Staff Resources

Thank you for all that you do to support our students with their academic, social and emotional learning; maximizing their independence; and taking action steps to reach their postsecondary goals! 
To provide you with easy access to frequently used resources, the following links/pages are provided.

Some of your students may benefit from a self-referral to the Massachusetts Rehabilitation Commission for employment supports in adult life or internship opportunities as available during high school years.

If you are not sure if a student should be referred through a self-referral or a 688 referral, see the MRC Referral Flowchart.

This “MRC Self-Referral Toolkit” was created to help you inform students and families of the MRC services and complete the referral process. It includes active links to help you with each of the following:

  1. Introduction to MRC (to help you inform parents about MRC).
  2. MRC Brochure to provide students and parents more info about MRC. This can be provided at IEP meetings.
  3. Reciprocal Consent form that needs to be signed by the parent before the referral is made. This could be signed at the IEP meeting.
  4. MRC Referral: How to make the referral (for staff). Please review this prior to scheduling time to make the call with the student.
  5. MRC Student Script (for students making the call with support as needed).
  6. Consent to Invite: once eligible, you are required to request signed consent to invite the MRC counselor to each IEP meeting.

This self-determination curriculum includes the PowerPoint and all supporting activities. Using the Transition Planning Form as a framework, the focus is on:

  1. students’ understanding of their strengths and challenges,
  2. identifying goals for their future, and
  3. increasing participation in their IEP meetings.

The curriculum can be used as a whole or for one or more of these 3 content areas.

KP Self-Determination Curriculum

SD Supporting Activities 

Other Activities and Lessons

This Vocational Awareness curriculum includes the outline and supporting activities. The curriculum is intended to be sequential, from interest assessment, to interview skills and job-finding, although the activities may be pulled for any given student based on their point in the process. It is understood that these steps to vocational success may be differentiated to meet your students’ needs. Many additional methods and career exploration resources exist, so please see the Transition Coordinator if you cannot find what you are looking for, or if you would like help with differentiating instruction/materials.

King Philip Vocational Awareness Curriculum
Additional Resources

Occupational Outlook Handbook: The OOH can help students find career information on duties, education and training, pay, and outlook for hundreds of occupations.

Also use the active links, for each step of the career planning process referenced on our College & Career Planning guide, shown above.

Transition Planning Workbook: The Rural Institute’s Planning Workbook has a number of great activities to engage students in their planning for life after high school.