materials are not ministry-developed. They are being provided for information purposes only.

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Ministry of Education Ottawa Regional Office 1580 Merivale Road, Suite 504 Nepean ON K2G 4B5 Telephone: (613) 225-9210 1-800-267-1067

Facsimile: (613) 225-2881

Ministère de l’Éducation Bureau régional d’Ottawa 1580, rue Merivale, bureau 504 Ottawa (Ontario) K2G 4B5 Téléphone : (613) 225-9210 1-800-267-1067

Télécopieur: (613) 225-2881

Memorandum To: Directors of Education

Supervisory Officers Responsible for Special Education

From:

Denis Chartrand, Ottawa Regional Manager

Date:

September 27, 2013

Subject:

Transition Planning Protocol

_______________________________________________________________________

I am pleased to inform you that Ottawa’s (MCYS/MCSS-Eastern Region) transition

planning protocol for young people with a developmental disability has been finalized.

Implementation of the protocol will begin in September 2013. A copy of the protocol is

attached for your reference.

The transition planning protocol is based on:

The Provincial Transition Planning Framework (2011) which formalizes transition planning

responsibilities between the MCYS and MCSS funded service systems. The

Framework establishes expectations for a more systematic, coordinated and

transparent approach to transition planning for youth with developmental disabilities

(attached is a copy of the final Framework); and

Additional direction provided by the Ministry of Children and Youth Services, the Ministry

of Community and Social Services, and the Ministry of Education, with respect to the

integration of school board and community transition planning practices (attached is a

Tri-Ministry Memorandum as an addendum to the final Provincial Transition Planning

Framework and a Tri-Ministry Implementation Guide).

The final Framework reflects minor changes that have been made to the 2011 version of

the document to reflect the proclamation of the Services and Supports to Promote the

Social Inclusion of Persons with Developmental Disabilities Act, 2008 and the

implementation of the Developmental Services Ontario (DSO) organizations. Policy

direction regarding integrated transition planning is contained in the January 31, 2013,

ADM memo which forms an addendum to the Framework. The Tri-Ministry Implementation

Guide supported implementation of the direction outlined in the memo. While the

implementation guide was provided as draft pending feedback from school boards and

community agencies, no feedback requiring changes to it was received and the Guide has

now been finalized.

Also attached are resource materials to support integrated transition planning. During the

development of the integrated transition planning protocols, stakeholders and staff in the

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materials are not ministry-developed. They are being provided for information purposes

only.

Please sign the protocol and return the signatory page to your [insert contact name] by

September 20. By becoming a signatory to [insert region]’s protocol, your organization is

agreeing to the local planning procedures that have been identified, including roles and

responsibilities that support integrated transition planning processes.

Should you have any questions, please contact Glenda Stevenson at

glenda.stevenson@ontario.ca or 613 225 9210 ext. 168.

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MCSS/MCYS/EDU INTEGRATED TRANSITION PLANNING FOR YOUNG PEOPLE

WITH DEVELOPMENTAL DISABILITIES 2013-2014

TRI-MINISTRY IMPLEMENTATION GUIDE

PURPOSE



The Ministry of Children and Youth Services (MCYS), the Ministry of Community and

Social Services (MCSS) and the Ministry of Education (EDU) are working together to

establish processes that support integrated transition planning leading to a single

integrated transition plan for young people

1

with a developmental disability who are

preparing to transition to adulthood.



A draft MCYS/MCSS Provincial Transition Planning Framework was introduced in

2011 to improve transition planning support to young people with developmental

disabilities who are preparing to transition to adulthood.



Regional protocols were developed by MCYS/MCSS regional offices to guide local

transition planning for young people with developmental disabilities in 2012.



MCYS, MCSS and EDU have issued a joint memo, dated January 31, 2013,

providing updated tri-ministry direction on integrated transition planning for young

people with developmental disabilities.



To implement this direction, MCSS/MCYS and EDU regional offices will work with

community partners and district school boards

2

to revise current regional transition

protocols over the coming months to become MCYS/MCSS/EDU transition planning

protocols.



The purpose of this revision process is to integrate existing regional protocols and

school board practices. There will be no changes to existing legislation or regulation

related to transition planning. (See Appendix 1 for a list of current legislation with

weblinks).

WHAT IS INTEGRATED TRANSITION PLANNING?



Through integrated transition planning processes, young people with developmental

disabilities will have a single integrated transition plan that will inform educational

planning and help the young person transition from secondary school and

1_{The term “young people” includes students in Ontario publicly funded schools, private schools, care,} treatment and custodial facilities, and home school.

2

District school boards includes district school boards, school authorities, provincial/demonstration schools.

(4)

centred services to adulthood and help to prepare parents or guardians and other

family members for changes.



The transition planning process will consider the young person’s goals for work,

further education and community living and the steps needed to attain these goals.

Integrated Transition Planning is

Integrated Transition Planning is not



within current Individual Education

Plan (IEP) legislation, regulations

and policy.



intended to change the existing

legislative or regulatory scheme.



planning to help prepare for the

transition from secondary school

and child-centred services to

adulthood.



planning for receipt of a specific

service (i.e. service planning).



linking an individual to a specific

adult service provider.



a broad, holistic, person-centred

process that considers the

opportunities that may be available

to an individual. It looks at an

individual as a whole as opposed to

preparing them for a specific

situation or service.



a guarantee of eligibility for or

availability of adult developmental

or other services.

