SETT Framework - TRANSITION PLANNING

Student with Emotional/Behavioural/Mental Health Needs

Student: Jeffrey

School: Rocky View Schools

D.O.B.: 15/12/2005

Date: May 25, 2015

Grade: 4

M / F

Team Members - Elementary School:

Courtney (classroom teacher), Rae (Learning Support teacher), Diane (Administration), Maureen
(support staff), Lori and Dan (Parents)
Team Members - Middle School:
Jan (classroom teacher), Tracey (Learning Support teacher), Denise (Administration), Barb (Child
Development Advisor), Lori and Dan (Parents)
Background Information:
Jeffery is a charismatic, loving young boy. He currently lives with his mother and father and three
older brothers. His brothers are a few years older than he and are adolescents and young adults.
The family dynamics, historically and currently are complex and continue to illicit situations and
scenarios which cause upheaval and stress for the entire family. Jeffery has struggled with
attachment issues, attention issues and behavioral issues throughout his life. He has a diagnosis of
ADHD and is prescribed medication. He has also been diagnosed with Attachment Disorder and
Learning Disability - Written Expression.
Jeffrey struggles to manage his emotions and has a great fear of being left alone or abandoned. He
is often hypervigilant to his surroundings and is often in a constant state of alarm. He forms strong
relationships with very few, but specific people. Those who do not have a specific relationship with
Jeffery find it challenging to work with him as he does not engage with those whom he does not have
a relationship with. He can be perceived as being defiant in these circumstances. He has particular
difficulty with substitute teachers and during unstructured times such as recess when approached by
unfamiliar staff.
Jeffrey performs best in a predictable environment, having warning of changes in routines or
schedules, specific contact people with whom he has a relationship, accommodations for emotional
needs, behavior and academic performance. Group work is challenging for Jeffery as social conflicts
often arise.

Strengths:
charismatic
athletic
verbal skills (articulate)
reading (decoding and comprehension)
Challenges:
adapting to change
writing tasks of any kind
task engagement and completion
attention
emotional regulation
following classroom and school expectations
interacting appropriately with peers and adults
Environment (Elementary):
Jeffery is in a class of 27 students. He has formed a strong relationship with his classroom teacher.
All of his subjects are taught by his classroom teacher other than music, which is taught by a music
specialist. An educational assistant is available to the class for specific time periods throughout the
week. She often works with Jeffrey when he is willing to engage. He engages with this additional
one on one support approximately 30% of the time and only for short periods of time. He also spends
with the CDA on occasion throughout the week working on special projects around the school or on
an emergent basis. Jeffrey has also been partnered with the facility operator with whom he
completes tasks around the school.
Environment (Middle):
Jeffery will be in a class of 27 - 30 students. Core subjects will be taught by two teachers with
options and speciality subjects taught by other teachers. There is an expectation of movement to
other areas within the school and taking direction from other teachers. The students arrive from two
different elementary schools so there will be new peers which he has not met before. Educational
Assistant support is limited and will be determined based on needs in the fall. CDA support is
available and will be initiated prior to school commencement.
Transition Tasks (Elementary):
Jeffrey requires support for transitions within the school and the classroom. These supports have
included: visual schedules, advance warning of upcoming transitions, personal/individual warning of
the need to cease and activity to begin another, proximity of teacher, walking with or beside the
teacher (he enjoys this opportunity), reinforcement that he will be able to continue a desired
activity at a later time, individual transition to the alternate location ahead of the class, ability to
come in ahead of the students at the beginning of the day or at recess to avoid the crush of students
in the hall or at coat hooks, explanation of what the activity might include or look like if it is a new
experience such as a special assembly or presentation.
Transition Tasks (Middle):
Jeffrey will continue to need the supports as provided in elementary school. In the middle school
setting Jeffrey would benefit from multiple opportunities to walk around and visit the school,
experience bell time student movement with the support of a trusted adult, connections with
identified adults or peer mentor whom he can access for support when needed.

Transition Tools (Elementary):

The following tools have been used with varying success:
Classroom computer - Jeffery struggles to use the computer appropriately and within the
expectations of the task. He requires supervision to maintain focus while on the computer.
iPad - the portability of this device has enabled Jeffery to work in alternate areas of the classroom
and in alternate locations within the school when supported by an adult. He struggles to use the
device appropriately and requires guidance to remain on tasks as outlined.
Identified support persons for when he requires emotional, behavioural, academic support
Method of identifying the need to access support persons and clearly identified expectations for
when and how this support is accessed.
Sit and Move cushion - has been tried with limited success.
Fidget tools - have been tried by discontinued as they are not used appropriately
Alternate times and doors for entry
Personal visual timers as well as classroom visual timers
Email has been an integral communication tool with home.

Transition Tools (Middle):

Continued use of the iPad or laptop computer is recommended for writing tasks and as a reminder
tool for upcoming transitions as well as other identified supports from the Elementary setting.
Graphic organizers or visual cueing system for materials required to help with organization
Access to alternate locations to work
Specifically identified people to access for support (behavioural, emotional, academic)
Establishing the method for identifying the need to access support person and clearly identifying
expectations for how and when this support is accessed.
Continue ongoing communication with home via email.