CODES/REFERENCES 

O.C.G.A. § 15-11-231 Permanency Planning Report

O.C.G.A. § 49-5-3

Fostering Connections to Success and Increasing Adoptions Act of 2008, P.L. 110-351

John H. Chafee Foster Care Independence Program (Foster Care Independence Act of 1999 (P.L. 106-169)

Title IV-E of the Social Security Act sections 475(1)(D) and 475A(b)

Preventing Sex Trafficking and Strengthening Families Act of 2014 (P.L. 113-183)

 REQUIREMENTS

The Division of Family and Children Services (DFCS) shall:

1. Engage youth and their support system to develop or update the Written Transitional Living Plan (WTLP) that is actionable and self-directed within 30 calendar days of:
   1. A youth 14 years of age or older entering foster care;
   2. A youth in foster care reaching 14 years of age;
   3. A youth reaching 18 years of age and receiving Extended Youth Support Services (EYSS);
   4. A youth’s participating in EYSS after exiting custody at 18 years of age or older;
   5. Identifying additional needs for a youth with an existing WTLP, including those identified upon completion of the Casey Life Skills Assessment (CLSA);
   6. New outcomes and tasks being ordered by the court; or
   7. The WTLP outcomes being achieved.

2. Submit the WTLP to juvenile court with the initial 30-day case plan and at each case review and permanency plan hearing completed by the court thereafter. 

   NOTE: The court shall, at its own discretion, conduct a review of the status and the services being provided for any child age 18 and older receiving EYSS or other Independent Living Services.

3. Update the WTLP a minimum of every six months to reflect the youth’s progress toward the achievement of WTLP goals.
4. Incorporate the WTLP into the case plan for youth 14 years of age and older and ensure the WTLP includes:
   1. A written description of the programs and services that will assist the youth in preparing for the transition from foster care to independent living.
   2. The anticipated age at which the youth will be discharged from foster care;
   3. The anticipated amount of time available to prepare the youth for the transition from foster care to successful adulthood;
   4. The anticipated location and living situation of the youth upon discharge from foster care;
   5. A description of the assessment processes, tools, and methods that have been or will be used to determine the programs and services needed to assist the youth in preparing for the transition from foster care to successful adulthood;
   6. The rationale for each program or service that is or will be provided to assist the youth in preparing for the transition from foster care to successful adulthood, the time frames for delivering such programs or services, and the intended outcome of such programs or services; and
   7. A description of specific recruitment efforts that will be used to facilitate orderly and timely in-state and interstate placements, when the recommended permanency plan is termination of parental rights and adoption or placement in another home.
   8. include a document that describes the rights of the youth with respect to education, health, visitation, court participation, the right to be provided with documents specified in section 475(5)(I) in accordance with that section (see policy 13.4 Independent Living Program: Transition from Foster Care), the right to receive an annual credit report, and the right to stay safe and avoid exploitation (see policy 13.7 Independent Living Program: Youth Rights and Responsibilities).
   9. An acknowledgement signed by the youth that confirms the youth has been provided with a copy of the documentation and that the rights contained in the document have been explained to the youth in an age-appropriate way (see policy 13.7 Independent Living Program: Youth Rights and Responsibilities).
5. Utilize meetings (Family Team Meeting (FTM), Transition Roundtable (TRT), etc.) involving the youth and members of the youth’s support team as a forum to develop, update, and implement the WTLP.
6. Engage the youth in a discussion about the WTLP outcomes during monthly purposeful contacts to determine progress toward WTLP outcomes and if any amendments/revisions are necessary.

