Ruru Specialist School Transition Services

Transition and Work Experience

Transition and Work Experience

All students from the age of 14 have a Transition Plan. This plan is developed by the student and teacher and discussed at ICP Meetings in collaboration with family and Whanau. The Transition Plan is evaluated at the end of each year.

The purpose of the Transition Plan is to ensure all students individualised plans are meet within an expected time frame. The Transition Plan outlines what the student wants to learn and achieve within that school year which covers all curriculum areas.

Our students will make many transitions in their life. One of the most important is the move from school to adulthood. It is so important that we get it right.

At our Vocational Programme

  • The student directs the process
  • Family and whanau are actively involved
  • Information on post vocational programme options are provided
  • Transitions are co-ordinated and all involved in the process

All students from age fourteen have a Transition plan which is implemented
and evaluated as part of the IEP process.

  • The process is driven by students
  • Partnerships are developed with community supports
  • The plan is inbedded in the IEP process
  • Barriers are identified and overcome
  • Students and families are offered information on all options
  • Needs of student and needs of families are identified and progressed appropriately
  • Skills for Life are developed and practiced through the Vocational Programme and at home
  • Students will receive support through work experience and community
  • Transition plans will be evaluated and updated regularly
  • Students will have Work Experience placements within the community to support their transition plan
Work Experience:

Students have work placements within the community to develop work skills and ethics to set them up for life. Students gain skills that are work related and build on interpersonal skills in a safe controlled environment.

  • Work placement options are discussed at students ICP meeting.
  • Work Experience Co-Ordinator (WEC) sets up the work experience.
  • WEC to set up introductory meeting with employer’s and support student in the interview.
  • WEC will update and liaise with the classroom teacher on students progress while on their placement.
  • Work placements can begin with a minimum of one hour a week over a trial period and build up to one full days work experience. This is agreed by all parties involved.
  • Students return their completed reports to the class teacher following work experience each week. This report monitors attendance and achievement.
  • Students are to contact their place of work experience if absent.
  • Work experience tasks are recorded as ICP’s and evaluation follows the standard ICP process of evaluation.
  • Achievement records for work experience are updated each term.
Work Experiences