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:
A. Consultation with Education
DSHS/DVR staff including the Workforce and Youth Chief, DSHS/DVR Transition manager, Pre-ETS Program manager, Regional Transition Consultants, and transition program supports collaborate with education and transition partners at local and state levels.
As part of the formal interagency agreement developed in 2020 between DSHS/DVR, Department of Services for the Blind (DSB), and OSPI, DSHS/DVR consults with and provides technical assistance to staff at secondary schools and LEAs in transition planning for students with disabilities from school to post-school activities. This agreement defines partners’ roles in Pre-Employment Transition Services and collaborative training activities and is based on the strengths of agencies that support transition students.
This consultation effort includes attending Transition Collaborative meetings. These meetings are a collaboration between OSPI, CCTS, DSB, Developmental Disabilities Administration (DDA), county Developmental Disabilities representatives, and DSHS/DVR. The Transition Collaborative meetings support meaningful cross collaboration of transition and Pre-ETS services, opportunities for outreach and technical assistance, and transition systems’ alignment for increased transition access across the state.
B. DSHS/DVR and Individualized Education Plans (IEP)
DSHS/DVR has designated Vocational Counselor liaisons that work closely with local education agencies statewide; every high school in Washington has a designated DSHS/DVR Counselor liaison, including tribally operated secondary schools. DSHS/DVR liaisons maintain close collaborative relationships with students, families, educators, and partners. Their activities include, but are not limited to:
- Build and maintain relationships with educational partners
- Explain the scope of VR services
- Coordinates outreach and training activities for students and families
- Addresses organizational problems between school and DSHS/DVR
- Maintains regular contact with schools
- Provide individualized transition services (when appropriate)
- Participate in IEP planning and development
- Attends IEP meetings
- Ongoing consultation in the development of transition IEPs
- Dissemination of appropriate transition materials to parents, students, school staff, and partners
- Attend transition fairs and events as needed
C. Financial Resources and Personnel
Financial Responsibilities: DSHS/DVR provides any financial resources and services needed to establish eligibility for students and youth with disabilities. In addition, funds are made available for students’ activities primarily related to Pre-Employment Transition Services, transition services, and employment services.
Local Educational Associations are fiscally responsible for providing transition services for students eligible for special education that is focused on improving the academic and functional achievement of the student to facilitate their movement from school to post-school activities.
Decisions regarding funding that may not fall into these agreed categories is made collaboratively. In these instances, the following is considered: a.) Student eligibility for services; b.) The purpose of the transition service (is the purpose primarily education or employment); and c.) Customary transition services provided by each entity.
Personnel: DSHS/DVR, OSPI, and local education agencies maintain lists of DSHS/DVR Regional Transition Consultants on public-facing web sites.
Regional Transition Consultants work in partnership with students, families, school districts, educators, and contracted vendors to plan, implement and provide ongoing support to facilitate individualized group Pre-ETS services. The RTCs engage in consistent outreach efforts to schools, community partners and regional transition networks to support these efforts, provide consultation to partners, and technical assistance when necessary.
DSHS/DVR Vocational Counselors and Regional Transition Consultants work in partnership together to provide transition services at the local level including outreach, consultation, and direct services.
D. Outreach and Identification Activities
The current agreement between DSHS/DVR, DSB, and OSPI identifies outreach activities to increase the number of students with disabilities who engage in DSHS/DVR and DSB services. In addition, this agreement specifies that DSHS/DVR services should be available to all students with transition IEPs well before students prepare to exit secondary education.
Outreach and engagement activities include:
- An OSPI representative is a member of the Washington State Rehabilitation Council
- DSHS/DVR Counselors are assigned as liaisons to each high school in the state
- DSHS/DVR and OSPI share training and information materials for cross-program professional development
- DSHS/DVR provides outreach and education about DSHS/DVR services to underserved populations, including students with disabilities
Additionally, transition staff present information at monthly Education Service District (ESD) Special Education Transition Network meetings to disseminate information to Special Ed Directors and administrators. This can include but is not limited to work opportunities that compliment graduation requirements, support services, and local transition events. Special Education directors and administrators then disseminate this information to their local Special Education departments. This partnership allows Pre-Employment Transition work to compliment the work students must complete their graduation pathway and prepare for successful transition into employment.
DSHS/DVR in partnership with Washinton State University College of Education implemented the Transition Self-Assessment Tool (TSAT) to evaluation transition services in Washington state. Local Educational Associations complete the tool and the data is collected and analyzed. This report provides guidance to identify schools with high support needs, general service needs across the state, and students with disabilities in Washington state with unmet needs. This information is provided to RTCs and allows RTCs to target their outreach and engagement appropriately. This effort is ongoing and is intended to support our identification of students, families, and schools that would benefit from DVR services.
E. Coordination Necessary for Subminimum Wage Employment
The 2021 Washington State Legislature ended the practice of allowing workers with a disability to earn less than the minimum wage under a subminimum wage certificate. RCWs 49.12.110, 49.46.060, and 3 49.46.170 were amended and a new section to chapter 71A.10 RCW was added to Washington law, which eliminated new certificates for any employer in Washington State after July 31, 2023 and phases out existing certificates.
F. Assurance
DSHS/DVR’s contractors or local education agencies do not fund contracts under which a student or youth with a disability is engaged in work compensated at a subminimum wage.