Community Transition Plan

Community partners recognize that transitions are critical but often stressful times in the lives of children, youth and adults with special needs and their families. We acknowledge that they need additional support during these key transition times.

As a result, the following Community Protocol has been developed to assist families, agencies, services and school boards in the transition process.

For those children, youth and adults with special needs every attempt will be made to provide timely and coordinated transition planning with the aim of ensuring continuous intervention with the resources available and without re-assessment, undue delay, or duplication of services.

The community recognized that these key areas are important for successful transition planning.

  • Referral
  • Assessment
  • Case Coordination /case conferencing
  • Resource bank

Transition Times

  • Community Partners agreed that key transition times include:
  • From preschool age to school age
  • From elementary to intermediate
  • From school to another school
  • From school to a new setting/inclusion to or a new setting/segregated to school etc.
  • From intermediate to high school
  • From high school to post education, employment, or adult services and community programming and/or other adult pursuits
  • From a move into or out of our community

The following framework for the purpose of effective transition includes:

One year before school entry:

Parents/caregivers are encouraged to visit local schools in order to see what services they may be able to offer their child. This will help them determine which school or school board is best suited to meet their child’s needs. We encourage them to view the Ministry of Education “Entry to School-Transition” document to assist with understanding the importance in having their child’s school entry become successful. Refer to following link:

January of the year of key transition (e.g., school entry, into high school):

  • All appropriate assessments need to be completed. Please access the referral, assessment and case coordination sections of the child’s disability for more information on how the community is prepared to assist in this plan.
  • The child with special needs should be registered at the appropriate school.
  • Parents/caregivers should meet with the school principal to provide information about their child’s disability and specific needs to initiate the transition process. This may occur at the time of school registration.


  • A case conference is scheduled at the school with all current and potential service providers/educators to discuss the strengths and needs of the child with special needs and ensure supports are in place for a successful entry to school.
  • All assessment should be completed for the purpose of transitioning into school.
  • Community agencies and schools involved agree to work together to facilitate the transition process. The first agency involved will assume the role of case coordination (with parent/caregiver) until such time that a more appropriate case coordinator is identified. During the case conference an action plan will be discussed to facilitate transition to school.


  • Another case conference is scheduled to review and share the transition plan with teachers and support personnel to ensure a successful transition.
  • The school or parents/caregivers can request an Identification Placement Review Committee (IPRC) meeting to formally identify the child with special needs. Following this process, an Individual Education Plan (IEP) will be developed.

Transitioning High School to Adulthood

The Community Partners recognize that additional planning beginning at age 14 is required to incorporate future goals in such areas of career planning, post secondary education, employment and/or adult community program supports towards active living. You may refer to the Transition Plan and Resource Guide for further information.

Please refer to the Community Protocol section (link here) for further information on participating agencies and school boards.