Behavioral Health Providers

• Give consent to share information about my student’s strengths, needs, goals, and related services.
• Be an active participant in transition process
• Support my student to make and reach goals
• Ask for help if needed to support my student
• Share information about culture, values, language needs, and goals to help team develop appropriate plan.

• With consent, share relevant information related to student’s strengths & needs, goals, and IEP meeting dates & times.
• Support the student to reach goals, identify natural supports, and access needed resources.
• Share information and resources related to behavioral health to student and family.
• Help the student connect to community resources and supports.
• Make sure student, family, and natural or professional supports are invited to IEP meetings.

• With consent, share relevant information related to student’s strengths & needs, goals, and related services.
• Support the student to reach goals, identify natural supports, and access needed resources.
• Support the student to explore vocational interests and options in the community.
• Help the student connect to community resources and supports.

• With consent, share relevant information related to student’s strengths & needs, goals, and related services.
• Support the student to reach goals, identify natural supports, and access needed resources.
• Help the student connect to community resources and supports.
• Share information about resources available through Long Term Care programs.

• Assist the student in identifying the full range of community resources and other benefits and services that may be available to them.
• When the student is 17 years 6 months or older, help them and their parents/legal decision maker understand eligibility and options for long-term care services and behavioral health supports and then to inform the student about how to apply for services and supports.
• Determine the students eligibility for adult long-term care programs, and if they are interested and eligible, help them enroll in the program of their choice.

Prepare for student’s IEP meeting:

• Connect with student and family before IEP meeting
• Prepare with school team before IEP meeting
  • With consent, give information about student’s strengths & needs, goals, and related services
  • Ensure family and student are informed and ready for IEP meeting
• Reflect on own bias throughout the transition planning process

Participate in IEP meeting:

• Use the team process to problem solve and make decisions
• Hold the team accountable to wraparound principles
• Help the student and family to set goals for the future
• Give input related to behavioral health
• Support strengths-based planning throughout transition process
• Ensure student and family voices are intentionally elicited and prioritized

Help the student work towards their goals:

• Explore and guide me to people who can help me:
• Explore and manage my feelings
• Know my strengths, interests, and future career plans
• Find activities that I enjoy during my free time
• Learn life skills such as riding the bus, grocery shopping, and paying bills
• Build relationships with peers and supportive adults
• Support me when I’m confused or upset
• Include my guidance and perspective when we are developing my goals, strategies and interventions
• Help me complete activities that will help me meet my behavioral/mental health goals, such as:
• Identify supports and services to help manage physical and mental health
• Find and attend therapy, support groups, or counseling
• Manage medication
• Develop coping skills
• Help me make sure my educational & employment supports and activities are coordinated and successful