~~To support Local Workforce Boards in leveraging resources for youth with disabilities who are transitioning into postsecondary education, training, and integrated employment opportunities, the Department of Career Services will work collaboratively with the Massachusetts Rehabilitation Commission (MRC) and the Massachusetts Commission for the Blind (MCB) to:
• Ensure a mutual awareness of available vocational rehabilitation and youth program services.
• Share information about best practices in assisting youth with disabilities, as well as provide access to accommodations and supports available through vocational rehabilitation to assist youth with disabilities.
• Develop a new referral process between the Title I Youth Program and the Title IV Vocational Rehabilitation.
• Identify appropriate roles of One-Stop Career Center staff, youth services provider staff, and vocational rehabilitation staff to support career pathways for youth with disabilities that lead to integrated competitive education. (Page 58) Title I
Massachusetts Rehabilitation Commission -Vocational Rehabilitation for the Disabled provides services to adults, students, and youth over the age of 16 with disabilities so they can gain and maintain employment. This program is administered by the state, but is bound by federal rules tied to the Federal Vocational Rehabilitation Program. Funding primarily comes from federal sources with this line item accounting for state matching and maintenance of effort funds. The main goal of this program is to assist people with disabilities choose, obtain, and maintain competitive employment. Services offered include:
•Job-driven competitive employment and training services, including direct job placement service, partnerships with employers, on-the-job trainings (OJT), work-based learning experiences, paid internships, with a focus on high-growth industries and employment opportunities.
•Pre-employment transition services to students with disabilities.
• Vocational counseling, guidance, and career development. (Page 37) Title I
DSU's plans The designated State unit's plans, policies, and procedures for coordination with education officials to facilitate the transition of students with disabilities from school to the receipt of VR services, including pre-employment transition services, as well as procedures for the timely development and approval of individualized plans for employment for the students. (Page 201-202) Title I
The Massachusetts Rehabilitation Commission (MRC) and the Massachusetts Department of Elementary and Secondary Education (DESE) has established interagency cooperation between public education and public vocational rehabilitation agency regarding vocational rehabilitation services pursuant to the Rehabilitation Act of 1973 as amended by the Workforce Innovation and Opportunity Act of 2014 (WIOA) to provide individualized transition services for students with disabilities that lead to successful post-school outcomes in competitive integrated employment, postsecondary education and training, independent living and community participation.
MRC continues to work to increase collaboration with educational officials, and has worked with DESE to outline interagency cooperation in a formal agreement entitled “Administrative Advisory on Pre-Employment Transition Services and Transition Services”. (Page 202) Title I
The Department of Elementary and Secondary Education (ESE) and Massachusetts Rehabilitation Commission (MRC) have developed this advisory to Local Educational Authorities (LEAs) as described below and in other sections of this document to: 1. define and describe Pre-Employment Transition Services (Pre-ETS) offered through MRC for students with disabilities, including which students may be appropriate for these services; 2. Establish collaborative practices between MRC vocational rehabilitation (VR) counselors and Local Educational Agency (LEA) personnel for the provision of Pre-ETS. MRC provides two types of services for students with disabilities, Pre-Employment Transition Services (Pre-ETS), and transition services through an Individualized Plan for Employment o All students with disabilities aged 14-21 (up to their 22nd birthday) may receive Pre-ETS, including but not limited to those receiving services through an Individualized Education Program (IEP) or a Section 504 plan, and are either eligible for MRC VR services or potentially eligible for MRC VR services. Pre-ETS are provided as generalized services to groups of students, or as individualized services. (Page 202) Title I
MRC provides the five Pre-ETS services required under WIOA:
• Job exploration counseling.
• Work-based learning experiences, which may include in-school, after-school, or community-based opportunities such as internships. Work-based learning experiences must be provided in an integrated setting in the community to the maximum extent possible.
• Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs.
• Workplace readiness training to develop social skills and independent living.
