Bridging to Adulthood - Government of Manitoba

Introductiono At fluence of 10 16 n eq /cm 2 , the limiting factorfor CCE is trapping of charges by radiationinduced trap levels:o Average Trapping time: τ tr = (5x10 -7 cm 2 /s × 10 16 n eq /cm 2 ) -1 =0.2 ns(H.W. Kraner et al, NIM A326 (1993) 350-356)o Charge collection distance: d cce =V dr τ tr ≤ V s × τ tr = 20 μm!o Q = 80d cce (1-exp(-t dr / τ tr )) electrons (d cce in μm ≤ d)o For planar detectors of d >100 μm inthickness, most volume is dead space even iffully depleted! Q ≈ 80d cce No dependence on d!o 3d detectors decouples the detectorthickness (d) and depletion depth (W) (i.e. thepitch (P) of p and n electrodes)

Section OneProtocol for Transitioning Studentswith Exceptional Needsfrom School to Community7

THE TRANSITION PROTOCOL –Interactive Rolesand TimelinesThe transition protocol identifi es who isresponsible for developing and implementingtransition plans for students with exceptionallearning needs when they require governmentsupports to enter the community. It outlinesthe tasks and their timelines.Partners in transition planning include:• the student and his/her support network(which may include: parents 1 and/orlegal guardians, siblings, friends,advocates, foster parents or group homestaff)• teachers and school/school divisionstaff/institutional school staff• community workers from ManitobaFamily Services and Housing programsincluding:- Children’s Special Services (CSS)- Employment and Income Assistance(EIA)- Vocational Rehabilitation (VR)program- Supported Living program (SLP)or designated agencies including CNIB,Society for Manitobans with Disabilities(SMD), Canadian Paraplegic AssociationManitoba Inc.(CPA)• community workers from regional healthauthority (RHA) programs in Manitobaincluding:- Community Mental Health (MH)services- Home Care program• community workers from applicablechild and family services (CFS) agenciesTransition planning should begin in theschool year in which the student enters highschool. The process concludes in June of thecalendar year in which the student turns 21or when he/she graduates. During this time,professionals, the student, his/her supportnetwork and others work together to providethe student with a co-ordinated transitionfrom school to life in the community.The transition planning protocol issummarized in Figure 1. The shaded rowsoutline key responsibilities of transitionpartners. The columns identify timelines forspecifi c tasks.See Appendix A for an interactive roles andtimeline checklist for case managers.1 In some cases only one parent or legal guardian may be involved in a child’s educational and transition planning.The term “parent” in this document can apply to any of these. The rights and responsibilities of parents may also applyto students once they have reached the age of majority. For information on The Vulnerable Persons Living with a MentalDisability Act, see Appendix H.9

Figure 1 - Interactive Roles and Time Lines In Transition PlanningINITIATING THE PROCESSHigh School Entry(Age 14 to 16) Age 16 to 17 AGE 17 to 18Students and/or parents/guardians with support networks, substitute decision maker(see Appendix H), teachers,• become aware of options & planning process• think about potential communityexperiences, graduation date, adult options• provide information on strengths/ interests/dreamsSchool• explore residential support services ofpersonal preference or plan to reside infamily home• understand the implications of leaving schoolbefore completing graduation requirements,or availability of adult supports• at age 18 a person with disability may contactEmployment & Income Assistance forassessment of eligibility• apply for appropriate ID• age 18 may involve move to adult residentialfacility with support from adult programs(ex: SLP,MH)• appoint case manager for transition planning• co-ordinate initial planning meeting withthose closest to student (IEP team)• begin appropriate work/communityexperiences *• explore potential grad date and senior yearsprogramming direction with student, familyand IEP team• inform families about adult support options& transition planning process• contact adult program (SLP, MH, VR) whereno children’s worker involved or co-ordinatecontact with children’s worker• co-ordinate annual transition planningmeeting• research eligibility criteria for adult programs• initiate referrals to adult programs (SLP, VR,MH) in consultation with parents• include adult worker in IEP/ITP meetings• assist with gathering information regardingsupports required at home & in community• co-ordinate annual transition planningmeeting• increase focus of instruction towards priorityoutcomes for transition• advocate for establishment of communitysupports for adult life, where none currentlyexist* 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.Services for ChildrenChild and Family Service Agencies*• inform the family about the transitionplanning process and discuss potential adultservice options (EIA, VR, etc.) and eligibilityrequirements• complete referrals for appropriate adultservices in collaboration with the parents• attend school transitional planning meetings*Note: For children in care of child and familyservices agencies, CFS/legal guardian shouldbe involved in the process whenever a parentwould be involved• complete referrals for appropriate adultservices in collaboration with the family• link the appropriate adult service worker(s)to the family, upon confi rmation of programeligibility• participate in school transitional planningmeetings to ensure continuity of planning forservices and supports❑ continue to plan and make referrals toappropriate adult resourcesChildren’s Special Services,• inform the family about the transitionplanning process and discuss potential adultservice options (EIA, VR, etc.) and eligibilityrequirements• complete referrals for appropriate adultservices in collaboration with the parents• attend school transitional planning meetings• complete referrals for appropriate adultservices in collaboration with the family• link the appropriate adult service worker(s)to the family, upon confi rmation of programeligibility• participate in school transitional planningmeetings to ensure continuity of planning forservices and supportsIn consultation with adult worker• continue to plan and make referrals forrequired supportsChildren’s Mental Health• inform the family about the transitionplanning process and discuss potential adultservice options (EIA, VR etc.) and eligibilityrequirements• complete referrals for appropriate adultservices in collaboration with the parent/legalguardian• attend school transitional planning meetings• complete referrals for appropriate adultservices in collaboration with the family• link the appropriate adult service worker(s)to the family, upon confi rmation of programeligibility• participate in school transitional planningmeetings to ensure continuity of planning forservices and supportsIn consultation with adult worker• continue to plan and make referrals forrequired supports10

years where overlap may occurOne year Before GraduationGraduation Yearsiblings, relatives, friends, advocates, foster parents or group home staff• plan for post-secondary education/ training, work/communityplacement, or vocational/day service• choose supports that match individual preferences/needs or advocatefor new/enhanced services• make informed decisions about- employment- move to post-secondary education/training, work/communityopportunities- accessing a variety of supports/services from community basedservice providers.• co-ordinate annual transition planning meetings• increase work/community experiences*• ensure curriculum supports a planned move to post secondaryeducation/training• Ensure completion of SLP day services: information gathering andreferrals• include assigned adult community worker in planning meetings• identify resources required: work/community• co-ordinate annual transition planning meeting• include assigned VR community worker in planning meetings andprovide 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 orwith work/community representative• a child and family services agency may continue involvement beyondage 18 for children who are permanent wards under the guardianship ofthe CFS agency, depending on individual circumstancescontinued on next page11

Figure 1 - Interactive Roles and Time Lines In Transition Planning (continued)INITIATING THE PROCESSHigh School Entry(Age 14 to 16) Age 16 to 17 AGE 17 to 18Services for Adults (Employment and Income Assistance, Supported Living Program, vocational rehabilitation services,• provide transition team with generalinformation re referral process, eligibilitycriteria, & adult service optionsHome Care Program• receive referral and conduct assessment todetermine eligibility• provide information on adult resources• case co-ordinator collaborates in developingcare plan• case co-ordinator arranges services specifi edin care plan• participate in the facilitation of alternateresidential placement in communitySupported Living Program (SLP)• acknowledge receipt of referral, checkeligibility & assign community worker• community worker participates in planningmeetings with transition team (at least onebefore assuming case responsibility)• provide information on adult supports/service providers• request for funding for residential/supportservices if required at age 18• complete referrals to residential serviceprovider of choice as required• provide information for establishment ofcommunity supports for adult life, wherenone currently existDay Services• check eligibility & assign community worker• provide information on adult programs andresources in communityRegional Health Authorities (RHA)Mental Health (MH) Services and Supports• check eligibility and assign communityworker• assigned worker participates in planningmeetings (at least one before assuming caseresponsibility)• provide information on adult resources• complete referrals to adult resources• request for funding for residential and/orsupport services if required at age 18Home Care Program• assess and facilitate request for funding forresidential/support services if appropriate atage 1812

years where overlap may occurOne year Before GraduationGraduation Yearmental health services and supports, Home Care Program)Employment and Income Assistance• apply in person at age 18 and beyondVocational Rehabilitation Program FSH, RHA, designated agency (SMD, CNIB, CPA)• acknowledge receipt of referral, check eligibility & assign community worker• community worker participates in meetings with transition team• provide information on adult supports/ service providers• develop individual vocational plan• identify and initiate referral to service provider of choice and request funding for services, including technical assessments, upon studentleaving schoolSupported Living Program (SLP) – Day Services• ensure completion of previous steps in the referral process• community worker participates in meetings• request funding for day service resources two years before graduation date• referrals to day service resources and adult clinical services13

