Interactive Roles and Time Lines Transition Planning

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Interactive Roles and Time Lines in Transition

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Transitioning Students with Exceptional Needs from School to Community

Interactive Roles and Time Lines In Transition Planning - Chart (

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Bridging to Adulthood: A Protocol for Transitioning Students with Exceptional Needs from School to Community (

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SCHOOL
| Student Services Administrator | Principal | Case Manager | Teachers | Student Services Staff |
INITIATING THE PROCESS High School Entry – (Age 14 to 16)	years where overlap may occur
INITIATING THE PROCESS High School Entry – (Age 14 to 16)	Age 16 to 17	Age 17 to 18	One year Before Graduation	Graduation Year
appoint case manager for transition planning co-ordinate initial planning meeting with those closest to student (student-specific planning team) begin appropriate work/community experiences Appropriate work/community experiences may include ongoing career development, volunteer experiences, exploration of day programming options, exposure to recreational opportunities, transportation training, skills for living in the community with independence etc. explore potential grad date, Students have the right to attend school until they graduate or until June of the calendar year in which they turn 21. and senior years programming direction with student, family and IEP team inform families about adult support options & transition planning process contact adult program (Community Living disABILITY Services, Mental Health, Employability Assistance for People with Disabilities) where no children’s worker involved or co-ordinate contact with children’s worker It's hard to believe but now that you're in grade 9, you and your planning team will begin making decisions that will affect your graduation from high school (when, what courses to take etc.). Your school(s) has always been responsible for your educational programming. School meets with you and your support network to plan. Now that you're in high school you and your planning team will still be thinking about education but will also begin to plan for life after high school. You will also be able to get information about programs and services that help adults live in the community. In grade 9 you may also begin taking optional courses that will introduce you to various work and community experiences. Learning how to make decisions and be more independent in your community will begin to be a priority.	co-ordinate annual transition planning meeting research eligibility criteria for adult programs initiate referrals to adult programs (Community Living disABILITY Services, Employability Assistance for People with Disabilities, Mental Health) in consultation with parents include adult worker in student-specific planning meetings assist with gathering information regarding supports required at home & in community Community Living disABILITY Services Mental Health Employability Assistance for People with Disabilities Your Case Manager will be able to help you and your family understand the types of adult programs and services that you may be eligible for. Many of the adult programs and services need you to apply now for the services you"ll need when you graduate from high school. Your school may also be involved in gathering information about your strengths and interests and also the supports you may need to be as independent as possible at home and as a active member of your community (work, recreation, volunteering etc.) Your school should help with the application process to adult services such as those provided by the Manitoba Government or Regional Health Authorities or other agencies. Once you have an adult worker from an adult program or service assigned to you that person should be invited to attend your planning meetings.	co-ordinate annual transition planning meeting increase focus of instruction towards priority outcomes for transition advocate for establishment of community supports for adult life, where none currently exist As you get closer to graduation your learning activities during the school day may begin to really focus on preparing for life after high school. If your home community does not offer the specific supports you need to be as independent as possible at home and an active member of your community (work, recreation, volunteering etc.)then you, your family and the school may want to promote the need for support to be provided where you live.	co-ordinate annual transition planning meetings increase work/community experiences* Appropriate work/community experiences may include ongoing career development, volunteer experiences, exploration of day programming options, exposure to recreational opportunities, transportation training, skills for living in the community with independence etc. ensure curriculum supports a planned move to post secondary education/training Ensure completion of Community Living disABILITY Services day services: information gathering and referrals include assigned adult community worker in planning meetings identify resources required: work/community Community Living disABILITY Services Wow! You are almost there. The future is almost here and it is exciting. You and your school will want to consider increasing your opportunities for exploring work and volunteer experiences, exploration of day programming options, recreational opportunities learning how to get around town independently and other important skills adults need to live and work with as much independence as possible. If you are interested in going on to university or college you will need to ensure that you are taking the challenging academic courses that adult students must take. If you are eligible for Community Living disABILITY Services - Day Service you and your team will use information about your strengths and interests to identify necessary resources and make referrals to the available service providers. Your School will want to include your assigned community worker in your planning meetings.	co-ordinate annual transition planning meeting include assigned Employability Assistance for People with Disabilities community worker in planning meetings and provide with current information ensure graduation/completion requirements have been met initiate long-term work/ community experience* co-ordinate continuity of supports with adult community worker or with work/community representative Employability Assistance for People with Disabilities Well this is it. Graduation year is a time to look forward to the future knowing that you have worked hard to prepare for what is ahead. Your school will help you to ensure that you will be meeting graduation requirements. You may try some long term work/community experiences to really get a feel for the everyday world of work. Some graduates will also want to get involved with their employer or day program even before graduation to ensure that there is a good fit for your needs. If you are eligible for Employability Assistance for People with Disabilities (EAPD) worker will need to be involved in planning meetings and be told about any new information about your strengths, interests and needs.
* May include ongoing career development, volunteer experiences, exploration of day programming options, exposure to recreational opportunities, transportation training, skills for living in the community with independence etc.

