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Transition booklet: My journey to PrepA collaborative planning tool for my family and educators to support my
successful transition into Prep
Child’s name:
Insert child’s photo
Contents
About this Document........................................................................................................4Parent / Guardian Consent for Exchange of Information.................................................4Parent and child section: All about me.............................................................................6
Introduction...................................................................................................................6My ‘all about me’ profile - example...............................................................................7Parent aspirations - example........................................................................................8
The transition team..........................................................................................................9Introduction...................................................................................................................9My transition team’s contact information....................................................................10
Educators Section..........................................................................................................12Introduction.................................................................................................................12My Kindy teacher’s statement about me.....................................................................13
Template 1 - Example.............................................................................................13My ECDP/Early Childhood Intervention teacher’s statement about me......................16
Template 2..............................................................................................................16Examples of my learning............................................................................................19
Rationale.................................................................................................................19My Learning Records and Portfolios.......................................................................19Documenting any adjustments to teaching and assessment..................................19
My Intervention programs and reports........................................................................22My current programs and statements.....................................................................22My assessments and reports..................................................................................23Collating my information after enrolment................................................................23
Planning.........................................................................................................................24My individual transition plan.......................................................................................24
Introduction.............................................................................................................24My individual transition goals – Example................................................................25Behaviour ABC Forms............................................................................................26
Behaviour ABC Form - Example.................................................................................27Points to consider when planning my transition activities.......................................28
Appendix 1: My all about me profile...............................................................................29Appendix 2: Parent aspirations......................................................................................30Appendix 3: My transition team’s contact information....................................................31Appendix 4: My Kindy teacher’s statement about me....................................................33
Template 1..................................................................................................................33Appendix 5: My ECDP/Early Childhood Intervention teacher’s statement about me.....36
Template 2..................................................................................................................36Appendix 6: Adjustments to teaching and assessment..................................................38Appendix 7: My current programs and statements.........................................................40Appendix 8: My assessments and reports.....................................................................40Appendix 9: My individual transition goals.....................................................................41Appendix 10: Behaviour ABC form.................................................................................44
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About this DocumentThis document is a collaborative document to be completed by the parents or carers, Kindergarten Teacher, and Prep Teacher. As well as input from any health professionals or early intervention specialists.
The first part of the document is to be completed by the parent or carers. This gives them the opportunity to include important information about their child.
The second part is to be completed by the Kindergarten Teacher and/or early intervention specialists and health professionals.
The final section is to be completed by the Prep Teacher once the child has started school. These templates allow the Prep Teacher to help determine functions of a child’s behaviour and implement appropriate classroom goals and strategies.
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Parent / Guardian Consent for Exchange of Information
The Transition booklet: My journey to Prep is designed to support a successful transition for your child to Prep. The information collected in this book will enable all settings to support your child and your chosen school to prepare for their Prep program.
Privacy StatementThe Department of Education, Training and Employment is collecting personal information regarding your child or yourself in accordance with the Education (General Provisions) Act 2006 to ensure the education program is responsive to your child’s individual needs. Only personnel that you identify below will access the information. We will not give your information to any other person or agency unless you have given us permission or law requires us.
We ask that you please read the following statement and sign below so it is clear who is able to access this information:
I give consent for the following stakeholder/s to add and view information in this transition booklet for the purposes of gathering information about my child for transition to Prep.
Stakeholder/setting Name
Early Childhood Education and Care Service (ECEC)
Intervention Program
Allied Health Professionals
School
Other
Parent/guardian name Signature Date
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Parent and child section: All about me
IntroductionThis section is an opportunity for my family to provide specific information about me, including my likes and interests. This information is important as you have unique information about me that is valuable in ensuring my transition to Prep is successful.
This section is for you to complete. You may ask others to assist you by providing information, scribing or helping you choose and print only the parts relevant to you or by organising interpreters or advocacy services.
People who may assist you to complete this section include:
my early childhood education and care (ECEC) educators (both those within kindergarten services or long day care services and those in early intervention settings)
other family members, friends or support persons
advocates
my new teachers or support staff at my new school
anyone who knows me well, for example my babysitters, swim instructors and neighbours.