 PROCEDURES

Developing the WTLP for Youth in Foster Care or Participating EYSS Program

The Social Services Case Manager (SSCM) will:

1. Schedule a formal meeting such as a Family Team Meeting (FTM) or Transition Roundtable (TRT) with the youth and the youth’s support system (see policy 19.3 Case Management: Solution-Focused Family Team Meetings);
2. Review the youth detail page and the most recent, pertinent case documentation to determine youth’s:
   1. Reason(s) for Removal from Family / Foster Care Entry
   2. DFCS history (see policy 19.10 Case Management: Analyzing DFCS History)
   3. Case Plan Goal
   4. Individual and Family Developmental Stage(s)
   5. Educational Status (highest grade level achieved and related performance),
   6. Financial Status (earned and unearned income sources)
   7. Housing (current living arrangement)
   8. Health (physical or mental health diagnosis and prescribed medications),
   9. Supports (identified adult and peer connections)
   10. Services (formal and informal/paid and unpaid)

3. Engage and assist the youth with the completion of the Casey Life Skills Assessment (CLSA) (see policy 13.2 Independent Living Program: Casey Life Skills Assessment); NOTE: The CLSA is not required for youth 18 years and older; however, prior to development of the WTLP it is important to review previous CLSAs for any information that may be helpful in developing or modifying outcomes.

4. Conduct a monthly purposeful contact with the youth and caregiver prior to the meeting (FTM/TRT):

   a. Discuss findings (observations concerning youth strengths and needs) from the case review and CLSA.

   b. Discuss the youth’s academic and professional aspirations;

   c. Obtain caregiver and youth perspective regarding the youth’s strengths / assets and needs as it relates to the following five protective factors:

   1. Resilience: Youth’s ability to manage stress and function when faced with adversity or trauma.
   2. Social Connections: Youth’s access to caring adults, positive peers, parents, and community supports that offer a sense of identity and belonging.
   3. Concrete Support in Times of Need: Youth’s knowledge of and access to resources that address a specific issue or area of need.
   4. Knowledge of Child Development: The extent to which youth understand themselves – the impact of development on their physical changes, cognition, emotion and identity development.
   5. Cognitive and Social-Emotional Competence: Youth’s ability to self-regulate thinking, emotions and behavior based on self-awareness and self-efficacy.

   d. Reach a consensus regarding individual level outcomes the youth would like to achieve and describe how the FTM or TRT process will assist the youth in achieving outcomes;

   e. Advise the youth in an appropriate manner:

   1. He/she may invite two supporters to participate in case plan/WTLP development;
   2. He/she may request and receive interpreter or translator services if needed;
   3. He/she is expected to participate in the development of case plan/WTLP;
   4. He/she is expected to work toward accomplishing the individual goals identified in their case plan/WTLP;
   5. The case plan/WTLP will become part of the court order unless the child requests a hearing within five days of reviewing/receiving the proposed plan;
   6. He/she will receive a copy of the case plan/WTLP;
   7. He/she has rights pertaining to education, health, visitation, court participation, receipt of an annual credit report, staying safe and avoiding exploitation; and
   8. He/she will receive a written copy of the rights discussed.

   f. Engage the youth to identify supporters that he/she would like to invite to the FTM or TRT, and obtain contact information;

5. Conduct the formal meeting (FTM or TRT) with the youth and the youth’s support system:

   a. Develop specific outcomes and tasks for the WTLP. Include formal and informal supports and services that may aid the youth in achieving outcomes associated with well-being and transition, see Practice Guidance in policy 13.4 Transition from Foster Care for transition planning description and guidance.

   b. Develop a corresponding Action Plan to overcome potential barriers to outcomes that may prove difficult for the youth to achieve based on their assessed level of functioning, when appropriate. The Action Plan should assist youth and their support system to:

   i. Identify those difficult situations or tasks that the youth must manage to achieve outcomes;

   ii. Identify early warning signs that a youth is ‘off track’ related to goal achievement;

   iii. Include tasks for the youth to prevent a loss of focus and direction; and

   iv. Identify measures the youth can take to interrupt or escape unproductive behaviors and re-focus in the event the youth does lose sight of their outcome.

   c. Obtain signatures of the youth and other meeting participants on the WTLP. The WTLP will include:

   i. The anticipated age that the youth will be discharged from foster care;

   ii. The anticipated amount of time available to prepare the youth for the transition from foster care to independent living;

   iii. The anticipated location and living situation of the youth upon discharge from foster care;

   iv. A description of the assessment processes, tools, and methods that have been, or will be used to determine the programs and services needed to assist the youth in preparing for the transition from foster care to independent living;

   v. The rationale for each program/service that is/will be provided to assist the youth in preparing for the transition from foster care to independent living, the time frames for delivering such programs/services, and the intended outcome of such programs/services;

   vi. A description of specific recruitment efforts (e.g. state, regional, and national adoption exchanges, including electronic exchange systems) to be used to facilitate orderly and timely in state and interstate placements when the recommended permanency plan is termination of parental rights and adoption or placement in another home (see policy 11.7 Adoption: Child Specific Recruitment Efforts); and

   vii. The date the 90 days prior to the youth’s 18th birthday Transition Meeting was conducted and a description of the Transition Plan that was developed during the Transition Meeting (see policy 13.4 Independent Living Program: Transition From Foster Care).