Student Services Administrator

Consistent with Appropriate Educational Programming in Manitoba , the student services administrator or designate within a school division assumes a leading role in transition planning and is responsible for:

initiating contact early in the school year (at the latest by November 30) with designated personnel from Department of Families, regional health authority programs and services, child and family services agencies and others to discuss planning for identified students within the division
Providing consultation and professional learning opportunities to equip the case manager and the school staff for transition planning for students with exceptional learning needs

Principals

Principals are responsible for students’ Student-specific plans and transition planning which includes:

initiating planning for students entering high school who may require adult supports and services when they leave school
identifying planning case managers within the school and ensuring planning involves teachers and other school staff
ensuring that transition planning is coordinated with students’ educational programming
involving the registered nurse in transition for Unified Referral and Intake System (URIS) Group A students
ensuring the involvement of child and family services agencies, Manitoba Department of Families and/or designated Employability Assistance for People with Disabilities agencies (CNIB, Society for Manitobans with Disabilities and Canadian Paraplegic Association Inc.) and/or regional health authority programs and services
ensuring planning is updated annually or sooner if required
ensuring parents are meaningfully involved in decision making
ensuring parents have the information they need to make informed decisions
ensuring students’ parents and students have the opportunity to have a person of their choosing at individual planning meetings
establishing, maintaining and retaining a Pupil File for each student in a school
transferring the pupil file and pupil support file of students transferred to another school, within one week of the new school requesting it

Case Manager
(Transition Planning)

Case managers are designated by principals and they assume the major responsibility for co-coordinating the transition planning process. The educational activities of the student should be infused with transition planning. Principals should assign school staff (ex: student services teacher, classroom teacher, counselor,) who have responsibility for the educational programming of the student as the case manager, unless another professional is more appropriate. Specific roles of case managers in transition planning include:

scheduling and facilitating transition planning meetings
determining graduation dates (Students have the right to attend school until they graduate or until June of the calendar year in which they turn 21) along with students, parents or legal guardians
determining members of transition planning teams in consultation with students and parents
facilitating agreement about the roles and responsibilities of members
monitoring implementation of transition planning
maintaining transition planning documents (ex: student assessments, transition planning file, documentation of the plan, meeting notes and other related materials)
updating plans annually and keeping pupil files current
maintaining communication with team members, students, parents or legal guardians
helping the student and parents find services and resources available in the community
ensuring appropriate referrals are made to the necessary adult support programs

Teachers

Students’ educational programming should be a part of the transition planning process. The commitment and collaboration of teachers (resource teachers, special education teachers, classroom teachers, subject teachers, guidance counselors) who are involved with the students are critical. Teachers’ roles may include:

assessing the student’s strengths, needs, interests and performance
making connections between the transition planning goals of the students with their educational goals
to help students who want postsecondary education identify the requirements and prepare accordingly

Student Services Staff (School Division)

Student services staff who are closely involved with transitioning students may become members of the transition planning team. They may include speech and language pathologists, occupational therapists, social workers, psychologists, etc. They may:

identify specific ongoing needs of the student including service requirements
provide assistance to increase independence and potential of the student to successfully adapt to and maintain a more independent adult life

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Student Services Administrator

Principals

Case Manager (Transition Planning)

Teachers

Student Services Staff (School Division)

Case Manager
(Transition Planning)