Interactive Roles and Responsibilities in Transition PlanningFig. 2ManitobaTransitionSupport SystemSchool Divisionsand Educators• educationalprogramming• coordinationof transitionplanningDesignated agencies andservice providersServices funded bygovernment and deliveredby designated agencies orservice providers.Manitoba Transition SupportSystemTransition planning for students who willrequire government supports when theymove from school to life in the communityis necessary to ensure co-ordinated servicedelivery. The transition planning processdemands signifi cant collaboration betweenstudents, their family/support networks,school divisions, educators and governmentand community service providers whoare responsible for implementing thetransition protocol. To accomplish asuccessful transition, it is important thatall those involved with the students worktogether and fulfi ll their individual roles andresponsibilities.Figure 2 identifi es key supports that maybe involved with students in the transitionprocess.Manitoba FamilyServices & Housing• Children’s SpecialServices• adult servicesStudentSupport Network• parents• friends• advocates• foster families• othersChild and familyservices authorities• CFS agenciesRegional HealthAuthorities• Mental healthservices for childrenand adults• Home Care programStudentsStudents are the central member of thetransition planning team. Their role iscritical in goal setting and decision making.Students and their support networks shouldbe active participants in transition planning.Support networks may include parents/legal guardians, siblings, relatives, friends,teachers, advocates, foster parents or grouphome staff.Students, with help from their supportnetworks, may participate in transitionplanning by:• attending IEP/ITP meetings• sharing information on his/her interests,skills and hopes for the future with theteam• becoming aware of options and theplanning process• participating in assessment designed toidentify current skills and needs• expressing his/her opinions in thedecision making process• thinking about potential communityexperiences, graduation date, adultoptions• choosing preferences for residentialsupport services or planning to reside intheir families home• understanding the implications ofleaving school at age 16 or 17, orgraduation before adult supports areavailable• at age 18, contacting Employment andIncome Assistance for assessment ofprogram eligibilityFor legislation affecting transitionteams, – see Appendix H.14

• at age 18, considering a move to anadult residential facility with supportfrom adult programs (ex: SupportedLiving Program)• planning for post secondary education/training, work/community placement, orvocational/day service• choosing supports that match individualpreferences/needs• working hard to complete schoolrequirementsParents, Legal Guardians, FosterParents, Caregivers and SupportNetworksParents, legal guardians, foster parents,caregivers and others legally authorized tomake decisions are also key members ofthe transition team. They can ensure thattransition planning reflects the interests andvalues of the student.The school principal must ensure thatparents and students have the opportunityto have a person of their choosing in theprocess and attend planning meeting, etc.The suggested roles of these team membersinclude:• attending IEP/ITP meetings• sharing their knowledge students’interests, strengths and needs with theteam• supporting the students in the transitionprocess• participating in the decision makingprocess• encouraging and helping studentsparticipate in transition planning• fi nding information on availableservices and resources, currently or aftergraduation• supporting implementation of the plan• sharing information about students’progress• becoming familiar with The VulnerablePersons Act (see Appendix H)A Family Guide to the Vulnerable PersonsAct is available at:www.aclmb.ca/Guides/VPAfamily_Guide.pdf15

Interactive Roles and Responsibilities of EducatorsAppropriate Educational Programming inManitoba: Standards for Student Services(2006) reinforces the transition planningprotocol for students who will need adultsupports. Teachers’ roles are also outlinedin the Pupil File Guidelines (2004). They areavailable at:www.edu.gov.mb.ca/k12/specedu/aepwww.edu.gov.mb.ca/k12/docs/policy/mbpupil/index.htmlStudent Services AdministratorConsistent within Appropriate EducationalProgramming in Manitoba, the studentservices administrator or designate withina school division assumes a leading role intransition planning and is responsible for:• initiating contact early in the schoolyear (at the latest by November 30) withdesignated personnel from ManitobaFamily Services and Housing, regionalhealth authority programs and services,child and family services agenciesand others to discuss planning foridentifi ed students within the division• providing consultation and professionallearning opportunities to equip thecase manager and the school staff fortransition planning for students withexceptional learning needsSchool PrincipalsPrincipals are responsible for students’Individual Education Plans and transitionplanning which includes:• initiating planning for students enteringhigh school who may require adultsupports and services when they leaveschool• identifying planning case managerswithin the school and ensuring planninginvolves teachers and other school staff• ensuring that transition planning isco-ordinated with students’ educationalprogramming• involving the registered nurse intransition for Unifi ed Referral and IntakeSystem (URIS) Group A students• ensuring the involvement of child andfamily services agencies, ManitobaFamily Services and Housing and/ordesignated agencies (CNIB, Societyfor Manitobans with Disabilities andCanadian Paraplegic AssociationInc.) and/or regional health authorityprograms and services• ensuring planning is updated annually,or sooner if required• ensuring parents are meaningfullyinvolved in decision making• ensuring parents have the informationthey need to make informed decisions• ensuring students’ parents and studentshave the opportunity to have a personof their choosing at individual planningmeetings• establishing, maintaining and retaining apupil fi le for each student in a school• transferring the pupil fi le and pupilsupport fi le of students transferred toanother school, within one week of thenew school requesting itDetermining when a student’s right to attend school ends:Students have the right to attend school until they graduate or until June of the calendar yearin which they turn 21. To determine when a student’s right to attend school ends, add 21 totheir year of birth. For example:• Sharad’s birthday is Feb 15, 1990. He is eligible to attend school until June, 2011.• Courtney’s birthday is December 10, 1990. She is eligible to attend school until June, 2011.16

For information on the transfer of apupil file and continuation of transitionplanning when a student changesschools or school divisions, seeAppendix B.• ensuring appropriate referrals are madeto the necessary adult support programsFor transition checklists –see Appendix CCase Managers(Transition Planning)Case managers are designated by principalsand they assume the major responsibilityfor co-ordinating the transition planningprocess. The educational activities of thestudent should be infused with transitionplanning. Principals should assign schoolstaff (ex: student services teacher, classroomteacher, counsellor,) who have responsibilityfor the educational programming of thestudent as the case manager, unless anotherprofessional is more appropriate. Specifi croles of case managers in transition planninginclude:• scheduling and facilitating transitionplanning meetings• determining graduation dates alongwith students, parents or legal guardians• determining members of transitionplanning teams in consultation withstudents and parents• facilitating agreement about the rolesand responsibilities of members• monitoring implementation of transitionplanning• maintaining transition planningdocuments (ex: student assessments,transition planning fi le, documentationof the plan, meeting notes and otherrelated materials)• updating plans annually and keepingpupil fi les current• maintaining communication with teammembers, students, parents or legalguardians• helping the student and parents fi ndservices and resources available in thecommunityTeachersStudents’ educational programmingshould be a part of the transition planningprocess. The commitment and collaborationof teachers (resource teachers, specialeducation teachers, classroom teachers,subject teachers, guidance counsellors) whoare involved with the students are critical.Teachers’ roles may include:• assessing the student’s strengths,needs, interests and performance• making connections between thetransition planning goals of the studentswith their educational goals• to help students who want postsecondary education identify therequirements and prepare accordinglySchool Division - StudentServices StaffStudent services staff who are closelyinvolved with transitioning students maybecome members of the transition planningteam. They may include speech and languagepathologists, occupational therapists, socialworkers, psychologists, etc. They may:• identify specifi c ongoing needs of thestudent including service requirements• provide assistance to increaseindependence and potential of thestudent to successfully adapt to andmaintain a more independent adult lifeFor information on AppropriateEducational Programming – high school– see Appendix D17

Interactive Roles and Responsibilities of Community Workersfrom: Manitoba Family Services and Housing, Regional HealthPrograms/Services and Child and Family Services AgenciesChildren’s Services WorkersWorkers from Manitoba Family Services andHousing, services provided by regional healthauthorities and child and family servicesagencies who are involved with the student,should participate in the transition planningprocess until the team agrees that a transferto appropriate adult services is completed.Children’s Special ServicesManitoba Family Services and Housing’sChildren’s Special Services (CSS) programprovides services and supports to birth,extended or adoptive families who areraising children with developmental and/orphysical disabilities. Services and supportsare available through regional offi ces that arelocated throughout the province.The roles of the Children’s Special Services inthe transition planning process may include:• informing the family about the transitionplanning process and discussingpotential adult service options andeligibility requirements (EIA, VR, etc.)• completing referrals for appropriateadult services which include supportingdocumentation/current assessments incollaboration with the family and school• attending school transitional planningmeetings• connecting adult service worker(s) to thefamily when eligibility is confi rmed• participating in school transitionalplanning meetings to ensure continuity• working with adult service workers toprovide ongoing planning and referralsChild and Adolescent CommunityMental Health WorkersThe roles of child and adolescentcommunity mental health workers, fromservices provided by regional healthauthorities may include:• attending transition planning meetingsto provide current information to theteam on available services and supports• helping students, parents, school teamsand support networks explore anddetermine appropriate adult supportsand residential options• making referrals to appropriateprograms for adults withinrecommended time lines• connecting with assigned adult servicesworkers to co-ordinate supports andservices• helping students and families fi ndpotential resources in collaboration withadult services workers and school teamsChild and Family Services WorkersThe roles of the child and family servicesagency workers may include:• attending transition planning meetingsto provide current information to teamsabout available services and supports• helping students, parents, school teamsand support networks fi nd appropriateadult supports and residential options• making referrals to appropriateprograms for adults withinrecommended time lines• connecting with assigned adult servicesworkers to co-ordinate supports andservices• helping students and families fi ndpotential resources in collaboration withadult services workers and school teams18

