Vocational Rehabilitation and The Transition Process

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 Overview Of DARS Transition Program
 Emphasis on Collaboration
 Positive Outcomes for All Partners
 Experiences
 Question and Answer
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The Goal of Transition Planning
Transition planning is a process that helps
prepare students for life after
leaving school. Such
planning helps to minimize
barriers that an individual
could encounter in the
transition phase from school
to adult life.
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Depending on the student’s
needs, the process may involve
learning about and preparing for:
Adult services
Independent living
Community participation
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The Coordination and Delivery of DRS
Services is Based on the Philosophy that
Each Student Should Have
Opportunities to:
have a meaningful life,
make informed choices about
where to live, work and play,
fully participate in, and be a
contributing and respected
member of, the community.
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Transition Planning
Services are provided to
eligible students with disabilities
in both public and private
Any individual with a disability
can apply with DRS to
see if they are
eligible for services.
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Prior to graduation from high
school, students receive services
provided by public education. DRS
services can support public
education services while the
student is in school, as well as
continue during the summer and
after graduation.
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Uniqueness of the Program
The Transition Program is a coordinated effort between
public education and public agencies to provide a
seamless move from the educational setting
to the adult world of work.
TVRC #803
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The Transition Program is designed to
enhance and supplement services
available through other agencies.
The Transition Program works
with the Adult Vocational
Rehabilitation Program to
serve as a basis for a lifetime
of independence and
productivity in the adult world.
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DRS Vocational Rehabilitation Process
Initial Contact
Eligibility Determination
Student’s Individualized Plan for Employment (IPE)
DRS Planned Services
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To be eligible for Vocational
Rehabilitation Services, an individual
have a physical or mental disability that
constitutes or results in a substantial
impediment to employment
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The individual must also:
be capable of achieving an employment outcome, after
receiving VR services;
require VR services to prepare
enter, engage in, or retain gainful
employment consistent with the
individual’s strengths, resources,
priorities, concerns, abilities,
capabilities, interests, and
informed choice.
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DRS Services
DRS counselors function as
consultants to education personnel to
assist in the transition planning process
for students with disabilities.
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Upon completion of high school, individuals
receive services based on mutually agreed
upon employment goals. Services may
include, but are not limited to:
medical, psychological and vocational evaluation
counseling and guidance
training to learn job skills and
appropriate work behaviors
rehabilitation technology devices and
services to improve job functioning
job placement assistance
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The Parent or Guardian Can Support a
Smooth Transition Process by:
Actively participating in the development of the
student’s Individualized Education Program
Knowing what training programs and
employment options are available for
the student.
Talking with the student, teachers,
and service providers about
abilities, choices and
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Transition is a cooperative process.
Family, teachers,
agencies and students
each have an important role.
By working together,
students with disabilities
can achieve success
in the adult world.
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TVRC Crain
 Canyon HS
 Palo Duro HS
 Randall HS
 Richard Millburn 15
 *Bushland HS
Applications Taken 11=
TVRC Widener
 Amarillo HS
 Caprock HS
 River Road HS
 Tascosa HS
Applications Taken 23=
High School Special Education Enrollment (HSSEE)
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1). Work in collaboration with the High schools to achieve our
mutual Goal, to assist the students to be successful in Life after
High School.
2). Give all seniors with disabilities, including, Special Education,
Auditory Impairments, and 504, the opportunity to apply for
DARS services.
3). Refer students who are juniors for services during their junior
4).Increase opportunities for employment experiences for
students while they are still attending high school.
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2). The primary goal of the transition program is to give all seniors with
disabilities, including, Special Education, Auditory Impairments, and
504, the opportunity to apply for DARS services; and for the DARS
counselor to develop an Individual Plan for Employment for eligible
Seniors interested in services prior to graduation.
