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. B. Transition planning by personnel of the designated State agency and educational agency that facilitates the development and implementation of their individualized education programs;
Current Narrative:
The formal agreement includes the following:
TRANSITION AND PRE-EMPLOYMENT TRANSITION SERVICES PLANNING
It is important that Education and Rehabilitation work together to determine logistics for providing transition and pre-employment transition services. The IEP and the IPE must be developed with coordinated goals, objectives and planned services for effective and successful transition to post-school settings. Each agency will cooperate to provide referral, support, relevant documentation, and assistance to the agency with responsibility for services.
IDEA 2004 and WIOA require the individual's participation in the development of the IEP and IPE, respectively, and emphasize informed choice. Identification of transition services for the IEP is focused on a coordinated set of activities which considers the student's preferences and interests. Likewise, the IPE is developed by a rehabilitation counselor and the individual by identifying goals through reviewing assessments, individual strengths, resources, interests, and needs. Education and Rehabilitation provide both awareness and exploration activities in the areas of living, learning, and work to support decisions about post school outcomes. This interagency cooperation assures the provision of transition and pre-employment transition services that prepare the student to pursue adult goals.
The participation of Rehabilitation counselors in the IEP process will help students and parents understand the differences in and facilitate the provision of educational and rehabilitation services. To this end, Rehabilitation counselors should be invited to IEP meetings, when appropriate, to provide information on available services and eligibility requirements. The Rehabilitation counselor may also assist in the development and coordination of the IEP and the IPE. Both Education and Rehabilitation should document any coordinated services outlined in both the IEP and the IPE. Planning, coordinating and providing transition and pre- employment transition services for students with disabilities may be conducted at the state and local level to maximize service provision and individual choice.
Professional development activities between Education and Rehabilitation, when and where appropriate, shall be provided and facilitated by Education and/or Rehabilitation staff, including support of regional transition teams, participating in topic specific learning events and book studies.