In this section, the following examples are provided:
My ‘all about me’
Children have extraordinary views and perspectives and it is important that my voice be captured within my journey to Prep. The following My ‘all about me’ statement template is for me to complete to share information about myself. This may be done via pictures or drawings, photographs, words, adult as scribe, and/or video. I can list my likes, dislikes, my family unit, and if there are any things that might cause me to become distressed or upset. Please see appendix 1 for a blank template.
Parent aspirations
When we begin the transition journey, it is often helpful to stop and consider what you hope I will achieve during the transition process and in the early years of school. Writing down your aspirations can help clarify your main goals, consider whether these are realistic for me to achieve within the time frame, and helps the staff working with me understand the priorities of our family.
The aspirations that you list below can be modified to become individual learning goals for me when I am at school. Other people who may help you consider and record your aspirations for me include my ECEC educators, other family members, friends, and anyone who knows me well.
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Please include NDIS goals if applicable. Please see appendix 2 for a blank template.
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My ‘all about me’ profile - example
My name is James Smith
I was born on 15 January 2014
My parents’ names are Louise and Andrew
I like: Bubbles PJ Masks Going to the beach with my family Playing with my dog, Marley
I dislike: Loud noises Transitioning from one setting to the other
Triggers: No prior warning when things in my routine change makes me upset When I can’t communicate my needs I can get frustrated
Medical information:I am asthmatic and carry an inhaler.
Resources provided:My Kindy Teacher has provided a transition plan and I have a medical plan for my asthma.
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Insert child’s photo
Parent aspirations - example
Before you transition to Prep, I am hoping you will be able to:
Pull your pants up in the toilet, wait for your turn, be able to find your hat at playtime, write your name
Things you may need support with in Prep:
Staying calm, having a go, being able to use your communication book at your new school, being able to use the toilet at your new school
During Prep, I hope to see you:
Make a friend, play in the playground with the other children, enjoy the day, be able to tell me what you did at school, stay with the group for an activity
By the end of Prep, I would like you to:
Write your name, be reading, be able to sit with the group for story time, ask someone to play
By the end of the early years of schooling, I hope to see you doing the following:
Write a sentence, wear shoes with laces and be able to do them up, stay calm when the routine changes, invite friends over on the weekend, be part of a group of children
Comments:
NDIS goals:
(If applicable)
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Completed by:
Date:
The transition team
Introduction
My transition team may consist of the following members:
my parent/s
family support personnel who know me or my family well
my new school staff
my ECEC educators: my kindy teachers and/or early intervention teachers
any other professionals involved with me.
A large team is useful in the data gathering stage. A wide variety of team members who are able to observe or work with me in a variety of environments, situations or interactions, may provide rich data.
A smaller team is useful in the transition planning stage. A representative from each sub-team (family, sending, receiving and allied health) is necessary to develop individual transition goals, ensuring that my individual needs are identified, recorded and an appropriate plan of action is developed.
Contact details
During the transition process, it is important that relevant information be shared regularly with all members of my transition team. Information may not be shared across team members from different agencies without my parents/guardian giving written permission for that to occur. Written information is easiest to share and therefore allows all members of my team access to information that is relevant about me to assist my transition journey.
My transition team contact information template (Appendix 3) has been provided to record my transition team contact details. (Please add or delete columns as required to individualise it to my transition team).
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My transition team’s contact information
Completed/reviewed:
My parent(s) name(s)
Availability Contact details
Phone:
Email:
Phone:
Email:
My parent(s) support contact person(s) (optional)
Position Availability Contact details
Phone:
Email:
Phone:
Email:
My Early Childhood Education and Care setting/placement contact person(s)
Position Availability Contact details
Case Manager Phone:
Email:
Phone:
Email:
Phone:
Email:
My allied health Position Availability Contact details
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contact person(s) (optional)
Phone:
Email:
Phone:
Email:
Phone:
Email:
My school contact person(s)
Position Availability Contact details
Case Manager Phone:
Email:
Phone:
Email:
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Educators Section
Introduction
This section of the booklet is designed to document, collate and share relevant information about me, my family, my ECEC setting (if relevant) and my new school during my transition journey.
My ECEC educators and my allied health team are primarily responsible initially for completing this section of my booklet. My parents may be supported and encouraged to provide information and or documentation for this section as relevant.
If I do not access an ECEC setting or allied health services such as therapy, my parents may be supported or encouraged to complete this section of my transition booklet with staff from my new school or themselves, if they wish.
