Located in:
- Program-Specific Requirements for Vocational Rehabilitation
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan* must include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as amended by WIOA:
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* Sec. 102(b)(D)(iii) of WIOA
- d. Coordination with Education Officials
- 2. Information on the Formal Interagency Agreement with the State Educational Agency with Respect To:
- O. State's StrategiesDescribe the required strategies and how the agency will use these strategies to achieve its goals and priorities, support innovation and expansion activities, and overcome any barriers to accessing the VR and the Supported Employment programs (See sections 101(a)(15)(D) and (18)(B) of the Rehabilitation Act and section 427 of the General Education Provisions Act (GEPA)):
- O. State's Strategies
- 2. Information on the Formal Interagency Agreement with the State Educational Agency with Respect To:
- d. Coordination with Education Officials
d. 2. O. iv. The Methods to Be Used to Improve and Expand Vr Services for Students with Disabilities, Including the Coordination of Services Designed to Facilitate the Transition of Such Students from School to Postsecondary Life (including the Receipt of Vr Services, Postsecondary Education, Employment, and Pre- Employment Transition Services).
Current Narrative:
LRS is continues to review proposed ideas and initiatives for Pre-Employment Transition Services (Pre-ETS).
LRS has designated VR counselors to work with Pre-ETS only cases across the state. LRS is working with a technical advisor to develop innovative and progressive systems and regulations for Pre-ETS services.
The following strategies will expand and improve VR services for students and youth with disabilities who are transitioning from high school to postsecondary education and/or employment, and improve coordination with state and local secondary and postsecondary educational entities:
Continue to evaluate, revise, and develop policy, procedures, and staffing strategies to improve consistency and increase effectiveness in the provision of transition services.
Continue to expand and increase partnerships with schools to facilitate the coordination and provision of pre-employment transition services to students with disabilities.
Continue to expand and increase partnerships with state and local secondary and postsecondary educational institutions and organizations to facilitate the identification of best practices, leveraged resources, and improved coordination.