WHAT IS A SINGLE INTEGRATED TRANSITION PLAN?



A single integrated transition plan identifies the steps needed for the young person

with a developmental disability to attain her or his goals from the present until the

anticipated time of leaving school.



Integrated transition planning involves school board officials, principals, teachers,

students and their families and others who support the young person with a

developmental disability such as community agency staff and health care providers.



The transition plan identifies:

o goals for work, further education, and community living that reflect actual

opportunities and resources that are likely to be available after the young

person with a developmental disability leaves school and are likely to be

achievable by the young person, given appropriate supports;

o actions that should be taken year by year to help the young person with a

developmental disability achieve his or her goals;

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o roles and responsibilities of the young person with a developmental disability,

family, and others in carrying out these actions; and

o timelines.



Timely application to programs and services with waitlists is a key action for some

young people with a developmental disability. Other possible actions might include

planning for access to available support services and equipment, exploring work

placements, investigating options for future financial support, and/or developing

specific skills, such as skills in the independent use of assistive technology,

self-advocacy skills, or employability skills.



The single integrated transition plan is expected to be a long-range, evolving plan

developed at age 14 and reviewed and updated regularly as part of the Individual

Education Plan (IEP) planning process.



A detailed and coordinated transition plan, with implementation beginning well

before students leave school, will help prepare and assist in making smoother

transitions to adulthood.



Integrated transition planning is for individuals who meet the definition of having a

developmental disability under any of the legislative frameworks or agency criteria

3

.

In the education sector, schools may consider the target population to include

students identified in other exceptionality categories besides Developmental

Disability who have similar needs in cognitive or adaptive functioning, e.g.

Communication – Autism, Multiple and Intellectual – Disabilities.

HOW WILL THE PROTOCOL REVISION PROCESS WORK?



The current MCYS/MCSS transition planning protocols will be revised through a

collaborative and consultative process and become tri-ministry protocols including

district school boards and EDU regional offices.



These regional protocols will identify local planning procedures including roles and

responsibilities that support individual transition planning processes.



MCYS/MCSS/EDU regional offices will lead local discussions as part of the protocol

revision process. The key participants in these discussions will include district school

boards, agency staff, and individuals with a developmental disability and their

families.

3

It is recognized that the meaning of developmental disabilities is currently different under the Education Act, the Services and Supports to Promote the Social Inclusion of Persons with Developmental

Disabilities Act, 2008 and the Child and Family Services Act. Children’s agencies also use program-based definitions of developmental disability. MCYS/MCSS agencies responsible for creating transition plans are expected to continue to use their current practice regarding definitions of developmental disability.

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

Each of the relevant sections of the current MCYS/MCSS protocols will be revised to

reflect the new joint MCYS/MCSS/EDU processes and procedures that must be

developed as outlined in this implementation guide.



MCYS/MCSS and EDU regional offices will ensure that a regional process is in

place for children’s lead agencies and the school IEP lead to connect to begin the

integrated transition planning process.



MCYS/MCSS and EDU regional offices will monitor their region’s success in

implementing an integrated transition planning process that reflects the aspects of

integrated transition planning and a single integrated transition plan as outlined in

this implementation guide.



MCYS/MCSS and EDU regional offices will ensure the ongoing review and update of

protocols.

WHAT WILL THIS LOOK LIKE FOR 2013-2014?



March/April 2013: MCYS/MCSS and EDU regional offices will facilitate local

discussions as part of the protocol revision process. The key participants in these

discussions will include representatives from district school boards, community

agencies, and Person-Directed Planning (PDP) planners, where available, to

determine local roles, responsibilities and timelines to support transition planning

processes.



March/April 2013: The regional protocol revision process will begin.



June 2013: Revised regional protocols will be submitted by the MCYS/MCSS and

EDU regional offices for inter-ministerial corporate review and approval.



September 2013 and continuing through 2013-2014: Implementation of the revised

protocols.



Ongoing Review and Update: Protocols are intended to be living agreements that

are regularly reviewed and updated by regional offices in consultation with school

boards and community service providers to ensure they remain current with any

legislation, regulations, policy, resource or community changes.

WHAT ARE THE ROLES AND RESPONSIBILITIES IN THE INTEGRATED

TRANSITION PLANNING PROCESS AND THE PROTOCOL REVISION PROCESS?



The following table outlines the roles and responsibilities for the various parties

involved in the development of the integrated transition planning process:

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PARTY

ROLES AND RESPONSIBILITIES

MCYS/MCSS/EDU Regional

Offices  Seek input from all relevant parties to collaboratively revise the current transition planning protocols to reflect the new approach to integrated transition planning.

 Ensure that a process is in place for children’s lead agencies to contact/link with the school IEP lead to begin the integrated transition process.

 Monitor their region’s success in implementing an integrated transition planning process that reflects the aspects of integrated transition planning as outlined in this implementation guide.

 Regularly review and update protocols in consultation with school boards and community service providers to ensure they remain current with any legislation, regulations, policy, resource or community changes. Children’s Service Providers

 Identify individuals with developmental disabilities in their 14th year, and up, who are receiving children’s services and who may require a single integrated transition plan.

 Maintain data on the status of these individuals.  Identify an individual who will assist the young person

and his or her parents or guardian throughout the integrated transition planning process (transition planning lead).

 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.

