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Youth in Transition Toolkit:


Transition framework

Shared practices

Discover shared practices that support a person-centered experience for youth and their families.

Use the three practices below as the basis for providing transition services to youth with disabilities. These practices can result in better outcomes for youth, improve engagement by families and make your job easier in the long run!  

The following process is encouraged with all youth interagency support teams to ensure consistent and robust transition services and Pre-Employment Transition Services (Pre-ETS).

  • Step one: Build the team
    At the beginning of the school year work with the youth and family to understand who is (or identify who should be) on the youth’s support team. Consider all applicable school staff, Vocational Rehabilitation Services (VRS) or State Services for the Blind (SSB), waiver case managers, and others. For more information about the youth’s support team, see the Roles page of this toolkit.

    Ensure that all team members know about each other and have everyone’s contact information. One way to accomplish this is to help the youth and all team members set up a My Vault account. My Vault allows the youth to list their team members, save that information, and then share it with their support team.

  • Step two: Identify transition/Pre-ETS strengths and needs
    The Transition/Pre-ETS Inventory (PDF) is a tool that can completed in a meeting with the youth, family, and other support team members. It allows for the identification and prioritization of the youth’s  strengths and needs and which learning stage or stages they are at within each of the transition/Pre-ETS topics.

    The youth could be supported in uploading the completed inventory into their My Vault account and then sharing with their support team.

  • Step three: Create plans
    Using the completed Transition/Pre-ETS Inventory, the youth and their support team decides which team member will take the lead in assisting the youth in addressing each prioritized need this year. As applicable, each team member would update their agency plan (ie. the IEP, Employment Plan, or waiver support plan) to include the needs their agency will address.

    The youth could be supported in uploading each updated plan into their My Vault account and sharing those plans with their support team.

  • Step four: Implement plans
    Support team members are encouraged to utilize the Support Youth section (Learning expectations) of the Youth in Transition Toolkit to support the implementation of transition/Pre-ETS services.
  • Step five: Track progress
    Each team member responsible for a transition/Pre-ETS service tracks progress through the learning stages on the Transition/Pre-ETS Planning and Progress Form.
  • Step six: Reflect
    At the end of the school year, the team meets to discuss the youth’s progress through the learning stages within each topic that was focused on this year.

Person-centered practices are based on the core principle that the person is the expert in their own life and, as such, should drive the planning process. When applying person-centered practices, we must listen for what's important to and for someone to create the life they want.  

When you adopt a person-centered approach, you look at services and supports in the context of what it'll take for a person to have the life they want — rather than your professional opinion or limited service options. The person and their support team identify effective supports and services that will help the person live, learn, work and participate in the community.

For example, in the context of employment, person-centered practices call on support professionals to not simply help someone get a job, but to help them find employment that's personally meaningful and incorporates the conditions they need to be successful at work.

This toolkit will help you apply a variety of person-centered strategies and tools in your work with youth in transition.

To learn more about person-centered planning:

The Charting the LifeCourse framework was developed to help people and families develop a vision for a good life by focusing on their current life stage and then identifying how to find or develop the needed supports.

You can use the Charting the LifeCourse framework and tools to learn more about the people you serve and help them set goals, solve problems and build plans for the future. At the same time, Minnesota's interagency partners are working together to adopt the Charting the LifeCourse framework to build a common language and approach as people move through and between our systems.

Disability Hub's My Vault gives you a way to strengthen coordination, ensure consistency in the use of person-centered tools and practices, and build efficiencies for yourself and the families you support. You and the other professionals supporting the person can use My Vault to:

  • Complete person-centered planning tools and activities with youth
  • Easily and securely save and share activity results, files and other information
  • Know the other professionals who are supporting the person (and how to contact them)
  • Document steps taken to make an informed choice about employment

My Vault creates a way for the person to control their own information electronically, so they can access and share it as needed. My Vault professional accounts can help you manage activities across your caseload. 

For details, check out using My Vault to support people.

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