Narrative: d. 1.

1.DVR has a strong partnership with the Maine Department of Education (DOE). This has been demonstrated through collaborative efforts on Employment First legislation, data sharing, joint training and technical assistance and the launch of interagency efforts, such as the Cross-Agency Council for Transition. A DOE staff member serves on the State Rehabilitation Council (SRC) and the DVR Director serves on the IDEA Part B State Advisory Panel.

The Cooperative Agreement between the Maine Department of Education, Special Services and Maine DVR – and Maine DBVI - was updated in 2018 and now includes language to support implementation of the Workforce Innovation and Opportunity Act of 2014. The Agreement was developed using technical assistance available through the National Technical Assistance Center on Transition (NTACT) and the Workforce Innovation Technical Assistance Center (WINTAC).

The purpose of the Cooperative Agreement is to set forth the commitments of DOE and DVR/DBVI to cooperate to meet the needs of students with disabilities and to better coordinate the process of student transition. DOE and DVR/DBVI are committed to the belief that all youth with disabilities can work and that they should have the opportunity to prepare to enter competitive integrated employment through participation in work-based learning and other career preparation activities before high school graduation or exit.

The Designated State unit's plans, policies, and procedures for coordination with education officials to facilitate the transition of students with disabilities from school to the receipt of VR services, including pre-employment transition services, as well as procedures for the timely development and approval of individualized plans for employment for the students.

Provide information on the formal interagency agreement with the state educational agency: DVR will assist in transition planning and in the development of each student’s individualized education program (IEP). For students eligible for services with an agreed upon vocational goal, DVR is expected to develop an Individualized Plan for Employment (IPE) before the student leaves the school setting.

 In providing transition services, DVR will facilitate the use of available and appropriate community–based services. Services will be provided in the most cost-effective manner. In recognition of the importance of promoting information sharing and in order to ensure an effective and timely system of referrals for DVR services, DVR requests that school personnel adopt the following process: When a student with an Individualized Education Program (IEP) begins the transition planning process prior to entering ninth grade, the student and his/her parents or guardians will receive general information about VR services, including those Pre-Employment Transition Services available to Potentially Eligible students. This information will introduce VR and will inform the parents/guardians when it is appropriate to make a VR referral. When the student to be referred is within two years of school graduation or exit, the services offered by VR should be re–introduced at the student’s IEP or 504 meeting. Both the student and the parents/guardians should have an opportunity to receive materials outlining VR services and to ask questions concerning the referral. If during or after the meeting, they (or the adult student) are interested in having a referral made for services the school will assist in doing so.

Provide information on the formal interagency agreement with the state educational agency with respect to 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.

The purpose of the Cooperative Agreement is to set forth the commitments of DOE and DVR to cooperate to meet the needs of students with disabilities and to better coordinate the process of student transition. The Agreement also sets forth that consultation and technical assistance will be provided to assist educational agencies in planning for the transition of students with disabilities from school to post–school activities, including VR services.

The mission of the MOU is to help students with disabilities achieve full participation in society by ensuring equal opportunity and access to education, employment and community. To achieve this mission: • People will work together for the student’s benefit • Students and families will be included and respected • Regular and meaningful communication will be established • Personnel Development will be collaborative • Data will be shared to improve outcomes. The parties shall agree on methods to maintain updated information about best practices and resources related to the transition of students, including the use of Dispatches and maintenance of a copy of the Agreement on the agencies’ websites. Consultation and technical assistance to educational agencies in planning for the transition of students with disabilities from school to post–school activities, including VR services; DOE and DVR will work together to inform the following entities about the existence and intent of this Agreement: • Superintendents of Schools • Directors of Special Education • Parent Training & Information Center • DVR Regional Managers, Supervisors, and Transition Counselors • Directors of Career & Technical Education • Directors of Adult Education • Client Assistance Program • Protection and Advocacy for Beneficiaries of Social Security (PABSS) • State Special Education Advisory Panel Effective implementation requires ongoing communication and sharing of information between the parties.

A student with a disability is defined as a student between the ages of 14 and 21 who is enrolled in an educational program and who is eligible for and receiving special education and related services under Part B of the Individuals with Disabilities Education Act (20 U.S.C. 1411 et seq.); or is an individual with a disability under Section 504. (Note: This definition includes students who may be in an alternative placement, enrolled in post-secondary education or homeschooled, among other settings)

Under the WIOA amendments to the Rehabilitation Act, a youth with a disability may be defined as an individual with a disability who is between the ages of 14 and 24 and who is or is not enrolled in an educational program.

It is especially critical that any changes in resources, regulations, policies and procedures that affect students served jointly by DOE and DVR/DBVI be immediately communicated and that coordinated efforts are made to mitigate any negative impact that may occur as a result of those changes. DVR will provide schools with an orientation video, brochures, and PowerPoint presentation on services for transition–age youth and a representative to serve as a member of the Maine IDEA Part B State Advisory Panel.

DVR will also support VR counselors with transition caseloads to join Maine Administrators of Services for Children with Disabilities (MADSEC) and participate in regional and state meetings and training. DVR will provide technical assistance to DOE and school districts on disability–specific information and resources issues and issues concerning eligibility and referral for services as requested. DVR will provide technical assistance and training as requested to DOE and school districts on the Americans with Disabilities Act in conjunction with the State ADA Coordinator. DOE will notify DVR of issues of mutual interest identified during monitoring or as a result of a special education due process finding.

