The minimum requirement is 2 meetings per school year

Transition planning starts the year the student starts high school

Bridging to Adulthood document

Transition meetings need to include someone who will be bridging the student to adult services; one meeting per year

Individual Education Plan (IEP) meetings and transition meetings – they are different. IEP meeting is about education planning for the student while they are in school; transition meetings are planning for the transition from school to adult life

Assessment will help determine what system in the adult world that the student is eligible for. Persons from that system need to be invited to the transition meetings. Assessments can be done while the student is in the school system around age 15.

Once eligibility for Adult Services is determined ensure you discuss – 

1. How the adult system’s impacts the student and the timing for transition, i.e. CLDS funding for employment services starts the month of July the student turns 21 years of age.  

2. How to do ‘reverse planning’ – planning with the end in mind.

Review the chart in the government document around timelines – ages 14/15 – 21 

A: Everyone has a different role in planning and preparing for transition

Up until age 18, parents, legal guardians, foster parents, caregivers and others legally authorized to make decisions are also key members of the transition team. If it has been determined that a substitute decision maker is required for decision making they are also included in the team.. They can ensure that transition planning reflects the interests and values of the student. The school principal must ensure that parents and students have the opportunity to have a person of their choosing in the process and attend planning meetings.

The suggested roles of these team members include:

• attending student-specific planning meetings
• sharing with the team their knowledge of the student’s interests, strengths and needs
• supporting the students during the transition process
• participating in the decision-making process
• encouraging and helping students participate in transition planning
• finding information on available services and resources, currently or following graduation
• supporting implementation of the plan 
• sharing information about the student’s progress

Become familiar with The Vulnerable Persons Living with a Mental Disability Act (see Appendix D)
Standards for Appropriate Educational Programming in Manitoba (2022) reinforces the transition planning protocol for students who will need adult supports. Teachers’ roles are also outlined in the Manitoba Pupil File Guidelines (2012).

https://www.edu.gov.mb.ca/k12/docs/policy/transition/bridging_to_adulthood_protocol_en.pdf 

https://www.aclmb.ca/files/Personal_VPA.pdf 

https://www.edu.gov.mb.ca/k12/specedu/aep/pdf/standards_for_student_services.pdf 

https://www.edu.gov.mb.ca/k12/docs/policy/mbpupil/ 

Adult supports for individuals with exceptional needs may be provided by Manitoba Families through regional offices or through designated agencies.

Employment and Income Assistance is provided through regional offices of Manitoba Families. An in-person application may be made at age 18.  Persons must meet eligibility criteria to be eligible for the Persons with Disabilities category

Community Living disABILITY Services are coordinated through Community Service Workers and accessed through regional offices of Manitoba Families. They are based on eligibility criteria to receive supports under the CLDS program. Residential Services offers a range of options to help individuals age 18 and older live in the residential setting that best meets their support needs

Day Services include a range of supports and training to help individuals participate in the community and pursue supported employment, vocational skill development, personal development and other opportunities. Participation in day service programming is available to individuals beginning in July of the calendar year they turn 21 years of age.

A person-centred planning process involves key people working together to develop a transition plan that meets the student’s needs, using available resources, or advocating for new or enhanced services.

Person-centred planning in transitioning from school to adulthood may include:

• pursuing academic areas of interest and continuing meaningful involvement in school life past age 18 • celebrating the completion of high school through a graduation ceremony with peers, and then shifting focus towards life and work preparation with continued support from the school 
• pursuing a combination of volunteer and work experience through the school 
• shifting school focus towards meaningful participation in community life (e.g., volunteering or recreational programming) in increasing independence 
• high school completion after four years and transition to the support of a community service provider • preparation for post-secondary education after high school

Planning meetings may be formal or informal. Informal meetings may occur as frequently as needed, anytime throughout the year and involve contact by phone, email or in person. Formal transition planning meetings must be held at least annually. Annual outcomes need to be decided on shortly after the beginning of each school year.

Well-organized meetings are essential for effective person-centred transition planning. 

Case managers and other team members should ensure the individual student’s dreams and vision for the future are the standard toward which the planning team strives. 

Planning is results-oriented with achievable goals and a plan for implementing and monitoring of outcomes. 

The focus of planning is on the strengths, interests and hopes of the student and the required supports, rather than on the student’s disabilities. 

Planning respects and reflects the student’s background (e.g., family values, way of life, culture, community life).

Process Transition planning may follow the same process as student-specific planning. In Manitoba, student-specific planning is a global term for any written plan developed by a team that addresses the individual needs of a student. 

School teams, including families, are likely to be familiar with the student-specific planning process. 

Beginning in Grade 9, the planning process begins to take on a new perspective with domains and any student-specific outcomes (SSOs) addressing transition needs taking priority as high school completion nears. 

Transition planning consists of four steps consistent with individual education planning: 1. Setting direction 2. Gathering information 3. Developing the transition plan 4. Implementing and reviewing the plan