The Road Forward: DDS and Chapter 688 Transitional Services for Massachusetts Families

1. The Road Forward: DDS and Chapter 688Transitional Servicesfor Massachusetts Families DEPARTMENT OF DEVELOPMENTAL SERVICES Victor Hernandez February 5, 2011

2. What We Will Discuss The School and Transition Massachusetts Chapter 688 The Role of Parent and Student

3. Key Questions… • What happens when my child is done with school? • How does DDS receive funds to serve students turning 22 every year? • How is the amount of funding each person receives determined? • What is the prioritization process?

4. Parental Concerns • Families feel that they are frustrated, anxious, scared and overwhelmed by the transition process. • Families acknowledge that they are unaware of what they do not know and lacked basic information about what questions to ask. • Families want to be informed of the realities of the system impediments and structures; however they want to feel that all parties are working together towards a common goal.

5. The School and Transition • There are two laws that provide two very different types of transition requirements for youth with disabilities. • They can be confusing because although they both are called “transition” (and they involve many of the same players), but the two transition processes do very different things.

6. The School and Transition • IDEA--- The federal special education law, Individuals with Disabilities Education Act (IDEA) contains a number of requirements related to transition, which focus on the school district’s obligation to provide transition services before a young adult graduates or turns 22 and exits SPED. • Ch.688--- Chapter 688, a MA state law, establishes a process which helps to determine which state human service agency will be responsible for adult services and begins the transition process for the young adult when they graduate or turns 22.

7. Massachusetts Chapter 688 • A law to highlight the needs of students who will lose their SPED entitlement • Provides a two year planning process • A process for accessing appropriate adult service agency for student after SPED • Transitional Agency will develop an Individual Transition Plan (ITP) • Is not a continuation of SPED services nor is an entitlement for services after SPED

8. 688 Eligibility • All persons referred to Chapter 688 must be: • Receiving special education services in Massachusetts • In need of continuing services because of severity of disability • Unable to work 20 or more hours per week in competitive employment • Persons who are automatically eligible for Chapter 688: • Anyone receiving SSI and/or SSDI based on his/her own disability • Anyone listed in the registry of the Massachusetts Commission for the • Blind

9. The 688 Process • At least two years prior to graduation or turning 22, • the school district makes a 688 referral

10. The 688 Referral Form

11. The 688 Process • The school district must request the parent, young adult, or guardian to sign the consent to send school records to the appropriate local adult human services agency • The Human Service Agency begins their adult eligibility process • The Human Services Agency must develop the Individual Transition Plan (ITP)

12. The ITP • The Individual Transition Plan (ITP) specifies what kinds of support the student/family is requesting upon leaving special education • The ITP meeting is normally held about one year before the student is ready to leave school • The purpose of an ITP meeting is to develop a plan that includes the interests, skills and needs of the person • The ITP does not contain specific goals and objectives, or identify specific provider agencies • Supports identified in the ITP are not guaranteed or create an entitlement; they are subject to prioritization, appropriation and availability.

13. Benefits of the 688 Process • The 688 process ensures that the student is working with the appropriate adult human service agency before exiting SPED • Provides very specific timelines for planning and transition to the new agency. • The ITP enables the adult agency to understand the students’ needs and to begin programmatic and fiscal planning • By specifying an individual’s needs before exiting SPED, the family and agency can plan and advocate as appropriate. • Any student is free to apply directly to an adult agency outside of the 688 process, but going through the process ensures that the agencies have enough time to set up a transition.

14. The Role of the Parent/Student • The 688 referral should be discussed at the IEP Team meeting at least two years before the student is expected to graduate or turn 22, as part of transition planning. • Ask the school to submit a 688 referral for your child. • It must be signed by the parent, legal guardian, or by the young adult who is 18 or older. • Request a copy of the form that is submitted. • The parent/ student may want to consider applying for Supplemental Security Income (SSI) and to MassHealth.

