Narrative: d. 1.

ARS assigns VR counselor liaisons to each high school statewide. VR counselors work collaboratively with combined plan partners.

ARS will set aside 15 percent of federal VR program funding to provide pre–employment transition services such as job exploration counseling, and work–based learning experiences including internships in integrated environments. ARS will provide counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs, will provide workplace readiness training to develop social skills and independent living skills, and will provide instruction in self–advocacy and peer mentoring.

Transition students/youth will be determined eligible for vocational rehabilitation within 60 days after application and the Individual Plan for Employment (IPE) will be completed within 90 days after eligibility.

ARS was noncompliant in FY 2015 with regards to the 15% pre-employment transition reserve. ARS reported a pre-employment transition shortfall of $4,755,143 in FY 2015. RSA records indicate ARS expended merely $1,200,000 of its required $5,955,143 in pre-employment transition services in FY 2015 (based upon a total VR award of $39,700,955). The MOUs with the LEAs essentially mirrors the MOU with Special Education. ARS is in the process of updating its MOU with Special Education to include Section 511 requirements. Once this is completed, ARS will update MOUs with LEAs statewide. ARS will amend the current agreement to provide information and awareness about Section 511. Furthermore, ARS will provide the following: training to schools on Section 511 to make them aware of the section in WIOA and the activities they can provide in areas, such as self-advocacy and career counseling; training through ARS CRP staff to the providers on referrals and related provider information; training to ARS Managers and ARS VR counselors on providing and understanding the assessment and evaluation process; and will provide training on Trial Work Experience in the community to determine potential work skills if applicable. Section 511 ARS in collaboration with the SRC and in consultation with its RSA State Liaison proposes to implement the following strategies to address the requirements of Section 511. ARS will: 1. Develop and provide training for all VR Counselors on what section 511 is/does, its requirements, and agency/counselor responsibilities. 2. Revise its MOU with Developmental Disabilities to include how both agencies will develop policy/procedure to address clients effected or might potentially be effected by Section 511. 3. Revise its MOU with Behavioral Health to include how both agencies will develop policy/procedure to address clients effected or might potentially be effected by Section 511. 4. Revise its MOU with Special Education to include how both agencies will develop policy/procedure to address students effected or might potentially be effected by Section 511. The MOU will address the issue of referring students to CRPs for services while the student is still enrolled in school or referring the student to a CRP upon graduation as part of transition planning. 5. Work with Special Education to develop/provide training to special education teachers and special education supervisors regarding Section 511. 6. Work with colleges and universities within the state that train special educators and VR Counselors to include in their curriculum information on section 511. 7. Attempt to revise language in each MOU to include language that specifically addresses section 511. ARS currently has MOU’s with 155 individual school districts across the state. 8. Revise its contracts with CRP’s to include language that addresses the presence of policies/procedures that Section 511 issues. This may include an assurance signed by the CRP that the program will inform clients, family/caregivers, and where applicable school districts of Section 511 requirements. This may also include a form signed by the client or legal guardian to affirm the sharing of information. Pre-Employment Transition ARS in collaboration with the SRC and in consultation with its RSA State Liaison proposes to implement the following strategies to address the RSA requirements related to pre-employment transition. 1. ARS recognizes some of the services provided through its piloted ATP program apply to pre-employment transition. ARS will evaluate the program’s strengths and weaknesses and apply lessons learned as it implements its pre-employment transition program. 2. ARS also recognizes clients served through the PROMISE Grant may also qualify for pre-employment transition services. ARS will work with PROMISE leadership and other PROMISE partners to identify opportunities to partner/provide pre-employment services to PROMISE participants. 3. ARS will develop and provide training for all VR Counselors on what pre-employment transition is/does, its requirements, and agency/counselor responsibilities. 4. ARS will develop and implement a means to track clients served through pre-employment transition, including pre-employment expenditures thus ensuring funds earmarked address the 15% requirement 5. ARS will revise its MOU with Special Education to include pre-employment transition. As part of the MOU, ARS will request Special Education’s assistance in gaining access to all students in the state age 14 an older who have an IEP or 504 plan. 6. ARS will work with Special Education to develop/provide training to special education teachers and special education supervisors on pre-employment transition. 7. ARS will work with colleges and universities within the state that train special educators and VR Counselors to include in their curriculum information on pre-employment transition. 8. ARS realizes providing pre-employment services to all Arkansas students with IEPs or 504 plans may require utilization of outside resources. ARS proposes to develop and issue a request for qualifications to determine potential outside providers of pre-employment transition services. It envisions the provider list of eligible programs might include CRPs or even educational cooperatives.