• Instruction in self-advocacy, including peer mentoring. MRC will make Pre-ETS available to all students with disabilities statewide who are eligible or potentially eligible for MRC services. MRC will make every effort to provide or coordinate Pre-ETS services to ensure statewide availability. (Page 202-203) Title I
Students with disabilities aged 14-21 (up to their 22nd birthday) who are determined eligible for MRC Vocational Rehabilitation services can receive additional transition services that are not considered Pre-ETS (beyond the scope of the five Pre-ETS services) through an Individualized Plan for Employment (IPE) while they are still in high school and receiving special education services, and also afterwards when seeking employment, in employment, or in postsecondary education or training. Transition services delivered through an IPE might consist of vocational guidance, work evaluation, skills training at a college or community rehabilitation program, assistive technology, adaptive equipment, and/or benefits counseling.
o The IPE must be developed within 90 days or with an extension that is documented in the MRCIS case management system and approved by the MRC counselor and the student or Parent/Guardian. The IPE goal and appropriate services should be coordinated with a student's Individualized Education Plan (IEP) or 504 plan and include the provision of Pre-ETS. High school attendance and completion should be listed as a service on the IPE. The IPE should be completed prior to high school exit for a student determined eligible for MRC services and not under an order of selection wait list. (Page 203) Title IV
LEAs will collaborate with VR counselors to identify students with IEPs or 504 plans who may be appropriate for Pre-ETS. MRC will cooperate with LEAs to reach out to identified students as early as possible during the transition planning process and will provide the student and family with information about the purpose of the VR program, eligibility requirements, application procedures, and scope of services that may be provided.
•LEAs will inform the student, parent/guardian, and other IEP Team members of the availability of Pre-ETS provided by MRC, and connect the student and family with the VR counselor.
•LEAs will invite VR counselors to participate in IEP and 504 planning meetings, as appropriate, and with the prior consent of the parent or student who has reached the age of majority. When invited to participate in these planning meetings, MRC counselors will make every effort to participate.
•LEAs will share information e.g., student and family contact and information, student assessment data, Transition Planning Forms, IEPs, and 504 plans, with MRC counselor, with the prior consent of the family or student who has reached the age of majority, and as consistent with applicable student records laws. (Pages 202-203) Title IV
DESE and MRC staff will collaborate on transition training activities for students, families, educators, rehabilitation counselors, and other involved staff, where needed and appropriate. ESE and MRC staff at the state level will collaborate, as needed and appropriate, to produce joint guidance on WIOA, and local collaboration.
pg. 205MRC and DESE have encouraged LEAs through the administrative advisory to provide MRC staff with resources necessary for MRC’s work, such as access to meeting space, work space, and Internet connection as needed. (Pages 204-205) Title IV
LEAs are asked to collaborate with VR counselors to identify all students with disabilities, including but not limited to those with IEPs or 504 plans who may be appropriate for Pre-ETS. MRC will cooperate with LEAs to identify students as early as possible during the transition planning process and will provide the student and family with information about the purpose of the VR program, eligibility requirements, application procedures, and scope of services that may be provided. (Page 205) Title IV
LEAs and MRC are expected to collaborate to plan Pre-ETS for students with IEPs that are coordinated with each student’s individualized secondary transition services provided by the LEA. IEP Teams are asked document any agreed-upon VR services in the Action Plan of the Transition Planning Form, and may also document VR services in the Additional Information section of the IEP. LEAs and MRCs will collaborate to coordinate and deliver training activities and opportunities for students and families, where needed and appropriate. IEP documentation practices may vary among LEAs. Any conversation regarding MRC Pre-ETS at the IEP meeting needs to be individualized to meet the student’s needs. (Page 205) Title IV
The MRC will provide consultation and technical assistance to LEAs, which may be provided using alternative means for meeting participation (such as video conference and conference calls), to assist LEAs in planning for the transition of students with disabilities from school to post-school activities and to coordinate Pre-ETS and other transition services. Pre-ETS can be provided to students who are eligible or potentially eligible for MRC VR services. If a student is determined eligible for vocational rehabilitation services, this consultation and technical assistance should result in the MRC’s development of an Individualized Plan for Employment ("IPE") before the student leaves the school setting. (Page 205) Title IV
The Massachusetts Department of Elementary and Secondary Education (ESE) and the Massachusetts Rehabilitation Commission (MRC) are mutually committed to promoting individualized transition services for students with disabilities that lead to successful post—school outcomes in competitive integrated employment, postsecondary education and training, independent living, and community participation.
