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56, as amended, applies, of my child,
* / *(Name of Child) / (Date of Birth)
To: / * / as the professional in the employ of: / *
(Name of Recipient) / (Name of Institution)
This consent shall be sufficient authority for the school board to release the personal information of my child.
I may consent to the release of the personal information of my child under the authority of subsection 66(c) of the Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.F.31, as amended, or subsection 54 (c) of the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56, as amended, as I have lawful custody of my child and he/she is less than sixteen years of age.
This Consent shall be valid until: / *Date of expiry of consent (typically 1 year)
but may be revoked by me, by writing to the principal of my child’s school, at any time before the date of expiry.
* / *(Signature of Parent/Guardian) / (Date)
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(To be completed for students with special needs, by parents and/or preschool/sending agencies, prior to initial transition planning meeting.)
Name: / *D.O.B. (yy–mm-dd): / *
Address: / *
Postal Code: / * / Phone: / *
Parent(s): / *
Home School/School Board: / *
Form completed by: / *
Date Completed: / * / School entry target date / *
Check the most appropriate item(s). Elaborate if necessary.
HEALTH CARE NEEDS
No health care intervention required
Requires assistance to perform specific health care interventions during school hours; please describe:
*Requires one or more of the following health care routines performed by a non-health care professional who receives training and monitoring by a registered nurse (Unified Referral Intake System (URIS) Group B)
____Clean, intermittent catheterization
____Gastronomy care and feeding and medication
____Emptying an ostomy bag and/or changing an established appliance
____Suctioning (oral and nasal)
____Responding to seizures when specific skills are required
____Assistance with blood glucose monitoring requiring specific action based
on results
____Responding to low blood sugar emergencies
____Administration of pre-set oxygen
____Administration of adrenaline auto-injector
____Other health care routines required by the child and approved by RIS
*Requires complex medical procedures that must be performed by a registered nurse when apart from his/her family/caregivers (URIS Group A)
____Ventilator care
____Tracheostomy care
____Suctioning (tracheal/pharyngeal)
____Nasogastric tube care and/or feeding
____Complex administration medication (i.e., via infusion pump, nasogastric
tube or injection (other than Auto-injector)
____Central or peripheral venous line intervention
____Other clinical interventions requiring judgments and decision making by a
medical or nursing professional
SENSORY
Hearing
Normal
Deaf or hard of hearing
Other; please describe:
Environmental adaptation(s) (safety issues, equipment, materials, etc.)
*Vision
Normal
Low
Glasses required
Legal blindness
Environmental adaptation(s) (safety issues, equipment, materials, etc.)
*MOBILITY
Independent
Independent with aids (e.g., walker, canes)
Mobile with aids; needs help on stairs, play structure, etc.
Mobile with aids under constant supervision
Independent wheelchair user
Wheelchair use, transfer, needs assistance (please specify)
*Floor mobility only (e.g., hitching, rolling, crawling)
Fully dependent for mobility, transfers
Environmental adaptation(s) (safety issues, equipment, materials, etc.)
*FINE MOTOR OR PERCEPTUAL MOTOR SKILLS
Good fine motor skills
Verbal guidance needed to make use of materials; some adaptation of material needed
Active guidance needed to use materials, limited coordination of fine motor skills
Intensive guidance and repetition needed
Incapable of many fine motor activities
Environmental adaptation(s) (safety issues, equipment, materials, etc.)
*PSYCHOLOGICAL, EMOTIONAL AND COGNITIVE SKILLS
Attention and Concentration Skills
Able to independently engage in tasks for reasonable time with good concentration
Verbal guidance needed to engage in tasks
Active guidance needed to develop interest in tasks; difficulty focusing on activities
Short attention span; severely limited in ability to focus on an activity or task
Comments
*Communication Skills
Adequate receptive and expressive language skills
Adequate receptive language but delayed expressive language
Delayed receptive and expressive language
Little or no expressive language but some receptive skills
Severe communication disorder (receptive and expressive)—needs multi-modal approach and direct assistance to communicate
Environmental adaptation(s)
*Cognitive Skills
Above average cognitive skills
Average cognitive skills
Mild delay; some difficulty learning new skills; guidance and repletion needed
Substantial delay in all areas; difficulty learning new skills; guidance and supervision needed
Severely limited ability to learn and much repetition needed
Comments
*INDEPENDENCE AND ADAPTIVE SKILLS
Toileting
Fully independent
Supervision required: please describe
*Diapered
Environmental adaptation(s)
*Dressing
Fully independent
Verbal reminders and/or guidance required
Periodic or partial assistance required
Fully dependent
Environmental adaptation(s)
*Eating
Independent