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:
LRS collaborates with the Louisiana Department of Education through a Memorandum of Understanding (MOU). The MOU partners are Louisiana Workforce Commission/Louisiana Rehabilitation Services (LWC/LRS), and the Louisiana Department of Education (LDOE). This agreement documents how LRS and LDOE partner to provide a coordinated set of activities to facilitate a seamless transition of students with disabilities from high school to post-school activities. The purpose of the agreement is to strengthen interagency collaboration to better assist students with disabilities so that when they exit secondary education, they will have a plan in place to achieve competitive integrated employment, which may include post-secondary education or other vocational rehabilitation services. The LDOE and LRS MOU is designed to act as a guide for the subsequent development of agreements between local LRS Regional Offices and Local Educational Agencies (LEAs). Local agreements specify target populations, identify goals and objectives, describe roles and responsibilities, and state expectations for data sharing in the provision of vocational rehabilitation services to students with disabilities.
LRS provides orientation and information sessions for students with disabilities (and their families) who express an interest in applying for Pre-ETS and/or Vocational Rehabilitation services. These sessions occur as a group presentation or individual meetings that focus on informing students and their families about services offered by LWC/LRS. The meetings take place in-person, via video conference, or as a conference call. LRS staff provide Pre-ETS to students with documented disabilities based on individual need once a student requests or is recommended for one or more of the five required activities. The five activities include: (1) Instruction in Self-Advocacy; (2) Work-Based Learning Experiences; (3) Counseling on Opportunities for Enrollment in Comprehensive Transition or Postsecondary Educational Programs at Institutions of Higher Education; (4) Workplace Readiness Training; and (5) Job Exploration Counseling.
Transition planning is provided by Vocational Rehabilitation (VR) Counselors to meet the needs of the individual student with a disability. LRS considers a student with a disability to be aged 16 – 21; and, enrolled in the K-12 education system including traditional public schools, intermediate school districts, private schools, charter schools (public school academies), alternative schools, schools for individuals with disabilities such as the Louisiana School for the Deaf and Visually Impaired, 504 students, home-schooled students, and students in education programs in correctional facilities. Through the provision of guidance and counseling with Pre-ETS students, the VR Counselor is made aware of the consumers plans beyond high school. Prior to graduation the consumer completes an application for vocational rehabilitation services. Upon being determined eligible for services, an Individualized Plan for Employment (IPE) is developed to ensure a seamless transition for services beyond high school.
LRS is working closely with multiple stakeholders to improve employment outcomes for persons with disabilities. LRS has fifteen (15) Third-Party Cooperative Arrangements (TPCAs) in place with the local school districts. The arrangements define vocational rehabilitation services and objectives for students with disabilities that enhance outcome goals. Additionally, there are 26 Community Rehabilitation Programs providing Pre-Employment Transition Services through a fee-for-service agreement. The LRS Transition Program Manager and Program Coordinators meet in-person and via virtual conferences to provide assistance to all TPCA, fee-for-service vendors, LEA’s, and (as needed and/or requested) to educators who provide services to students with disabilities for the purpose of planning or providing Pre-Employment Transition Services and VR services. The Transition Program Coordinators also take part in the hiring process for TPCA Transition Specialists and/or monitor the qualifications of transition specialists and fee-for-service vendor personnel.
Students with disabilities to receive Pre-Employment Transition Services are identified through collaboration between the VR Counselor, LEA personnel, Guidance Counselors, and Special Education personnel. Students with disabilities, and their parent or legal guardian, are provided information pertaining to the purpose of the vocational rehabilitation program, eligibility requirements, application procedures, and scope of services.
As in accordance with 34 CFR 397.31, the MOU with LDOE stipulates an assurance to not enter into a contract or other arrangement with an entity, as defined in 34 CFR 397.5(d), for the purpose of operating a program under which a youth with a disability is engaged in work compensated at a subminimum wage.