Located in:
- Program-Specific Requirements for Vocational Rehabilitation (Combined or General)
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:
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[13] Sec. 102(b)(2)(D)(iii) of WIOA
d. 2. C. Roles and responsibilities, including financial responsibilities, of each agency, including provisions for determining State lead agencies and qualified personnel responsible for transition services;
Current Narrative:
The Interagency Agreement between the Arkansas Department of Education, Special Education Unit – Arkansas Transition Services, Division of Career and Technical Education, and ARS defines each party’s responsibilities with regard to ensuring FAPE for eligible students, ages 16-21, and younger when appropriate, which are identified as having a disability in accordance with IDEA.
ADE SEU, ARS, and DSB jointly agree to the following:
- The ADE SEU is the agency responsible for ensuring that FAPE is made available to eligible students pursuant to IDEA (20 U.S.C. § 1412(a)(1).
- School districts have the primary planning, programmatic, and financial responsibilities for the provision of education transition services and related services for students as a component of FAPE and these services are provided to eligible students with disabilities, ages 16 to 21, and younger when determined appropriate through the implementation of the IEP. The parties acknowledge ADE SEU has general supervisory responsibility over the educational program of any public agency providing FAPE to individuals with disabilities, ages birth to 21, as defined in state and federal statutes.
- The distinction between transition and related services that are the planning, programmatic, and financial responsibility of the school district is determined based on a delineation of the customary services the school provides under IDEA Part B. These distinctions describe the activities, supports, and funding ARS provides to support Pre-ETS in partner school settings or during the school day.
- ARS is financially responsible for providing Pre-ETS to students who meet the definition of students with a disabilities as defined by WIOA. ARS works cooperatively to ensure individuals with disabilities have access to the training and necessary supports to transition successfully from secondary school to postsecondary activities, including but not limited to vocation training and employment, and completing an IPE before leaving the school setting. ARS agrees the student and/or designated party has choice in the development of the IPE.