6. Document the WTLP in Georgia SHINES and submit to the Social Services Supervisor (SSS) for approval within 72 hours of the FTM or TRT;
7. Upload a copy of the WTLP to Georgia SHINES External Documentation;
8. Update the Youth Detail Report in Georgia SHINES;
9. Provide an approved and signed copy of a newly developed or updated WTLP to the
   1. Youth;

   2. Juvenile court (for youth under 18 years old); and 

      NOTE: For youth in foster care ages 14 -17 the juvenile court must approve the WTLP.

   3. Independent Living Specialist (ILS).
10. Review the youth’s final dispositional order to ensure language reflecting approval of the initial/updated WTLP has been included in the court order;
11. Contact the Special Assistant Attorney General (SAAG) should there be any issues with court orders relating to the incorporation of the WTLP into the case plan.
12. Engage collaterals concerning services, supports and overall progress of the child toward the achievement of WTLP outcomes.

13. Engage the youth during monthly purposeful contacts to review the WTLP outcomes, tasks and services being provided. Conversations should include a discussion of the following:

    a. Progress towards legal permanency by reunification, adoption or guardianship (if applicable);

    b. What progress has been made toward WTLP outcome achievement:

    i. Acknowledgment and celebration of completed tasks and outcomes;

    ii. What, if any barriers exist that may be influencing outcome achievement and potential solutions;

    iii. Any changes that need to be made to the WTLP; and

    iv. The youth’s participation in any services and an evaluation of the effectiveness of the services.

    c. If applicable, what progress has been made toward outcome achievement of the Action Plan to include:

    1. Child’s ability to prevent high risk or difficult situations;
    2. Child’s ability to identify early warning signals of unproductive behaviors;
    3. Child’s ability to prevent loss of focus / direction;
    4. Child’s ability to interrupt unproductive behaviors;
    5. Child’s ability to escape difficult situations that were not prevented or interrupted;
    6. Acknowledgment and celebration of completed tasks and outcomes
    7. What, if any barriers exist that may be influencing outcome achievement and potential solutions

    d. Identification of potential members of the youth’s support system (peers, family members and other responsible, caring adults youth can rely on for assistance in times of crisis and everyday life situations);

    e. The extent to which the youth’s rights and responsibilities are being honored;

    f. Any issues with the youth’s placement;

    g. Benefits and opportunities available as a participant in the EYSS program;

    h. The importance of transition planning; and

    i. All other relevant factors that may impact the youth’s overall progress.

NOTE: Independent Living Program services may be available to eligible youth who are no longer in foster care. When a youth who is no longer in foster care or in the EYSS program is approved to receive ILP services the ILS will initiate and the develop the WTLP using the guidelines above, where applicable.

Ongoing Reviews of the WTLP

At least every six months and prior to any case review or permanency plan hearing conducted by the juvenile court, the Social Services Case Manager (SSCM) will:

1. Schedule a meeting to review and possibly revise the WTLP;
2. Provide written notification within at least five calendar days of the meeting to the child and other relevant parties of the need to meet to review/revise the WTLP;
3. Engage collaterals concerning services, supports and overall progress of the child toward the achievement of WTLP outcomes.