 Refer the young person to the appropriate

Developmental Services Ontario (DSO) organization.  In addition to the roles and responsibilities listed

above that are already identified in the current MCYS/MCSS protocols, children’s service providers will:

o Establish a process for the designated agency staff person to contact/link with the school IEP lead to begin the integrated transition planning process.

o Ensure that the proper consents are received from the young person with a developmental disability

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PARTY

ROLES AND RESPONSIBILITIES

and his/her parent/guardian in the integrated transition planning process.

 Due to the number of young people and adults who fit this category, children’s lead agencies will prioritize transition planning in the following order of priority: o Priority One: Adults who are age 18 and over who are currently receiving children’s residential services.

o Priority Two: Young people who are between the ages of 14 and 17 who are currently receiving children’s residential services.

o Priority Three: Young people who are age 14 and over who are receiving non-residential children’s services (respite, counselling and treatment, family support services etc.).

Schools

 Begin integrated transition planning at age 14 as part of the IEP process. The school IEP lead is designated by the principal.

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

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

 Establish a process for the school IEP lead to contact/link with designated community agency staff person to begin the integrated transition planning process, if appropriate.

 Ensure that the proper consents are received from the young person with a developmental disability and his/her parent/guardian to initiate the integrated transition planning process.

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

 Provide a copy of the single 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 single integrated transition plan to be reviewed and updated as required.

Developmental Services Ontario (DSO) organizations and Adult Developmental Services

 The DSO will act as the primary point of contact for public inquiries about SIPDDA-funded adult

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PARTY

ROLES AND RESPONSIBILITIES

Agencies developmental services and supports for persons with developmental disabilities in accordance with the Services and Supports to Promote the Social Inclusion of Persons with Developmental Disabilities Act, 2008 (SIPDDA).

 DSOs will also provide a single point of access for persons with developmental disabilities to SIPDDA-funded adult developmental services and supports in Ontario.

 Upon request, the DSO organization will provide information to the integrated transition planning team or to the school / school board on the services and supports that may be provided by community agencies in its geographic service area.

 They will employ qualified assessors to administer the Application Package with each eligible applicant to assess support needs. The Application Package comprises the Application for Developmental Services and Supports (ADSS) and the Supports Intensity Scale® (SIS®).

 Qualified assessors may administer the Application Package with applicants from the age of sixteen who, with the exception of the age requirement, meet the criteria for SIPDDA-funded adult developmental services and supports in accordance with the Act.  Provide the school IEP lead with a contact/link with

person-directed planners/facilitators in the community where available to continue the integrated transition planning process for individuals with a developmental disability who are 18 or over, until the individual leaves the school system.

 A representative from a DSO and/or adult DS agency will be available to provide information to integrated transition planning teams about eligibility criteria, the application process and relevant community-based services for adults with a developmental disability. They will also be available to provide advice on elements that should be considered as part of planning transitions to adulthood and they can attend transition planning meetings as required.

Processes That Must Be Reflected in Revised Transition Planning

Protocols:

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HOW WILL INTEGRATED TRANSITION PLANNING WORK?



The intent of integrated transition planning is for all who support the young person

with a developmental disability to work collaboratively to facilitate a smooth transition

experience and to help prepare for and support positive outcomes for each young

person with a developmental disability and their family/caregivers. This will support

successful transitions for young people with developmental disabilities preparing for

adulthood.



Through integrated transition planning processes, young people with developmental

disabilities and their families will have a single integrated transition plan that will help

the young person prepare for adulthood and the transition from secondary school

and from child-centred services as well as prepare parents or guardians and other

family members for changes.



Planning for young people with developmental disabilities and their families will take

place in an integrated way and can be initiated by the school or children’s lead

agency.



In addition to the roles and responsibilities already identified in the current protocols

and legislation, a process will need to be established for children’s lead agencies

and school IEP leads to connect to begin the integrated transition planning process.

This will include obtaining necessary consents from the young person with a

developmental disability and/or his/her parent/guardian to facilitate the integrated

transition planning process.

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When School Initiates Transition Planning through Individual Education Plan

(IEP) Process:

4



Young person and/or parent is asked if they would like to have children’s services

agency involved in transition planning.



If so, the IEP lead (with written permission from the young person/parent) contacts

the children’s lead agency, and the integrated process begins.



The children’s lead agency and the IEP lead are responsible for working together to

start the integrated transition planning process in accordance with the regional

protocols.



Children’s lead agencies will prioritize all requests for their involvement in integrated

transition plans based on the MCYS/MCSS priority groups

5

and arrange for relevant

agencies to participate in the integrated transition planning process.

4

Transition planning currently occurs in district school boards and is required in the development of an Individual Education Plan (IEP) for most exceptional students. Integrated transition planning begins at age 14 and supports student transitions including from school to postsecondary activities such as work, further education and community living.

5_{Children’s lead agency will prioritize requests for an integrated transition plan according to the three priority groups set out in the}

regional protocol.

 Priority One: Adults who are age 18 and over who are currently receiving children’s residential services.

 Priority Two: Young people who are between the ages of 14 and 17 who are currently receiving children’s residential services.

 Priority Three: Young people who are age 14 and over who are receiving non-residential children’s services (respite, counselling and treatment, family support services etc.)

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

The parents and young person are invited to participate in the integrated transition

planning process that includes the school IEP lead and relevant MCYS and MCSS

funded children’s agencies.



If the children’s agency is not able to proceed with integrated transition planning at

that point in time, the school will continue with the IEP process. The children’s

agency will join the planning team as resources become available.



If the young person/parent does not want children’s service agencies involved, the

school lead proceeds with the IEP process.