Adult Services WorkersAdult services workers from Manitoba FamilyServices and Housing, designated agenciesand regional health authority programs/services must be involved in transitionplanning. One or more of the followingprograms may be considered, depending onthe needs of the student:• Employment and Income Assistance• Supported Living Program- Day Services- Residential• Vocational Rehabilitation Program(through Manitoba Family Services andHousing; or designated agency, CNIB,Society for Manitobans with Disabilities,Canadian Paraplegic Association Inc.)• Community Mental Health Services• Home Care ProgramSupport programs determine the student’seligibility for services. Once eligibility fora support program is determined and theavailability of the program is confi rmed, theroles of the adult worker may include:• providing information to students,parents and school teams on adultprograms and services (ex: residential,vocational and recreational) available inthe community• making referrals to appropriatecommunity adult programs and servicesand needed resources• ensuring wherever possible that adultservices are in place for students whenthey graduate• working with students, parents andschool teams in annual transitionplanning meetings as necessary (at leastone annual transition planning meetingbefore assuming case responsibility)Community Service ProvidersCommunity service providers includegovernment funded community organizationsthat may provide direct services for thoseeligible for adult supports. Communityservice providers may help transitionplanning teams by:• attending transition planning meetingsas required• presenting specifi c information to teamsabout their services• assisting the team in determining theknowledge and skills critical for thestudent to transition successfully toadult supports (suggestions for highpriority outcomes)• providing direction for students andplanning teams in preparing for,obtaining and maintaining employment(through assessment and assistance indeveloping work training outcomes andmethods)19

ADULT SUPPORT PROGRAMS AND SERVICESAdult Support Programs and Services Administeredby Manitoba Family Services and Housing or Designated AgenciesAdult supports for individuals withexceptional needs may be provided byManitoba Family Services and Housingthrough regional offi ces or throughdesignated agencies including:• Employment and Income Assistance• Supported Living Program- Day Services- Residential• Vocational RehabilitationThese programs may include assessment,planning, information, referral, guidance,counselling, treatment, skill development andresource development.There are eligibility requirements foradult support services. Applicants mustbe Manitoba residents who are Canadiancitizens or legally entitled to live and work inCanada. A registered member of an IndianBand in Manitoba must have establisheda permanent residence off-reserve before areferral or request for services.The Student, along with their transitionplanning teams should contact their regionalservice centres early in transition planningfor complete details on available programs,including eligibility requirements.Employment and IncomeAssistance (EIA) for Personswith DisabilitiesEmployment and Income Assistance isprovided through regional offi ces of ManitobaFamily Services and Housing.Applicant must:• have a documented mental, learning, •physical, psychiatric or sensory disability• live in the community or in a long-termor chronic care facility• need fi nancial assistance to meet his/herneedsSupports AvailableEmployment and Income Assistance includesthe following services for eligible participants:• Income Assistance: provides funds orservices to help meet a person’s basicneeds, including a living allowance, anallowance for shelter (rent, room andboard, residential care charges) andessential health services. (Note thathealth services through EIA cover thecost of essential health needs, includingdrugs, dental services and opticalsupplies• Income Assistance for Persons withDisabilities: provides an additionalmonthly fi nancial benefi t to assist peoplewith disabilities with the additionalcost of living with a disability in thecommunity.• Work Incentive Program: allowsprogram participants to keep a portionof their earned income and still receivebenefi ts from the Employment andIncome Assistance Program. Under thisprogram, recipients will always havemore money if they work, than if they donot.Timelines for Referral and ServiceProvisionAn in-person application may be made atage 18.20

Supported Living Program (SLP)– Residential and Day ServicesServices are co-ordinated through communityservice workers to meet the unique needs ofeach individual. Supports and services areaccessed through regional offi ces across theprovince as available.Applicants must:• have documented, signifi cantly impairedintellectual functioning accompaniedby impaired adaptive behaviour existingbefore reaching the age of 18• be a Canadian citizen or adult legallyentitled to permanently remain and workin Canada and a resident of ManitobaA. Residential ServicesResidential services include a range ofsupports to help individuals live in thecommunity. Options include:• independent living with supports –provides skill development and supportenabling adults to live on their own• family home – supports are providedso an individual can live with parents orextended family• residential care facilities – operated byan agency or private operator to provideaccommodation, care and supportconsistent with individual needsA self-directed program, In the Companyof Friends, which links participantswith volunteer support networks in thecommunity, may also be available.B. Day ServicesDay services include a range of supports andtraining to help individuals participate in thecommunity through one or more activities:• supported employment and follow-upservices to support individuals in paidjobs in community settings• vocationally focused services tohelp develop, maintain and enhancevocational and social skills, provided in aday service facility or community setting• personal development services todevelop, maintain and enhance anindividual’s personal care and socialskills, emotional growth, physicaldevelopment and community skillsAge for Service Availability:• residential services:at age 18• day services:July of the calendar year an individualturns 21Vocational RehabilitationVocational Rehabilitation services may bedelivered or co-ordinated by:1. Provincial Government -- Vocationalrehabilitation counsellors are locatedin the Manitoba Family Services andHousing (FSH) regional offi ces inrural and northern Manitoba and incommunity area offi ces in Winnipeg.FSH provides vocational rehabilitationservices to persons with mental, learningor psychiatric disabilities.2. Regional Health Authorities – Mentalhealth workers are located across theprovince thorough RHAs and provideservices to persons with psychiatricdisabilities. Some regions also employemployment development specialists.3. Designated Agencies – Some agenciesreceive provincial funding throughFSH to provide services to personswith specifi c disabilities. The threedesignated agencies are:a. Society for Manitobans withDisabilities Inc. – provides vocationalservices to persons with a physicaldisabilities including the Deaf andhard of hearing (excluding personswith a visual disability or spinal cordinjuries).21

. Canadian Paraplegic Association– provides vocational services topersons with spinal cord injuries.c. CNIB – provides vocational services topersons with visual disabilities.Applicant must meet specifi c eligibilitycriteria and be able to enhance his/her abilityto regularly pursue employment throughvoluntary participation in rehabilitation/training process appropriate for his or herindividual needs and vocational goals.Service OptionsThe Vocational Rehabilitation Programhelps participants develop an appropriatevocational plan based on their unique needs,interests and abilities. The implementation ofthe individual vocational rehabilitation planmay involve a single referral or a multi-yeartraining plan, including a variety of services,as follows:• School-to-Work Transition Program:provides funding to purchase supportsdesigned to facilitate the transition ofeligible students from school to paidemployment.• Post-Secondary Education and Training:may provide funding support to assistindividuals to enrol in University orCommunity College programs.• Vocational Training: through a range ofAssessment and Employment Servicesas well as training on the job.• Support Services: such as buildingor vehicle modifi cation, technicalaids or devices, special equipment,transportation, tutors, interpreters,sign language or note taking are alsomade available to assist or enablethe individual to pursue training oremployment goals.• Job Placement: assistance with resumepreparation, making contacts with jobplacement services, job referrals and jobdevelopment services.• Employment Support Services: are timelimited and may be funded to supportindividuals with work-related issuesimpacting on the ability to maintainemployment.Age for Service Availability:• Age 16 or over and not attending school.Inquiries for Employment and Income Assistance, Supported Living Programs, Vocational RehabilitationProgram, and other services from FSH:Contact information for FSH regional offices is available at:www.gov.mb.ca/fs/locations/ruralnorthern.html(rural or northern regions of Manitoba)or www.gov.mb.ca/fs/locations/winnipeg.html (Winnipeg).Inquiries for vocational rehabilitation services from the designated agencies should be directed to:Society for Manitobans with Disabilities: www.smd.mb.ca/contact_us.aspxThe Canadian Paraplegic Association: www.cpamanitoba.ca/CNIB Vision Health Vision Hope www.cnib.ca/en/mb-sk/Default.aspx22

