Located in:
- Program-Specific Requirements for State Vocational Rehabilitation (Blind)
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.
- GEPA 427 Form Instructions for Application Package - Supported Employment
EQUITY FOR STUDENTS, EDUCATORS, AND OTHER PROGRAM BENEFICIARIES
OMB Control Number 1894-0005 Expiration 02/28/2026
Section 427 of the General Education Provisions Act (GEPA) (20 U.S.C. 1228a) applies to a State applicant submitting a state plan for a formula grant from the US Department of Education. The State applicant is responsible for completing the GEPA Section 427 form that provides a description of the steps the State proposes to take to ensure all program beneficiaries have equitable access to, and participation in, its Federally funded, State-level project or activity.
GEPA Section 427 Form Instructions for State Applicants
State applicants must respond to the following four questions:
1. Describe how your entity’s existing mission, policies, or commitments ensure equitable access to, and equitable participation in, the proposed project or activity.
2. Based on your proposed project or activity, what barriers may impede equitable access and participation of students, educators, or other beneficiaries?
3. Based on the barriers identified, what steps will you take to address such barriers to equitable access and participation in the proposed project or activity?
4. What is your timeline, including targeted milestones, for addressing these identified barriers?
• Applicants identify any barriers that may impede equitable access and participation in the proposed project or activity, including, but not limited to, barriers based on economic disadvantage, gender, race, ethnicity, color, national origin, disability, age, language, migrant status, rural status, homeless status or housing insecurity, pregnancy, parenting, or caregiving status, and sexual orientation.
• Applicants use the associated text box to respond to each question. However, applicants might have already included some or all this required information in the narrative sections of their applications or their State Plans. In responding to this requirement, for each question, applicants may provide a cross-reference to the section(s) in their State Plans that includes the information responsive to that question on this form or may restate that information on this form.
• Applicants are not required to have mission statements or policies that align with equity to apply.
• Applicants that have already undertaken steps to address barriers must still provide an explanation and/or description of the steps already taken in each text box, as appropriate, to satisfy the GEPA Section 427 requirement.
• Applicants that believe no barriers exist must still provide an explanation and/or description to each question to validate that perception, as appropriate, to satisfy the GEPA Section 427 requirement.
Please refer to GEPA 427 - Form Instructions for Application Package
- GEPA 427 Form Instructions for Application Package - Supported Employment
3. Based on the barriers identified, what steps will you take to address such barriers to equitable access and participation in the proposed project or activity?
Section 427 of the General Education Provisions Act (GEPA) (20 U.S.C. 1228a) applies to a State applicant submitting a state plan for a formula grant from the US Department of Education. The State applicant is responsible for completing the GEPA Section 427 form that provides a description of the steps the State proposes to take to ensure all program beneficiaries have equitable access to, and participation in, its Federally funded, State-level project or activity.
GEPA 427 - Form Instructions for Application Package
State applicants must respond to four questions.
The third of four questions is:
Based on the barriers identified, what steps will you take to address such barriers to equitable access and participation in the proposed project or activity?
Current Narrative:
Regarding availability of services, Supported Employment are provided through RSB’s vocational counselors and may also be provided through contracted Supported Employment Service Providers (SESPs). RSB provides Supported Employment services through the use of 10 SESPs located throughout the state. Supported employment services that may be purchased from SESPs begin after job placement and include task analysis, and time-limited individual and group job coaching. Services further include community based vocational assessments, job development, job coaching, and extended support services. RSB expects to receive $42,000 in Title VI funds for FFY 2024. Title VI, Part B funds will only be used to purchase services through the contracted providers following evaluation identifying the client as being eligible for and in need of supported employment services. RSB will augment Title VI, Part B funds once those funds are exhausted.
Additionally RSB has a cooperative agreement with Missouri Division of Vocational Rehabilitation to jointly serve deaf-blind clients. Rehabilitation Services for the Blind (RSB) joined in a pilot project with MVR, Department of Mental Health (DMH), and Community Rehabilitation Programs (CRP’s) to expand customized employment opportunities for Missourians with disabilities. RSB has worked cooperatively with partner agencies to develop a benefits planning training including a Tiered Benefits Planning model designed to provide professional staff with knowledge of available benefits, and how benefits are affected by work.
RSB provides services primarily in an itinerant fashion. Staff have the capability to provide services within the internal office settings, outside locations, but most often in the clients’ homes or general area. RSB staff are able to meet clients at the location of their choosing and often schedule appointments in rural areas where the clients live and work.
For situations where a meeting place is not available, or if the client cannot meet in person RSB staff have provided training in a virtual setting via video conferencing. Video conferencing allows for both individual and group lessons.