The school lead will provide the family/young person with information from the local

DSO regarding application.



The parents and young person are provided with a copy of the single integrated

transition plan, which includes the IEP.

When Children’s Lead Agency is Contacted First by Young Person/Parent:



Children’s lead agency begins the integrated transition planning process according

to regional protocols which includes prioritizing all requests for transition plans based

on the MCYS/MCSS priority groups.



If the young person is a student, the children’s agency (with written permission from

the young person/parent) contacts the school IEP lead and the integrated transition

planning process begins. If the MCYS/MCSS children’s agency is not able to

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continue with the IEP development according to legislation. The children’s agency

will join the integrated transition planning team as resources become available.



The parents and young person are invited to attend integrated transition planning

meetings that include the designated school IEP lead and relevant MCYS and

MCSS funded children’s agencies.



The parents and young person are provided with a copy of the single integrated

transition plan.



If the young person is not a student in a publicly funded school, integrated transition

planning can still take place with the children’s agency leading the planning team.

The planning team should have broad representation from all education/community

service providers.

CONSENT PROCESS AND ACCESS TO/SHARING OF INFORMATION



Everyone who is involved in integrated transition planning will follow the laws of

Ontario when handling information or records. In Ontario, there are several pieces of

legislation that set out the requirements governing the collection, use and disclosure

of different types of information of a personal or confidential nature. These include:

the Personal Health Information Protection Act, 2004, the Freedom of Information

and Protection of Privacy Act, Municipal Freedom of Information and Protection of

Privacy Act and the Child and Family Services Act.



Generally, consent from the individual to which the information relates is required

before collecting, using or disclosing the information.



All participants involved in integrated transition planning will comply with the

applicable requirements, including legislative, regulatory, contractual and those

contained in policies, procedures and directives when collecting, using or disclosing

information. Individuals or organizations should seek their own legal advice should

they have questions or concerns about the application of or adherence to any

privacy requirements.



District school boards and Provincial Schools in Ontario work within a legal

environment in which various pieces of legislation are taken into account when

making decisions regarding access and privacy, including the Freedom of

Information and Protection of Privacy Act, the Municipal Freedom of Information and

Protection of Privacy Act, and the Education Act.



District school boards and Provincial Schools have many policies and procedures in

place that are informed by the relevant legislation including access and privacy

legislation. Board legal counsel and/or Freedom of Information Coordinators can

provide assistance about privacy protection and access to information requirements.

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APPENDIX

1) CURRENT LEGISLATION

Child and Family Services Act, 1990:

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90c11_e.htm

Education Act, 1990:

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90e02_e.htm

Services and Supports to Promote the Social Inclusion of Persons with Developmental

Disabilities Act, 2008:

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_08s14_e.htm

Freedom of Information and Protection of Privacy Act, 1990

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90f31_e.htm

Personal Health Information Protection Act, 2004

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_04p03_e.htm

A Guide to Ontario Legislation Covering the Release of Students’ Personal Information:

www.ipc.on.ca/images/Resources/educate-e.pdf

Practice Tool for Exercising Discretion: Emergency Disclosure of Personal Information

by Universities, Colleges and other Educational Institutions:

www.ipc.on.ca/images/Resources/ipc-bc-disclosure-edu_826594762500.pdf

2) GLOSSARY OF TERMS

Term

Explanation

Adult

Developmental

Services

Application

Package

The adult developmental services Application Package

includes an application form, and a needs assessment tool,

which are used by Developmental Services Ontario to assess

eligible applicants’ service and support needs in a provincially

consistent manner. The Application Package is composed

of:

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Supports (ADSS) application form; and

o the Supports Intensity Scale (SIS) assessment tool.

Adult

Developmental

Services

Adult developmental services and supports are funded by the

Ministry of Community and Social Services to help support

adults with a developmental disability and their families to

live, work and participate in a wide range of activities in their

communities. These services and supports are referred to in

SIPDDA:

o Residential services and supports and activities of

daily living services and supports.

o Community participation services and supports.

o Caregiver respite services and supports.

o Professional and specialized services.

o Person-directed planning services and supports.

o Any other prescribed services and supports. 2008,

c. 14, s.14 (1).

Children’s Lead

Agencies

Children’s Service Agencies that have been identified in the

regional protocol as the access point for a particular

geographic area. Contact information for these agencies is

provided in each protocol. The Children’s Lead Agency will

provide referrals based on priority groups and will identity the

transition planning lead.

MCYS/MCSS

Children’s

Service Agency

Organizations providing a range of services to children,

young people, and families that may include child protection,

residential services, respite, counselling, and other

community based supports for children with various needs.

MCYS or MCSS funds and maintains an accountability

relationship with these organizations via a service contract

with MCYS/MCSS regional offices.

Developmental

Services

Ontario (DSO)

Developmental Services Ontario (DSO) organizations are the

primary contact for information about developmental services

and supports, and the single point of access to apply for

SIPDDA-funded adult developmental services and supports.

These organizations are referred to as “application entities” in

SIPDDA.

One (1) DSO organization has been designated as the single

access point in each of the Ministry’s nine (9) geographic

regions throughout Ontario.

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Each regional Developmental Services Ontario (DSO)

organization is responsible for:

o providing information about available services and

supports;

o confirming eligibility for those applying for

SIPDDA-funded adult developmental services and supports

for the first time;

o completing the new Application Package to assess

each individual’s service and support needs; and

o linking eligible and prioritized people to available

services and supports.