Adult Support Programs Funded by ManitobaHealth and Healthy LivingAdult support programs may be availablethrough regional health authorities (RHAs)and include the Community Mental HealthServices and Home Care ProgramRHAs deliver mental health services includingplanning, delivery and ongoing managementof services in Manitoba. Community mentalhealth workers provide services throughthe RHAs and Community Mental HealthServices.Questions about the responsibilities atthe local level can be directed to theregional health authorities atwww.gov.mb.ca/health/rha/contact.htmlCommunity MentalHealth ServicesCommunity mental health providescomprehensive assessment, casemanagement, rehabilitation/treatment,counselling and crisis intervention,community consultation and education.Community mental health services staff helppeople with mental illness develop copingand living skills. They also help them fi ndother community services they may need.Eligibility for Community MentalHealth ServicesEach RHA has its own eligibility criteria andintake process. However, there are somecommon standards:• Services are for individuals with mentalhealth problems that compromisetheir capacity to participate in majorlife activities such as family life,employment, education, community orsocial relations (ex: schizophrenia, majoraffective disorders, bipolar disorders,anxiety disorders).• Participation is voluntary and requiresthe informed consent of the individualfor referral.• Services are usually for individuals 18years of age or older, who are residentsof the regional health authority.RHAs can set their own eligibility criteriaand intake process. To fi nd out aboutspecifi c eligibility criteria applicants or theirdesignates must contact the RHA where thestudent resides.In addition to the services provided bycommunity mental health workers, RHAs mayhave a variety of additional programs. It isimportant to consult the home region of thestudent about the services available locally.Timelines for Referral and ServiceProvision• Referral: at age 17• Potential timeline for service to beavailable: at age 18 or olderHome Care ProgramThe regional health authorities deliver theHome Care Program including planning,delivery and ongoing management ofservices.The RHA’s are responsible for:• accepting referrals and determiningeligibility for home care services, basedon a multi-disciplinary assessment• developing a plan of care whichtakes into account the needs of theindividual and family as well as availablecommunity resources• determining the amount and type ofservices to be provided23

Section TwoSupport Guidelines for Implementationof Bridging to Adulthood:A Protocol for Transitioning Studentswith Exceptional Needs from School to Community25

Person-Centred Transition PlanningPerson-Centred PlanningStudents go through different stages oftransition during their school years, frompreschool to school, from early years tomiddle years, from middle to senior yearsand from school to adult life. These stagesoften involve changes in environments, rolesand responsibilities, needs, and/or socialrelationships. The transition from school toadult life causes substantial changes in thelives of students and families.Person-centred planning strives to provideservices and supports that meet the specifi cneeds of the individual. To do this, theparticipation of the student is key and theirinterests, strengths and circumstancesare the foremost factors to consider. Aperson-centred planning process willinvolve key people working together todevelop a transition plan that meets thestudent’s needs, using available resources or,advocating for new or enhanced services.Person-centred transition planning mayinclude:• pursuing academic areas of interest andcontinuing meaningful involvement inschool life past age 18• celebrating the completion of highschool through the graduation ceremonywith peers, and then shifting focustowards life/work preparation withcontinued support from the school• pursuing a combination of volunteer andwork experience through the school• shifting school focus towardsmeaningful participation in communitylife (volunteerism, recreation)in increasing independence/interdependence• high school completion after fouryears and transition to the support of acommunity service provider• preparation for post secondaryeducation after high schoolPerson-Centred TransitionPlanningIndividual students’ strengths and needsare always unique and may require manyco-ordinated services for successfultransition. A student’s current level ofperformance in transition areas all becomea part of a student profi le that influenceshis/her transition planning. Considering astudent’s individual strengths and needshelps ensure a successful transition.Goals and ObjectivesThe goal of person-centred transitionplanning is to help students achieve anoptimum quality of life as they become adultsin the community. An effective team will:• identify the student’s interests,preferences, strengths and needs• involve and empower the student andfamily in the transition process• increase the capacity of the student formeaningful participation in communitylife• identify potential post school options(e.x: recreation, education and/orcommunity life)• identify and secure required resourcesand supports for successful transition• ensure that implementation plans aremade• involve the student, family and otherteam members in carrying out the plansEffective Practices inTransition PlanningThe following principles should be consideredin transition planning:1. early co-ordinated planning2. student, parent and support networkinvolvement3. team collaboration4. inclusive, community-based approaches27

5. developing a student’s selfdeterminationand self-advocacy skills6. comprehensive and functionalapproaches1. Early, Co-ordinated PlanningEarly planning gives teams suffi cient timeto understand the student and their needs,develop his/her potential, secure necessaryresources and explore opportunities. To beeffective, transition planning should re-visitthe goals, activities, roles and responsibilitiesof team members, as the student grows older.2. Student, Family and SupportNetwork InvolvementStudent and family involvement (parents,siblings, grandparents) is fundamental toensuring students’ needs, interests andcapabilities are reflected in the transitionplanning process.The student is the central member of thetransition planning team. His/her roleis particularly central in goal setting anddecision making. The roles of the student intransition planning include:• attending individual planning meetings,if possible• sharing information on his/her interests,skills and hopes for the future• participating in assessment designed toidentify current skills and needs• identifying goals in transition planning• expressing his/her opinion in thedecision making process• fulfi lling his/her share of the responsibilitiesto reach the goals of the planParents are key members of the team whocan ensure that transition planning reflectsthe interests, benefi ts and values of thestudent. Suggested roles of parents include:• understanding the transition planningprocess and obtaining relevantinformation• attending IEP/ITP meetings• sharing their knowledge of their child’sinterests, strengths and needs• helping their child identify goalsachievable with effort• offering opinions and participatingin the decision making process oftransition planning• encouraging and helping their childparticipate in transition planning• fi nding information on services andresources available, currently or aftergraduation• helping their child carry out theresponsibilities assigned to him or her inthe transition plan• helping their child developindependence and self-determination ineveryday livingStrategies to support student involvement include:• previewing the agenda of team meetings with the student• providing the student with an orientation on the general process of transition planning• helping the student understand his/her role and responsibilities in transition planning and the signifi cance ofhis/her participation• using an alternate/augmentative communication system for the student if he/she has diffi culty communicating• ensuring suffi cient opportunities and time for the student to express opinions and make decisions• making transition planning meetings personal and welcoming to the student, by inviting individuals withwhom the student feels comfortable and arranging a welcoming environment (ex: preparing snacks, playingmusic, providing comfortable seating)28

Strategies for parental involvement• Clarify the roles and responsibilities of the parents in the process.• Maintain frequent communication with parents about the student’s needs and progress.• Provide orientation on the purpose, process and key decisions in transition planning (ex: web-basedinformation, booklets, information evenings).• Inform them about programs and services available in the community and how to access them (ex: transitionfairs, tours of adult service providers, booklets).• Arrange transition planning meetings that are convenient for them to attend.• Provide them with a meeting agenda in advance.• Ensure they have opportunities to offer their opinions freely and raise concerns during meetings.• visiting various placement optionsor programs to help their child makedecisions for future options (ex:residential, vocational, recreational)• sharing information about their child’sprogressAlong with the student and the family,members of the student’s support networkwho can provide valuable input for transitionplanning should be included in planning.A support network may include siblings,friends, advocates, foster parents, grouphome staff, etc.3. Team CollaborationTransition planning may involve manypartners from various disciplines andorganizations including school divisions,government, designated agencies, serviceproviders, advocates, Manitoba Justice andthe community. It is critical to establish andmaintain a collaborative team to effectivelysupport the student through transition fromone support system to another.A collaborative approach allows teammembers to communicate and shareinformation and resources. Effective,accountable, seamless transition planningrelies on team collaboration. Clarifi cation ofthe roles and responsibilities of the membersis also crucial.4. Inclusive, Community-BasedApproachNo matter how intense and complex theneeds of a student are, everyone has the rightto be included as part of the community asstudents and into adult life. For studentswith exceptional needs, limited experiencesin the community and a lack of contact withpeers will be an indicator of limited potentialfor inclusive community life. It is importantfor students to be a part of inclusivecommunities inside and outside of schoolso they can reach their goals in areas suchas social relationships and employment. Ininclusive schools, transition planning shouldfacilitate inclusive experiences and instructionfor a student with exceptional needs as muchas possible.5. Developing a Self-Determinationand Self-Advocacy SkillsDeveloping a student’s self-determinationand self-advocacy skills enhances theirown transition planning and the qualityof their lives as adults in community life.This involves developing student specifi coutcomes in areas such as:• decision-making• problem solving• taking initiative• self-management29