Within the early stages of my transition journey, consideration of the support needs of my parents and my family may assist with reducing their anxiety related to me starting school and increase my family’s independence and capacity to support me.
Services may include assistance to print and complete relevant components of this booklet, information regarding the transition process and procedures, literacy support, interpreter services, advocacy services, parent support groups and community based supports.
Some judgment is required when selecting the most relevant elements of this section to include in my transition booklet. Irrelevant sections that do not apply to me can be deleted.
This section provides the following information:
My Kindy teacher’s statement about me: You may choose to use either of the transition statements provided by the Queensland Curriculum & Assessment Authority (QCAA) or to use one of the two templates provided (please delete irrelevant template/s)
Examples of my learning
My intervention programs and reports.
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My Kindy teacher’s statement about me
Template 1 - Example
The teacher statement template below is based upon the Early Years Curriculum Guidelines (EYCG) early learning areas. An explanation of the recommended content for each section of the form is included. The document is designed to complement any Queensland Kindergarten Learning Guideline (QKLG) portfolio and act as a transition statement. Please see appendix 4 for a blank template.
My details
Name: Joe Bloggs
Person completing this statement: Miss Smith
Relationship to the child or role: Kindy Teacher
ECEC service or activity name: Brightest Star
Description of program, service or activity: Approved Kindy Program QKLG
Date of birth: 14/04/2014
Date completed: 10/12/2018
Days of attendance: 4 days per week
Identity
Building a sense of security and trust: seeking help from peers, understanding the daily routine, interacting with new people.
Acts with increasing independence and perseverance: organising and managing needs and activities, managing classroom routines and processes, make choices, self-organisation of personal belongings, perseverance when trying new and challenging tasks.
Building a confident self-identity: engage in a variety of types of play and learning experiences.
With minimal support, follows routines and organises resources needed for play and learning situations.
With adult support, makes choices in a play-learning context and offers input into group play.
Explores the familiar kindergarten environment and, with occasional adult support, contributes to a range of play situations and real-life experiences.
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Connectedness
Building positive relationships with others:
Ways to connect with peers and people (attending to, greeting, responding to, turn taking, negotiating), initiating and contributing to play (sharing, waiting, requesting or choosing a turn or item), skills for cooperating, skills for resolving conflicts (asking for help or a break, winning and losing, turn taking, active engagement (play themes, use of toys exploring the environment, cause and effect, problem solving, predicting)
With some prompts, listens, observes and responds respectfully to differences and similarities among people from different cultural backgrounds.
In familiar situations, initiates interactions and friendships with peers and invites peers into play situations.
Demonstrates an understanding of his own and others’ rights and responsibilities within the classroom, e.g. packing up after using equipment.
Wellbeing
Building a sense of autonomy and wellbeing, explores ways to show care and concern and interact positively with others, explores ways to promote own and others’ health and safety
Demonstrates resilience when there are changes to routines or activities by using simple strategies to manage change e.g. playing with familiar peers or resources
Manages routines related to hygiene and self-care with minimal prompts.
Identifies and discusses ways to stay safe and healthy within the classroom environment
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Communicating
Use of verbal or nonverbal communication for a range of purposes. Use of a range of sentence structures, skills for listening for a range of purposes, vocabulary for mathematical or scientific learning, articulation, ability to take turns in conversation and group settings,
Awareness of texts, sound-letter relationships, emergent literacy, interest in drawing,
Interest in exploring mathematical thinking and problem solving, concept comprehension and use, awareness and use of numbers in environment, comparing objects, sorting objects, matching objects.
Communicates with familiar adults and peers for a range of purposes, including expressing his needs and ideas, and discussing and sharing his knowledge and understanding.
Takes turns in social conversations where he shares ideas and feelings.
With support, engages in a variety of print and multimedia texts, and enjoys listening to stories and retelling events from stories, e.g. talks about the pictures and what information was given.
Active learning
Thinking skills: hypothesising, inferring, testing, evaluating, learning through copying others in language, actions and behaviours (cause and effect, problem solving, functional use of objects, comparison). Ability to sustain concentration, confidence to engage in a range of learning situations (attention, memory, processing of routine and non-routine instructions and information, sequencing, investigating the environment).