4. Conduct a meeting with the family (if the case plan goal is reunification) or the child and caregiver (if the case plan goal is non-reunification) and the youth’s supports to engage to discuss:

   a. Progress towards legal permanency by reunification, adoption or guardianship (if applicable);

   b. What progress has been made toward WTLP outcome achievement;

   c. What progress has been made toward outcome achievement of the Action Plan, if applicable;

   d. The need to update/revise the WTLP or come to a new consensus regarding desired outcomes.

   e. Identification of potential members of the youth’s support system (peers, family members and other responsible, caring adults youth can rely on for assistance in times of crisis and everyday life situations);

   f. The extent to which the youth’s rights and responsibilities are being honored;

   g. Any issues with the youth’s placement;

   h. Benefits and opportunities available as a participant in the EYSS program;

   i. The importance of transition planning; and

   j. All other relevant factors that may impact the youth’s overall progress. 

   NOTE: This meeting may occur during FTM/TRT or other formal meeting.

5. Document the meeting in Georgia SHINES within 72 hours of occurrence;
6. Participate in a Supervisory Staffing to discuss:
   1. The results of the conversation with the youth concerning the WTLP outcomes and tasks;
   2. Appropriateness of services; and
   3. Potential changes to the WTLP.
7. Update the following to reflect any changes/updates resulting from the meeting:
   1. Youth Detail Report Page (see policy 13.13 Independent Living Program: National Youth in Transition Database); and
   2. The WTLP.
8. Provide copies of the completed, approved and signed WTLP to the youth, ILS and juvenile court (for approval);
9. Review the court order for language that incorporates the WTLP following Citizen Panel Reviews, Judicial Reviews or Permanency Plan hearings;
10. At least 90 calendar days prior to the youth reaching the age of 18 assess the youth’s readiness to transition to adulthood using the Transition Planning Meeting (see policy 13.4 Independent Living Program: Transition from Foster Care).
11. Ensure the court issues a modification order reflecting any changes to the WTLP that occur outside of the normal review process;

NOTE: The ILS is responsible for conducting ongoing reviews of the WTLP for youth no longer in foster care and no longer participating in EYSS. The ILS will:

1. Meet with the youth to review the WTLP periodically (at minimum quarterly from the date of development) to assess youth progress and appropriateness of IL supported services;
2. Partner with the youth and their identified support system to update the WTLP annually (at a minimum) based on the youth’s progress toward goals and the assessed appropriateness of services being provided to the youth.
3. Acknowledge and celebrate tasks completed and outcomes achieved; and
4. Participate in Court or County Panel Reviews of youth supports and services.

The ILS will:

1. Participate in the FTM or TRT (as available) held for the purpose of updating the Case Plan/WTLP.
2. Review all WTLPs developed with youth in their service area to ensure:
   1. The initiation, maintenance and appropriateness of services supported by ILP funding;
   2. The contents of the WTLP addresses reporting requirements for the National Youth in Transition Database (NYTD) (see policy 13.13 Independent Living Program: National Youth in Transition Database);
   3. Plans developed at the Transition Staffing 90 days prior to a youth’s 18th birthday contain specific options for:
      1. housing
      2. health insurance
      3. education
      4. local opportunities for mentors
      5. continuing support services
      6. work force supports
      7. employment services
3. Notify the SSCM and SSS of any NYTD reporting requirements absent from the WTLP within 72 business hours of review.

The SSS will:

1. Participate in the FTM or TRT;
2. Review the SSCM’s documentation in Georgia SHINES and conduct a staffing to discuss the youth’s progress on the WTLP outcomes and any potential changes that need to be made in the WTLP;
3. Ensure that the WTLP has been reviewed with the youth prior to any review or permanency plan hearing completed by the juvenile court and a copy of the WTLP has been provided to the youth;
4. Ensure that both the Youth Detail Report and Youth Detail Reporting Page has been accurately updated to reflect the services and support the youth is receiving; and
5. Review and approve any changes that are made to the WTLP on an ongoing basis.

