Located in:
- Program-Specific Requirements for State Vocational Rehabilitation (Combined or General)
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan must include the following descriptions and estimates, as required by sections 101(a) and 606 of the Rehabilitation Act of 1973, as amended by title IV of WIOA.
- j. Coordination with Education Officials.
In accordance with the requirements in Section 101(a)(11)(D) of the Rehabilitation Act—
- j. Coordination with Education Officials.
j. 2. Coordination with Education Officials. - 2
A. Consultation and technical assistance, which may be provided using alternative means for meeting participation (such as video conferences and conference calls), to assist educational agencies in planning for the transition of students with disabilities from school to post-school activities, including pre-employment transition services and other vocational rehabilitation services;
B. Transition planning by personnel of the designated State agency and educational agency personnel for students with disabilities that facilitates the development and implementation of their individualized education programs (IEPs) under Section 614(d) of the Individuals with Disabilities Education Act;
C. The roles and responsibilities, including financial responsibilities, of each agency, including provisions for determining State lead agencies and qualified personnel responsible for transition services and pre-employment transition services;
D. Procedures for outreach to and identification of students with disabilities who need transition services and pre-employment transition services. Outreach to these students should occur as early as possible during the transition planning process and must include, at a minimum, a description of the purpose of the vocational rehabilitation program, eligibility requirements, application procedures, and scope of services that may be provided to eligible individuals;
E. Coordination necessary to satisfy documentation requirements set forth in 34 C.F.R. part 397 regarding students and youth with disabilities who are seeking subminimum wage employment; and
F. Assurance that, in accordance with 34 C.F.R. § 397.31, neither the SEA nor the local educational agency will enter into a contract or other arrangement with an entity, as defined in 34 C.F.R. § 397.5(d), for the purpose of operating a program under which youth with a disability is engaged in work compensated at a subminimum wage.
Current Narrative:
Technical Assistance is provided to LEAs and Special Educators in a multitude of ways throughout the year. Most LEAs attend interdisciplinary local and statewide professional development events or the Mega conference, where VR presents. Transition counselors also work with all special education personnel at the local level to provide updates on VR services, trends and practices. Additionally, VR met with 360 high schools in the state to provide technical assistance and foster collaboration in development of pre- employment transition plans for the high schools.
A formal MOU and Inter-agency agreement between the Alabama Department of Rehabilitation Services and the Alabama State Department of Education was last updated and signed on July 3, 2018. Issues such as consultation and technical assistance for both agencies’ personnel, parents, students and advocates are identified under scope of services in sections A, B and C. Parent and advocacy groups have received information on WIOA. Pre-ETS, and transition services in multiple venues on multiple occasions.
ADRS will continue to partner with ALSDE to cohost a biennial statewide transition conference. This conference is attended by a variety of transition stakeholders including staff from LEAs, ALSDE, ADRS, Community Rehabilitation Programs and parents of students with disabilities. This conference provides an opportunity for counselors and transition staff to be updated on the latest successful trends and practices related to transition. Transition counselors also participate in transition work groups, teacher workshops and transition fairs hosted by the LEAs. These activities allow ADRS staff excellent opportunities to interact with education staff and teachers. Transition planning and development of the IEP occurs collaboratively and individually.
ADRS emphasizes best practices in providing services to students in order to achieve a seamless transition from school to post school activities. ADRS has transition counselors assigned to each LEA who work closely with the special education and career and technical education teachers in the development of the IEP for those students/consumers with whom ADRS is involved and attend IEP Team meetings and/or provide input that will assist in making decisions about services that will be provided by the ADRS, such as assistive technology, career exploration or work experience opportunities.
The MOU between ALSDE and ADRS outlines the scope of services that both agencies agree to in terms of personnel, roles and responsibilities. The agreement further outlines what the agencies, and agency staff are responsible for including which personnel will be providing the service to prevent duplication.
The MOU clarifies that nothing under the Workforce Innovation and Opportunity Act reduces the obligation of the LEA to pay for or provide transition services that are considered special education services, or related services necessary for assuring a free and appropriate education for students. The agreement also states that all expenditures identified by the LEA and VR for provision of pre-employment transition services that are new, having a VR focus of preparing students with disabilities to access careers that will lead to long term competitive integrated employment, and are not duplicative of services provided by the LEA, be the responsibility of ADRS. It also clarifies in the memorandum of agreement, that expenditures approved by the VR Counselor for transition services that are provided to VR students with disabilities, eligible for VR services, that are vocational in nature and support and lead to the achievement of the employment goal in the IEP, will be the financial responsibility of ADRS.
ADRS recognizes the importance of clarifying the roles and responsibilities of each agency. Educational responsibilities rest with educational agencies that include the cost of accommodations for students with disabilities. Transition counselors are trained to assure responsibilities of the education agency are not transferred to ADRS while the student is in school. The educational agency is responsible for ensuring students with disabilities are provided equal access to education. The school is responsible for providing school records to be used in determining eligibility and planning a rehabilitation program. ADRS utilizes school records and other available information in order to develop a rehabilitation program. These roles and responsibilities are further defined in the formal interagency agreement with the Alabama State Department of Education.
Outreach efforts to students with disabilities requiring transition services continually occur between LEA staff and the designated VR counselor. These counselors (who often have exclusively transition caseloads) work with teachers, guidance counselors, school nurses, psychometrists and other education staff to identify students with disabilities who need transition services. Additional outreach will occur during IEP meetings, community-based transition team meetings, teen transition clinic, job fairs, advocacy meetings, parent focus groups and other related events. These outreach efforts will inform school personnel, students, other state agency personnel, advocates, appropriate family members and other representative of the following:
a. Description of the purpose of VR
b. Information regarding eligibility requirements
c. Information regarding application procedures and
d. Scope of services that may be available to eligible individuals.
The agreement specifies the limitations and procedures for sharing documentation between VR and SEA for students/youth seeking sub-minimum wage employment (SWE). Competitive integrated employment is the first option however for those seeking SWE procedures are outlined in the agreement including all transition services under IDEA as written in the IEP and pre-employment transition services or transition services provided by ADRS. Documentation that the youth has applied for VR services and been found eligible or ineligible. Those students found eligible must have a plan for employment, worked towards a vocational outcome for a reasonable time without success and have a closed file. Youth must have received career counseling by the VR counselor, including information and referral services. ADRS provides consultation and technical assistance regarding pre-employment transitions services, potentially eligible status, VR, application process, eligibility requirements, vocational assessments, job placement services, local service providers, post—secondary education, and other topics deemed appropriate that will lead to a successful employment outcome.
Finally, the agreement states as part of the scope of services that Alabama Department of Education and ADRS agree to never enter into a contract or other agreement with an entity holding a special wage certificate under section 14© of the Fair Labor Standards Act for the purpose of opening a program under which a youth with a disability is engaged in work at subminimum wage.