Roles/Responsibilities

The transition specialist/vocational adjustment coordinator (VAC) is responsible for assisting students with disabilities as they prepare for life beyond high school. The transition specialist/VAC will focus on post-secondary goals, vocational needs, contact with appropriate adult disability based agencies, self advocacy,  and an appropriate coherent sequence of high school coursework based on the students' interests.

Major Responsibilities and Duties:

1. Be proficient with federal and state transition rules and regulations, acting as the campus contact for transition
2. Be knowledgeable of Department of Labor Regulations concerning community-based vocational education, supported employment and competitive employment
3. Elementary school liaison for transition related information
4. Train high school and middle school students in self-advocacy in order to lead a portion of his/her ARD/IEP meeting
5. Conduct student and parent transition interviews regarding post-secondary goals
6. Provide staff development to staff, students and parents concerning issues related to transition services
7. Attend ARD meetings as necessary related to transition
8. Provide a Summary of Performance for all graduating and aging out seniors receiving special services
9. Establish and maintain contact with various community agencies and post-secondary institutions in order to assist students in transitioning from public school to post-graduation environments
10. Attend community meetings regarding the transition process (state and federal updates)
11. Maintain student files on transition and assist in preparing required documentation for monitoring
12. Provide student information to agencies involved in the transition process – Department of Assistive and Rehabilitative Services (DARS) and Mental Health/Mental Retardation Authority (MHRA)
13. Collaborate with middle school and high school counselors on students’ four year plans and their career pathways
14. Collaborate with the Career and Technology Education (CTE) Department regarding course sequences and vocational experiences
15. Incorporate informal student vocational assessment to create job match based on student aptitudes, student preferences, and student abilities
16. Assist with State Performance Plan Indicator 13 and Indicator 14 - yearly audits
17. Network with local business and community leaders to gain knowledge of the job market in the community and help develop job sites
18. Train students in appropriate work-related attitudes, habits, behavior, dress, and communication skills necessary to obtain and maintain employment
19. Evaluate student vocational skills and behavior to assist in determining work readiness, abilities, interests, and preferences
20. Provide opportunities for the student to develop self-determination and self-advocacy skills

Campus Responsibilities

1. A transition plan must be developed for each student receiving special education services on or before his/her 14^th birthday
2. Campus based transition specialist are responsible for working with students and parents to develop the transition supplement which is a component of the annual ARD from the age of 14 until graduation
3. The transition supplement is updated each school year at the annual ARD/IEP meeting
4. The transition specialist is responsible for maintaining a close working relationship with the Department of Assistive and Rehabilitative Services (DARS), The Mental Health/Mental Retardation Association of Harris County (MHMRA) and any other applicable agencies. 
5. DARS is on the high school campuses on a weekly basis
6. The community based vocational instruction transition specialist works with assigned high school campuses in the event a student is off campus at a vocational training site
7. The transition specialist will conduct an appropriate transition assessment and meet with students annually for the development of the transition supplement which is a component of the students annual ARD/IEP Meeting

District Responsibilities

1. Transition specialist working with seniors is required to develop a Summary of Performance per the Individuals with Disabilities Education Act (IDEA).
2. Have a working knowledge of local disability based programs
3. If you are an Spring ISD employee traveling between campuses during school hours, you will need to maintain the Official School Business Travel Log.  Obtain a copy of the SISD mileage chart which lists all buildings in the district and driving distances. Return to Special Services for reimbursement at times designated by the Special Ed. Accounting Coordinator. Do not record mileage from your home to school.
4. Each school has a handbook that should contain detailed campus information.  Check with your campus school secretary to obtain one of these if needed.
5. If you are going to be absent, contact the Special Education receptionist at ext. 6265 and the District Transition Lead. Also contact your campus to notify them of your absence. Be certain that all responsibilities are covered (i.e. ARDs, staffings, etc.) and appropriate people are notified if you need to reschedule a meeting. 
6. In the event of an absence, the Absence From Duty form (paper triplicate copies- available at admin or on campus) and submit to the Special Education Receptionist via interoffice mail.

• Transition Main Page
• CBVI Main Page