Narrative: d. 1.

DBVI holds regional meetings at multiple points throughout the calendar year, and one always at the beginning of the school year, in which the entire team - VR Counselor (VRC), Blindness Rehabilitation Specialist (BLRS), Teacher of the Visually Impaired (TVI), Orientation and Mobility Specialist (O&M) - are present to discuss and review the status, strengths, barriers, and disability and educational needs of every student on the TVI’s caseload.  Starting at middle school age, these team discussions focus around students’ pre-vocational skill level and needs, potential eligibility, and appropriateness for vocational rehabilitation services.  These discussions move into and occur within the school system during 8^th grade prior to age 14, with the BLRS and TVI present to explain VR services and make recommendations of pre-employment transition services (Pre-ETS) that would best prepare the student for future vocational successes. This process facilitates collaboration between the family, student, schools, and VR to begin relevant pre-employment transition services over the summer before 9^th grade and to apply for VR services.  Students are referred to VR at age 14.  The IPE must be developed with 90 days of eligibility (or with an extension that is documented), so the information gathered during the previous year is pertinent to the identification of an employment goal and appropriate services. DBVI fully understands that a student will change their employment goals but the process of learning how to identify and match interests, skills, strengths and labor market information to a career by the end of high school is more likely if the student has services starting at age 14.

DBVI pre-employment transition services (five required activities) may include any number and variety of activities such as year round (Afterschool ECC & Field Trips) and summer work experiences (Life 101 and Life 202); work readiness programs focused on daily living skills and orientation & mobility (LOYO & LOYO on the GO); job shadows, job site tours and informational interviews, individualized adaptive skills training, talking to successfully employed people who are blind and visually impaired; demonstrations of the use of AT in the workplace; self advocacy training and disability disclosure and many more.  Most of the DBVI summer programs take place on college campuses (UMO, SMCC & Bowdoin) so students are introduced to post secondary options and have opportunities to meet with the office for students with disabilities.

DBVI provides guidance, consultation and technical assistance to the schools in a number of ways including in person, conference calls, emails, presentations and virtual meetings throughout the transition process.  The BLRS and VR counselor attend IEP meetings when invited. They share observations and recommendations from Pre-ETS and transition programming during IEP’s and/or with the student’s educational team. The BLRS’s also support and advocate for parents and guardians outside the school setting to establish rapport and connection that allows, ideally, for more open and consistent communication between team members and parents as their children move into early adolescence and begin to explore the world of work and vocational rehabilitation as possibilities.  With the development of this relationship, parents are more engaged, responsive, and more willing to help their child pursue VR.  DBVI provides in-service training to teachers, counselors, education technicians, and other related service professionals working with students who are blind and visually impaired. DBVI staff provide guidance, resources, and expertise for developing the skills needed to be successfully employed. DBVI supplements career education with hands on opportunities such as internships and work experiences in the students' field of interest.   

The schools (including TVI’s) collaborate with DBVI to identify students who are or will be eligible for Pre-ETS and VR. They share student and family contact information as well as student assessment information, transition planning and IEP’s and 504 plans. Schools often allow DBVI staff to meet with students in the school setting.