With some prompts, represents ideas, feelings and experiences in a variety of ways, including exploring and using different art media.
With adult support, uses the digital camera alongside peers within the program to record his own achievements.
Uses dramatic play to express knowledge and understanding about information technology, e.g. roleplay with cell phones and computers.
Other transition support suggestions and information:
Joe would benefit from having time to become familiar with new adults within the school setting. Using open-ended communication strategies will support Joe to feel comfortable and confident.
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My ECDP/Early Childhood Intervention teacher’s statement about me
Template 2
The teacher statement template provides areas for information regarding my current level of skill and learning needs grouped in developmental areas, similar to the characteristics associated with Autism Spectrum Disorder (ASD). An explanation of the recommended content for each section of the form is included. The document is designed to complement my QKLG portfolio and act as a transition statement. Please see appendix 5 for a blank template.
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My ECDP/Early Childhood Intervention teacher’s statement about me - Example
Child’s name: James Smith
Date of birth: 15 January 2014
Parent’s names: Louise and Andrew
School Name: Summerfield Grove Primary School
Primary School contact: Mrs Sumner
Transition Coordinator: My Early Childhood Teacher Miss Cole
Summary of intervention to date: Individual plan outlining education supports Individual Plan document developed outlining therapy
support provided
Child’s favourite things are: Bubbles PJ Masks
Child dislikes or is stressed by: Loud noises Transitioning from one setting to the other No prior warning when things in my routine change makes
me upset When I can’t communicate my needs I can get frustrated
Learning Visual aids help James stay on task and prepare for what is next.
Communication May need to prompt and help support James with the language that he may need. E.g. “what do you want” or if James is pointing to something “I want the ball”.
Social Prefers to play alone and will need encouraged and modelling to join in with a group game.
Self-Care Independent with toileting, dressing and mealtimes.
Behaviours Can aggress against peers if they remove a desired item.
Suggestions to help child settle in to school: Continue to provide peer play opportunities and model
desired social interactions, to enhance social inclusion/engagement.
Prepare James for what is going to happen next – use visual schedules.
Domain
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LearningE.g. cognitive thinking, likes, interests, motivators
James loves trains and elephants so these can be used as motivators. James can be easily distracted and can script when overwhelmed. James likes to be prepared with what is happening next and if a preferred activity or task is going to end
soon. James can persist with tasks initially but may begin to abscond, or throw items if not engaged or able to
complete the activity. James can generalise skills but may need to revisit them from time to time. If James is scared, overwhelmed or confused he may; throw items, run away, script or aggress (scratching,
biting) towards adults or peers. The use of visual supports help to remind James of the task/expectation.
CommunicationE.g. receptive and expressive communication
James can ask for help but may struggle expressing his needs and wants. May need to prompt him with ‘what do you want’ if he seems unsure.
SocialE.g. functional play, social play, joint attention
James is able to play with peers in a game of chase. James may play alone and may aggress if he feels that his peers are going to take preferred items from him. Is more likely to engage in social play if initiated by an adult and guided by an adult.
Self-CareE.g. meal times, dressing, toileting, handwashing
James is independent with the toileting routine and is able to ask when he needs to go. May have accidents on rare occasion if distracted, overwhelmed or unsure of expectation.
James is able to ask if he needs help opening packaging but is generally very independent with eating.
BehavioursE.g. challenging behaviours, barriers, triggers
James may aggress if a preferred item is removed by a peer or adult, if Jack wants access to a preferred item.
James has been observed to aggress when a peer accidentally pushes/bumps into or aggravates Jack. James can run away if he does not to engage in the task or return inside from outside play.
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Examples of my learning
Rationale
Sharing my work samples, portfolios and any documented observations provides information that is useful when determining any curriculum access needs I may have.
My learning records and portfolios can be enhanced with the provision of specific information regarding any strategies that have been helpful for me, and my family.
My Learning Records and Portfolios
My portfolio and transition statement from my ECEC setting include ():
learning story/stories
learning statement(s)
collected work sample(s)
documented observation(s)
documented conversations
video and other recordings
multimodal applications or interactive books
image(s)
other .
Documenting any adjustments to teaching and assessment
If adjustments to the teaching and assessment have been made to support me, they can be documented in the five areas below.
My ECEC educators and any of my allied health team can add adjustment information to the table. My parents may also add specific information, particularly if I do not attend any ECEC setting or therapy sessions.
