Narrative: d. 1.

WIOA requires that 15 percent of the IVRS budget be allocated towards the provision of Pre-ETS. IVRS has developed Local School Plans, policies, and procedures surrounding the provision of Pre-ETS and VR service delivery. IVRS collaborates with every public school district in Iowa to develop a Local School Plan that addresses the following information: the services the school district will provide to students with disabilities, the new and/or expanded services IVRS will provide within the district, services provided by community partners and/or IVRS contracted programs, and any gaps in service delivery. Local School Plans are also developed with private accredited high schools across the state along with some identified alternative educational settings. IVRS staff are assigned to all public and private accredited school districts in Iowa to provide services, including Pre-ETS, as outlined in the Local School Plan.  As gaps in services are identified on the Local School Plans, programs have been developed collaboratively with school districts and other community partners across the state. The following IVRS contracted programs have been developed to assist with delivering VR services, including Pre-ETS, in collaboration with school districts across the state:

Innovative Learning Project: These are collaborative projects between IVRS, Boone Community School District, Mount Vernon Community School District and iJAG focused on a work-based learning continuum of awareness, exploration and training in partnership with a variety of employers and higher education institutions. Students in this program participate in various Pre-ETS activities.

IVRS has contracted with several community colleges to provide Pre-Employment Transition Coordinators (PTCs) to identified school districts. The program prepares students with disabilities for the workforce by providing Pre-ETS to to students with disabilities in the secondary education system. The goal is to align students' career interests to competitive integrated employment and post-secondary training opportunities. 

Juvenile Reentry System Program: The Iowa DHR CJJP, has been overseeing the Juvenile Reentry Task Force (JRTF) in the development and implementation of the juvenile justice reentry system. Multiple state agency partners, including juvenile placement settings, are assisting with the development of policy, procedure, and structural elements of its JReS. The goal of JReS is the reduction of recidivism rates and to improve other student outcomes through implementation of comprehensive system-wide reforms to juvenile reentry policies and processes, which include: enhanced cross system coordination, utilization of quality and effective programing, data sharing and prioritization of resources. IVRS has been an active partner in this process for implementation of Pre-ETS in these alternative educational settings and a gap in service delivery has been identified for students in this setting.  The JReS program has been designed to do the following: improve transition and community integration as students exit and return to the community; connecting students to career pathways and support systems in the community; and reduce recidivism by expanding access in obtaining financial independence through competitive integrated employment.   

Making the Grade (MTG): Students with disabilities in this program participate in Pre-ETS activities to teach and reinforce the skill sets and habits necessary to be successful on the job. Students with disabilities in participating high schools are placed in paid work-based learning experiences in the community to assist with skill building necessary for their future career.

ProjectSEARCH: The goal for each student participant is competitive integrated employment. The program provides real-life work-based learning experiences combined with workplace readiness training in employability and independent living skills to assist students with significant disabilities make successful transitions from school to productive adult life.

Transition Alliance Program: TAP is a collaborative program developed between IVRS and school districts. TAP services are provided to students with disabilities through a collaborative service coordination model, which includes Pre-ETS, with the ultimate goal of obtaining competitive integrated employment. 

Transitioning to Employment and Advocating for Myself: Transitioning to Employment and Advocating for Myself (TEAM) is a collaboration between Easterseals, IVRS and Des Moines Public Schools (DMPS). The focus of TEAM is on developing and providing Pre-ETS to students with disabilities who are attending all high schools within DMPS, including students covered under Section 511 and students who are potentially eligible (PE) for IVRS, prior to graduation. TEAM staff will work collaboratively with the IVRS Counselors assigned to DMPS and the DMPS Work Experience Coordinators (WECs) in order to provide new or expanded services for students with disabilities in each of the five required activities for Pre-ETS. Year round services will be provided to include activities that occur during the school day and after school, as well as activities throughout the summer.

IVRS staff in collaboration with school staff, AEA staff, IVRS contracted programs and partners assist students by providing services to explore career opportunities, post-secondary training programs available, and to identify supports needed to be successful in the post-secondary setting and in competitive integrated employment.  These collaborative activities assist students in determining their long term employment goal so an IPE can be developed in a timely manner.  For IVRS eligible students, an IPE needs to be developed, which should align with a student’s Individualized Education Program (IEP) if applicable, within 90 days after the student is released from the waiting list.  While on the waiting list, a student is able to continue to participate in Pre-ETS.  Information gathered through participation in Pre-ETS and other school-related transition activities is used to develop the individualized plan.  This plan can have a projected post-school employment outcome which assists with timely development of these plans.  The student would continue to participate in VR services, including Pre-ETS, in collaboration with school-related transition services available in order to identify the supports needed and a specific employment goal by high school graduation.