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Transition Coordinator

A Transition Coordinator is a person who is committed to collaborating around identifying barriers to transition planning, organizing the supports needed, and developing solutions for youth with disabilities in the local county they serve. This is essential to assist with pathways for youth to explore employment, training, and postsecondary education and engage in skills to be independent in their home and community while building self-advocacy skills. 

View resources available to you by visiting the button to the right.

Transition Coordinator Long Term Care Adult Decision Making Adult Benefits & Economic Support Employment Post-Secondary Education & Training Planning for Adult Life Transition Resources
Photo of Susie Thomas

Susie Thomas 

Transition Coordinator/Case Manager

Best Buddies Co-Advisor

Racine County CCoT Co-Facilitator 

262-534-3189 Ext 1432

sthomas@wuhs.us

 

DVR Counselor dedicated to WUHS

Amy Francis- Vocational Rehabilitation Counselor 

262-455-3193

amy.francis@dwd.wisconsin.gov

Transition Programming Beyond Age 18

Some students may need more time to learn the skills necessary for employment and adulthood. Community based transition options are for students who are 18-21 years old to learn and practice skills needed to successfully move from high school to adulthood in the areas of employment, independent living, post-secondary education/training, and community integration.

The PAC House:  Project Active Citizen (PAC) Program educates beyond 18-year-olds with special needs. The program takes place at a residential house to help transition students become responsible citizens in the community. This is a partnership between Waterford Union High School and the Burlington Area School District. 

Resources for Beyond 18 Transition Programming

Transition Programming through the Transition Improvement Grant (TIG) is a statewide resource for planning community-based transition options for students with disabilities after their high school experience. These tools assist in assessing needs and developing transition-focused options within a community-based environment. In addition, the guide assists to create a step-by-step process using practical activities and user-friendly forms. The forms have been created to identify student needs, analyze in-school and community resources, set priorities, develop meaningful action plans, and establish the process for evaluation.