Adjustments to teaching and assessment unique to me - Example
Area Type of adjustment Specific example of adjustment and any supporting documents, video or images
(Specific support, method of presenting information/instructions, application, strategy, schedule, work system etc)
1. Adjustments to presentation:
use of visual supportsuse of ICT to present informationuse of Augmentative and Alternative Communication (AAC) supports such as picture exchangenumber of steps instructions key word instructions key word signsuse of model/visual exampleuse of peer as tutor/supportuse of routine to present new informationhow schedule is presented (next activity photo/whole session/with reward)prior learning of concepts or language
Use schedule to help prepare what is next.
Uses usual supports when frustrated and can’t get words out.
2. Adjustments to response:
adjustments to verbal responsesdrawinguse of ICT to respondchoosing or sequencing photos/images/objectsuse of peer as recorder or presenteruse of model making or objects to responduse of speech generating deviceuse of mime, demonstration or role playobserved in play, interaction or routineuse of video or recording to respond
Can sequence photos to assist with reading comprehension and storytelling.
3. Adjustments to setting:
group sizeadult support ratios augmenteduse of peer supportuse of alternate work space or area break or calming area adjustments to sensory
Works better in smaller groups.
Benefit from using a circle to know where to sit at mat time.
Please see appendix 6 for a blank template.
My Intervention programs and reports
Sharing information, goals, and achievements from my ECEC setting(s) or allied health team (such as therapists) will help provide a background of what has previously been a focus or learning area for me or my family and will enable school staff to clearly see the progress I have made with my learning and how this learning was supported.
My ECEC educators and any of my allied health staff can provide details of any of my programs, interventions, reports or plans relevant to me once my parents’ consent is obtained. My parents may also choose to complete the information if relevant. Staff from my new school may also assist with this section if required.
My current programs and statements
Any of my current programs and statements, including any Individual Education Plans (IEP), Individual Support Plans (ISP) or Individual Behaviour Plans (ISB) or Positive Behaviour Plans (PBS) and documents, therapy plans, or interventions developed by my ECEC educators and or allied health team members can be included in the table below. Please note that this information is additional to my transition statement or portfolios. Please see appendix 7 for a blank template. Example:Title (IEP/ISP, IBP, PBS / therapy or intervention program)
Case Manager/author
Date Program or statement shared?
1. Therapy report Speech Therapist Start: 26.01.2018
Finish: 12.12.2018
Yes No
2. Therapy report Occupational Therapist
Start: 18.08.2018
Finish: Ongoing
Yes No
3. Transition Statement4. Individual Plan5. Positive Behaviour Support Plan
Early Intervention Teacher
Start: 14.01.2018
Finish: 12.12.2018
Yes No
6. NDIS Plan NDIS/Parent Start: 16.10.2018
Finish: 16.10.2019
Yes No
My assessments and reports
Assessments and reports which have been developed by my allied health team, such as therapists or medical specialists, can be included in this table. My early intervention providers may also provide reports and or assessments if appropriate. Please see appendix 8 for a blank template.
Example:
Title
(Progress report/Attainment Statement/therapist’s report/Medical reports or tests)
Author Date Report shared?
1. ADOS-2 Report Psychologist 13.01.2017 Yes No
2. Preschool Language Scales Report
Speech Therapist 04.07.2018 Yes No
3. Diagnosis Letter Pediatrician 13.01.2017 Yes No
4. Yes No
Collating my information after enrolment
Once I have enrolled at my new school, this information may be managed and collated by my new Prep school staff in a variety of ways dependent upon the individual school:
OneSchool (Education Queensland Schools only)
other electronic management and or reporting systems used by individual schools student portfolios and files
individual planning meetings, notes and plans.
Planning
My individual transition plan
Introduction
Transition planning supports the development of clear, relevant, and achievable goals that are relevant to me and all stakeholders involved in my transition process. This is completed through a process of collaborative planning where ideas, thoughts and opinions are shared in order to reach consensus.
More information for educators regarding transition planning may be found in the Transition information for educators section of this resource.
The collaborative development of an individualised transition plan can be done in conjunction with planning specific transition activities or events that may be documented in an individual transition timeline.
