~~Allowable activities, referred to as vocational rehabilitation (VR) services, are those activities necessary to assist individuals with disabilities to prepare for, secure, retain, or regain gainful employment. An individualized plan for employment (IPE) is the foundation for all activities funded by Arkansas Rehabilitation Services (ARS) for eligible individuals. Both the outcome goal and the services outlined on each individual’s IPE must be consistent with their respective strengths, resources, priorities, concerns, abilities, capabilities, interests, informed choice and economic self-sufficiency. VR services, as practicable, should likewise align with the resources of core partners, and other stakeholders to ensure that people with disabilities meet or exceed their IPE goals. In addition to VR counseling, IPE’s may include pre-employment transition and transition services, rehabilitation technology, training for careers that are in demand, post-secondary education, placement with employers, interpreters, accommodations needed for job placement or retaining employment, restorative medical services, positive behavior supports, internships, paid work experiences, and pre-apprenticeship training. (Page 62) Title I
Goal Met: Case reviews showed no students were graduating without current IPE’s.
Strategy: DSB will hold Parent Summits around the state to assist parents and other stakeholders in becoming more knowledgeable and better prepared to advocate for their children at Individualized Education Plan (IEP) meetings. (Page 101) Title II
ARS assigns VR counselor liaisons to each high school statewide. VR counselors work collaboratively with combined plan partners.
ARS will set aside 15 percent of federal VR program funding to provide pre-employment transition services such as job exploration counseling, and work-based learning experiences including internships in integrated environments. ARS will provide counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs, will provide workplace readiness training to develop social skills and independent living skills, and will provide instruction in self-advocacy and peer mentoring. (Page 179) Title II
Pre-ETS services include five core areas: Job exploration counseling: these are services to assist the student in exploring the world or work and learning more about their interests, abilities and future career goals. Work-based learning experiences, (which may include in-school or after school opportunities, experience outside the traditional school setting including internships, that are provided in an integrated environment) Counseling on opportunities in comprehensive transition or enrollment in postsecondary educational programs, Workplace readiness training to develop social skills and independent living, Instruction in self-advocacy/peer mentoring. In order to reach these goals DSB is ensuring our Pre-ETS transition counselors have a strong relationship with the local school districts and the local Work Force Development Boards. Summer work experiences, work place readiness training to develop social skills and independent living, and other work based learning experiences have been implemented and will continue to expand as the population of high school students we serve increases. (Page 265) Title II
Pre-ETS services include: Job exploration counseling, Work-based learning experiences, (which may include in-school or after school opportunities, experience outside the traditional school setting including internships, that are provided in an integrated environment), Counseling on opportunities in comprehensive transition or enrollment in postsecondary educational programs, Workplace readiness training to develop social skills and independent living, Instruction in self-advocacy/peer mentoring.
In order to reach these goals, DSB is ensuring our seven Pre-ETS transition counselors have a strong relationship with the local school districts and the local Work Force Development Boards. Summer work experiences, work place readiness training to develop social skills and independent living, and other work based learning experiences have been implemented and will continue to expand as the population of high school students we serve increases. (Page 266) Title II
Transition students/youth may be determined eligible for vocational rehabilitation within 60 days after application and the Individual Plan for Employment (IPE) will be completed within 90 days after eligibility. (Page 179) Title II
7. ARS will work with colleges and universities within the state that train special educators and VR Counselors to include in their curriculum information on pre-employment transition.
8. ARS realizes providing pre-employment services to all Arkansas students with IEPs or 504 plans may require utilization of outside resources. ARS proposes to develop and issue a request for qualifications to determine potential outside providers of pre-employment transition services. It envisions the provider list of eligible programs might include CRPs or even educational cooperatives. (Page 181) Title II
ARS counselors in students IEP meetings with authorization by parents or guardians and student knowledge, will communicate regularly with ARS counselors, and will provide ARS with copies of school records.
ARS will ensure each student with a significant disability enrolled in a vocational education program receives an interest assessment, and identifies capabilities. ARS will provide accommodations as needed to ensure successful completion of the vocational education program for VR eligible youth in accordance with their respective IPEs; unless these accommodations are the responsibility of the LEA pursuant to FAPE regulations. ARS will provide technical assistance to local education agencies to ensure equal educational opportunities including full opportunity to participate in programs, to ensure activities and job opportunities are provided to all youth and students, and to analyze, identify, and change policies and activities that impede the achievement of equal opportunities for all individuals. (Page 183) Title II
2. 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 a free appropriate public education (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 Individualized Education Program (IEP). The parties acknowledge that the Arkansas Department of Education, Special Education Unit 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. (Page 183) Title II
Outreach efforts include, but are not limited to, attendance at IEP and transition planning meetings, career fairs, back to school nights, group orientations, transition fairs, and presentations coordinated throughout the year. The process includes:
1. Transition counselors to identify and outreach to all students with disabilities to make available the five required pre-employment transition services. (Page 184) Title II
ARS will work with schools to assist the student in identifying and selecting vocational programming that will enhance a student’s ability to pursue appropriate career objectives. ARS counselors will provide information to schools about VR services, meet with special education teachers during the school year, and ensure schools have appropriate forms and information for students to apply for services.
