DVR Representatives

• Help the student explore and develop goals for adult life.
• When necessary, sign consent forms to allow me/other DVR representatives to be active participants in the student’s job seeking process.
• Be familiar with me/other DVR representatives and help the student, if needed, to invite us to necessary meetings, (e.g., IEPs).
• Assist the student to make a referral for DVR services, appropriate.
• Be an active participant in the transition process and help the student with activities and services that will assist them achieve their post school goals.
• Ensure that post school goals and services are coordinated between the student’s IEP, IPE, and other plans, that progress is being made, and that plans are reviewed at least annually.
• Discuss with the student and the school the need for a referral to DVR within two years from graduation.

• Contact me to discuss time/date to schedule a student’s IEP meeting.
• Invite me to be an active stakeholder in the transition process for students, as appropriate, including the development of the post-school employment goals.
• Have consents signed to allow me/other DVR representatives to attend IEP meetings and present information to the students.
• Encourage students and their families to become familiar with DVR services and the schools DVR representative.
• With consent, make referrals as appropriate, no later than two prior to graduation, and include information/documentation needed for eligibility determinations for DVR.
• For eligible students, coordinate services for the IEP, IPE, and Long-Term Care and Behavioral Health person-centered plan as appropriate, and encourage participation of all stakeholders in IEP meetings.
• Evaluate the student’s progress towards achieving post school goals.

• Ask to be invited and provide information and support to the student by attending transition planning meetings.
• Obtain a release of information from the student to communicate with DVR representatives.
• Share information about services available to the student that can support their competitive integrated employment goals.
• Help the student and family coordinate person-centered plans and outcomes with the IPE and share employment planning documentation. For Family Care, Family Care Partnership and IRIS, provide a copy of employment section of the Family Care MCP and IRIS ISSP, with consent.
• Explain the resources and supports that may be available to the student when they leave school.
• Actively participate in planning discussions to help the student and the transition team to make informed decisions during the final years of school.
• Assist in the coordination of the student’s employment transition once stable on the job from DVR to Long-Term Supports to maintain competitive integrated employment.

• Provide information and support to the student by attending transition planning meetings, when invited.
• Obtain a release of information from the student to communicate with DVR representatives.
• Share information about services available to the student that can support their competitive integrated employment goals.
• Help the student and family coordinate person-centered plans with the IPE and share employment planning documentation.
• Explain the resources and supports that may be available to the student when they leave school.
• Actively participate in planning discussions to help the student and the transition team to make informed decisions during the final years of school.
• Assist in the coordination of the student’s employment transition once stable on the job from DVR to Long-Term Supports to maintain competitive integrated employment.
• Form and maintain relationship with DVR professionals to make sure needs of student and family are being met.
• Provide guidance and accountability to wraparound principles.
• Use team process to problem solve and make decisions.
• With consent, provide information related to behavioral health goals to support transition planning.
• Use developmental approach and trauma informed care to guide team process & decisions.
• Advocate for and support student in sharing their goals and concerns.

• Assist the student to identify the full range of community resources and other benefits and services that may be available.
• When the student is 17 years 6 months or older, help them understand eligibility and options for Long Term services and supports.
• Determine the student’s eligibility for adult long-term care programs, and if the student is interested and eligible, help them enroll in the program of their choice.
• Provide information to help students and their parents/legal decision makers understand the range of choices available to them.
• Provide information to help students and their parents understand the range of choices available to them.
• Inform students and parents/legal decision makers about DVR services if they are interested in this topic.
• Exchange information with DVR, with a signed release, and the student’s and their parents’ or legal decision maker’s consent.

Prepare for the IEP Meeting:

✓ Provide outreach to students, parents/legal decision makers, and school staff.

✓ Respond to IEP meeting requests.

✓ Provide Employment and Planning Consultation.

✓ Attend IEP meetings when invited and available (at least two years prior to graduation)

✓ If not able to attend the IEP, provide information on DVR services and eligibility criteria to the student, their parent/legal decision-maker, and other stakeholders as appropriate.

Participate in the student’s IEP Meeting:

✓ Provide information about DVR services, including eligibility criteria to the student, their parent/ legal decision-maker, and other stakeholders as appropriate

✓ Share thoughts and be an active participant in the employment transition discussion.

✓ When requested provide referral information for DVR services and determine eligibility for services upon application

✓ Help the student develop their goals for employment after high school

✓ For eligible students, facilitate the development of the IPE at the IEP meeting to ensure alignment of plans

✓ Help determine what the student can do now and in the future to help them achieve their competitive integrated employment goals

Help the student achieve his/her goals:

✓ Coordinate services with the school and other stakeholders as appropriate for students found eligible for DVR services

✓ Provide agreed upon services as listed in the IPE

✓ Provide consultation services as needed and appropriate

✓ Help ensure the student is making progress towards their competitive integrated employment goals