My individual transition plan section aims to document:
the goals and aspirations of my transition team
my transition activities
information I need to know about my Prep environment
my transition timeline.
My individual transition goals – Example
Skill 1 that I am working towards:E.g. asking for help, waiting, changing activities, self-care tasks, following three step scheduleWaiting for a turn for 2 minutes for a desired item.
Baseline:E.g. What can I currently do – data, assessments, anecdotalObservation data from day 1 on teaching skill.
Goal:
(what the student aims to do)
Wait for a turn for a desired item.
Condition:
(where and under what circumstances)
Within a small group with my support teacher.
Criterion:
(how often or to what extent)
I will wait for 2 minutes consistently once a week for a month.
Specific strategies and supports :E.g. routines, visual supports, prompts, adjustments to the teaching and learning process which will help me develop the skill
Staff member responsible:
Model language “I want a turn”.
Use ‘wait’ visual as a cue.
Support Teacher
Evaluation:State how progress is to be measured, who by, and how oftenTimed data on how long I have waited taken weekly for a month.
Review details
Date Changes are required
Emerging Achieved Signature
15.02.2019 Yes No Yes No
Yes No Yes No
Yes No Yes No
Please see appendix 9 for a blank template
Behaviour ABC Forms
To gather further information about a child’s behaviours you can use ABC forms. An ABC form is a direct observation tool that can be used to collect information about the events that are occurring within a student's environment. "A" refers to the antecedent, or the event or activity that immediately precedes a problem behaviour. The "B" refers to observed behaviour, and "C" refers to the consequence, or the event that immediately follows a response.
An ABC form is used to organise information over several observation sessions by recording the types of behaviours observed and the events that precede and follow the behaviour. Observing and recording ABC data can assist the teaching team in gathering information about why the child may engage in problem behaviour and how to choose a goal to address and support their behaviour.
Behaviour ABC Form - ExampleInstructions: Choose one or two times the behaviour occurs per day to record. Write down as much information as you can, use the questions as a guide. (adapted from Carr, E.G, Emerging Themes in the Functional Analysis of Problem Behavior, Journal of Applied Behaviour Analysis, 1994. 27, 393-399.)
Childs Name: Joe Smith Person completing form: Lucy Davies (Teacher)
Detailed description of behaviour to be monitored:
Throwing items around the classroom
SETTING EVENTS: Is there anything out of the norm happening for the child? eg., change in routine, illness, being tired, pain, noise, hungry, family changes, respite, seizure activity etc.
Child had been sick the previous day
Date/Time A – WHAT HAPPENED BEFORE? Who was there? Where were you? What activity was the child doing? Was the child asked to do anything?
B – DESCRIBE THE BEHAVIOURHow did it start? Did it change? What did it look like? How long did it last? Who was involved?
C – WHAT HAPPENED AFTER?What did you do? What did you say? What did the child do?
10.15am12/11/2018
Child sat on the mat participating in mat time singing songs. Song finished and children were asked to go to the desks and start their letter tracing.
The child started to scream and exclaimed they did not want to do tracing. Child then grabbed pencils and pens and started throwing them around the classroom.
The Teacher Aide then stepped in and spoke to the child for several minutes and helped the child calm down. Managed to get the child to sit at the table but only traced one letter.
12.30pm12/11/2018
Child had lunch and play time outside. Child was asked to transition inside after lunch time.
Child refused to come inside and stated that they did not want to do that. Began throwing lunchboxes and bags.
The Teacher spoke with the child and told them they had to come back inside as play time had finished. Child eventually came inside after speaking with the Teacher and agreeing to sit with a toy.
Any other comments?
Please see appendix 10 for a blank template.
Points to consider when planning my transition activities
When planning for my transition activities, it is important to consider the following: (please delete or add as relevant)
I prefer warning of upcoming events, particularly if they are new events for me.
I prefer to know exactly when events will occur. You can do this by linking unfamiliar events with known or more familiar event (such as on Fridays after lunch, when Mum gets home from work).
My experiences of new environments are more positive if consideration is given to the sensory and social demands of the environment. Plan for me to arrive when it is not busy, noisy or overwhelming if possible and ensure I have a designated person to report to.
Please include some familiar activities, interests, people or peers in my transition activities to help keep me calm such as .
I enjoy looking at photos, video and images and these help me understand what will happen next when they are used on a schedule.