Developing, Reviewing, and Amending the WTLP

Developing the WTLP

Assisting a youth in the development of a transition plan that is actionable and self-directed begins with a quality assessment. Prior to drafting a plan the SSCM or ILS should be aware of the reason(s) the youth is in foster care and the possible trauma implications associated with those reasons. A review of pertinent case documentation is essential in gaining insight to:

1. The child’s maltreatment history and surrounding circumstances;
2. How the parents or caregivers function with respect to daily life management including management of tasks associated with parenting a teenage child;
3. How the child manages tasks associated with their developmental stage (early, middle or late adolescence) - specifically, how the child functions physically, cognitively and emotionally on a daily basis to include self-regulation / impulse control, problem-solving, relational skills / social competencies, self-efficacy and involvement in positive activities;
4. Who and what serve as supports for the child (identify any caring adults, positive peers, parents and/or substitute caregivers who possess parenting competencies; community based supports such as the school environment, place of worship, and place of employment as applicable)

The SSCM/ILS should meet with the youth and caregiver to administer the Casey Life Skills Assessment (CLSA) to obtain additional information regarding the youth’s mastery of specific daily life skills such as cooking, shopping, cleaning, money management, self-care (nutrition, hygiene, medication management, personal safety) and career planning.

At a meeting subsequent to the case file review and CLSA, the SSCM or ILS should meet with the child and caregivers to share assessment findings – the demonstrated assets or strengths and possible needs for the youth’s successful transition to adulthood. During the meeting the SSCM or ILS should also obtain the youth’s perspective concerning their strengths and needs. SSCM or ILS should consider utilizing the interviewing technique of ‘normalizing’ to broach sensitive subjects and to reach a consensus regarding desired outcomes associated with those areas of challenge. Normalizing, a method of understanding a behavior challenge within the context of normal adolescent development, can help to create an environment for open, honest dialogue and prevent defensiveness on the part of the youth. Normalizing provides an opportunity for the worker to express understanding and empathy regarding a behavior without condoning any particular action.  For example:

Presenting challenge: A 17-year-old periodically sneaks out of the home at night to spend time with a boyfriend.

Possible Normalizing Language: ‘It’s not unusual for someone of your age to be involved in a serious relationship. I understand that you would want to spend time with someone who is important to you. Tell me what you like most about your boyfriend.’

Once the conversation is started, the worker can begin to explore other related issues that may need to be addressed in the WTLP such as personal safety, family planning and housing / placement stability. The SSCM and ILS will need to be familiar with adolescent development in order to use normalizing effectively (see Stages of Adolescent Development in Forms and Tools).

The SSCM/ILC should convey to the child and caregiver the importance of formally documenting a transition plan that will address identified needs. Utilization of a formal process such as an FTM or TRT adds structure to the conversation - structure intended to help participants focus on the required plan elements. A FTM format is most appropriate for youth whose case plan goal is reunification as the youth’s parents must be involved in the transition planning discussion. A TRT is most appropriate for youth with a non-reunification case plan goal. As appropriate, a description of either the FTM or TRT process should be shared with the youth and caregiver as a method for devising the best possible plan. The SSCM/ILS should

obtain the names and contact information of persons identified by the youth as his or her support system for participation in plan development. Youth have a legal right to participate in case plan development and to choose up to two members of the case planning team who are neither their foster parent nor caseworker. The date, time and location of the transition planning meeting should facilitate involvement of the youth and their supporters.

During the FTM, TRT or other formal meeting conducted to develop the WTLP, the youth and their support team will identify individualized goals/outcomes and corresponding tasks that will support a successful transition.

WTLP Outcomes and Tasks

Outcomes define the desired change or preferred conditions that must exist to facilitate a successful transition to adulthood. Outcomes should be individualized based on the assessed strengths and needs of the youth and must be:

1. behaviorally specific,
2. measurable,
3. attainable,
4. relevant to the successful transition to adulthood,
5. time-limited,
6. positively stated and
7. written in clear and simple language

Tasks define detailed, sequential steps that advance the youth toward the achievement of a specific outcome. Tasks are those activities that identify who will do what, when, how often and where. For example:

Outcome: Angela will complete all requirements for high school graduation by May 20th. Task: Angela will attend Spanish tutoring three times per week (M/W/TH), 3:00 – 4:00 p.m. at Central H.S.

Task: ILS, Ms. Jones, will meet with Angela and FP’s, Mr. & Mrs. Stevens, within 90 days to explain how to access financial supports available through ILP to assist with fees related to

H.S. graduation.

Task: Angela’s mother, Ms. Clark, will attend Central H.S.’ Open House scheduled March 12th to meet Angela’s teachers and to determine the number of remaining credits and other requirements needed for Angela to graduate.

