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DVR Representatives

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The Students to:

  • Complete activities that will help me identify my employment goals.
  • Invite me/other DVR representatives to my IEP meetings or other employment-related meetings.
  • Ask questions and be part of the employment planning discussions.
  • Work with DVR including referring for services, developing my IPE, and complete agreed to services to help achieve my employment goal.
  • Be actively engaged in the transition process and make progress towards achieving my goals.
  • If eligible, maintain regular contact with DVR case manager.

  • 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