Latest / Life Without a Filter: Practical Strategies for Life After 22 / Episode 12: From School Services to Adult Supports: Applying for DDS, Understanding the ITP, and the Shift from Entitlement to Eligibility

Transcript

Episode 12: From School Services to Adult Supports: Applying for DDS, Understanding the ITP, and the Shift from Entitlement to Eligibility · Life Without a Filter: Practical Strategies for Life After 22

• 0:01
  SPEAKER_00: Hi everyone! This week I want to take a step back and look at the big picture of what happens when your child transitions from school-based services into the adult service system.
• 0:14
  SPEAKER_00: Specifically, I'll be talking about applying for adult eligibility through DDS, what the Individual Transition Plan or ITP actually is, and one of the most significant shifts families experience: moving from an entitlement system to an eligibility system.
• 0:37
  SPEAKER_00: As a reminder, we live in Massachusetts, so I'll be speaking from that lens.
• 0:42
  SPEAKER_00: The overall concepts apply across states, but the details may look a little different where you live.
• 0:49
  SPEAKER_00: And just a quick disclaimer before we dive in.
• 0:52
  SPEAKER_00: I am not a lawyer.
• 0:54
  SPEAKER_00: Everything I'm sharing today is meant to be informational and a starting point from a parent perspective.
• 1:00
  SPEAKER_00: Always follow up with your advocate, attorney, or team members for guidance specific to your situation.
• 1:07
  SPEAKER_00: So let's get started.
• 1:12
  SPEAKER_00: If you've listened to earlier episodes or read previous blog posts, you know that the major to-do items once your child is at least two years away from aging out of school is applying for adult services.
• 1:27
  SPEAKER_00: This was something that surprised us.
• 1:29
  SPEAKER_00: Even though Elle was found eligible for DDS services as a minor, he had to apply again for adult eligibility.
• 1:38
  SPEAKER_00: Before you can make any decisions about adult programming, self-direction, or supports, you first need to know which adult agency your child is actually eligible for.
• 1:52
  SPEAKER_00: In Massachusetts, this process starts with what's called the 688 referral.
• 1:59
  SPEAKER_00: The 688 referral is initiated by the school district at least two years before your student is expected to leave the public school system and end special education services.
• 2:11
  SPEAKER_00: This referral is documented in the IEP within the transition planning form and is sent to the adult agency the team believes may be appropriate.
• 2:23
  SPEAKER_00: In Massachusetts, those agencies typically include the Department of Developmental Services or DDS, the Massachusetts Rehabilitation Commission, now going by the name of Massability, or the Department of Mental Health, DMH.
• 2:42
  SPEAKER_00: This step is critical because it starts the adult service process.
• 2:47
  SPEAKER_00: And this is important to hear clearly.
• 2:50
  SPEAKER_00: A 688 referral is not an approval, it is simply a referral to an agency.
• 2:58
  SPEAKER_00: Once the referral is made, the agency should contact you with next steps.
• 3:03
  SPEAKER_00: If you don't receive anything in a reasonable amount of time, it's appropriate to follow up directly with the agency.
• 3:13
  SPEAKER_00: For us, L's referral went to DDS, so I'll focus on that process.
• 3:18
  SPEAKER_00: After DDS received the school's referral, we got a letter confirming that DDS agreed it was the appropriate agency for transition planning.
• 3:28
  SPEAKER_00: Shortly after that, we received a second letter from the regional eligibility team.
• 3:33
  SPEAKER_00: And this letter included the application for DDS eligibility and a list of documentation required to complete the application.
• 3:43
  SPEAKER_00: At the time, L was in the middle of his three-year testing cycle, so we contacted the DDS coordinator listed on the letter and requested an extension so we could submit the most current information.
• 3:57
  SPEAKER_00: One piece of advice here, and really for the entire transition process, is this document everything in writing.
• 4:05
  SPEAKER_00: Emails, dates, names, summaries of phone calls.
• 4:09
  SPEAKER_00: When you're juggling a lot at this stage, having things in writing makes a huge difference.
• 4:17
  SPEAKER_00: So once DDS receives and reviews the application packet, they'll contact you to schedule an interview with your adult child.
• 4:26
  SPEAKER_00: Our interview took place pre-COVID and was in person.
• 4:30
  SPEAKER_00: I was able to stay with Elle during the meeting.
• 4:33
  SPEAKER_00: DDS reviewed his records and asked structured questions via the Mass CAP, the Massachusetts Comprehensive Assessment Profile.
• 4:42
  SPEAKER_00: Within the Mass Cap, they will ask questions via the ICAP, Inventory of Client and Agency Planning Tool.
• 4:49
  SPEAKER_00: This asks questions about the person's needs, level of independence, daily living skills, and future plans.
• 4:56
  SPEAKER_00: It was a formal process and the responses were recorded.
• 5:01
  SPEAKER_00: After the interview and review process is completed, DDS will then send a written eligibility determination letter.
• 5:10
  SPEAKER_00: DDS eligibility generally falls into categories such as intellectual disability services or community development disability supports, which may include autism spectrum disorder and certain genetic conditions.
• 5:25
