DBS Vocational Rehabilitation Manual Chapter 33: Transition Services

Revised May 2015

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33.3 VR Services for Transition Consumers

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33.3.2 Core SkillsServices

It is often impractical for younger consumers to participate in comprehensive assessments similar to those used for adults; therefore, . Wwhen working with consumers who are aged 10 years or older and their families, it is important for the transition counselor assesses the consumer by usingto view the families as partners in gathering information about the consumer's:

  • the counselor’s observations of the consumer;
  • the counselor’s notes on the consumer’s participation in group skills activities;
  • any insight provided by the family; and
  • any documentation provided by the school district.

These sources provide information about the consumer’s:

  • Aabilities;,
  • IInterests;,
  • Ccapabilities;,
  • communication skills;
  • travel skills;,
  • adjustment to disabilitymobility;, and
  • other skills.

The transition counselor uses the information when working with the family and consumer to:

  • plan the consumer’s vocational rehabilitation program; and
  • support the consumer’s individual education plan (IEP) at school, when appropriate.

The transition counselor also uses the Core Skills Assessment (CSA) checklist to evaluate the consumer's confidence and competence in the Big Six Core Skills areas of:

This information is important when planning and coordinating with the student's IEP and school-related activities. The Core Skills Assessment checklist (CSA) is designed to help evaluate the consumer's confidence and competence skills using the following Big Six Core Skills areas:

  • adjustment to blindness;,
  • independent living;IL skills,
  • travel; skills,
  • communication; skills,
  • development of support systems;, and
  • development of a vocational skills.

Completing the CSA checklist often requires contacting the consumer more than once. The one consumer contact. In a ReHabWorks case note entitled "Core Skills Assessment," the transition counselor documents when the CSA occurred, and briefly notes any information or recommendations gained in the process. This information obtained is used later to assist in planning the consumer’s vocational rehabilitation (VR) for program planning.

The CSA checklist is only is one element of the overall assessment process.It provides information that and is considered equal to the information provided by orientation and mobility reports such as (O&M) reports;, low-vision evaluations;,and reports documenting the admissions, review, and dismissal (ARD)processes; and so on. Documentation of the CSA does not replace the “Comprehensive Assessment Summary” case note. For reference purposes, the hard copy is kept in the paper case folder.

When the CSA checklist is completed, the transition counselor:

  • documents important information and recommendations within the Comprehensive Assessment Summary case note entered into ReHabWorks;
  • does not enter a stand-alone case note for the CSA checklist; and
  • files a hard copy of the CSA checklist and any reports or notes used during the comprehensive assessment phase in the paper case folder.

During a new transition counselor’s first year of employment, the counselor must routinely use the CSA checklist with every consumer. Doing so helps the counselor obtain a thorough knowledge of the six core skill areas. The counselor’s immediate supervisor can require the counselor to continue using the CSA checklist for longer than the first year, when appropriate.

Experienced transition counselors who demonstrate a solid working knowledge of the core skill areas, as indicated by their case documentation, are not required to complete the CSA checklist, unless directed to do so by their immediate supervisor.

Extended Evaluation

To help determine the eligibility of cases that are in extended evaluation, the CSA checklist should always be included as one of the assessments or evaluations used within the extended evaluation plan.

Referral to a VRT

Because the vocational rehabilitation teacher (VRT) is not required to complete individual assessments of transition-aged consumers, when the transition counselor refers a consumer to a VRT, the counselor uses the information obtained through the CSA checklist and/or other assessments to identify within the long description of the service record the specific skill areas to be addressed.Information gained through the CSA might show that a consumer with severe functional limitations needs VRT skills training. Because the VRT is not required to complete an individual assessment of transition-aged consumers, the transition counselor identifies the specific skill areas to be addressed before referring the consumer.

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