Individual

Education Plan

(IEP)

A written plan describing the special education program

and/or services required by a particular student, based on a

thorough assessment of the student’s strengths and needs –

that is, the strengths and needs that affect the student’s

ability to learn and to demonstrate learning (The Individual

Education Plan (IEP): A Resource Guide, 2004).

IEP lead

School staff determined by the principal to coordinate the

student’s IEP including the transition plan.

Protocol

Using the Transition Planning Framework as a guide, each

MCYS/MCSS protocol is an agreement among community

agencies and stakeholders that clearly defines planning

processes and assigns responsibilities for developing and

implementing individual transition plans. With the work

undertaken regarding integrated transition planning, these

protocols will now become MCYS/MCSS/EDU protocols.

Special Needs

1. The Child and Family Services Act defines a “special

need” (for the purposes of Part II of the Act) as a need

that is related to or caused by a developmental disability

or a behavioural, emotional, physical, mental or other

disability;

2. The Education Act establishes five categories of

exceptionalities - behaviour, communication, intellectual,

physical, and multiple. Definitions for these broad

categories are included in the document Special

Education: A Guide for Educators (2001), which may be

accessed on the EDU website

at:http://www.edu.gov.on.ca/eng/general/elemsec/speced/

guide/specedhandbooke.pdf

(17)

3. The Services and Supports to Promote the Social

Inclusion of Persons with Developmental Disabilities Act,

2008, subsection 3(1) states: A person has a

developmental disability for the purposes of this Act if the

person has the prescribed significant limitations in

cognitive functioning and adaptive functioning and those

limitations,

(a) originated before the person reached 18 years of

age;

(b) are likely to be life-long in nature; and

(c) affect areas of major life activity, such as personal

care, language skills, learning abilities, the capacity to

live independently as an adult or any other prescribed

activity. 2008, c. 14, s. 3 (1).

Transition

Planning

Framework

The Transition Planning Framework is a planning tool

developed by the ministries of Children and Youth Services

and Community and Social Services that MCYS/MCSS

regional offices used to develop regional protocols in

collaboration with community stakeholders. As a result of the

Transition Planning Framework, transition planning

responsibilities were formalized among community partners

who will develop transition plans with individuals.

3) RESOURCES/LIST OF DOCUMENTS

The Individual Education Plan (IEP): A Resource Guide, 2004:

www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html

Policy/Program Memorandum 156: Supporting Transitions for Students With Special

Education Needs

http://www.edu.gov.on.ca/eng/policyfunding/memos/feb2013/memoPPM156.pdf

Shared Solutions A Guide to Preventing and Resolving Conflicts Regarding Programs

and Services for Students With Special Education Needs, 2007:

www.edu.gov.on.ca/eng/general/elemsec/speced/shared.html

Stepping Stones: A Resource on Youth Development:

www.children.gov.on.ca/htdocs/English/topics/youthopportunities/steppingstones/youth_

policy.aspx

Transition Planning: A Resource Guide, 2002:

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4) WEBSITES

Ministry of Education: http://www.edu.gov.on.ca/

Ministry of Children and Youth: http://www.children.gov.on.ca/

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Integrated Transition Planning Protocol and Procedures

For Young People with Developmental Disabilities

Eastern Region

Ministry of Children and Youth Services

Ministry of Community and Social Services

Ministry of Education

Approved December 2012

Updated September 2013

Contact Information

Eastern Regional Office

Ministry of Children and Youth Services/

Ministry of Education

Ministry of Community and Social Services

1580 Merivale Road

347 Preston Street

Ottawa, Ontario

K2G 4B5

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1. INTRODUCTION

1.1 Policy context: A Provincial Transition Planning Framework

Improving transition planning for young people with developmental disabilities is a priority area of collaboration between the ministries of Children and Youth Services (MCYS), Community and Social Services (MCSS) and Education (MOE).

As a first step to improve support for transition planning, the draft 2011 document Provincial Transition Planning Framework: Transition Planning for Young People with Developmental Disabilities (Framework) was issued. This Framework promotes a planned, organized approach to help young people with developmental disabilities prepare for the transition to adulthood and leaving children’s services.

In 2013, MCYS, MCSS and MOE issued a joint memo providing updated tri-ministry direction on integrated transition planning for young people with developmental disabilities.

To this end, regional protocols, one for each regional geographic service area, will serve to guide integrated transition planning. The protocol describes how integrated transition planning occurs in each community and identifies who is responsible for planning, developing and implementing individual transition plans.

1.2 Supporting documents

The policy directions that support the transition planning protocol initiative and the protocol design guidance are set out in the Framework. The Framework is available from regional offices of MCYS, MCSS and MOE.

As well, the ministries have a number of additional documents providing additional information regarding transition planning.

MCYS

 A Transition Plan for Each Young Person (plain language)

 Planning for Young People with a Developmental Disability: Planning for a Better Transition (plain language)

MOE

 Policy Program Memorandum 156

All publications or documents are available in French and English.

1.3 Local context

The protocol applies to young people with developmental disabilities residing or receiving services in the counties of Renfrew, Prescott-Russell, Stormont, Dundas and Glengarry and the City of Ottawa.

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This protocol will build on existing protocols, both formal and informal, that currently exist in the community.

1.4 Purpose of the protocol

Integrated transition planning is for young people (age 14 and older) who meet the definition of having a developmental disability under any EDU, MCSS and MCYS legislation frameworks or agency criteria.