To help me stay calm, I may like to take something familiar to hold when visiting a new place. I might bring: .
Other: .
The Transition Booklet: My journey to Prep is designed to support a successful transition for your child to Prep. The information collected will enable all settings to support your child and your chosen school to prepare for their Prep program.
The following pages contains templates for you to complete about your child.
Appendix 1: My all about me profile
My name is
I was born on
My parents’ names are
I like:
I dislike:
Triggers:
Medical information:
Resources provided:
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Insert child’s photo
Appendix 2: Parent aspirations
Before you transition to Prep, I am hoping you will be able to:
Things you may need support with in Prep:
During Prep, I hope to see you:
By the end of Prep, I would like you to:
By the end of the early years of schooling, I hope to see you doing the following:
Comments:
NDIS goals:
(If applicable)
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Completed by:
Date:
Appendix 3: My transition team’s contact information
Completed/reviewed:
My parent(s) name(s)
Availability Contact details
Phone:
Email:
Phone:
Email:
My parent(s) support contact person(s) (optional)
Position Availability Contact details
Phone:
Email:
Phone:
Email:
My Early Childhood Education and Care setting/placement contact person(s)
Position Availability Contact details
Case Manager Phone:
Email:
Phone:
Email:
Phone:
Email:
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My allied health contact person(s) (optional)
Position Availability Contact details
Phone:
Email:
Phone:
Email:
Phone:
Email:
My school contact person(s)
Position Availability Contact details
Case Manager Phone:
Email:
Phone:
Email:
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Appendix 4: My Kindy teacher’s statement about me
Template 1The teacher statement template below is based upon the Early Years Curriculum Guidelines (EYCG) early learning areas. An explanation of the recommended content for each section of the form is included. The document is designed to complement any Queensland Kindergarten Learning Guideline (QKLG) portfolio and act as a transition statement.
My details
Name:
Person completing this statement:
Relationship to the child or role:
ECEC service or activity name:
Description of program, service or activity:
Date of birth:
Date completed:
Days of attendance:
Identity
Building a sense of security and trust: seeking help from peers, understanding the daily routine, interacting with new people.
Acts with increasing independence and perseverance: organising and managing needs and activities, managing classroom routines and processes, make choices, self-organisation of personal belongings, perseverance when trying new and challenging tasks.
Building a confident self-identity: engage in a variety of types of play and learning experiences.
Connectedness34
Building positive relationships with others:
ways to connect with peers and people (attending to, greeting, responding to, turn taking, negotiating), initiating and contributing to play (sharing, waiting, requesting or choosing a turn or item), skills for cooperating, skills for resolving conflicts (asking for help or a break, winning and losing, turn taking, active engagement (play themes, use of toys exploring the environment, cause and effect, problem solving, predicting)
Wellbeing
Building a sense of autonomy and wellbeing, explores ways to show care and concern and interact positively with others, explores ways to promote own and others’ health and safety
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Communicating
Use of verbal or nonverbal communication for a range of purposes. Use of a range of sentence structures, skills for listening for a range of purposes, vocabulary for mathematical or scientific learning, articulation, ability to take turns in conversation and group settings,
Awareness of texts, sound-letter relationships, emergent literacy, interest in drawing,
Interest in exploring mathematical thinking and problem solving, concept comprehension and use, awareness and use of numbers in environment, comparing objects, sorting objects, matching objects.
Active learning
Thinking skills: hypothesising, inferring, testing, evaluating, learning through copying others in language, actions and behaviours (cause and effect, problem solving, functional use of objects, comparison). Ability to sustain concentration, confidence to engage in a range of learning situations (attention, memory, processing of routine and non-routine instructions and information, sequencing, investigating the environment).
