Transitioning is generally not considered during the student’s first year. Consideration for transitioning is based on academic and social/behavioral success, both within school and the student’s home community, as well as the reduction of support services within Britten School. Discussion around transitioning occurs during an IEP/MDC meeting. If the team agrees that transitioning is appropriate, a plan is developed. Britten School favors transitions that occur over the course of one semester or longer to ensure the student’s success.
- Earning an average 90% of points per day over a period of one semester
- Maintaining self-regulation for a minimum of one full semester
- Functioning independently in school without additional supports (i.e., special individualized programs)
- Identifying/initiating when they need assistance (asking faculty for help)
- Demonstrating positive involvement in leisure community activities
- Performing consistently in both academic achievement and social arenas
- Success in less structured environments (i.e. bus, field trips, lunch)