Transition Services is a “School to the Community” transition programme to support Ongoing and Renewable Resource Scheme (ORRS) funded students (high and very high) in their last year of school, with the aim being the “uninterrupted movement of students into post-school education, employment and/or other community services and activities and to ensure that there is a co-ordinated plan implemented to assist the student with achieving their transition goals”.
The Ministry of Social Development (MSD) contract binds Transition Services to a one year only programme. Funding is individualised, based on a Four Milestone invoicing process.
Criteria for students applying for the MSD funded Transition Programme:
· Students must have current High or Very High Needs ORRS funding
· Students must be in their last year of school
· Students must be under 21 years of age
For further information about the Ongoing Resourcing Scheme refer to: http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/ServicesAndSupport/OngoingResourcingScheme.aspx
Hohepa Auckland’s Transition Service and the Role of Transition Coordinator
The provision of transition services is the Transition Coordinator’s sole focus responsibility. The Transition Coordinator is to assist students with the major decisions that they must make when moving from school into the wider community, whether this is into paid or voluntary work, further education or community participation.
Transition planning involves setting goals and developing skills and experiences that may lead to a purposeful and productive life after leaving school. The transition experience is unique for each student, as goals are individual.
Transition planning is a team process. The team includes the student at the centre, their family and whānau, friends, transition staff, school staff, therapy and medical staff, adult service providers and other community support staff (as appropriate). They all work together to develop an Individual Transition Plan (ITP) that meets the student’s needs, goals and aspirations. The ITP is a “working document” that develops over time.
1. The process is driven by the student/whanau and the student is actively engaged in determining/implementing their future goals.
2. The process identifies and overcomes barriers to the disabled student’s learning and support.
3. The students/whānau are offered information and support that opens the door to a wider range of inclusive community based options.
The Milestone Process and Documentation
Milestone 1: The written agreement to Work with an Eligible Student.
1. The School, family or individual makes a referral to Hohepa’s Transition Service
2. The Transition Coordinator meets with the individual, teachers and family.
3. A Memorandum of Understanding (MOU) is signed which outlines services.
4. The MOU is sent to Ministry of Social Development (MSD) for payment processing.
Milestone 2: The Individualised Transition Plan (ITP).
1. The Transition Coordinator meets with the individual, teachers and family.
2. An Individualised Transition Plan is agreed, outlining preferences, interests, goals, steps to achieve goals, timeframes, responsibilities, resources, support needs, monitoring and outcomes of what is to be achieved
3. The ITP is sent to Ministry of Social Development (MSD) for payment processing.
Milestone 3: Evidence of Brokerage Services Report
1. The Transition Coordinator follows the plan in conjunction with the individual, teachers, family and any other person or supports identified.
2. A Brokerage Services Report is prepared outlining the range of services and activities provided to the student including dates, type of brokerage, type of services and activities (and with whom); successful outcomes and; comment on any issues affecting the success of the brokerage.
3. The Brokerage Services Report is sent to Ministry of Social Development (MSD) for payment processing.
Milestone 4: Transition Completion Report
1. The Transition Coordinator satisfactorily completes the Transition Plan
2. A Transition Completion Report is prepared outlining the monitoring and reviewing of transition goals over the transition period; and the outcomes e.g. school end date, post school activity start type and date.
3. The Transition Completion Report is sent to Ministry of Social Development (MSD) for payment processing.
Focus areas when developing an Individualised Transition Plan:
How to find employment
o Career planning
o If requested, assistance with finding after school or holiday work
o Access to Supported Employment Services for job searching and on-going support
If not work then other meaningful activities
o Training options
o Work and life skills
o Skills to help maintain safety
o Skills that may help the person live as independently as possible e.g. cooking, budgeting, home skills
o Further education
o Work experience
o If required, orientation visits to a Vocational/Day/Community Participation Service provider
How to participate in the Community
o Cultural support
o Access to Community Services
o Opening a bank account
o Access to NZ Work & Income Support services, IRD Services, etc.
o Applying for a IRD Number
o Applying for a 18+ card. Application form for the 18+ card is available from a NZ Post Office.
o If required, assistance from the Needs Assessment and Service Coordination Agency (NASC)
o If required, advocacy support services
What to do for recreation and leisure
o Sports groups, clubs, activity groups, youth groups
How to develop and sustain relationships
o Family and friends, work colleagues
o Identifying key people
Where to live
o Transport and Community access