Narrative: d. 1.

• Vocational Rehabilitation Services (VRS), State Services for the Blind (SSB), and the Minnesota Department of Education (MDE) have a memorandum of understanding (MOU) to achieve better coordination between schools and VR services and create a bridge from the school to VRS or SSB prior to school exit. Following is a discussion of the current agreement, which was updated in November 2016 to reflect WIOA requirements: Provide consultation and technical assistance to Local Education Agencies (LEA)s in planning for the transition of students with disabilities from school to post-school activities including post-secondary education, training, competitive integrated employment and independent living.

• Provide secondary transition planning by personnel of DEED’s VRS alongside secondary special education and career and college readiness staff through the delivery of pre-employment transition services and vocational rehabilitation services under the Rehabilitation Act and transition services under the IDEA.

• Define the roles and responsibilities, including financial responsibilities, of each agency, including provisions for pre-employment transition services, vocational rehabilitation services and IDEA transition services.

• Designate procedures for outreach to and identification of students with disabilities who are in need of pre-employment transition services and/or vocational rehabilitation services. Outreach to students should occur as early as grade nine.

• Outline services and documentation requirements set forth in section 511 of the Rehabilitation Act, as added by the Workforce Innovation and Opportunity Act (WIOA), with regard to youth with disabilities who are seeking subminimum wage employment.

• Provide assurance that neither the SEA nor the LEA will enter into an arrangement with an entity holding a special wage certificate under section 14(c) of the Fair Labor Standards Act for the purpose of operating a program under which a youth with a disability is engaged in work at a subminimum wage.

Coordinated Services for Youth in Special Education: Minnesota law mandates a coordinated system of services for youth, birth to 21, who are involved in special education. The Minnesota System for Interagency Collaboration (MnSIC) was formed to develop and implement this system. VRS is represented on MnSIC, and VRS staff participate on subcommittees that develop service strategies for students and recommendations for governance and coordination of state and local collaborative efforts.

Personal Learning Plans (PLPs): Minnesota statute 120B.125, “Planning for Students’ Successful Transition to Postsecondary Education and Employment” requires Minnesota school districts to assist all students by no later than grade 9 to explore their educational, college, and career interests, aptitudes, and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment. VRS staff work with students and schools to ensure that VRS pre-employment transition services and transition services align with and contribute to each student’s Personal Learning Plan.

Community Transition Interagency Committee (CTIC): Approximately 70 local CTICs promote statewide interagency coordination to remove system barriers and expand community services. CTICs include parents, students, advocacy groups, local businesses, county government, post—secondary education, vocational education, community education, corrections, SSA health care, and other local service providers. VRS staff serve on all CTICs, thereby helping to improve and expand vocational services that result in employment outcomes.

Rehabilitation Counselors Assigned to High Schools: VR counselors are assigned to all public, private, and charter high schools in Minnesota. They are active participants on transition planning teams so that each VR eligible student with a disability can access VR services and establish a written VR plan before leaving school. Outreach efforts include working with school nurses, guidance counselors, case managers, principals, social workers, 504 personnel, community agencies and work experience coordinators to identify students with disabilities who are not in special education programs. A referral of all potentially eligible students is sought as soon as possible so that employment services can begin well before the student leaves school.

Interagency Agreement to Purchase Used Assistive Technology Devices: When a student with a disability transitions into a work environment or postsecondary program, VRS may purchase any assistive technology device that the student’s former school district purchased on the his or her behalf.