  SPEAKER_00: The eligibility category matters because that determines which funding stream applies to your child.
• 5:33
  SPEAKER_00: If your child is found eligible, the next step is being assigned a DDS transition coordinator.
• 5:40
  SPEAKER_00: That coordinator should attend IEP meetings no later than one year before your child ages out of school.
• 5:47
  SPEAKER_00: In our case, we were able to have a coordinator attend earlier, which helped everyone plan more efficiently.
• 5:55
  SPEAKER_00: If your child is not found eligible, you do have the right to appeal.
• 6:01
  SPEAKER_00: The determination letter outlines how to do this.
• 6:04
  SPEAKER_00: When we went through the process, appeals had to be submitted in writing within 30 days of receiving the letter.
• 6:13
  SPEAKER_00: I would say from start to finish, our DDS eligibility process took about 10 months.
• 6:18
  SPEAKER_00: And this is why that two-year timeline for the 688 referral is so important.
• 6:25
  SPEAKER_00: That early referral helps adult agencies anticipate future needs and budget accordingly.
• 6:31
  SPEAKER_00: Because DDS knew Elle was coming and when he would exit school, he was included for future budget planning.
• 6:38
  SPEAKER_00: Also, because we did this two years before he aged out, we were able to have our DDS transition coordinator attend two IEP meetings instead of one.
• 6:52
  SPEAKER_00: Once eligibility is established, the next major document families hear about is an individual transition plan or ITP.
• 7:00
  SPEAKER_00: The ITP outlines the types of adult supports the student and family are requesting after leaving special education.
• 7:08
  SPEAKER_00: It is typically developed about one year before exit and is arranged and chaired by the adult agency, so our in our case it was DDS.
• 7:17
  SPEAKER_00: The meeting usually includes the student, family members or guardians, school personnel, adult agency representatives, and anyone else the family feels should be involved.
• 7:30
  SPEAKER_00: The ITP is not a list of goals or replacement decision.
• 7:34
  SPEAKER_00: Think of it as a blueprint.
• 7:36
  SPEAKER_00: It reflects the individual's interest, skills, and support needs.
• 7:40
  SPEAKER_00: And this is a key point.
• 7:42
  SPEAKER_00: The ITP does not guarantee services.
• 7:46
  SPEAKER_00: Supports listed in the ITP are subject to prioritization, funding, and availability.
• 7:53
  SPEAKER_00: The DDS Transition Coordinator writes the ITP and then it is reviewed by the DDS Central Office, then it is sent to the individual or guardian for approval.
• 8:03
  SPEAKER_00: So for us, while we were initially looking at CBDS programs, the final ITP submitted by the DDS Transition Coordinator indicated that L would be doing the participant directed program model of self-direction.
• 8:19
  SPEAKER_00: One of the biggest adjustments families experience during this transition is a shift from an entitlement services to eligibility services.
• 8:29
  SPEAKER_00: Under special education law, students ages 3 to 22 are entitled to services under IDEA, including a free and appropriate public education or FAP.
• 8:41
  SPEAKER_00: Once a student ages out or graduates, those entitlement protections end.
• 8:47
  SPEAKER_00: Adult services operate differently.
• 8:51
  SPEAKER_00: First, your adult child must be found eligible.
• 8:55
  SPEAKER_00: Second, and this is often the hardest part, even if found eligible, services are not guaranteed.
• 9:04
  SPEAKER_00: In our case, Elle was eligible for DDS services and he was eligible for a community-based day support program.
• 9:12
  SPEAKER_00: However, there were no openings in programs in our area.
• 9:17
  SPEAKER_00: DDS was not required to find or create a placement, and providers were not obligated to accept him.
• 9:25
  SPEAKER_00: In Massachusetts, DDS is also not required to secure placements if programs are full, and year-to-year budget changes can impact services.
• 9:35
  SPEAKER_00: Adult providers can also determine that someone is not a good fit for their program.
• 9:41
  SPEAKER_00: That really is what initially led us to explore self-directed services as an alternative way to build a program using available funding.
• 9:50
  SPEAKER_00: We knew that even though L was eligible, his services were not guaranteed.
• 9:58
  SPEAKER_00: So what's your call to action?
• 10:00
  SPEAKER_00: If your child is two or more years away from aging out, here are your next steps.
• 10:06
  SPEAKER_00: One, confirm that the 688 referral has been completed.
• 10:11
  SPEAKER_00: Two, make sure the referral is documented in the IEP.
• 10:16
  SPEAKER_00: Three, know which adult agencies the referral was sent to.
• 10:21
  SPEAKER_00: And four, track timelines and keep documentation of all communication.
• 10:27
  SPEAKER_00: Understanding this process ahead of time won't remove all uncertainty, but it will help you plan, advocate, and make informed decisions as your child enters the adult service world.
• 10:40
  SPEAKER_00: Until next time, thanks for listening.
• 11:10
  SPEAKER_00: And I'd love to hear from you.
• 11:12
  SPEAKER_00: Send me a message, leave a comment, or connect with me on Instagram or LinkedIn.
• 11:18
  SPEAKER_00: And as always, if you want more resources on transition planning, assistive technology, or self direction, you can find everything on my website.
• 11:28
  SPEAKER_00: Until next time, take care of yourself and remember you're doing an incredible job.