1.5 Protocol comes into effect

In February 2013, an initial protocol was signed by MCYS lead agencies and this protocol remains in effect until the revised protocol is duly approved and then signed by all parties.

1.6 Signatories to the protocol

School boards and lead planning agencies that are party to this revised protocol agree to act in accordance with the guiding principles and to follow the process set out in the protocol.

Name Lead MCYS Planning Agencies or School Boards

Date Signature

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 The protocol is a living, evolving document. Protocols will be updated to incorporate new directives issued by respective ministries upon receipt or within the timeline specified by government.

 A review of the protocol will be completed by June of each year. The review will be conducted by a representative group of signatory agencies and school boards. The review will assess:

o The implementation of the protocol

o The perspective of young people, their families, service providers and school boards

o Young people’s experience of transition planning o Areas for improvement

o Agreement on indicators that will be collected

1.8 Resolution of complaints of signatories of the Protocol

It is also understood that for any internal integrated transition team issues and or conflicts which may arise during the course of the integrated planning will first be brought to the attention of the appropriate integrated planning team members. It is expected that resolution will occur at this stage. However, if needed, the internal communication procedures of each agency or school boards will be respected and followed, up to and including discussions between Executive Directors/delegates and Principals.

2. PROTOCOL GUIDING PRINCIPLES

2.1 Integrated Transition Planning

 Integrated transition planning is a dynamic and ongoing process, accommodating changes in personal preferences, conditions and circumstances.

 The integrated transition planning process considers all available and conceivable service scenarios and provides opportunities for the youth and their family/guardian to learn about the adult developmental services system.

 Integrated transition planning is flexible to accommodate or respond to changes in the person’s situation or circumstances or changes in the person’s needs and priorities.

 Integrated transition planning begins early, and continues until the transition is completed (which, for some young people, may be past age 18).

 Integrated transition planning is important because it is a means for centering planning on the needs of the young adult and informing them of adult service choices and application processes.

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 The integrated transition plan is intended to be a living document. Key partners

(children’s services, adult services, education and health services) will be engaged in an ongoing process to dialogue and review.

 Integrated transition planning requires case management support to assist the individual to navigate the system of services.

 Integrated transition planning does not guarantee access to services.

2.2 Statement of responsibilities

 Community integrated transition planning is undertaken by the lead planning agencies in each community. This role is outlined in the joint MCYS and MCSS Provincial Transition

Planning Framework: Transition Planning for Young People with Developmental Disabilities, May 2011.

 The Ministry of Education stipulates a legislative requirement for school boards for school transition planning under Ontario Regulation 181/98 and Policy Program Memorandum 156.

 Integrated transition planning is a joint process with youth, family/guardian, the school boards and the community agencies. Planning by any service provider agency will be coordinated with planning developed under the protocol.

 The responsibilities of all parties to develop and implement an aligned integrated transition plan (one plan) are clearly and explicitly outlined and the intended populations are clearly defined.

 Integrated transition planning processes and progress are documented for each individual and their family/guardian, with regular communication among involved agencies and schools during the transition period.

 The integrated transition planning process is conducted in a manner that is respectful of the young person’s autonomy and safeguards his or her rights, respecting privacy and confidentiality, and capacity and consent, as well as, the rights of the

parents/family/guardian.

 It is the responsibility of lead agencies to flag trends and concerns to community planning tables in both the children’s and adult sectors.

2.3 Person-centred

 The person is involved in the integrated transition planning process and, as much as possible, decisions about his or her care and services are driven by his or her needs, preferences, interests and strengths.

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 An integrated transition planning goal is to support the young person in ways that help him or her live in the community, maintaining and strengthening their connections with parents, siblings and relatives, foster families and any other individuals who are

important to the person.

 Integrated transition planning will also support connections with the youth’s culture, community of choice, language, and religion which are integral to a person-centered plan. Every effort will be made to ensure the youth can live fully within their values and culture.

 Services will be accessible in either English or French.

 The integrated transition planning process provides the person with choices to support the development of self-determination and self-advocacy.

 Information on developmental services and supports, and on other social and health programs and services, is readily available and provided in accessible locations and formats.

 Integrated transition planning includes the involvement of people who are important to the young person, as determined by the young person.

 Transitional arrangements are implemented at a pace that takes into account the needs and preferences of the young person and in a manner that best promotes and preserves service consistency and quality.

2.4 Collaboration

 Information sharing and communication among service agencies, school boards, ministries and the individual and/or their families are integral to developing an integrated transition plan to support transition, subject to any applicable legal requirements or restrictions.

3. INTEGRATED TRANSITION PLANNING PROCESS FOR YOUTH

3.1 Intended population under this protocol

Integrated transition planning is for young people (age 14 and older) who meet the definition of having a developmental disability under any of the EDU, MCSS and MCYS legislation frameworks or agency criteria.

Schools:

School-based personnel are responsible for planning for transition with all of their students who have an Individual Education Plan (IEP); however, integrated transition planning is intended with

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this protocol for youth with a diagnosis of a developmental disability and likely requiring MCSS funded adult developmental services at age 18 or older.

Community:

Due to the volume of young people and adults who are eligible to receive integrated transition planning, children’s lead agencies will prioritize integrated transition planning in the following order:

◦ Priority 1: adults who are ages 18 and over who are currently receiving residential services.

◦ Priority 2: young people who are between the ages of 14 and 17 who are currently receiving children's residential services.

