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NUSD Special Education December 2025 Family Newsletter

Posted Date: 12/08/25 (03:00 PM)
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Logo for Novato Unified School District, featuring a colorful starburst design.

Inclusive Insights Family Edition

NUSD Special Education Family Newsletter

December 8, 2025

Director's Message

Happy Winter! As we wrap up a wonderful semester of learning and milestones, we want to wish our special education families a relaxing and restorative break. We are so proud of the hard work your children have put in this year. We hope the upcoming weeks are filled with warmth, laughter, and plenty of time to recharge before we welcome everyone back for an exciting new year.
 

District Special Education Staff

Dawn Mawhinney, Director dmawhinney@nusd.org
Andrea Gibney, Admin Asst. III agibney@nusd.org
Leslie Zamarripa, Admin Asst. II lzamarripa@nusd.org
Alysse McDaniel, Early Education, TK/K Coordinator amcdaniel@nusd.org
Andrew Weiher, Behavioral Health Specialist aweiher@nusd.org
Kelly Hourigan, Grades 1-5, MCOE, NPS Coordinator khourigan@nusd.org
Kevin Goyer, 6-12/Transition Coordinator, MCOE, NPS kgoyer@nusd.org
Special Education Office: (415)493-4265

 

Inclusive Schools Week

This week (December 8–12) is Inclusive Schools Week, a special time dedicated to celebrating the diversity that makes our district so strong. It is a good time to spark conversations about kindness, acceptance, and inclusion. It's an opportunity to all work together to ensure every child feels they have a place here.
 

Let Us Know the Information You Want

Headline: Help Us Plan Topics That Matter to You We are currently planning our upcoming DSEAC meetings, and we need your help. Because these meetings are designed for you, we rely on your feedback to choose our topics. We have received only a small number of responses so far, which means we may be missing critical issues that are important to our community. We don't want to overlook what you need simply because we didn't know. Please click the link Here to share your thoughts—it only takes a moment.
 

Navigating Educational Transitions

What Families Need to Know

A student’s journey through school is marked by many important transitions—moving from one program, classroom, or school level to the next. For families of students with disabilities, being prepared for these shifts is key to ensuring continued success.
It is important to remember that transitions are not one-size-fits-all. The plan will be uniquely shaped by your student’s:
  • Level of required support
  • Progress toward current IEP goals
  • Specific service needs
  • Individualized Transition Plan (if age appropriate)

The Transition Planning Timeline

Preparation for major transitions begins early in the year:
  • January/February: Your student’s Case Manager will begin the transition process. They will evaluate your student’s current IEP progress and needs, consult with service providers, confirm available classes with the district coordinator, and initiate a conversation with you. 
  • Spring: A formal transition meeting will be scheduled. This may be a stand-alone meeting or included as a dedicated section within your student’s annual or triennial IEP meeting.

Criteria for a Transition Meeting

A transition meeting will be scheduled if your student meets any of the following criteria:
  • Transitioning from an Early Intervention program to Transitional Kindergarten/Kindergarten.
  • Moving from elementary to middle school.
  • Moving from middle to high school.
  • Exiting High School to the Post-Secondary 18-22 Transition Program.
  • Graduating from High School with a Diploma (exit IEP)

Who Attends the Transition Meeting?

A meaningful discussion involves the current and future team members:
  • Family
  • Student (as appropriate for their age and needs)
  • Current Case Manager
  • Current Service Providers (e.g., SLP, OT, etc.)
  • Administrator or Designee
  • Case Manager Representative from the new school/program
  • Note: This representative may not be your student’s final case manager for the new school year, but they are knowledgeable about the new school’s program.
  • General Education Teacher
  • Note: This teacher may not be your student’s teacher for the new school year, but they are knowledgeable about the new school’s program.
  • Agency Representative providing services after high school or transition program (as needed)

Transition by Program Type

General Education (RSP) Students
(Transitioning to Middle School or High School)
Focus: How the new school will provide required services and supports within the general education setting. 
Key Questions for Families to ask:
  • What does a typical day look like for my student?
  • How are special education services delivered (e.g., resource room time, specific class periods)?
  • When can my student visit the school?
  • When will my student’s schedule be finalized? 
  • When is orientation? 
Early Intervention (EI) to Transitional Kindergarten (TK)
Focus: Determining the appropriate setting and level of support (General Education/SDC) for a very young student. The transition will be discussed at the initial IEP, and a transition meeting will be held in the Spring to discuss needed services at the elementary school. 
Important Consideration: The level of support may adjust in the new school year as the student develops. 
Key Questions for Families:
  • What does the intake process look like at the new school?
  • What services will be offered in the TK setting?
  • When can my student visit/tour the school? 
  • When will I know who the teacher is? 
  • What will my students' day look like?
Special Day Class (SDC) Elementary to Middle or Middle to High school
Focus: Evaluating the student's Present Levels of Performance to determine the appropriate environment—one that is less, the same, or more supportive. 
Key Questions for Families:
  • What are the new grade-level expectations?
  • What is the new class's current location?
  • What are the typical inclusion opportunities available?
  • When can my student and family visit the new classroom?
  • What does a typical day look like? 
High School to Post-Secondary Transition Program (Ages 18–22)
(For students on the Alternative Pathway to Diploma Track)
Focus: Discussing life skills, vocational training, and community integration to prepare for adult life. 
Key Questions for Families:
  • What does the curriculum cover (e.g., financial literacy, health)?
  • What does transportation training look like?
  • What kinds of internship opportunities may be available?
  • How often will the student be in the community?
  • What does a typical day look like?
Students Graduating from High School or the Transition Program
Focus: The IEP will center on documenting the student's progress and finalizing post-secondary goals related to education, employment, and independent living skills.

Making the Transition Easier

Regardless of the transition type, please be ready to ask your team:
  • What are effective strategies for making this transition easier for my student?
  • Who should I contact for questions or concerns at the beginning of the new school year?
  • When should we expect the student’s final schedule or program assignment?
  • If the transition is difficult at the beginning of the year, who is the immediate point of contact on campus?
Your input is vital!
To help us make these conversations as meaningful and productive as possible, we encourage you to start thinking about any questions or concerns you may have now.  It may relate to a new school setting, a change in services, or a daily schedule.
 

Family/Caregiver Engagement Events

  • Jan. 14 DSEAC  4:00-5:30 @The NUSD District Office Rm. 203
  • Jan. 28 Coffee and Chat 8:30-9:30 @ The NUSD District Office Rm. 107
  • Feb. 25 Coffee and Chat 8:30-9:30 @ The NUSD District Office Rm. 107