In addition, ARS has a Transition Manager and Vocational Education Coordinator that will assist with managing transition services as an agency, and will also ensure services are appropriate and efficient for the clients, schools, and partnerships. Additionally, the transition manager will work directly with the schools and community partners to provide education on Pre-Employment Transition services and Section 511 of the Rehabilitation Act. Furthermore, the agency will be providing detailed information about pre-employment transition services for students with an IEP and 504 plans. (Page 185) Title II
2. Documentation from the appropriate school personnel responsible for the provision of transition services to the VR counselor of the receipt of transition services under IDEA. This documentation must be provided to the VR counselor when a case is opened and may include a copy of the IEP and progress reports on transition services received.
3. Documentation of the application for VR services, with the result that the student was either determined ineligible for VR services or determined eligible and had an approved individualized plan for employment, but was unable to achieve the employment outcome, and the case was closed.
4. Documentation from VR of receipt of career counseling, and information and referral to other federal and/or state programs. This is completed using ARS Transition Section 511 SMW-2 form Career Counseling, Information and Referral, Student/Youth Services. (Page 188) Title II
5. ARS will revise its MOU with Special Education to include pre-employment transition. As part of the MOU, ARS will request Special Education’s assistance in gaining access to all students in the state age 14 an older who have an IEP or 504 plan.
6. ARS will work with Special Education to develop/provide training to special education teachers and special education supervisors on pre-employment transition. (Page 189) Title II
8. ARS realizes providing pre-employment services to all Arkansas students with IEPs or 504 plans may require utilization of outside resources. ARS proposes to develop and issue a request for qualifications to determine potential outside providers of pre-employment transition services. It envisions the provider list of eligible programs might include CRPs or even educational cooperatives. (Page 218) Title II
Secondary schools invite DSB to Individualized Education Plan (IEP) meetings to be part of the planning team to assist education agencies in preparing students who are blind or severely visually impaired for transition from school to post-school activities, such as employment, training, supported employment, and other VR services. The IEP outlines the roles and responsibilities of DSB, the student, the school, and any other agency/organization involved in providing transition services. (Page 263) Title II
DSB counselors assist participants in developing Individual Plans for Employment (IPE’s) at age 16. The IPE is developed no later than 90 days after eligibility is determined. DSB works to develop IPEs at age 16 and every year until the student transitions out of high school. Secondary schools invite DSB to Individualized Education Plan (IEP) meetings to be part of the planning team to assist education agencies in preparing students who are blind or severely visually impaired for transition from school to post-school activities, such as employment, training, supported employment, and other VR services. DSB conducts independent living, technology and vocational assessments after the determination of eligibility in order to address planning needs. This information is shared with the education staff in determining career goals and objectives. DSB will provide accommodations according to the IPE that are not the responsibility of the LEA pursuant to FAPE regulations. Peer support and mentoring is arranged for the duration of transition services. The IEP and the IPE outline the roles and responsibilities of DSB, the student, the school, and any other agency/organization involved in providing transition services. Pre-Employment Transition Services (Pre-ETS) DSB is working cooperatively with the Educational Services for the Visually Impaired, Department of Education, Special Education Teachers for the Visually Impaired, and local education areas to coordinate Pre-Employment Transition Services. New federal mandates require that DSB, in collaboration with local educational agencies, offer to transition age high school students with disabilities (ages 16-Graduation) Pre-Employment Transition Services (Pre-ETS) using 15% of our federal allocation on an annual basis. (Page 266) Title II
VR services delivered under WIOA do not remove, reduce, or change the school district’s responsibility to deliver a free and appropriate public education (FAPE) for students served under the Individuals with Disabilities Education Act. VR services supplement, but do not supplant services delivered through the school districts.
Roles and Responsibilities The roles and responsibilities for each partner agency as required by federal and state regulations are as follows:
1. Local education agencies provide a Free and Appropriate Public Education for students with visual impairment and those with low or no vision, including preparation for transition from school to work or other postsecondary activities.