◦ Priority 3: young people who are age 14 and over who are receiving non-residential children's services (respite, counselling and treatment, family support services, etc.) The young person does not need to be in receipt of MCYS or MCSS funded services or enrolled in school in order to engage in integrated transitioning planning.

3.2 Preparation

 At the age of 14, if the youth has a diagnosis of a developmental disability they may be identified for integrated transition planning.

 Identification may occur by any of the following means: ◦ the youth

◦ parent/guardian ◦ school

◦ local children's aid society ◦ MCYS funded children's program ◦ MCSS funded children's program ◦ health care services

 Identification can occur in a variety of situations. The most common ways to identify youth is through their:

◦ attendance at a local school

◦ participation in any MCYS or MCSS funded children's program ◦ participation at a local school/community information night ◦ receipt of care or supports from a local children's aid society ◦ receipt of specialized health services

 To ensure all potential youth requiring integrated transition planning are identified, the local school boards and lead children’s planning agencies will communicate regularly to cross reference identified youth.

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3.3 The Integrated Transition Plan

 The integrated transition plan will identify the steps needed for the young person with a developmental disability to attain her or his goals from the present until the anticipated time of leaving school.

 The integrated transition plan identifies:

o Goals for work, further education, and community living that reflect actual opportunities and resources that are likely to be available after the young person with a developmental disability leaves school and are likely to be achievable by the young person, given appropriate supports;

o Actions that should be taken year by year to help the young person with a developmental disability achieve his or her goals;

o Roles and responsibilities of the young person with a developmental disability;

o Timelines

3.4 Ages 14 – 16: Referral for Participation in Integrated Transition Planning  When the school initiates integrated transition planning through the Individual

Education Plan (IEP):

◦ Consent will be requested of the youth and parent/guardian to invite the lead community planning agency to participate on the integrated transition planning team. For youth who are Crown Wards, the local children’s aid society will provide the consent.

◦ The referral will at a minimum include the consent, confirmation of eligibility for DS services (confirmed at age 16) and the youth’s parent/guardian’s contact

information.

 When the children’s lead planning agency is contacted first by the youth and/or parent/guardian:

o If the youth is not enrolled in school the children’s lead planning agency will lead the transition planning process.

o If the youth is in school, the children’s lead planning agency will request consent of the youth and parent/guardian to contact the school to participate on the integrated transition planning team through the IEP.

3.5 Integrated Transition Planning Flow Chart

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Situation #2 – When Children’s Lead Planning Agency is Contacted First by Youth/Parent

3.6 Contact Information

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Renfrew County Renfrew County Catholic District School Board

499 Pembroke Street West Pembroke ON K8A 5P1 613-735-1031

http://www.rcccdsb.edu.on.ca Renfrew County District School Board 1270 Pembroke Street West

Pembroke ON K8A 4G4 613-735-0151

http://www.renfrew.edu.on.ca

Conseil des écoles publiques de l’Est de l’Ontario

2445 St. Laurent Blvd Ottawa, ON K1G 6C3 613-742-8960

http://www.cepeo.on.ca

Conseil scolaire de district catholique de l’Est ontarien

875, chemin de compté 17 L’Orignal, ON K0B 1K0 613-675-4691 http://www.csdceo.ca

Family and Children's Services of Renfrew County

464 Isabella Street

Pembroke, Ontario K8A 5T9 613-735-6866 or 1-800-267-5878 http://fcsrenfrew.on.ca

Counties of Prescott-Russell

Upper Canada District School Board 225 Central Avenue West

Brockville, ON K6V 5X1 613-342-0371

http://www.ucdsb.on.ca

Catholic District School Board of Eastern Ontario

Box 2222, 2755 HWY 43 Kemptville, ON K0G 1J0 613-258-7757

http://www.cdsbeo.on.ca

Valoris for Children and Adults of Prescott-Russell

173 Old Highway 17

Plantagenet, Ontario K0B 1L0 613-673-5148 or 1-800-675-6168 http://www.valorispr.ca

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Counties of Stormont, Dundas & Glengarry

Upper Canada District School Board 225 Central Avenue West

Brockville, ON K6V 5X1 613-342-0371

http://www.ucdsb.on.ca

Catholic District School Board of Eastern Ontario

Box 2222, 2755 HWY 43 Kemptville, ON K0G 1J0 613-258-7757

http://www.cdsbeo.on.ca

S.D.& G. Developmental Services Children’s Case Management 775 Campbell Street

Cornwall, Ontario K6H 7B7 613-937-3072

http://www.developmentalservices.ca For youth who are Crown Wards: The Children’s Aid Society of the United Counties of Stormont, Dundas and Glengarry

150 Boundary Road Cornwall, ON K6H 6J5 613-933-2292 http://www.cassdg.ca

Ottawa Ottawa Catholic School Board 570 West Hunt Club Road Ottawa, ON K2G 3R4 613-224-4455 http://www.ocsb.ca

Ottawa-Carleton District School Board 133 Greenbank Road

Ottawa, ON K2H 6L3 613-721-1820 http://www.ocdsb.ca

Conseil scolaire de district catholique du Centre-Est de l’Ontario

4000 Labelle Street Ottawa, ON K1J 1A1 613-744-2555

http://www.ecolecatholique.ca

Service Coordination des services Children’s Case Management 200-150 Montreal Road Ottawa, Ontario K1L 8H2 613-748-1788

http://www.scsottawa.on.ca For youth who are Crown Wards: The Children’s Aid Society of Ottawa 1602 Telesat Court

Ottawa, Ontario K1B 1B1 613-747-7800

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3.7 Age 16+: Referral to Developmental Services Ontario Eastern Region (DSOER)

 At the age of 16, a referral to DSOER can be made by the integrated transition planning team in conjunction with the youth and their parent.