15. MASSCAP • MASSCAP stands for the Massachusetts Comprehensive Assessment Process • DDS created the MASSCAP for adults in order to determine what types of services the person needs • It addresses the question of “Who needs DDS funded residential supports, defined as 24/7 out-of-home, 24 hour, 7 days a week?” • MASSCAP also addresses the question that if an individual does not need 24/7, out-of-home residential supports, what other types of supports would meet the person’s need

16. MASSCAP The MASSCAP assesses: • The functional limitations of an individual • What resources are currently available to support the individual • Specific characteristics of the individual, such as unique medical, • mental health or forensic issues • Caregiver capacity to provide care, since an individual’s need for 24/7 • out-of-home residential support is an interaction between the person’s • needs and the ability of the caregiver(s) to provide care

17. MASSCAP • The MASSCAP Summary Profile assists the Area Office in making prioritization decisions • It ensures that individuals are offered an array of supports in the family or individual’s home to DDS funded 24/7 residential support services • Families and guardians will be actively engaged in discussion with DDS about the variety of options available to support their family members based on their MASSCAP profile.

18. DDS Transition Coordinator (688TC) • The DDS Transition Coordinator (688TC) is the case manager who works at the local DDS Area Office. • The 688 TC is the student’s primary link to assistance from DDS during the transition from special education to adult life. • The 688 TC visits the student’s programs and attends IEP meetings as needed in preparation for the Individual Transition Plan (ITP) development. • The 688 TC will work with the individual and their family from less restrictive alternatives to a court appointed guardian.

19. DDS Transition Coordinator (688TC) • 688 TC assists in identifying and securing needed supports, which are consistent with the individual’s vision and ITP. • Referrals are made to services and coordination continues if an individual receives adult supports upon graduation or reaching the age of 22. • The Transition Coordinator will help those involved understand what DDS and other agencies can offer

20. FY11 Turning 22 Budget • 5920-5000.. For services to clients of the department who turn 22 years • of age during state fiscal year 2011; provided, that the department shall • report to the house and senate committees on ways and means not later • than January 4, 2011, on the use of any funds encumbered or expended • from this item including, but not limited to the number of clients served in • each region and the types of services purchased in each • region....................................................... $5,000,000

21. DDS Adult Services • RESIDENTIAL • DDS Community 24 Hour Residential Supports provide care, • supervision and basic life skills and community living skills training in • various residential setting. • SHARED LIVING • Shared living is a residential support in which an individual resides • with another, non-disabled person or host family • INDIVIDUAL SUPPORTS • Individual Supports consist of assistance with a variety of activities that • is provided regularly or intermittently to enable individuals to live as • independently as possible in the community. Individual supports • include help with food shopping, cooking, banking, and housekeeping.

22. DDS Adult Services • EMPLOYMENT SUPPORT • Employment Supports provide supervision, training, and/or • transportation that enable individuals to get paid jobs. It includes • help with career planning and job development as well. • Community Day Supports • Day supports helps individuals to build and maintain their ability to • participate in community activities by focusing on important skill • areas that include communication, self-care, relationship building • and community involvement. • Individual Supports • Individual Supports consist of assistance with a variety of activities • that is provided regularly or intermittently to enable individuals to • live as independently as possible in the community. Individual • supports include help with food shopping, cooking, banking, and • housekeeping.

23. DDS Adult Services • FAMILY SUPPORT • Family Support Services consist of supplemental supports that • help a family to care for their family member at home. Types of • family support services include individual and/or family education • and training, support groups, family support coordination, supports • planning, supports for community participation, outreach and • education, and respite. • Respite • Respite provides short term out of home care for the individual with • intellectual disability. It allows parents and other primary • caregivers to handle personal matters, emergencies, or take a • break.

24. What do we hope to achieve? • Families have access to information that includes critical timelines, essential contacts, and a summary of the transition planning process • A choice/array of service opportunities • Positive and constructive working relationships (long term) • Satisfied individuals and families • A successful transition

25. What are the bumps in the road? • Chapter 688 is not an entitlement service • The budget is the budget • Not everyone will receive everything they would like to receive, when they would like to receive it • Resources are often limited and an area often will existing resources to meet everyone’s needs

26. Need vs. Want • DDS sometimes must piece together services that are not exactly what families want: e.g. state plan services, community based day services, etc. • Due to the lack of available resources, DDS may not be able to offer a responsive array of choices for the families • Families are frustrated and disappointed that DDS cannot address their needs and wants.

27. Key Questions… • What happens when my child is done with school? • How does DDS receive funds to serve students turning 22 every year? • How is the amount of funding each person receives determined? • What is the prioritization process?