Other transition support suggestions and information:
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Appendix 5: My ECDP/Early Childhood Intervention teacher’s statement about me
Suggestions to help child settle in to school:
Learning
Communication
Social
Self-Care
Behaviours
Template 2
Child’s name:
Date of birth:
Parent’s names:
School Name:
Primary School contact:
Transition Coordinator:
Summary of intervention to date:
Child’s favourite things are:
Child dislikes or is stressed by:
Domain About Me
Learning
Communication
Social
Self-Care
Behaviours
Appendix 6: Adjustments to teaching and assessmentAdjustments to teaching and assessment unique to me
Area Type of adjustment Specific example of adjustment and any supporting documents, video or images(Specific support, method of presenting information/instructions, application, strategy, schedule, work system etc)
1. Adjustments to presentation:
use of visual supportsuse of ICT to present informationuse of Augmentative and Alternative Communication (AAC) supports such as picture exchangenumber of steps instructions key word instructions key word signsuse of model/visual exampleuse of peer as tutor/supportuse of routine to present new informationhow schedule is presented (next activity photo/whole session/with reward)prior learning of concepts or language
2. Adjustments to response:
adjustments to verbal responsesdrawinguse of ICT to respondchoosing or sequencing photos/images/objectsuse of peer as recorder or presenteruse of model making or objects to responduse of speech generating deviceuse of mime, demonstration or role playobserved in play, interaction or routineuse of video or recording to respond
3. Adjustments group size
to setting: adult support ratios augmenteduse of peer supportuse of alternate work space or area break or calming area adjustments to sensory environmentseatinguse of separate room or areause of visually clear boundariesuse of visual cues to support understanding of where to sit, stand, wait
4. Adjustments to timing:
usual processing time for routine instructions is secondsusual processing time for new instructions is secondsextended time to complete tasksnumber of tasks student usually completes each session
5. Adjustments to scheduling:
time of day task is doneplanned breaks each sessionpreferred/motivating tasks:number of tasks completed before requiring access to preferred or motivating tasksnumber of activities able to transition through calmlysupports for transitioning through tasksadjustments to group tasks or rotationsuse of predictable sequence
Appendix 7: My current programs and statementsTitle
Individual Plan / therapy or intervention program)
Case Manager/author
Date Program or statement shared?
1. Start:
Finish:
Yes No
2.
Start:
Finish:
Yes No
3. Start:
Finish:
Yes No
4. Start:
Finish:
Yes No
Appendix 8: My assessments and reportsTitle
(Progress report/Attainment Statement/Therapist’s report/Medical reports or tests)
Author Date Report shared?
1. Yes No
2. Yes No
3. Yes No
4. Yes No
Appendix 9: My individual transition goals
Skill 1 that I am working towards:E.g. asking for help, waiting, changing activities, self-care tasks, following three step schedule
Baseline:What can I currently do – data, assessments, anecdotal
Goal:
(what the student aims to do)
Condition:
(where and under what circumstances)
Criterion:
(how often or to what extent)
Specific strategies and supports :E.g. routines, visual supports, prompts, adjustments to the teaching and learning process which will help me develop the skill
Staff member responsible:
Evaluation:State how progress is to be measured, who by, and how often
Review details
Date Changes are required
Emerging Achieved Signature
Yes No Yes No
Yes No Yes No
Yes No Yes No
Skill 2 that I am working towards:E.g. asking for help, waiting, changing activities, self-care tasks, following three step schedule
Baseline:What can I currently do – data, assessments, anecdotal
Goal:
(what the student aims to do)
Condition:
(where and under what circumstances)
Criterion:
(how often or to what extent)
Specific strategies and supports :E.g. routines, visual supports, prompts, adjustments to the teaching and learning process which will help me develop the skill
Staff member responsible:
Evaluation:State how progress is to be measured, who by, and how often
Review details
Date Changes are required
Emerging Achieved Signature
Yes No Yes No
Yes No Yes No
Yes No Yes No
Childs Name: Person completing form:
Detailed description of behaviour to be monitored:SETTING EVENTS: Is there anything out of the norm happening for the child? e.g., change in routine, illness, being tired, pain, noise, hungry, family changes, respite, seizure activity etc.Date/Time A – WHAT HAPPENED BEFORE?
Who was there? Where were you? What activity was the child doing? Was the child asked to do anything?
B – DESCRIBE THE BEHAVIOURHow did it start? Did it change? What did it look like? How long did it last? Who was involved?
C – WHAT HAPPENED AFTER?What did you do? What did you say? What did the child do?
Any other comments?
Appendix 10: Behaviour ABC formInstructions: Choose one or two times the behaviour occurs per day to record. Write down as much information as you can, use the questions as a guide.
(adapted from Carr, E.G, Emerging Themes in the Functional Analysis of Problem Behavior, Journal of Applied Behaviour Analysis, 1994. 27, 393-399)
