Presenting an Intersectoral Planning Tool

THE TRANSITION FROM SCHOOL TO INDEPENDENT LIVING (TÉVA)The Comité régional TÉVA / Engagement Jeunesse pour les jeunes handicapésIsland of Montréal

June 2012

Intersectoral TÉVA Toolbox by the Comité régional TÉVA /Engagement jeunesse

pour les jeunes handicapés

The toolbox will contain 4 intersectoral tools Training Tool (PowerPoint)

Available in French English version to come

Planning Tool (place mat) Available in French and English

List of TÉVA assigned representatives Already completed: school boards, rehabilitation centres, employment

services for people with disabilities Coming in 2012-2013: schools, CSSS, and recreational organizations

Directory Part of the 2012-2013 Action Plan

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What is the TÉVA Planning Tool?

An intersectoral transition planning tool produced through a consensus of the following networks: education health and social services employment recreation community organizations

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Who created this tool?

The tool was created by the Comité régional TÉVA/ Engagement jeunesse pour les jeunes handicapés.

This committee brings together approximately twenty organizations on the Island of Montréal from various networks: education, health and social services, employment, recreation, and community organizations.

A working subcommittee was given the mandate to create the tool.

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Why plan the school-to-independent- living transition?

Ensure a harmonious transition to adult life and thereby avoid anxiety in facing the future inactivity loss of acquired competencies and skills isolation distress

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Why plan the school-to-independent- living transition? (continued)

Help the young person living with a handicap lead a satisfying life after leaving school

That life/the transition may take various forms: employment fulfilling activities recreation social network further studies

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Goals of the Planning Tool

Support the young person in defining and implementing his/her life goals

Ensure a harmonious and uninterrupted transition to an independent adult life

Help bring school-to-independent-living transition planning into action on the Island of Montréal in a context that brings together a number of partners

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Target Audience for the Tool

All administrators concerned and All personnel directly involved in

organizing the transition to independent living (teachers, professionals, stakeholders).

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Is this tool also for parents?

The planning tool was devised to facilitate the efforts of those who work closely with targeted youth.

It could be used as a support in interacting

with parents, although the tool on its own does not include all the information necessary when introducing parents to the concept of the transition from school to independent living (TÉVA).

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A Quick Glance at the Front

A quick look at the front of the place mat lets us

get to know the aims of the parties

get a glimpse at the content and

become familiar with the choices made by the Committee and which result in the place mat being a regional tool that is distinct from other creations associated with TÉVA

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Aims

Ensure a common vision of the approach taken by the young person and of the support process of the partners involved The process is always focused on the young person

and his/her life goals

Illustrate, in a concrete way, the young person’s course of action in preparing his/her entry into independent adult living

Specify the methods to apply within a framework of intersectoral collaboration.

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A Glimpse at Content

Targeted clientele

Process for the young person

Support from partners

Shared responsibility

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Choices Made

The planning tool was created specifically for young people living with handicaps* who need to be supported in a planned, concerted way

* “A person with a deficiency causing a significant and persistent disability, who is liable to encounter barriers in performing everyday activities.”

An Act to secure handicapped persons in the exercise of their rights with a view to achieving social, school and workplace integration

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Choices Made (continued)

The concept of independent living includes all possible aspects of one’s life goals: employment, further studies, training, fulfilling activities, recreation, social network, housing, transportation, and others.

The starting point of the process is the student’s wishes in regard to his/her adult life and not the list of services for which he/she is eligible.

It is up to every partner to support the young person’s autonomy development.

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Choices Made (continued)

The process begins three years before leaving school, which demonstrates the importance of preparation.

These three years are viewed separately so that the student’s progress stands out.

The importance of joint responsibility is emphasized.

Partners share the responsibility to provide support throughout the entire process and ensure continuity of support when the student leaves school.

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A Quick Glance at the Back 16

Aims

Illustrate the diversity of services that can be offered within the framework of a transition process

Identify the Montréal partners in the school-to-independent-living transition process

Smooth the way to setting up collaboration between the stakeholders from the various networks involved

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A Glimpse at Content18

Partners in the Transition from School to Independent Living (TÉVA)

Grouped by key elements in the young person’s life goals

Key partners from the health and social services and employment networks

Grouped by disability or disorder

Choices Made

Create a tool whose jumping-off point is the needs of the young person and not the partners’ full list of available services

Bring together the information that is essential in facilitating intersectoral links

More detailed information will be provided in a forthcoming directory

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Conclusion

Guided Tour

This part of the presentation will provide additional explanations about the content of the tool’s different sections.

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The Student in School

The process is intended just as much for students integrated into regular classes as for students registered in specialized classes and schools.

At the initial launch of the tool, the current priority is students in specialized classes and schools.

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Young People Livingwith a Handicap

The process is aimed at young people with a physical or sensory handicap an intellectual disability

(including a mild intellectual disability, even if it does not correspond to a MELS handicap code)

pervasive developmental disorder (PDD) a mental health disorder, to the extent that it

leads to a handicap situation

and who need a planned, concerted process in order to be successful in their transition from school to independent living

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Steps in the Process23

Definelife goals

Develop the skills and

competencies to fulfill life goals

Begin fulfilling life

goals

Continue fulfilling all

aspects of life goals with no discontinuity

Autonomy development continues throughout the process.