Task: CASA, Ms. Gerber, will coordinate and accompany Angela on local college campus visits quarterly when Angela receives passing grades in all courses.

NOTE: Tasks should NOT be assigned to individuals who do not participate in the transition planning meeting. Youth should be assigned age and developmentally appropriate tasks.

Reviewing the WTLP

A regular review of WTLP progress must be conducted by the SSCM for youth participating in EYSS. The ILS must conduct reviews for youth no longer in foster care but eligible and receiving ILP support. Monthly purposeful contacts with the youth by the SSCM serves as an opportunity to engage youth concerning the agreed upon goals and steps detailed in the plan. ILS should review WTLP progress during quarterly contact with those youth who are no longer in DFCS custody.

Amending the WTLP

The same process of engagement utilized to develop the initial WTLP should be employed to formally review and update or amend the plan. SSCM or ILS (as appropriate) should meet with youth and their identified support system as WTLP goals are achieved or issues arise that may require an amendment of the WTLP. For example, if it is determined that a youth’s grades have declined dramatically, the SSCM or ILS should engage the youth, collaterals and the youth’s support team to determine the root cause of the decline. The SSCM or ILS should reach a new consensus with the youth concerning required outcomes and related tasks based on the new information. The WTLP must be modified to reflect changes including services and supports. If additional services are initiated, updates should also be documented in Georgia SHINES on Youth Detail Reporting Page under the service categories (see policy 13.13 Independent Living Program: National Youth in Transition Database). Whether initiating or updating a plan, it is important that the youth assumes ownership of the goals and steps contained in the WTLP. Engagement should extend beyond the youth to the adults identified by the youth as allies or supporters. Efforts should be made to secure a commitment from the youth support system to provide assistance toward achieving the goals and steps in the WTLP. Partnerships will help lead to successful outcomes.

Action Plan

When appropriate, develop a corresponding Action Plan to overcome potential barriers to outcomes outlined in the WTLP. Like the WTLP, the Action Plan is a problem-solving tool intended to achieve outcomes, however the Action Plan differs from the WTLP as it drills down on specific tasks within the plan that may prove problematic for the youth based on their assessed level of functioning. The Action Plan should assist youth and their support system to:

1. Identify those difficult situations or tasks that the youth must manage to achieve outcomes / goals;
2. Identify early warning signs or unproductive behavior or signs that a youth is ‘off track’ related to goal achievement;
3. Include steps for the youth to prevent a loss of focus and direction;
4. Identify measures the youth can take to interrupt or escape unproductive behaviors and re-focus in the event the youth does lose sight of their goals.

For Example:

WTLP Outcome: Christopher will increase safety for himself and others by reducing the number of outbursts and altercations that occur in the home and community.

WTLP Task: Christopher will participate in trauma-focused cognitive behavior therapy (TF-CBT) sessions twice per week to learn coping strategies for managing difficult emotions such as depression, anger and frustration.

WTLP Task: Behavior Aide, Mr. Peters, will pick-up Christopher from school Tuesday and Thursday for transport to and from therapy sessions.

WTLP Task: Therapist, Ms. Carter, will help Christopher identify (verbally describe) thoughts and feelings that trigger moods swings.

WTLP Task: House Parent, Mr. Steele, will use a calendar to record the dates and times that Christopher appropriately responds to negative behavior triggers.

Christopher’s ‘Stay Calm and Carry On’ Action Plan Difficult / High Risk Situation

Riding home on the school bus with peers and getting teased Warning Sign(s)

Feeling hot, heart beats faster, body becomes tense, mouth becomes dry Prevention Plan

Sit in a seat close to the bus driver or bus monitor Sit with a friend on the bus

Interruption Plan

If I can’t sit next to the bus driver, monitor, or a friend on the bus and someone begins to tease me, I will wait until it is safe then move to another seat away from the person teasing. And/or I will use earbuds to listen to music and try to ignore the teasing.

Escape Plan

If I am on the bus and begin to sense warning signs of anger or frustration, I will tell the bus driver or monitor how I am feeling and ask for help.

