|||Pam Nueman - Parents are welcome to request help from pam to facilitate and coordinate transition plans, meet with social workers and CLBC |
facilitators, inform teams/students about college programs for students with diverse abilities, and support employment and other community programming for students as they transition to adult life.
2023 Transition Planning Guide .pdf
VSB Psych Ed. reports are completed by grade 12 in order to assist the CLBC application process.
Families are encouraged to contact Family Support Services at DDA 604-327-9111 , and invite them to all IEP meetings, starting grade 8!
Wait lists for CLBC Adult Day Program placement can take 3 to 12 months after graduation. So it's important to ensure to contact Community Living British Columbia for placement options and funding at 17/18 years of age !
3rd Floor 210 West Broadway, Vancouver, BC, Canada
General Enquiries: firstname.lastname@example.org
Manager: Jean-Claude Ndungutse
Each student should have a Child & Youth with Special Needs Social Worker (CYSN SW).
If you don’t know who that is, please call 604 660 5437 then press 1 and ask who is their CYSN Social Worker and you should then be connected to that person.
Below is a brief outline of our additional year programs. Students not 19 by the end of June, are eligible for an additional year.
Please see below for the dates for graduation:
All students born in 2003 must exit June 2023
Students born January-June 2004-also must exit June 2023
Students born July 1-December 31st 2004-must exit June 2024
Students born January-June 30th 2005-must exit June 2024.
Transition Programs Description
GPS-Gateway to Post-Secondary
GPS is a part time course that operates from January to early June each year. It is a partnership with Vancouver Community College (VCC) and the VSB. This course is designed to support successful transitions from secondary school, encourage access into the post-secondary system, and increase success for this group of learners. Students will attend the course at the downtown campus of VCC 3 days a week and return to their high school for the remainder of the week. The course is comprised of both classroom activities and supported fieldwork. A 4-week supervised practicum placement/job shadow will be part of the program. Work experience placements will be facilitated by the VSB transition team.
GTE-Gateway to Employment
an unpaid work experience from September-December, 3 days a week for approximately 4 hours each day. Two days a week, students explore social and recreational connections through a community connector (BACI) and Vancouver Parks and Rec. VSB partners with an adult employment service agency- (BEST) to provide job coaching and supervision during work experience, support the transition to paid employment search, and facilitate community connections. Intake for applications will begin in the late fall of each year. Students must be CLBC eligible for this program.
Community Transition Program
PILOT program that started September 2018 designed to support student’s transition to adult life. The program is a full-time program with an emphasis on employment, community inclusion, and life skills that are meaningful and related to the individual needs of each student. >span class="s4">am is currently located at Britannia Secondary.
Senior Life Skills
started September 2021 designed to facilitate adaptive living skills for students who have more complex needs and are in their final years of high school. >full-time district program located at Tupper Secondary.
Referrals must be submitted to the DRT-District Resource Teacher (Pam Neuman). >meetings throughout the year and application packages will be given out at the meetings. Students are accepted based on meeting criteria and on a first come first served basis.
GPS- part time at VCC
GTE-Community based (registered at Tupper-will not attend Tupper)
Community Transition Program-Britannia
PROFILE INFORMATION FOR CLBC
Hint: Include how does the person communicate need and wants? (Verbally, behaviourally?)
Is communication in a manner that is easily understood by people that don’t know him/her?
Can he/she answer open ended questions? Can they read/write? Use of telephone?
What are the strengths regarding communication?
2. MEETING ROUTINE PERSONAL CARE NEEDS
Hint: includes needs related to eating / drinking, bathing, dressing, grooming, toileting, etc. Excludes needs related to health care (transferring in / out of bed, seizure management, g-tube feeding, etc.)
3. CREATING AND / OR MAINTAINING RELATIONSHIP
What level of support does the person needs to create and maintain relationships outside family and current living situation? Will he/she initiate a conversation with a new person? How does he respond when a new person initiates a conversation with him?
4. MAKING DAY-TO-DAY DECISIONS
includes decisions about what to wear, who to spend time with, what to eat, when to go to bed, what to do during free time, how to use spending money, etc. What level of support does the person requires to make all decisions about routine and daily matters.
5. MAKING IMPORTANT LIFE DECISIONS Has a decision-maker been legally appointed for the individual under the Patient Property Act (committee of person) or Mental Health Act or the individual has appointed a representative under the Representation Agreement Act? This is one of the first things you should confirm when reading a plan.
Includes decisions about matters that have the potential to impact one’s life in a significant or long-term manner (where to live, who to live with, career path, getting married, having children.
6. SAFETY WITHIN COMMUNITY
Hints: includes needs that relate to basic safety within community (crossing the street, sense of direction, stranger awareness, etc.). Does he/she know how to use 9-1-1 or ask for help? excludes needs related to community inclusion … this is covered in Q. 8. excludes needs related to health … this is covered in Q. 9 excludes needs related to complex risks and actions … this is covered in Q. 10. What level of support does the person requires to safely access the community?
7. WORK AND LEARNING
(includes activities that are meaningful and purposeful for the individual – employment, volunteer positions, educational programs, etc.). What level of support does the person require to participate in all work or learning opportunities? Does the person requires ongoing support to participate in current activities or explore new opportunities? Does he manage independently when in working or learning environments? Once he understands a task, can he repeat it independently without supervision?
8. COMMUNITY PARTICIPATION
Hints: includes issues that relate to the individual’s participation in, involvement with, and connection to the community excludes issues related to safety within community … these have already been addressed in Q. 6. What level of support does the person requires to participate in any activity outside the home? Does he/she require ongoing support to be involved in a meaningful way? Does he/she participate in few or no activities outside the home?
9. COMPLEX HEALTH NEEDS – including mental health needs.
Hints: includes needs related to managing an ongoing physical health condition (uncontrolled seizures, g-tube feeding, use of oxygen, insulin management, dysphasia, use of mobility aides, etc.). Includes needs related to managing an ongoing mental health condition (mental health diagnosis, use of behaviour support strategies, established safety plan, etc.). Sexual Health? What medications is he currently taking?
Excludes needs related to an acute or temporary condition. Excludes needs related to personal care … these have already been addressed in Q. 2. What level of support does the person requires to manage complex and persist , but stable?
10. COMPLEX RISKS AND ACTIONS
Hints: Includes needs related to actions that have the potential harm self or others (refusal of treatment,
engaging in criminal activity, tendency to bolt / wander, etc.). Excludes needs related to an acute or temporary
condition … Excludes needs related to basic safety in community … these have already been addressed in Q. 6.
Excludes needs related to complex health … these have already been addressed in Q. 9. What level of support
does the person require to keep self and others safe? Does she frequently behave in a manner that is dangerous
or has the potential to cause serious harm to self or others?