The family, school and other team membersshould help students fi nd and useopportunities to develop and exercise selfdeterminationand self-advocacy in their dailyroutines. A student may require practice in:• expressing personal preferences andinterests• communicating wants and needs withothers• making decisions and explaining thereasons• identifying problems or diffi culties in agiven situation and fi nding solutions• being aware of situations that needself-advocacy (ex: discrimination,harassment, abuse, etc.), and how todeal with them• setting goals and taking action toachieve them6. A Comprehensive, FunctionalApproachTransition planning requires acomprehensive, functional approach coveringsuch things as vocational skills, social skills,independent living, health, daily living skillsand academic knowledge. For students withlimited daily living skills and diffi culties ingeneralizing learned skills, the transitionteam will need to focus on developingfunctional skills useful to adult life in thecommunity. Many students with exceptionalneeds require extensive, specifi c instructionsand/or support to develop many of the skillsothers acquire through daily experiences.In addition, teaching functional skills tostudents with exceptional needs may becombined with community-based experiences(ex: work experience, shopping/banking skills,transportation skills) in situations where theyare likely to be needed.Meeting PreparationWell organized meetings are essential foreffective person-centred transition planning.Case managers and other team membersshould ensure:• The individual student’s dreams andvision for future is the standard towardwhich the planning team strives.• The planning should be results-orientedwith achievable goals and a plan forimplementing and monitoring ofoutcomes.• The focus of the planning should be onthe strengths, interests and hopes ofthe student and the required supports,rather than on the student’s disabilities.• The planning should respect and reflectthe student’s background (ex: familyvalues, way of life, culture, communitylife).When, How Often and Where?Planning meetings may be formal or informal.Informal meetings can occur as frequently asneeded, anytime through the year and involvecontact by phone, e-mail or in person. Formaltransition planning meetings must be held atleast annually. Annual outcomes need to bedecided on soon after the beginning of eachschool year.The time and location for meetings should bearranged by case managers to accommodatethe participants as much as possible.Accessibility and convenience for thestudents and parents is important.Who should attend the meeting?A transition planning case manager shouldconsult with the student and parentsabout who will be invited to the IEP/ITPmeetings. The core team should include thestudent, parents and/or legal guardian/CFSagency worker and the case manager. Thestudent’s friends or advocates should alsobe welcomed to attend if their presence30

will provide support and/or importantinformation.While many professionals and other supportpeople (ex: teachers, administrators,specialists, community service providers,advocates, etc.) may be involved in thetransition planning for the student, the teammay choose to invite only the people who aredirectly related to the issues on the agenda toany given meeting. The case manager shouldconsult with the student and family aboutwho they want to invite to a meeting.Conducting the MeetingPlanning meetings should look at prioritylearning needs holistically (e.g. employment,housing, personal management, health,community participation, recreation, etc.)to identify the needs of the student andco-ordinate services. The work of meetingparticipants may include:• sharing new information about thestudent• identifying gaps in what the team knowsabout a student• developing/updating a student profi le• evaluating the progress and outcomes ofprevious planning or describing currentlevels of performance• discussing adult support options andrequirements including contacts to bemade• setting the priorities to be addressed inthe plan• identifying student specifi c outcomesand performance objectives• developing implementation plans• establishing and updating roles andresponsibilities• identifying responsibilities for writing,updating and sharing IEPs or ITPsFor a checklist outlining steps for conductinga planning meeting, see Appendix F.Person-Centred Planning ToolsSome teams may choose to use specifi cperson-centred planning tools for transitionplanning. Two tools which are commonlyused are: Making Action Plans (MAPS) andPlanning Alternative Tomorrows with Hope(PATH).For further information on MAPS andPATH, see Appendix E.Strategies for team collaboration:• Create a positive, respectful and welcoming atmosphere.• Avoid the use of jargon.• Establish a joint vision and shared mission.• Ensure every member is familiar with the purpose of the transition planning process.• Clarify roles and responsibilities.• Develop specifi c implementation plans with assigned timelines and monitor the process and results.• Establish a communication network among members (ex: phone, e-mail, regular meetings).• Develop agreements for collaborative teamwork and document them.The transition planning case manager’s leadershipis particularly crucial in ensuring team collaboration31

Transition Planning ProcessTransition planning may follow the sameprocess as individual education planning(IEP). In Manitoba, IEP is a global term forany written plan developed by a team thataddresses the individual needs of a student.School teams, including families, are likelyto be familiar with the IEP process. Whatmay occur, beginning in Grade 9, is that thestudent’s IEP planning process begins totake on a new perspective with domains andstudent specifi c outcomes (SSOs) addressingtransition needs taking priority as high schoolcompletion nears.Transition planning consists of four stepsconsistent with individual educationplanning:1. setting direction2. gathering information3. developing the transition plan4. implementing and reviewing the plan1. Setting DirectionCase managers who are responsible fortransition planning will identify key teammembers as the fi rst step of the process.The team members will include peoplewho are currently involved with the studentas members of the student’s IEP team.The team should also include people whowill be involved as the student preparesto leave school. These include communityworkers from Manitoba Family Services andHousing, CNIB, Society for Manitobanswith Disabilities, the Canadian ParaplegicAssociation Inc., child and family servicesagencies and regional health authorityprograms/services. Community ServiceProviders and members of support networksmay also have a role in individual transitionplanning.Depending on the needs of the studentand individual circumstances, some teammembers will be permanent, while othersparticipate as needed basis or upon request.After identifying the team members, settingdirection may involve:• orienting the members about thetransition process• clarifying member’s roles andresponsibilities• deciding on a process for collaborationand sharing information2. Gathering InformationObservation and assessment are ongoingin transition planning. They help the teammonitor the student’s transition needs anddetermine appropriate outcomes.The team may gather information about:• the student’s vision for the future as wellas interests, hopes and aptitude (withinput from family and support networkswhen appropriate)• background information about thestudent and his/her family andcommunity (ex: language, culture, wayof life, etc.)• the student’s current level ofperformance, experiences, strengths andneeds• the skills or knowledge the studentrequires for successful transition• the available community based servicesand resources• the ongoing requirements foradaptations or assistive technologicaldevices or therapies to help the studentTo gather this information, the team may:• conduct curriculum-based assessments• collect work samples• interview the student, parents, teachers,or other support staff• use inventories or checklists from thestudent, parents, or other support staff32

• use specifi c observations of the studentin various settings (ex: classroom,home, worksites, retail store, etc.)• examine existing documents (ex: studentschool records, previous IEP or ITPassessments)• guide the student in developing a careerportfolio• assess the student’s specifi c skills invarious real life settings (ex: vocational,behavioural, academic)• conduct diagnostic assessments (formalor informal cognitive, or adaptivetesting)Student Self-Managed Career PortfolioGuide:Guidelines for students in Manitobato develop a career portfolio areavailable at:www.edu.gov.mb.ca/k12/cur/cardev/resources.html.3. Develop Individual PlansSelecting Priority Learning NeedsSuccessful adults try to balance their dailylives. Transition planning also requiresbalancing several areas:A. life-long lear ningB. employment/career d evelopmentC. building social networks and inclusionD. living in the community withindependenceAlthough priority outcomes in transitionplanning may vary for individual students,the team should assure that any concerns inthese areas are addressed.For information on developingannual student specific results, seeAppendix G.A. Life-long Learningi) Post Secondary EducationSome students may choose post secondaryeducation after high school. Persons withdisabilities have the right to reasonableaccommodation within post secondaryinstitutions. Post secondary institutionsmay require skills or specifi c prerequisitesfor acceptance that often demand long termpreparation, such as particular course creditsor skills. The transition planning team maysupport a student in areas such as:• exploring the student’s areas of interest,strengths and needs• supporting self-determination and selfadvocacyskills• helping the student develop skillsneeded for post secondary education(ex: effective study strategies, literacy,computer skills, communication)• learning what the entrance requirementsare for post secondary institutions• identifying disability services available inpost secondary institutions• helping the student in the applicationprocess• arranging for assistive technical devicesand investigate the portability ofspecialized equipment from one systemof support to anotherFor information on post-secondaryeducation institutes in Manitoba, seethe Advanced Education and Literacywebsite at: www.edu.gov.mb.ca/ael/unicoll/index.html.ii) Other Community Programs and TrainingOptionsStudents who do not choose post secondaryeducation may benefi t from other communityprograms or training opportunities toadvance their employment or communitylife after graduation. The transition planningteam needs to assure that the student andthe family are able to access information onavailable community resources.33