For students who have applied for VR services, DVR staff work closely with students, parents and the LEA to collect and share information (with a signed release) that allows for timely determination of eligibility (60 days) and development of the Individualized Plan for Employment (90 days). Current postsecondary goals identified on Individualized Education Programs often present excellent starting points for development of the IPE. Training to LEA staff as well as DVR staff helps to reinforce the importance of collaboration to create a coordinate set of activities to promote transition opportunities for the student.

1. PRE-EMPLOYMENT TRANSITION SERVICES

Under the Workforce Innovation and Opportunity Act of 2014 amendments to the Rehabilitation Act. VR agencies are required to set aside 15% of their federal grant funding to provide a new set of “Pre-Employment Transition Services” to eligible or potentially eligible students with a disability. Pre-Employment Transition Services must be available statewide to all students with disabilities who need them. Services begin once a request has been made and a Pre -Employment Transition Services registration form has been completed along with documentation of disability.

There are five required services and nine authorized services (that may be provided if funds remain after the required activities are provided) along with pre-employment transition coordination. Pre-Employment Transition Services are to be delivered in conjunction and collaboration with schools and are designed to assist students with identifying career interests.

The required Pre- Employment Transition Services are:

• Job exploration counseling
• Work-based learning experiences, which may include in-school or after school opportunities, experiences outside of the traditional school setting, and/or internships
• Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs
• Workplace readiness training to develop social skills and independent living
• Instruction in self-advocacy

If funds remain, VR agencies may provide the following nine authorized Pre-Employment Transition Services to improve the transition of students with disabilities from school to postsecondary education or an employment outcome:

• implement effective strategies that increase independent living and inclusion in their communities and competitive integrated workplaces;
• develop and improve strategies for individuals with intellectual and significant disabilities to live independently, participate in postsecondary education experiences, and obtain and retain competitive integrated employment;
• provide training to vocational rehabilitation counselors, school transition staff, and others supporting students with disabilities;
• disseminate information on innovative, effective, and efficient approaches to implement Pre-Employment Transition Services;
• coordinate activities with transition services provided by local educational agencies under IDEA;
• apply evidence-based findings to improve policy, procedure, practice, and the preparation of personnel;
• develop model transition demonstration projects;
• establish or support multistate or regional partnerships that involve States, local educational agencies, designated State units, developmental disability agencies, private businesses, or others; and
• disseminate information and strategies to improve the transition to postsecondary activities of those who are traditionally unserved.

Funds reserved for pre-employment transition services may be used for the required, authorized, and Pre-Employment Transition Services coordination activities.

Pre-Employment Transition Services coordination consists of:

• Attending individualized education program meetings for students with disabilities, when invited;
• Working with the local workforce development boards, one-stop centers, and employers to develop work opportunities for students with disabilities, including internships, summer employment and other employment opportunities available throughout the school year, and apprenticeships;
• Working with schools, including those carrying out activities under section 614(d) of the IDEA, to coordinate and ensure the provision of pre-employment transition services;
• When invited, attending person-centered planning meetings for individuals receiving services under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.);

Eligibility and Registering for Pre-Employment Transition Services

Potentially Eligible

In addition to authorizing new services, the WIOA amendments also now allows students with disabilities who are “Potentially Eligible” to receive Pre-Employment Transition Services without needing to apply and be found eligible for VR services. Potentially Eligible students are those who meet the definition of a “Student with a Disability” (see below) and who have not yet applied and been found eligible (or ineligible) for VR services. In the event that there is a waitlist for VR services, individuals who have been found eligible and placed on a waitlist may only receive Pre-ETS if they were receiving Pre-ETS services before being found eligible.

 Registering for Services

In order for students to receive services as Potentially Eligible they (and their guardian if under age 18) must complete and sign a registration form. The registration form collects basic demographic information that is then inputted into the AWARE case management system to create a case record. The record must reflect that the student has a disability. Documentation that is acceptable includes the following:

• Information from an education official documenting spec ed or 504 status
• Case note documenting counselor observation or review of medical information from the referral source
• Referral from Juvenile Justice with data elements
• IEP
• SSA award letter
• Medical documentation

A student with a disability is defined as a student between the ages of 14 and 21 who is enrolled in an educational program and who is eligible for and receiving special education and related services under Part B of the Individuals with Disabilities Education Act (20 U.S.C. 1411 et seq.); or is an individual with a disability under Section 504. (Note: This definition includes students who may be in an alternative placement, enrolled in post-secondary education or home-schooled, among other settings)

Under the WIOA amendments to the Rehabilitation Act, a youth with a disability may be defined as an individual with a disability who is between the ages of 14 and 24 and who is or is not enrolled in an educational program.

If students with a disability require interpreter or reader services or accessible informational materials to ensure equal access to work-based learning experiences or other Pre-Employment Transition Services, those supports may be paid by VR with reserved funds, unless they would customarily be paid by another source, including local education agencies.

It is the expectation that DOE and DVR/DBVI will work closely together to ensure that students, families and schools are aware of the availability of Pre-Employment Transition Services and will jointly promote Pre-Employment Transition Services activities so that students with disabilities have access to these important career preparatory resources.

Schools can aid in increasing access for students with a disability to Pre-Employment Transition Services by:

• identifying students to refer to Pre-Employment Transition Services
• Collecting registration forms for Pre-Employment Transition Services
• Developing and delivering Pre-Employment Transition Services with VR staff.
• Braiding and blending funding for Pre-Employment Transition Services activities.