 The DSOER will act as the primary point of contact for public inquiries about Services and

Supports to Promote the Social Inclusion of Persons with Developmental Disabilities Act

(SIPPDA).

 The DSOER will provide the young person, his or her parents/guardians, and other relevant integrated transition team members with information about eligibility criteria, the application process and relevant community-based services for adults with a developmental disability.

 Qualified assessors may administer the Application Package [consisting on the

Application for Developmental Services and Supports (ADSS) and the Supports Intensity Scale® (SIS®)], with applicants from the age of 16 who, with the exception of age requirement, meet the criteria for Ministry-funded adult developmental services and supports in accordance with the Act.

 The DSOER may not facilitate referrals for these applicants to Ministry-funded adult developmental services and supports until they are 18 years of age.

 The integrated transition planning team will continue to look at the long-term plan for adulthood and to build upon the IEP.

Community DSOER Local Offices

Renfrew County 77 Mary Street

Pembroke, Ontario

613-735-5522 or 613-735-4964 Counties of Prescott-Russell 657, rue Principale

Casselman, Ontario 613-764-0599 Counties of Stormont, Dundas & Glengarry 280 Ninth Street West

Cornwall, Ontario

613-938-4805 or 613-937-4859

Ottawa 150 Montreal Road

Ottawa, Ontario 613-748-5899

3.8 Planning for Those 18+ and Still Funded by MCYS

 If a person is over the age of 18 and is still funded by children’s services and not enrolled school, the lead children’s planning agency will oversee the transition planning process and referrals to DSOER.

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4. IDENTIFY KEY MEMBERS OF THE INTEGRATED TRANSITION PLANNING TEAM

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.

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 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

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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

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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

5. COLLECT INFORMATION AND DEVELOP THE INTEGRATED TRANSITION PLAN

5.1 Consent Process and Access to/Sharing of Information

Consent to share information as well as consent to participate in the process is essential for successful integrated transition planning.

 Consent from the individual/parent/guardian to which the information relates is required before collecting, using or disclosing the information and engaging in the integrated transition planning process.

 All participants involved in integrated transition planning will comply with the applicable requirements, including legislative, regulatory, contractual and those contained in policies, procedures and directives when collecting, using or disclosing information or records. These include: the Personal Health Information Protection Act, the Freedom of Information and Protection of Privacy Act, Municipal Freedom of Information and Protection of Privacy Act, the Education Act, the Child and Family Services Act, the Substitute Decisions Act, and the Mental Health Act.

 Individuals, organizations and school boards should seek their own legal advice should they have questions or concerns about the application of or adherence to any privacy requirements.

5.2 Engagement

 The 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 the composition of the team ◦ learning about strengths, needs, wishes and goals ◦ requesting feedback

◦ explaining professional terms ◦ providing information

◦ explaining what adult services may be available after transition

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 Through the course of integrated transition planning the youth's strengths and needs, progress and services will be reviewed.

 Young people with developmental disabilities will be engaged to explore all appropriate potential community activities that meet their needs and aspirations and that integrated transition plans will include strategies for accessing those needs.

 The integrated transition team will work with the youth and their parent/family to ensure that referrals to the appropriate services and supports in the children's system are made.

 The integrated transition team will identify actions and activities to support skill

development, learning experiences and community integration that will help to support the youth’s life in the community.

 The integrated transition team will engage, children’s developmental service providers, adult developmental service providers, schools, health care providers, and other community services as required, ensuring all available options are considered for adulthood.

 The integrated transition team will assist families to understand the process to access adult developmental services.

5.4 Resolution of Complaints Related to the Integrated Transition Plan or Process  If a complaint is received around the integrated transition plan or process, it will be

addressed by the local complaint process.

6. REVIEW AND UPDATE THE INTEGRATED TRANSITION PLAN

6.1 Review

 Depending on need, a review of the integrated transition plan may occur. Crucial time periods include: ages 14, 16, just prior to 18th birthday, and ages 18-21.

 In some cases, a review of the integrated transition plan is required more often. This could be due to a variety of reasons including:

◦ a change in the youth's strengths and needs ◦ a change in living arrangement

◦ a move to a new community

◦ a request by the youth or their parent/guardian ◦ a request by a community agency

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7. APPENDIX

1) CURRENT LEGISLATION Child and Family Services Act, 1990:

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90c11_e.htm

Education Act, 1990:

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90e02_e.htm

Services and Supports to Promote the Social Inclusion of Persons with Developmental Disabilities Act, 2008:

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_08s14_e.htm

Freedom of Information and Protection of Privacy Act, 1990:

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90f31_e.htm

Personal Health Information Protection Act, 2004:

www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_04p03_e.htm

Municipal Freedom of Information and Protection of Privacy Act, 1990:

http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90m56_e.htm

Substitutes Decisions Act, 1992:

http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_92s30_e.htm

Mental Health Act, 1990:

http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90m07_e.htm

A Guide to Ontario Legislation Covering the Release of Students’ Personal Information:

www.ipc.on.ca/images/Resources/educate-e.pdf

Practice Tool for Exercising Discretion: Emergency Disclosure of Personal Information by Universities, Colleges and other Educational Institutions: