CONTRIBUCIÓN DE LA MATERIA A LAS COMPETENCIAS CLAVE

4.1 Integrated transition planning primary contact

 School: the principal will identify a primary contact for each youth. This primary contact is responsible to liaise with the lead children’s planning agency, to participate in planning meetings and to support the integrated transition planning process.

 Community: to ensure a linkage with the school boards, lead children’s planning agencies will designate a primary contact for each youth. The primary contact is responsible to:

◦ communicate with the youth and their parent/guardian ◦ assist with applications

◦ connect with appropriate resources and services

◦ participate in planning meetings with the school, any other protocol signatories and others as required

 The lead children’s planning agencies and the title of the primary contact is outlined below:

Lead Children’s Planning Agency Title of Primary Contact Family and Children's Services of

Renfrew County

Service Coordinator/Adult Protective Services Worker

Valoris for Children and Adults of Prescott-Russell

Case Manager

S.D.&G. Developmental Services Case Manager The Children’s Aid Society of the

United Counties of Stormont, Dundas, and Glengarry

Child Protection Worker

Service Coordination des services Case Manager/Residential Resource Coordinator The Children’s Aid Society of Ottawa Child Protection Worker

4.2 Initiation of Integrated Transition Planning

 The school will coordinate the initial transition planning team meeting if the process is being held in conjunction with the IEP.

 The lead children’s planning agency will coordinate the initial transition planning team meeting if the youth is not enrolled in school.

 The integrated transition team will endeavour to have all significant people and agencies involved and contributing in the planning process. This is flexible and based on capacity to participate.

 The integrated transition team will provide the youth and their parent/guardian with opportunities to actively participate, contribute and engage in all stages of the planning process. This can include:

◦ consulting on team membership (flexible and based on capacity to participate) ◦ learning about strengths, needs, wishes and goals

◦ requesting feedback

◦ explaining professional terms ◦ providing information

◦ explaining what services may be available after transition

 Children’s aid societies are expected to participate in and contribute to the development of integrated transition plans for young people with developmental disabilities in care. CAS staff will be expected to work with the integrated transition team to plan and prepare integrated transition plans on behalf young people in care.

 In the case of a person with a developmental disability who is a former Crown Ward and receiving funding or other assistance under section 71.1 of the Child and Family Services Act, the CAS may provide transition planning assistance if requested by the young person, or the young person’s substitute decision maker.

4.4 Roles and Responsibilities of Potential Integrated Transition Team Members

In order to facilitate integrated transition planning, potential transition team members bringing various perspectives to the transition planning process can be asked to join planning meetings.

Potential Team Members Roles and Responsibilities

School  Establish a process for the school IEP lead to contact/link with designated community planning agency to begin the integrated transition planning process

 Ensure that the proper consents are received

 Establish, participate in and contribute to integrated transition planning teams

 Provide opportunities for the youth and their parent/ guardian to participate

 Provide information to the family/young person regarding application to the DSOER

 Provide a copy of the integrated transition plan, which includes the IEP, to the parents (and student if 16 and older) and include a copy in the student’s Ontario Student Record (OSR)

 Establish a process for the integrated transition plan to be reviewed and updated as required

Agency Primary Contact receiving children’s services and who may require an integrated transition plan

 Maintain data on the status of these individuals

 Identify a primary contact who will assist the young person and his or her parents or guardian throughout the planning process  Obtain consents

 Participate in and contribute to integrated transition planning teams

 Provide opportunities for the individual and their parent or guardian to participate throughout the planning and application process

 Assist youth in identifying, locating, and/or accessing supports required

 Provide information on ODSP applications  Make referrals (ie. DSOER)

Youth  Provide input on integrated transition team membership  Provide input on likes and dislikes, where possible  Provide input on wishes and goals, where possible  Provide information on strengths and needs  Provide information related to the IEP Parent/Guardian  Assist youth to feel comfortable with process

 Assist youth in communicating with team

 Provide information on youth’s strengths and needs  Provide information related to the IEP

 Suggest options and comment on implications  Assist youth in carrying out any actions assigned  Assist youth in applying for ODSP and DSOER Children's Service Providers

including CAS where involved with youth

 Provide information and request consent to refer youth to DSOER  Provide information on youth's current plan and services

 Provide information on youth's strengths and needs

 Collaborate in planning learning experiences that will prepare youth for transition

 Actively participate in the transition planning process DSOER  Act as the primary point of contact for public inquiries about

SIPDDA-funded adult developmental services and supports  Provide a single point of access for persons with developmental

disabilities to SIPDDA-funded adult developmental services and supports in Ontario

 Upon request, provide information on the services and supports that may be provided by adult community agencies

 Administer the Application Package with applicants from the age of sixteen

Professionals with specialized expertise (as required)

 Provide information and request consent to refer youth to lead planning agency

 Provide specialized expertise and knowledge  Provide specialized information

 Provide guidance

required) planning agency

 Provide information on health requirements Adult Developmental

Services Agencies (as required)

 May provide information about the range of adult services that may be available in a particular community