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  2. Vocational Rehabilitation
  3. Policy/Processes/Guidance
  4. Toolkits/Guides/Manuals
  5. Transition Action Guide
  6. DHS Long-Term Care Professionals

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DHS Long-Term Care Professionals

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The Students to:

  • Complete activities and use available supports and services to help them identify and achieve post-high school competitive integrated employment goals based on interests, skills, abilities, and strengths.
  • If 18 or older, provide consent to exchange information with other service providers or agencies.
  • Actively participate in the transition process including inviting me to IEP meetings, as appropriate.

  • Be an active participant in the student’s transition process, including helping the student with activities and services to assist them to achieve their post-school goals.
  • Encourage and help the student explore and develop competitive integrated employment goals for adult life.
  • Provide consent, if necessary, to allow outside agencies to be active participants in the student’s transition.
  • Help the student invite appropriate transition team members to planning meetings, including the Family Care IDT staff or IRIS Consultant.
  • Assist the student to identify and connect to additional community resources and supports.
  • Help ensure that the goals of the IEP and the IPE are reflected in the Long Term Support or Behavioral Health Plan.

  • Provide information about DVR services, including eligibility criteria to the student and parent/legal decision-maker.
  • Help the student with their referral for DVR services.
  • Be an active participant in the Transition planning process.
  • Obtain consent to communicate with me and other stakeholders about the employment and transition process for eligible students.
  • Coordinate their IPE plan, services, and supports with the IEP and Long Term Care and Mental Health plans to assist the student in achieving their competitive integrated employment goal.
  • Evaluate the student’s progress toward achieving their competitive integrated employment goals and review their IPE at least annually.

  • Discuss my involvement in the IEP and Transition process with the student and parent/legal decision maker.
  • Obtain consent from the student or parent/legal decision-maker for my involvement in transition planning.
  • Assist student to contact me to discuss time/date to schedule an IEP meeting so I can be available for the meeting.
  • Invite me to participate in transition planning meetings for the jointly served student.
  • Help connect students to appropriate services.
  • Help the student to align and coordinate their IEP with the IPE and Long-Term Care or Behavioral Health plan.
  • Encourage active participation of the student and other stakeholders in the Transition planning process.
  • Evaluate the student’s progress towards achieving post-school goals.

  • Assist the student to identify the full range of community resources and other benefits and services that may be available to them.
  • When 17 years 6 months or older, help the student understand eligibility and options for long-term care services and supports.
  • Determine the student’s eligibility for adult long-term care programs, and if the student is interested and eligible, help the student enroll in the program of their choice.
  • Make referrals to behavioral health and substance abuse services as appropriate.

  • Form and maintain relationship with Long Term Care 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.