Presenting an Intersectoral
Planning Tool
THE TRANSITION FROM
SCHOOL TO INDEPENDENT
LIVING (TÉVA)
June 2012
The Comité régional TÉVA / Engagement Jeunesse pour les jeunes
handicapés
Island of Montréal
Intersectoral TÉVA Toolbox
by the Comité régional TÉVA /Engagement jeunesse
pour les jeunes handicapés
2

The toolbox will contain 4 intersectoral tools

Training Tool (PowerPoint)



Planning Tool (place mat)


Available in French
English version to come
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
What is the TÉVA Planning Tool?
3

An intersectoral transition planning tool
produced through a consensus of the
following networks:





education
health and social services
employment
recreation
community organizations
Who created this tool?
4

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.
Why plan the school-to-independentliving transition?
5

Ensure a harmonious transition to
adult life and thereby avoid





anxiety in facing the future
inactivity
loss of acquired competencies and skills
isolation
distress
Why plan the school-to-independentliving transition? (continued)
6

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
Goals of the Planning Tool
7
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

Target Audience for the Tool
8

All administrators concerned and

All personnel directly involved in
organizing the transition to
independent living (teachers,
professionals, stakeholders).
Is this tool also for parents?
9

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).
A Quick Glance at the
Front
10
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
Aims
11

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.
A Glimpse at Content
12

Targeted clientele

Process for the young person

Support from partners

Shared responsibility
Choices Made
13

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
Choices Made (continued)
14

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.
Choices Made (continued)
15

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.
A Quick Glance at the Back
16
Aims
17

Illustrate the diversity of services that can be
offered within the framework of a transition
process

Identify the Montréal partners in the school-toindependent-living transition process

Smooth the way to setting up collaboration
between the stakeholders from the various
networks involved
A Glimpse at Content
18

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
19

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
Conclusion
Guided Tour
20

This part of the presentation will provide
additional explanations about the content of
the tool’s different sections.
The Student in School
21

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.
Young People Living
with a Handicap
22

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
Young people
and their life
goals are at the
heart of the
process
Steps in the Process
23
Define
life 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.
Steps in the Process
24
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
 acquires
all dimensions of his/her life goals
knowledge, competencies and
skills related to life goals
Steps in the Process
25
2 years before leaving school

The young person develops the
competencies and skills required to
fulfill life goals
 prepares for adult living

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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
Steps in the Process
26
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
 with
a relationship with partners and
partners’ support, begins to fulfill some
aspects of his/her life goals
Steps in the Process
27
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
Steps in the Process
28

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.
Partners and the Framework
for their Collaboration
29

Initiated by the school; the responsibility of all partners



school
young person and his/her parents
health and social services network

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employment network

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Health and Social Services Centre (CSSS)
Rehabilitation Centre (CRDP, CRDITED)
Youth Centre
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)
Specifics on Partner
Collaboration
30
 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 Partner
Collaboration
31
 Involved
in implementing the
transition plan
 At
suitable times, partners are called upon to help
carry out the transition plan



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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 (SSMOPH) will participate more intensively in the last year
TÉVA Partners from the Health & Social
Services and Employment Networks
32

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)
Access to Services
33

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
Partners and Services Geared to the
Young Person’s Life Goals
34

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:

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Education and Training
Preparing to Enter the Workforce
Entering the Workforce
Social Integration
Leisure
Housing
Transportation
Advancement and Protection of Rights
An Evolving Tool
35

This is the first version of this tool


Adjustments may be made after a trial period
The tool will be distributed and used in




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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
36
The Transition from School to
Independent Living in Action
Now it’s up to us!
Members of the Comité régional TÉVA
2011-2012
37
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
Design Committee for the
TÉVA Planning Tool
38

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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