Regular reviews of the action plan should be conducted to assess how the youth is progressing toward goal achievement. The Action Plan is a fluid document that should be amended regularly to reflect accomplishments and to address setbacks.

Transition Roundtable (TRT)

The TRT is a youth-centered, structured, case consultation convened for the purpose of developing individualized plans to address legal permanency, permanent connections, housing, health insurance/health needs, education, employment and life skills. TRTs are most appropriate for youth 16 years of age and older with a non-reunification case plan goal (adoption, guardianship or APPLA) but may be utilized with youth as young as 14. A transition meeting is required for all youth in foster care at age 17. The resulting transition plan should be reviewed when the youth is 17 and 6 months and again at 17 and 9 months (90 days prior to their 18th birthday) to meet requirements of the Fostering Connections Act, see policy 13.4 Transition From Foster Care for the full list of items that must be addressed at the 90-day meeting. The TRT is a recommended tool to achieve compliance. Youth guide and inform the meeting with help from a facilitator who assists the team in identifying supports and services that meet the individualized needs of the youth. Resulting goals and action steps are incorporated into the youth’s WTLP.

Prior to the transition roundtable, youth should participate in a Preparation Meeting conducted by the SSCM, ILS, Adult or Peer Advocate to:

1. Discuss the TRT purpose and six-phase process;
2. Explore how youth are managing activities and tasks related to their developmental stage - noting any challenges as well as areas where they are performing well (case documentation and the CLSA may be used to facilitate this conversation);
3. Reach a consensus regarding individual level outcomes the youth hopes to attain;
4. Identify significant people in their lives or permanent connections who can participate in their meeting; and
5. Agree on a meeting location and time that would be convenient for the youth and their supporters.

TRT team participants will vary based on the needs and wishes of the youth however the youth must always be present unless there is a compelling reason (e.g. incapacitating disability, resides out of state). Use technology (teleconferencing, Skype / video conference) to engage relevant team members who are unable to attend in person. Other team members should include:

1. Allies / Support System invited by the youth – In addition to responsible, committed, adults, youth are permitted to invite siblings or peers (boyfriend / girlfriend) who may serve as a support and/or positive influence during transition.

2. Youth’s current caregiver (kinship caregiver, foster parent, provider) unless youth says “no”.

   NOTE: If the caregiver is unable to attend for any reason, a conversation should be held in advance of the TRT to obtain their perspective on the youth’s day to day functioning and management of age and developmentally appropriate tasks

3. Youth’s Social Services Case Manager
4. SSCM Supervisor
5. Independent Living Specialist
6. Therapist / Treatment Provider / Amerigroup Care Coordinator (if the youth has unmanaged mental health needs or developmental disabilities)
7. Regional Adoption Coordinator (RAC) (if there is a Termination of Parental Rights (TPR) has occurred on at least one parent or there is a special request for a RAC to participate based on an anticipated TPR filing)
8. Education Support Monitor (if the youth is below grade level or at grade level, but failing or youth has an IEP in place or youth is pursuing a GED)

WTLP Development for Youth with Diagnosed Disability

Special consideration and planning must occur in the development of a WTLP with youth diagnosed with a physical, emotional or mental / cognitive disability - particularly those who are experiencing challenges managing typical life situations as a result of the disability. If a youth’s capacity is diminished to the extent that they cannot appreciate and/or effectively engage in the transition planning process, then the youth’s interest should be represented by a parent, CASA, GAL or other identified advocate. Collaboration with other departments or agencies such as DFCS’ Well-Being Services Section, Amerigroup Care Coordinators, Department of Aging Services (APS), Department of Behavioral Health and Developmental Disabilities (DBHDD) and the Department of Vocational Rehabilitation should be sought when developing WTLP goals for this population of youth. DFCS’ Placement Resource Operations (PRO) Unit should be engaged if placement support is needed. The SSCM and the ILS must work in conjunction with other community agencies to ensure that needed services will continue to be provided as the youth transitions to adulthood. Documentation of a youth’s disability and extent of their limitations should be indicated in the Youth Detail Page Report.

 FORMS AND TOOLS

Safety Roundtables Six Phase Process 

Stages of Adolescent Development