An Individual Plan for Employment (IPE/Plan) requires the student and the DARS counselor
to agree to a viable vocational goal with consideration of the student’s strengths, abilities and
interests. The IPE/Plan identifies the steps necessary to reach that goal, and the type of
services needed. Early referral is critical to this process, as it allows the student
and the DARS counselor time to establish a trusting relationship to complete the appropriate
assessments and to explore career options prior to developing the IPE/Plan.
To help ensure that all eligible seniors have the opportunity to
participate in a quality assessment and planning process, a deadline of
January 15th for senior referrals has been established. Exceptions will be
considered on a case-by-case basis.
It is important to consider that because late referrals limit the time available to establish a
quality relationship, students who are referred late are less likely to maintain contact with
DARS counselor resulting in unsuccessful closures
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3). Refer students who are juniors for services during their junior
Early referral allows the students to participate in summer activities such
as, summer job experiences between their junior and senior year, job
club experience focused on soft skills training and referral to programs
with community partners when appropriate.
Early referral allows the student and the DARS counselor time to
establish a trusting relationship, to complete appropriate assessments,
and to explore career options with consideration of student’s strengths,
abilities and interests prior to developing the IPE/Plan.
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4). Increase opportunities for employment experiences for
students while they are still attending high school.
Achieving this goal requires a high level of collaboration between the
DARS Transition Counselor and the High School Transition Team. The
DARS counselor will meet with the VAC, CAP, CTED and other members
of the transition team to target employers and develop strategies for the
individual student’s success.
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State Performance Plan
(SPP)- Indicator 13
State Performance Plan
(SPP)- Indicator 14
 Invitation to IEP TEAM meeting
 A. Enrolled in higher education
 Provide Job Ready Guidance-
Social Skills, Vocational Training
programs at High School level,
within one year of leaving high
 B. Enrolled in higher education
or competitively employed
within one year of leaving high
 C. Enrolled in higher education
or in some other postsecondary
education or training program;
or competitively employed or in
some other employment within
one year of leaving high school.
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Primary Role
Secondary Role
 DARS services related to
 Information/Referral source
Assessments, such as Vocational
Evaluation to determine career
options based on natural talents,
interest and aptitude; On the Job
Training opportunities; Summer
Youth Employment; Job Shadowing
opportunities; individualized Job
Placement services; etc
 Services are Unique to the
Student’s needs
MH and developmental Disability
community agency; Education
services through college/university;
Social Security; Independent
Living Services; Texas Tuition
Waiver (Deaf and Hard of
Hearing); etc.
 Will direct the referral personVAC; Parents; Special Ed Staff; etc
to the appropriate resource that
would best suit or meet the
individuals needs.
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Please See HO
TVRC #803
Regions Covered by
Transition Specialists
TVRC #803
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Division for Rehabilitation Services
Andrew Trevino, MS
Valarie Robbins, MS, CRC
Area Manager
Unit Program Specialist
5809 S. Western, Ste 255
Amarillo, Texas
121 S. Gillespie
Pampa, Texas
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 1. DARS is the state agency that helps people with disabilities go to
2. Every student who qualifies for Special Education Services qualifies
for DARS.
3. Getting a job is the goal of every DARS plan.
4. My counselor decides what my job goal is and what services I will
5. I can choose my own goals and can write my own plan for
6. My counselor must support whatever it is I want to do.
7. If I am eligible for DARS, I don’t need to apply for any other services.
8. If I receive Social Security or SSI disability benefits I am eligible for
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 9. If I receive Social Security or SSI, I must report all of my earnings even
if I am still in school.
10. My DARS counselor can explain how working will affect my benefits.
11. DARS will pay my living expenses while I am training for a job. T F
12. If I quit my job, DARS is required to help me find another one. T F
13. I am responsible for arranging my own transportation to and from
14. I am responsible for staying in contact with my DARS counselor. T F
15. I should contact my DARS counselor if I have any concerns or
problems that might affect my job.
16. I am able to choose which agencies provide my services.
17. Once I have signed up with DARS, my case stays open forever. T F
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