For information on communityprograms and training for Manitobanswith exceptional needs, seewww.contactmb.org/.MB4Youth connects to services andprograms for young adults fromeducation to jobs, from driver licensingprograms, to environmental projects.www.edu.gov.mb.ca/mb4youthdivision/B. Employment/Career DevelopmentWork is the key means to achieve toindependence, contribute to society, developsocial relationships and establish self-esteemfor many citizens. For this reason this area isparticularly important in transition planningfor students with exceptional needs. Somestudents may require specifi c individualsupports for career development. Throughcareer development a student may:• earn high school credits• learn and practise pre-vocational socialskills• develop employability skills• expand resumes and career portfolios• make contacts with people in thebusiness community• adjust employment expectations, exploreemployment options and narrow jobsearch focusC. Building Social Networks andInclusionThis area may involve developing friendships,collaborating with others and participatingin social and cultural events. Areas thetransition planning team may addressinclude:• developing social skills- offering and asking for help- negotiating conflict• increasing social integration/networkingopportunities- maximizing inclusive placement withpeers and general public- exploring interests, hobbies, volunteerand leisure activities• meeting with those who interact with thestudent to help them- understand the characteristics,strengths and needs of the student- communicate comfortably andsuccessfully with the studentCareer Development CurriculumManitoba’s career development curriculum are developed by Manitoba Education Citizenship and Youth to helpschools prepare students for their future careers. The following fi ve themes included in Manitoba’s life/workexploration curriculum are a guide for transition planning for all students, including those with exceptionalneeds:• personal management• career exploration• learning and planning• job seeking and job maintenance• career and community experiences34

D. Living in the Community withIndependenceThis area addresses the personalmanagement, community participation andself-advocacy issues that an independent adultfaces in the community. Examples include:• personal management- daily household tasks, such ascooking, cleaning, shopping- personal care, hygiene• community participation- voting- accessing community facilities,resources• self-advocacy- self-awareness (strengths, weakness,specifi c needs)- awareness of potential risks and abuseand ways to prevent or deal with themFor some students, increasing independencewill require specifi c training and supports. Tobe effective, the instruction and assistanceshould be combined with community-basedexperiences, in places where those skills aremostly likely to be used. Since many activitiesin the home environment involve theseindependent living skills, collaboration withhome is necessary in helping the studentdevelop and generalize necessary life skills.4. Plan Implementation and ReviewEffective implementation of the plan requiresongoing communication among the teammembers. Implementation also requires thatS.M.A.R.T. outcomes which include practical,effective instructional and assessmentstrategies are in place.SSO’s should be S.M.A.R.T.• Specifi c: written in clear, unambiguouslanguage• Measurable: allow student achievementto be described, assessed, and evaluated• Achievable: realistic for the student• Relevant: meaningful for the student• Time-related: can be accomplishedwithin a specifi ed time period, typicallyone school yearThe identifi ed learning outcomes andinstructional strategies are clearly understoodby all team members involved on a daily basis.Implementing the plan also involves:• securing appropriate co-operation,partnerships, resources and services toimplement the plan• maintaining ongoing communicationwith the student, parents, and otherteam members• monitoring the progress ofimplementation• revising and adapting the plan asnecessary• communicating of the progress andoutcomes of the plan with teammembers• reviewing and updating the plan annuallyProblem Solving/Dispute ResolutionTransition planning involves a number ofpeople working together for a commonpurpose. Different opinions are a natural partof working relationships. Sometimes thesedifferences lead to disagreements or disputes.Informal dispute resolution is a co-operative,creative, problem solving process.Working Together: A Guide to PositiveProblem Solving for Schools, Families, andCommunities is a resource to support localschool and school division dispute resolutionpolicies and practices.Working Together: A Guide to PositiveProblem Solving for Schools, Families,and Communities can be found at:www.edu.gov.mb.ca/k12/specedu/problem_solving/index.html35

Appendices37

INITIATING THE PROCESSHigh School Entry(Age 14 to 16) Age 16 to 17 AGE 17 to 18Students and/or parents/guardians with support networks, substitute decision maker(see Appendix H), teachers,❑ become aware of options & planningprocess❑ think about potential communityexperiences, graduation date, adult options❑ provide information on strengths/ interests/dreamsSchool❑ appoint case manager for transitionplanning❑ co-ordinate initial planning meeting withthose closest to student (IEP team)❑ begin appropriate work/communityexperiences*❑ explore potential grad date and senior yearsprogramming direction with student, familyand IEP team❑ inform families about adult support options& transition planning process❑ contact adult program (SLP, MH, VR) whereno children’s worker involved or co-ordinatecontact with children’s worker❑ explore residential support services ofpersonal preference or plan to reside infamily home❑ understand the implications of leavingschool before completing graduationrequirements, or availability of adultsupports❑ co-ordinate annual transition planningmeeting❑ research eligibility criteria for adultprograms❑ initiate referrals to adult programs (SLP,VR, MH) in consultation with parents❑ include adult worker in IEP/ITP meetings❑ assist with gathering information regardingsupports required at home and incommunity❑ at age 18 a person with disability maycontact Employment & Income Assistancefor assessment of eligibility❑ apply for appropriate ID❑ age 18 may involve move to adult residentialfacility with support from adult programs(ex: SLP,MH)❑ co-ordinate annual transition planningmeeting❑ increase focus of instruction towards priorityoutcomes for transition❑ advocate for establishment of communitysupports for adult life, where none currentlyexist* 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.Services for ChildrenChild and Family Service Agencies*❑ inform the family about the transitionplanning process and discuss potentialadult service options. (EIA, VR, etc.) andeligibility requirements❑ complete referrals for appropriate adultservices in collaboration with the parents.❑ attend school transitional planningmeetings.•Children’s Special Services,❑ inform the family about the transitionplanning process and discuss potentialadult service options. (EIA, VR, etc.) andeligibility requirements❑ complete referrals for appropriate adultservices in collaboration with the parents.❑ attend school transitional planningmeetingsChildren’s Mental Health❑ inform the family about the transitionplanning process and discuss potentialadult service options (EIA, VR, etc.) andeligibility requirements❑ complete referrals for appropriate adultservices in collaboration with the parent/legal guardian❑ attend school transitional planningmeetingsRegional contacts:❑ complete referrals for appropriate adultservices in collaboration with the family.❑ link the appropriate adult service worker(s)to the family, upon confi rmation of programeligibility❑ participate in school transitional planningmeetings to ensure continuity of planningfor services and supports❑ complete referrals for appropriate adultservices in collaboration with the family.❑ link the appropriate adult service worker(s)to the family, upon confi rmation of programeligibility❑ participate in school transitional planningmeetings to ensure continuity of planningfor services and supports❑ complete referrals for appropriate adultservices in collaboration with the family❑ link the appropriate adult service worker(s)to the family, upon confi rmation of programeligibility❑ participate in school transitional planningmeetings to ensure continuity of planningfor services and supports❑ continue to plan and make referrals toappropriate adult resourcesIn consultation with adult worker❑ continue to plan and make referrals forrequired supportsIn consultation with adult worker❑ continue to plan and make referrals forrequired supportsChildren’s Special Services (CSS) Phone # E-mail @(Other)_____________________ Phone # E-mail @38___________________________ Phone # E-mail @

APPENDIX Ayears where overlap may occurOne Year Before GraduationGraduation Yearsiblings, relatives, friends, advocates, foster parents or group home staff❑ plan for post-secondary education/ training, work/communityplacement, or vocational/day service❑ choose supports that match individual preferences/needs or new/enhanced servicesmake informed decisions about❑ employment❑ move to post-secondary education/training, work/communityopportunities❑ accessing a variety of supports/services from community basedservice providers.❑ co-ordinate annual transition planning meeting❑ increase work/community experiences❑ ensure curriculum supports a planned move to post secondaryeducation/training❑ ensure completion of SLP day services: information gathering andreferrals❑ include assigned adult community worker in planning meetings❑ identify resources required: work/community❑ co-ordinate annual transition planning meetings❑ increase work, community and /or recreation experiences❑ ensure curriculum supports move to post-secondary education/training❑ ensure completion of SLP Day Services: information gathering andreferrals❑ include assigned Adult Community Worker in planning meetings andprovide current information❑ identify resources required: work/community• a child and family services agency may continue involvement beyond age 18 for children who are permanent wards under the guardianship ofthe CFS agency, depending on individual circumstances39

