This companion document describing roles and responsibilities of school-community support group members, five other companion documents, and an inservice guide comprise a series developed for assisting disabled persons in their transition from school to work. Consumers interested in this document include administrators, teachers, students, counselors, employers, employees, parents, spouses, and other community agency persons as appropriate to the individual needs of each handicapped person. Following an introduction, information is provided regarding basic functions of each person in various roles. Discussion first focuses on confidence building, field coordinator role, local coordination adjustment, and potential support team members. Next, responsibilities of these transition model team members are described: team leader; student; vocational education personnel; special education personnel; academic teacher(s); counseling personnel; parents, guardian, spouse; specialist(s) from community agencies; employer(s); peer(s); and union representatives. Descriptions of local steering committee member roles and of state advisory committee responsibilities in planning for and implementing of supportive services for handicapped persons are included. (YLB)