Young people and their life goals are at the heart of the

process

Steps in the Process

3 years before leaving school The young person defines life

goals and begins to take action

gets to know him/herself

becomes more familiar with the resources available in his/her environment

identifies all dimensions of his/her life goals

acquires knowledge, competencies and skills related to life goals

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Steps in the Process

2 years before leaving school The young person develops the

competencies and skills required to fulfill life goals prepares for adult living

personal, interpersonal and social skills autonomy in day-to-day living, housing, and transportation social network exploration and experimentation (work placements,

recreation, activities in the community, transportation) studies related to life goals

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Steps in the Process

1 year before leaving school The young person begins

fulfilling life goals

affirms his/her choices and becomes more specific as to life goals

consolidates and develops his/her knowledge, competencies and skills

develops a relationship with partners and

with partners’ support, begins to fulfill some aspects of his/her life goals

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Steps in the Process

At the time of leaving school With the help of partners, the young person

continues fulfilling all aspects of his/her life goals has significant knowledge, competencies and

skills for adult life continues to develop his/her social network maintains his/her autonomy in transportation matters updates choices regarding social and occupational integration

is ready to take the steps required to enter the workforce or is registered in post-secondary studies or a training program or is registered in fulfilling activities

signs up for leisure activities

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Steps in the Process

Comments The contents of the four phases of the transition

process are described in such a way as to highlight what distinguishes the phases. In reality, some activities might overlap more than

one year. What is important is following each young person’s rhythm.

From the many suggested actions, select the ones that are best suited to the young person’s life goals.

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Partners and the Frameworkfor their Collaboration

Initiated by the school; the responsibility of all partners school young person and his/her parents health and social services network

Health and Social Services Centre (CSSS) Rehabilitation Centre (CRDP, CRDITED) Youth Centre

employment network Employment services for people with disabilities (SSMO-PH)

recreational organizations community organizations (as needed)

Framework for planning the TÉVA transition Transition Plan: an element of the student’s individualized education plan

(IEP) Health network Individualized Service Plan (ISP) and Individualized

Intervention plan (IIP)

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Specifics on PartnerCollaboration

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Involved in developing the transition plan The partners mentioned above are involved

at the beginning of the process so as to get to know the young person and his/her

family establish a relationship with him/her help life goals emerge make an initial forecast of the services and

partners that will be required to define and fulfill the young person’s life goals

Specifics on PartnerCollaboration

Involved in implementing the transition plan At suitable times, partners are called upon to help

carry out the transition plan according to their expertise based on the young person’s progress or based on the appearance of new needs

For example Employment services for people with disabilities (SSMO-

PH) will participate more intensively in the last year

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At the centre: The student and his/her

life goals.

Based on the student’s profile, identify specialized partners

in health and social services (3 CRDITED, 6 CRDP) and

employment partners from the

SSMO-PH network (8)

TÉVA Partners from the Health & Social Services and Employment Networks

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Access to Services

Health and Social Services Network The CSSS (12) offer first line services and

make referrals to specialized services within their network (e.g. Rehabilitation Centres)

Employment Network The SSMO-PH and the Emploi-Québec local

employment centres (CLE) are directly accessible

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Identify the partners that offer the services required to address the young person’s needs, as based on his or her life goals A large variety of services and partners are identified:

Education and Training Preparing to Enter the Workforce Entering the Workforce Social Integration Leisure Housing Transportation Advancement and Protection of Rights

Partners and Services Geared to the Young Person’s Life Goals

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This is the first version of this tool Adjustments may be made after a trial period

The tool will be distributed and used in Public schools network Private special needs schools Health and Social Services Centres (CSSS) Rehabilitation Centres (CRDITED and CRDP) Employment services for people with disabilities (SSMO-PH) Local employment centres (CLE) Recreational organizations for people with disabilities Community organizations

An Evolving Tool35

Now it’s up to us!

The Transition from School to Independent Living in Action

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Members of the Comité régional TÉVA 2011-2012

EDUCATION HEALTH AND SOCIAL SERVICES

Ministère de l’Éducation, du Loisir et du Sport (Montréal Regional Office)

Commission scolaire de la Pointe-de-l’Île

Commission scolaire de Montréal

Commission scolaire Marguerite-Bourgeoys

English Montreal School Board

Lester B. Pearson School Board

Regroupement des écoles privées en adaptation scolaire (RÉPAS)

Agence de la santé et des services sociaux de Montréal

Office des personnes handicapées du Québec

Centre de réadaptation Lucie-Bruneau

Centre de réadaptation Marie-Enfant

CRDITED de Montréal

CSSS de la Pointe-de-l’Île

EMPLOYMENT COMMUNITY ORGANIZATIONS

Emploi-Québec (Island of Montréal Regional Office)

Action main-d’œuvre inc.

SPHERE-Québec (Soutien à la personne handicapée en route pour l’emploi au Québec)

Comité régional des associations en déficience intellectuelle (CRADI)

Regroupement des organismes de promotion du Montréal métropolitain (ROPMM)

Réseau alternatif et communautaire des organismes en santé mentale de l’île de Montréal (RACOR)

RECREATION OTHERS

City of Montréal

AlterGo

Engagement jeunesse Montréal

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Design Committee for the TÉVA Planning Tool

Roxane Bernard, Engagement jeunesse Montréal Michèle Bleau, Centre de réadaptation Lucie-Bruneau Amélie Clément, Action main-d’œuvre inc. Élisabeth Cordeau, Office des personnes handicapées du Québec Samantha Gabriel, SPHERE-Québec Constance Labelle, Commission scolaire de la Pointe-de-l’Île Michel Massé, CRDITED de Montréal, secteur Nord Céline Robert, Commission scolaire de Montréal Philippe Sauvé, Direction régionale d’Emploi-Québec

de l’Île-de-Montréal

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