INITIATING THE PROCESSHigh School Entry(Age 14 to 16) Age 16 to 17 AGE 17 to 18Services for Adults (Employment and Income Assistance, Supported Living Program, vocational rehabilitation services,❑ provide transition team with generalinformation re referral process, eligibilitycriteria, & adult service optionsHome Care Program❑ receive referral and conduct assessment todetermine eligibility❑ provide information on adult resources❑ case co-ordinator collaborates in developingcare plan❑ case co-ordinator arranges services specifi edin care plan❑ participate in the facilitation of alternateresidential placement in communityRegional contactsRHA Contact Information:Name ___________________________ Phone #E-mailCommunity Mental HealthName ___________________________ Phone #@Supported Living Program (SLP)❑ acknowledge receipt of referral, checkeligibility & assign community worker❑ community worker participates in planningmeetings with transition team (at least onebefore assuming case responsibility)❑ provide information regarding adultsupports/ service providers❑ request for funding for residential/supportservices if required at age 18❑ complete referrals to residential serviceprovider of choice as required❑ provide information regarding theestablishment of community supports foradult life, where none currently existDay Services❑ check eligibility & assign community worker❑ provide information on adult programs andresources in communityRegional Health Authorities (RHA)Mental Health (MH) Services and Supports❑ check eligibility & assign community worker❑ assigned worker participates in planningmeetings (at least one before assuming caseresponsibility)❑ provide information re adult resources❑ complete referrals to adult resources❑ request for funding for residential and/orsupport services if required at age 18Home Care Program❑ assess and facilitate request for funding forresidential/support services if appropriate atage 18Regional Community Workers:NameE-mailPhoneAddressNameE-mailPhoneAddressE-mail@Supported Living ProgramName ___________________________ Phone #E-mail@Employment and Income AssistanceName ___________________________ Phone #E-mail@Vocational Rehabilitation ProgramName ___________________________ Phone #E-mail@OtherName ___________________________ Phone #E-mail@40

years where overlap may occurOne year Before GraduationGraduation Yearmental health services and supports, Home Care Program)Employment and Income Assistance❑ apply in person at age 18 and beyondRegional Offi ce Address: _____________________________________________Phone #___________________________________________________________Vocational Rehabilitation Program FSH, RHA, designated agency (SMD, CNIB, CPA)❑ acknowledge receipt of referral, check eligibility & assign community worker❑ community worker participates in meetings with transition team❑ provide information on adult supports/ service providers❑ develop individual vocational plan❑ identify and initiate referral to service provider of choice and request funding for services, including technical assessments, upon studentleaving schoolRegional Vocational Rehabilitation community workers:Name ___________________________ Phone # E-mail @Name ___________________________ Phone # E-mail @Name ___________________________ Phone # E-mail @Designated Agency Contacts:Name ___________________________ Phone # E-mail @Name ___________________________ Phone # E-mail @Name ___________________________ Phone # E-mail @Supported Living Program (SLP) – Day Services❑ ensure completion of previous steps in the referral process❑ community worker participates in meetings❑ request funding for day service resources two years before graduation❑ referrals to day service resources and adult clinical servicesName ___________________________ Phone # E-mail @Name ___________________________ Phone # E-mail @Name ___________________________ Phone # E-mail @41

APPENDIX BTransfer of a pupil file and continuation of transition planningwhen a student changes schools or school divisions.A pupil fi le and the pupil support fi le will contain information important for the transitionplanning team including a copy of the latest individual plan for the student. When a studenttransfers to another high school there is an expectation that transition planning will be carried onby the new team and the plan will be adjusted as necessary.A student’s pupil fi le and pupil support fi le will typically include:• information on the student’s citizenship and legal entitlement to work in Canada• the most recent individual education plan (IEP) and/or health care plan specifi cally devisedfor the student and any amendments• current notes on referrals to/contacts with external agencies (ex: child and family services)or caregivers• detailed documentation from school clinicians and special education/resource staff aboutall inter-agency contacts and services• ongoing health/psycho-social/counselling information, whether medical, psychological orbehavioural• the results of special diagnostic tests• reports from service providers such as agencies, hospitals and clinics• any other assessment or evaluations the parents/legal guardians or the student wantsplaced in the fi le42

Transition Case ChecklistsTransition Checklist - High School Entry - Age 14 to 16APPENDIX CName Phone #StudentParentLegal GuardianCase Manager (Transition)Children’s Program ContactCommunity WorkerSchoolDateInitiated Complete Not ApplicableIdentify case manager for transition planning.Provide general information to students, parents or legal guardianabout adult options and planning process.Co-ordinate initial planning with those closest to student (IEP team).Introduce community experiences.Explore potential graduation date and high school programmingdirection with students, parents or legal guardians and IEP team.Make initial contacts with adult programs (SLP, MH, VR, Home Care)if no children’s worker is involved or co-ordinate contact with children’sworker.Initiate referrals to SLP, VR and Home Care if appropriate.Student - With help from the Support NetworkDateInitiated Complete Not ApplicableBecome aware of options and planning process.Think about potential for❑ community experiences❑ graduation date❑ for adult options available❑ to share information on strengths/interests/dreams43

Transition Checklist - Age 16 to 17StudentParentLegal GuardianCase Manager (Transition)Children’s Program ContactCommunity WorkerSchoolDateInitiated Complete Not ApplicableName Phone #Student - With help from the Support NetworkDateInitiated Complete Not ApplicableIdentify case manager for transition planning.Co-ordinate annual transition planning meetings.Gather information on supports required at home and in community..Review eligibility criteria for adult programs.Include assigned adult community worker in planning meetings.Make initial contacts with adult programs (SLP, MH, VR, Home Care) if nochildren’s worker is involved or co-ordinate contact with children’s worker.Increase community (work and/or recreation) experiences.Ensure curriculum supports a planned move to post secondaryeducation/training.Identify resources required (work/community).Gather information and initiate referral to Supported Living Program.Initiate referrals to Community Mental Health if appropriate.Choose residential support services of personal preference or plan toreside in family home.Understand the implications of leaving school before completion ofgraduation requirements, or availability of adult supports.Plan for post-secondary education/ training, work/communityplacement or vocational/day services.Choose supports that match individual preferences/needs or advocatefor new/enhanced services.44

Transition Checklist - Age 17 to GraduationStudentParentLegal GuardianCase Manager (Transition)Children’s Program ContactCommunity WorkerSchoolDateInitiated Complete Not ApplicableName Phone #Student - With help from the Support NetworkDateInitiated Complete Not ApplicableIdentify case manager for transition planning.Co-ordinate annual transition planning meetings.Increase focus of instruction towards priority outcomes for transition.Help determine appropriate community options for adult life.Include assigned community worker in planning meetings.Provide information on the student’s current performance and needs,including clinical (OT, PT SLP, Nutrition), to assigned communityworker.Ensure graduation requirements have been met.Initiate long-term work/ community experiences and investigatecontinuity post graduation in collaboration with community worker andsupport network.If student is 18 or older, contact Employment and Income Assistancefor persons with disabilities for assessment of eligibility.Make informed decisions about:❑ employment options❑ move to post secondary education/training, work/communityopportunities❑ accessing supports/services from community based serviceprovidersChoose adult community based supports or service provider fromavailable options.Apply for appropriate identifi cation.45

APPENDIX DAppropriate Educational ProgrammingStudents are eligible to attend school until they graduate or until June of the calendar year inwhich they turn 21, whichever comes fi rst. Appropriate educational programming is determinedby the school team in collaboration with the student and parents/legal guardians through theindividual education planning (IEP) process. The direction of programming is determined by thestudent’s profi le of need.This programming and planning is directed by The Public Schools Act, AppropriateEducational Programming in Manitoba: Standards for Student Services, and severalsupporting documents and guidelines. They can be found at:www.edu.gov.mb.ca/k12/specedu/aep/index.html.Potential Programming Directions Include:AdaptationsAdaptation is the act of making changes in the teaching process, assessment process,instructional materials, or student products. These include, but are not limited to, changes to thephysical environment, social environment, presentations, tests and assessments, assignmentsand projects, organizational supports, time required to achieve provincial outcomes. Adaptationsare used when students with exceptional learning needs are able to meet the same learningoutcomes as their peers, through adaptations such as those listed above.Modification / Modified (M) Course DesignationStudents who have exceptional needs may benefi t from participating in the learningopportunities offered in grades 9 to grade12 courses. If students have signifi cant cognitivedisabilities that do not allow them to meet the Manitoba curriculum outcomes, even withsupports, the school team determines that these students’ courses will be modifi ed and theywill receive a Modifi ed (M) course designation. It is important that students and parentsare included in this decision. The (M) course designation is applied on an individual coursebasis to those courses developed or approved by Manitoba Education Citizenship and Youth.Modifi cation means that the number or content of the Manitoba curriculum outcomes arechanged to meet a student’s cognitive learning needs. Modifi cations need to be outlined inan IEP and identifi ed on a student’s report card. Students in Grade 9 to Grade 12 receive apercentage mark according to their achievement of the modifi ed curriculum.For more information, see to Towards Inclusion: A Handbook for Modified CourseDesignation, Senior 1-4 at: www.edu.gov.mb.ca/k12/sepcedu/modified/index.html.46

