Located in:
- Program-Specific Requirements for Vocational Rehabilitation (Combined or General)
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan [13] must include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as amended by title IV of WIOA:
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[13] Sec. 102(b)(2)(D)(iii) of WIOA
- o. State's Strategies
Describe 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
o. 4. 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:
ARS addresses pre-employment transition services in Goal 2: ARS will provide pre-employment transition and transition services as outlined in WIOA.
Priority – ARS will expand and improve Pre-ETS.
Strategies – ARS will:
- Create internships in competitive integrated settings that could lead to on-the-job training and/or job placement.
- Identify industry recognized curriculums and train counselors to utilize it with students.
- Develop partnerships by contacting Special Education personnel in schools and by attending school board meetings.
- Create and implement marketing campaigns.
- Create standards and benchmarks evaluation criteria for each core service for vendors, schools, and counselors to use in identifying the knowledge/skills/abilities gained by students in the program.
- Increase awareness of viable work options in the areas where students live.
- Create a peer mentorship program including mentoring with CILS.
- Create a Professional Advisors Learning Series (PALS) where professionals in a field provide hands-on demonstrations to students on the work in that field, offer job shadowing opportunities, and informational interviews on the job duties.
- Promote and track employment outcomes directly from Pre-ETS services.
Priority – ARS will provide pre-employment transition services and ensure students with employment and training goals are moved into vocational rehabilitation prior to the second semester of the senior year of high school.
Strategies – ARS will:
- Spend at least 15% of VR grant on Pre-ETS.
- Direct students with disabilities into classes leading to certifications in Career and Technical Education and concurrent enrollment postsecondary training while in high school.
- Provide students in Pre-ETS with paid and unpaid work experiences.
- Provide students participating in Pre-ETS with career portfolios upon exiting high school.
- Provide Pre-ETS core services internally or by utilizing external contractors.
- Develop and implement a process for Pre-ETS students to become traditional VR services clients and monitor results.
Priority – ARS will increase the number of Transition students that enter employment by having students work ready upon graduation from high school or postsecondary training.
Strategies – ARS will:
- Develop and support apprenticeships for students prior to graduation.
- Increase credential attainments in high school by moving Pre-ETS-VR ready students to VR services prior to graduation.
- Develop and support on-the-job trainings/direct job placement and supported employment with businesses that have Pre-ETS internship sites.