TRANSITION GUIDE

A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES
Both a single agency and a group of providers are comprised of a consortium of employers referred to as
the Employment Network. While pursuing employment, the individual continues to receive SSA benefits
and employment-related services to become employed and to maintain that employment. Services
include, but are not limited to, vocational counseling, training, education, and job coaching, and are
provided based on the individual’s needs. More information on this program is located at:
www.chooseworkttw.net/about/.
Examples to Consider: States are Coordinating Transition Services
Vocational Rehabilitation Supporting Students with Disabilities
In one State, a community rehabilitation program provides supported employment services and
intensive case management services for youth with significant emotional and behavioral disabilities who
dropped out of high school or are at risk of dropping out. The program uses work as a means to reach
individuals with significant employment challenges. The State VR program works in partnership with the
State Department of Justice, Department of Health/Division of Mental Health, and the Department of
Children and Families in various sites around this State. Program data report that more than 90 percent
of these students were not working when they entered the program; however, after receiving career
preparation services and related employment supports and services, approximately three-quarters of
the students had paid employment and more than a third of the students achieved an employment
outcome.
State Educational Agency and State Vocational Rehabilitation Agency Collaboration
A VR agency partnered with a school district to co-locate a dedicated transition VR Counselor and
technician in an office with school district transition personnel. Full-time VR agency and school district
personnel worked together to secure employment opportunities for eligible students with disabilities.
The office space was funded by the school district. The VR agency and school district operated under a
signed agreement in which the VR agency provided its own office equipment, clerical supplies,
computer, phones, and staff. This collaboration provided an opportunity for VR staff to work side-by-side
with school district transition personnel to facilitate improved outcomes.
Conclusion: Coordination is required
Transition services are best delivered within a framework of structured planning, meaningful youth and
family engagement, and State agency coordination and accountability.
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