Individualized Programming/Individualized Programming DesignationSome students’ cognitive disabilities are so severe that they require learning outcomes that are individualized anddifferent than the Manitoba curricular outcomes. These students need appropriate educational programming basedon highly individualized and, functional student-specifi c outcomes within age-appropriate school and communityenvironments. A team that includes parents makes the decision to provide individualized programming based on thestudent’s cognitive ability. The student’s specifi c outcomes or goals should be outlined in an IEP. Students receivingan individualized programming designation in high school do not use Manitoba Education, Citizenship and Youthcurriculum. Individualized programming often includes vocational and transition planning for life after school.The Individualized (I) programming designation is not course specifi c but identifi es a full year of individualizedprogramming. Students do not receive marks; their progress is documented through the IEP process.Note: students can participate in the modifi ed course designations (M) or individualized designations (I), but notboth.For additional information on individualized programming, see Towards Inclusion: A Handbook for Individualized(I) Programming Designation, Senior Years at: www.edu.gov.mb.ca/k12/specedu/individu/index.html.High School GraduationOpportunities are available for students (including those with signifi cant cognitive disabilities) to choose coursesthat are of interest to them. High school students earn credits for compulsory and optional courses, locally developedcourses, distance education courses, post secondary courses (college and university) and others such as communityservice. Students who have completed the required number of compulsory and optional courses, including (M) coursedesignations, receive a Manitoba high school diploma.For more information on graduation requirements in Manitoba see:www.edu.gov.mb.ca/k12/policy/grad_require.html.Certificate of Completion for Students Receiving Individualized Programming DesignationIn March 2007, Manitoba Education, Citizenship and Youth introduced a certificate of completion for anIndividualized Senior Years program, effective in the 2006 to 2007 school year. This certificate recognizesthe achievement of students with significant cognitive disabilities who benefit from a highly individualized,functionally appropriate learning experience.Information guidelines for awarding the certificate are available atwww.edu.gov.mb.ca/k12/policy/grad_require.html.Certificates of completion can be ordered through the Manitoba Text Book Bureau at www.mtbb.mb.ca/,stock #72501.47

APPENDIX EPerson-Centred Planning ToolsMaking Action Plans (MAPS)MAPS was developed by Marsha Forest and is based on 24-Hour planning by Karen GreenMcGowan. The framework of MAPS:1. What is the history of the student? The student and the family are given opportunities to tellthe team what the student’s life has been like.2. What are the dreams of the student? The student (and his/her support network, if necessary)is asked to describe the dreams or visions of the student.3. What are the potential nightmares or overriding issues? The team brainstorm on what willhappen if they do not work together to make change or leave things as they are?4. Who is the student? The student and the team establish a detailed understanding of theindividual.5. What are the student’s strengths, gifts, and talents?6. What are the student’s needs?7. What is the plan of action? What are the goals, steps or supports required to achieve thegoals?Planning Alternative Tomorrows with Hope (PATH)PATH was developed by John O’Brien, Marsha Forest and Jack Pierpoint of Inclusion Press.The PATH process involves the following:1. Identifying dreams and values of the student2. Setting positive and achievable goals, based on the identifi ed dreams of the student3. Identifying the current capacity of the student, the resources available and the gap betweenpresent needs and desirable goals4. Identifying people to enroll who can help achieve the goals5. Recognizing ways to build strength through services or resources6. Charting action for the next few months7. Planning the next month’s action8. Committing to the fi rst stepFor Further information visit:Inclusion Press at www.inclusion.com48

Conducting a Planning MeetingAPPENDIX FBefore the meeting:❑ send an agenda to the potential participants❑ indicate time and place of meeting❑ assign a meeting facilitator (may or may not be the case manager)❑ preview the agenda, process, and expected attendants of the meeting with the student andparents and discuss concerns or issues that they would like to raiseDuring the meeting:❑ introduce everyone present, when necessary, and their roles❑ state the purpose of the meeting and its expected time limits❑ review the agenda and make changes as required❑ assign a recorder❑ focus on person-centred and outcome-oriented planning❑ move through and discuss the agenda items❑ discuss implementation plans and clarify members’ responsibilities, timeline, achievementcriteria for each plan❑ summarize the discussion and decisions of the meeting❑ set time and location for the next meetingFollow-up of the meeting:❑ distribute the minute of the previous meeting and the agenda for the next meeting❑ discuss the minutes of the meeting with the student and/or parent, if necessary❑ maintain contact with team members for problem-solving and follow-up on progress ofperformance objectives and student specifi c outcomesAdapted from: Individual Education Planning: A Handbook for Developing and ImplementingIEPs Early to Senior Years, Manitoba Education Training and Youth, 199849

APPENDIX GAnnual Student Specific Outcomes:A manageable plan will summarize only the team’s highest priorities for the school year withincategories called domains. Student Specifi c Outcomes (SSOs) may be developed to addressspecifi c areas in each domain:• While the plan will not outline all the teaching and learning experiences of the studentduring the school year, it will describe the highest priority outcomes that the team willmeasure and expect the student to achieve during the school yearStudent Specifi c Outcomes may stem from priority learning needs such as life-long educationand training, employment/career development, building social relationships and networks and/or living with independence in the communitySSOs should:• Be derived from the student’s current level of performance.• Take into consideration the students past achievement and rate of progress.• Challenge the student but be achievable.• Be relevant to the student’s needs.• Focus on what the student will do, rather that what he or she will stop doing.• Be achievable with respect to the instructional time and resources available.SSO’s should be S.M.A.R.T.• Specifi c: written in clear, unambiguous language• Measurable: allow student achievement to be described, assessed, and evaluated• Achievable: realistic for the student• Relevant: meaningful for the student• Time-related: can be accomplished within a specifi ed time period, typically one school yearIn addition, the outcomes should specify the conditions (ex: assistive technology device,environment and level of assistance) and the criteria (ex: frequency and degree of completion)under which they are to be achieved.50

Legislation Affecting Transition Planning TeamsAPPENDIX HThe Manitoba Human Rights CodeThe Manitoba Human Rights Code prohibits unreasonable discrimination arising from aperson’s actual or perceived physical or mental disability.For more information visit: www.gov.mb.ca/hrc/english/publications/factsheets/p-disab.html.Vulnerable Persons Living with Mental Disability ActThe act reflects the right of all people to make their own decisions and to have help whennecessary in a manner that respects their independence, privacy and dignity. Substitute decisionmaking is described in this act.For more information visit: www.gov.mb.ca/fs/pwd/vpact.html.The Healthy Child Manitoba ActThe purpose of this act is to guide the development, implementation and evaluation of theHealthy Child Manitoba strategy in the government and in Manitoba communities generally. Theact continues the Healthy Child Committee of Cabinet, unique in Canada, ensuring the on-goingleadership of all ministers whose portfolios or departments directly affect the lives of children.For more information visit: web2.gov.mb.ca/laws/statutes/ccsm/h037e.php.The Protection for Persons in Care ActThe act helps protect adults from abuse while receiving care in personal care homes, hospitals orany other designated health facility.For more information visit: www.gov.mb.ca/health/protection/.Appropriate Educational Programming in Manitoba:Standards for Student ServicesAppropriate Educational Programming in Manitoba: Standards for Student Services embodiesthe spirit of human rights legislation and regulations, elaborates on the education regulationsand establishes standards for school divisions. The standards provide school divisions with aframework to use in developing a local policy for appropriate educational programming.For more information visit: www.edu.gov.mb.ca/k12/specedu/aep/index.html.The Child and Family Services ActThe Child and Family Services Act outlines the fundamental principles guiding the provision ofservices to children and families in Manitoba.For more information visit: web2.gov.mb.ca/laws/statutes/ccsm/c080e.php.The Child and Family Services Authorities ActThe purpose of the Child and Family Services Authorities Act is to establish authorities thatare responsible for administering and providing for the delivery of child and family services inManitoba. For more information visit: web2.gov.mb.ca/laws/statutes/2002/c03502e.php.51

The Personal Health Information ActThe purpose of the Personal Health Information Act (PHIA) and the related Freedom ofInformation and Protection of Privacy Act (FIPPA) is to provide individuals with a right toexamine and receive a copy of personal health information about themselves, to control themanner in which personal health information is collected and the right to request correctionsto personal health information about themselves. This act also protects individuals against theunauthorized use of personal health information.For more information visit: www.gov.mb.ca/health/phia/links.html.The Youth Criminal Justice Act (Canada)The Youth Criminal Justice Act (YCJA) deals with records and information of youth whohave been dealt with under the act. Statutes such as the Public Schools Act, the EducationalAdministration Act, FIPPA and PHIA do not apply to youth criminal justice information. TheYCJA permits limited disclosure of information in records kept under this act and youth criminaljustice information must be handled in accordance with the YCJA even when it is included aspart of a pupil fi le or some other record.For more information visit: www.justice.gc.ca52