Dufferin-Peel continues to align current Ministry initiatives with school board practices. Clearly defined processes supported by a team approach, which may include interdisciplinary teams, which respond to the individual transition and learning needs of all learners including those with differing abilities.
Policy/Program Memorandum 156: Supporting Transitions for Students with Special Education Needs states: “Effective transition planning is important for all students, especially for students with special education needs.”
In compliance with PPM 156, a transition plan is developed for all students who have an IEP, whether or not they have been identified as an exceptional student. A transition plan may be developed for students who do not have an IEP, on a case by case basis.
In compliance with PPM 140: Incorporating Methods of Applied Behavior Analysis into Programs for Students with Autism Spectrum Disorder, school board staff must plan for the transition between various activities and settings involving students on the Autism Spectrum.
In addition, the following Ministry documents describe successful practices as they relate to students entering or exiting school and guide transition planning in Dufferin-Peel from early years to vocation.
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The document, Creating Pathways to Success: An Education and Career Life/Planning Program for Ontario Schools, Policy and Requirements, was released in 2013.
 | Creating Pathways to Success supports a transition planning process which considers a young person’s goals for work, further education and community living and the steps needed to attain these goals. Students from K-6 develop an All About Me portfolio and students through Grade 7 to 12 create and revise the IPP (Individualized Pathway Plan) online using the My Blue Print Platform. |
Students have opportunities to build on in-school and out-of-school experiences and activities to explore and further develop their personal interests, strengths, career options and potential destinations.
Early Transitions:
When children with differing abilities transition to Dufferin-Peel, the Family of Schools Special Education Consultant gathers background information and with the school team, arranges a case conference with parents and, as appropriate, early intervention support staff to share information regarding previous interventions. The school team will discuss the student's strengths, needs and interests and develop an appropriate transition plan. For further details refer to the Early Identification Procedures and Interventions Strategies section.
Cross-Panel Transitions:
Meetings and/or IPRCs are held between board staff and community agencies to address students’ needs, to review program options and pathways, and to plan for successful transition. Using a coordinated service model, a cross panel transition form has been created for elementary staff to share information with their secondary colleagues and to provide recommendations and programming considerations. Input from community service agencies to determine supports and services that will benefit the student is part of a successful transition process.
Through consultation with the student and family, students who are not necessarily diploma bound, for example students in Career Path, Planning for Independence or Needs Moderate Communication programs, are supported in their transition from elementary to secondary school through support staff and board established transition practices. Students will pursue pathways that best suit their interests, strengths and needs.
Post-Secondary Transitions:
Within the Secondary School Student Success Team model, accessing the interdisciplinary school team and appropriate itinerant staff where needed, students with differing abilities and their families will be supported in the transition processes necessary for their chosen pathway.
