Located in:
- Program-Specific Requirements for Vocational Rehabilitation (Blind)
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:
__________
[13] Sec. 102(b)(2)(D)(iii) of WIOA
d. 2. A. Consultation and technical assistance to assist educational agencies in planning for the transition of students with disabilities from school to post-school activities, including VR services;
Current Narrative:
Provisions for Development and Approval of Individualized Plans for Employment for Students with Disabilities
Counselors update the Individualized Plan for Employment (IPE) for vocational rehabilitation consumers annually as needed, prior to graduation or leaving school for a seamless transition to a student’s desired postsecondary outcome. The counselor determines eligibility for vocational rehabilitation services, develops an approved IPE, and sponsors the delivery of necessary transition services to assist the student with planning, preparing for, and achieving competitive integrated employment. The development of the IPE must occur within 90 days.
The average time of DBS exceeds the federal 90-day standard with an average time between application submission and eligibility determination for VR is approximately 31 days. The average time between eligibility determination and IPE development is approximately 14 days.
Information on Formal Interagency Agreements with Respect To: Technical Assistance and Consultation
The Divisions of Blind Services and Vocational Rehabilitation will assist in planning for the transition of students with disabilities from school to post-school activities, including Pre-ETS. The agencies provide technical assistance through various means, such as conference calls, video conferences, and in-person training opportunities. Each agency shall share the responsibilities of providing training and technical assistance as requested to students, family members, advocates, educators, counselors, service providers, other state agency staff, and the public regarding policies and procedures related to transition services, including Pre-ETS. The partners work together to build capacity within local education agencies (LEAs) and vendors to provide quality transition services throughout Florida by providing training, technical assistance, on-site reviews, and consultation. When possible, the partners will conduct joint staff trainings or cross-training of staff to ensure operational activities continue to meet the needs of all partners involved.