2. DSB and the Department of Education, Special Education, ESVI and Teachers for the Visually Impaired assist with student transition from secondary school to work through postsecondary training, education, or direct placement services necessary to achieve a successful employment outcome. The Division of Services for the Blind and the Department of Education, Special Education share the financial responsibility of ensuring that the provision of pre-employment transition services are planned and implemented within the school system.
3. The Division of Development Disabilities Services in collaboration with the Division of Services for the Blind and the Department of Education, Special Education work to reduce the number of sheltered workshop placements by promoting competitive employment in an integrated setting to all low vision and blind participants. In order to promote independence and self-sufficiency, the agency shall provide support and services, within available resources, to assist customers enrolled in Medicaid waivers who choose to pursue gainful employment.
Financial Responsibilities DSB and the Department of Education, Special Education, ARS, and the Division of Developmental Disabilities Services are committed to meeting financial responsibilities as required by law. Agency/Division heads for the organizations will periodically identify areas for improved programmatic and financial efficiencies and develop strategies to meet financial responsibilities, including joint appropriations requests from the state legislature and negotiations with federal agencies. Each party is financially responsible for the services it provides under its own laws and rules. (Pages 267-268) Title II
DSB has begun work with Arkansas Workforce Services, Arkansas Rehabilitation Services and the Arkansas Department of Education, Special Education to plan and develop pre-employment transition services and to coordinate services for individuals being served dually and under the PROMISE grant. The Arkansas Department of Education, Special Education staff provide training and information on transition services to vocational rehabilitation and workforce services staff. In turn, vocational rehabilitation staff, both DSB and ARS train and collaborate with Education and Workforce to provide training on how to establish work based learning experiences, providing job exploration counseling and counseling on opportunities in enrollment in post-secondary counseling, as well as cross training on instructional models in supported employment. Our agencies work together towards utilizing best practices on Section 101, IDEA, ADA and the Individual Education Plan (IEP). DSB’s transition coordinator participates in monthly meetings with ESVI staff and teachers for the visually impaired. (Page 285-286) Title II
Strategy: DSB will update the collaborative database of transition students as needed.
Performance Measure: Counselors/Rehabilitation Assistants will coordinate with Local Education Area (LEA) Supervisors to maintain lists of where transition students are located.
Strategy: VR Counselors will continue to track transition students on their caseloads to insure that the IPE is developed or updated before a student graduates from high school.
Performance Measure: Area Supervisors will monitor this during case reviews to insure that no transition student will graduate without a current IPE.
Strategy: DSB will hold Parent Summits to assist parents and other stakeholders in becoming more knowledgeable and better prepared to advocate for their children at Individualized Education Plan (IEP) meetings.
Performance Measure: Annually, DSB will invite ESVI Regional Certified Vision Consultants and transition parents to a Parent Summit with VR Counselors to provide information about assistive technology; rights and responsibilities; available resources and services; benefits counseling; and funding for college and career start—up costs. (Page 292-293) Title II
Strategy: DSB will maintain a database of transition students.
Strategy: VR Counselors will continue to track transition students on their caseloads to insure that the IPE is developed or updated before a student graduates from high school.
Strategy: VR Counselors will make face-to-face visits to LEA Supervisors in their territories.
Strategy: DSB will continue to provide assessments and services to transition students specifically focused on activities of daily living, including but not limited to, mobility, knowledge of available transportation resources, self—advocacy, acquisition of a variety of reading options, awareness of job opportunities, benefits counseling, and rights and responsibilities as an informed participant. (Page 300) Title II
2 Year Update - DSB has 7 Pre-ETS Counselors working with the youth 16 to graduation. Each counselor maintains their own caseload. Reports are generated from the AWARE database to assist the Field Services Administrator, Transition Coordinator and counselors maintain the cases.
Strategy: DSB will hold Parent Summits around the state to assist parents and other stakeholders in becoming more knowledgeable and better prepared to advocate for their children at Individualized Education Plan (IEP) meetings. Performance Measure: In FY 2015, DSB will invite ESVI Regional Certified Vision Consultants and transition parents to Parent Summits with VR Counselors and Rehabilitation Teachers, to provide information about students’ rights and accommodations. Goal Met: Parent Summits were held in West Memphis and Harrison for transition students and their families from throughout the state. ESVI was included on the agenda. The information provided included IEP’s, but topics extended beyond high school and into college services. The success of the summit confirmed that additional summits will be held around the state in coming years. (Page 309) Title II