Suggested Practices When Transitioning Individuals

Service providers should meet with vocational teachers to discuss what services will be provided. The purpose of this discussion should be to examine the student’s day service needs and determine to what extent these will transfer as they exist. Clarifications as to what will and what will not continue, needs to be made. Roles of all involved professionals need to be clarified, and ways found to assure that each of the student’s needs during and after the transition are met.

  • Keep written documentation of all meetings, as well as about things that have happened in the past, which may be instructive in future situations.
  • Vocational history, and other relevant school records, should be provided to agencies so that job successes and failures, behavioral history, medical information, academic records, etc., can guide in planning future career moves.
  • Job sequences, task analysis and/or plans for the job site should be shared with the receiving agency.
  • Sub-minimum Wage paperwork should be passed on to agency for use during the renewal process.
  • Transportation needs should be anticipated and training provided or arranged for.
  • Meetings including the parents, student, agency staff, broker, and school staff, during the transition process, are very important. These discussions would include such topics as agency policies (e.g., vacation days, handling illnesses, the student’s budget and handling of money, etc.) and an overview of the agency and its operation and mission.
  • Regular meetings/circles of support are useful, and establishing them in that last year at school will set a good precedent for later on.
  • Recreation during the workday is discouraged unless an agency has agreed to pick it up.
  • Projections for pairings of future grads within an agency’s sites should be encouraged and promoted at SEPC meetings.
  • Students should exit the schools with a current résumé.

Checklist for Students

  • Develop, review, and revise career goals and expectations regarding employment support.
  • Identify potential vocational service providers – February and March.
  • Continue to develop job skills and independence on the job.
  • Complete transportation training.
  • Make application for para-transit services, YMCA memberships, etc. as needed for work and supported recreation.

Checklist for Schools

  • Referral made to DVR – fall of final year.
  • Provide records to vocational provider upon receiving a release to do so.
  • Increase job stability and independence in a “supportable” job, taking into account the hours, transportation, fading, etc.
  • Assist students with applications for para-transit, YMCA membership, etc.
  • Provide or arrange for mobility training.
  • Finalize a transition plan to phase out school support and to train provider staff.

Checklist for Brokers

  • Develop expectations regarding employment support with consumer and finalize vocational profile.
  • Facilitate meetings with future vocational providers in February and March. Include DVR counselor if appropriate.
  • Develop Individual Employment Plan with DVR and vocational provider.
  • Facilitate sharing of all pertinent information regarding consumer between the school and the agency.
  • Monitor student/provider relationship and provider services relative to employment expectations of the consumer.

Checklist for Vocational Provider

  • Be available to participate in transition planning in February and March. Sign service agreements by April 1st.
  • Develop understanding of student’s career plans and goals. Develop strategies to address student’s employment support expectations.
  • If needed, complete SE assessment (funded by DVR) prior to graduation.
  • Develop a “Plan for Support” including attention to medical/behavioral issues, transportation, staffing, etc.
  • Learn support techniques from school staff.
  • Evaluate effectiveness of support and make changes as needed.