pg. 207MRC will contribute at least 15% of its financial resources towards providing pre-employment transition services (Pre-ETS) to students to students with disabilities aged 14-21 (up to their 22nd birthday). The high schools will provide in-kind contributions of staff time, space, and transition services/resources. MRC will continue to work closely with ESE to ensure adequate financial resources are available in the schools for high school students. (Pages 206-207) Title IV
MRC has assigned qualified vocational rehabilitation counselors to every public high school in the Commonwealth to coordinate the delivery of pre-employment transition services for potentially eligible or eligible students with disabilities aged 14-21 (up to their 22nd birthday) and transition services for students determined eligible for VR services delivered through an Individualized Plan for Employment. The LEAs assign qualified education staff to coordinate communication with MRC and to provide transition services under IDEA and 504. Applicable administrative staff are also involved in this process. (Page 207) Title IV
The MRC Area Offices will provide outreach to high schools to assist in informing all students with disabilities aged 14-21 (up to their 22nd birthday) of the availability of
pg. 208MRC Pre-ETS and Vocational Rehabilitation services. Outreach to these students occurs as early as possible in the transition process. MRC outreach information includes a description of the purpose of the vocational rehabilitation program, applicable eligibility requirements, referral and application procedures, and the scope of services that may be provided to eligible and potentially eligible individuals. LEAs also collaborate with VR counselors to identify all students with disabilities who may be appropriate for Pre-ETS. MRC will cooperate with LEAs to identify students as early as possible during the transition planning process and will provide the student and family with information about the purpose of the VR and Pre-ETS programs, eligibility requirements, application procedures, and scope of services that may be provided. (Pages 207-208) Title IV
MRC operates a summer internship program for high school students with disabilities in partnership with employers across the Commonwealth as part of its Pre-ETS programming. This program provides paid work-based learning experiences and workplace readiness training, and provides valuable work experience and mentorship opportunities for participants. Employers are also involved as part of identifying work-based learning experiences for Pre-ETS and also as part of MRC’s Transition Pathway Services demonstration grant. MRC also is working closely with the Institute for Community Inclusion (ICI) at the University of Massachusetts as part of this demonstration grant to evaluate progress and to develop and promote best practices for Pre-ETS and Work-Based learning. MRC will use lessons from this grant to incorporate best practices for coordinating pre-Employment Transition services and transition services to students and youths with disabilities.
MRC also provides OJT training specifically for youth and high school students with disabilities in vocational technical schools with CVS Health and Manpower that offer both short and long term work based learning experiences to develop both skills and job readiness. (Pages 212-213) Title IV
MRC is working closely with local school districts on transition and pre-employment transition services, including those provided under the Individuals with Disabilities Education Act (IDEA). MRC has a counselor assigned to every public high school in the Commonwealth and has developed strong working relationships with the Department of Elementary and Secondary Education (DESE). MRC is also working to coordinate its transition services with local schools and DESE with those transition services by these provided under the Individuals with Disabilities Education Act. MRC is involved in several initiatives in this area, including the B-SET project, and has hired a Transition Manager to oversee transition and coordination with educational authorities. MRC has also been awarded a 5 year, $5 million demonstration grant on work-based learning experiences by RSA for students with disabilities entitled Transition Pathway Services which will also assist with needs in this area. (Page 239) Title IV
MRC is involved in several initiatives in this area, including the B-SET project, and has hired a Transition Manager to oversee transition and coordination with educational authorities. MRC has also been awarded a 5 year demonstration grant on work-based learning experiences by RSA for students with disabilities entitled Transition Pathway Services which will also assist with needs in this area. (Page 241) Title IV
Some strategies developed through this process, as described in the sections below, include development and refinement of MRC’s pre-employment transition service (Pre-ETS) contract programs, the development of a new employment model with the Department of Mental Health to assist consumers with mental health needs to obtain employment. This new model is designed to rapidly engage individuals in the Vocational Rehabilitation process, a pilot project with the Department of Transitional Assistance to use the concepts of the Individualized Placement and Support (IPS) model to engage and employ individuals with disabilities receiving TANF benefits, among other strategies MRC has also been awarded a 5 year, $5 million demonstration grant on work-based learning experiences by RSA for students with disabilities entitled Transition Pathway Services which will be used to identify and evaluate best practices for improving services to students across the Commonwealth of Massachusetts. Additional details on these and other strategies can be found in the following sections. (Pages 254-255) Title IV
Through its MOU with the Department of Elementary and Secondary Education (DESE), MRC has established a working group to identify needs and best practices to improve and expand services for students with disabilities, including pre-employment transition services. MRC is amending its MOU with DESE to further coordinate service efforts and DESE has produced guidance for local school districts on working with MRC to coordinate transition services. This is incorporated as part of MRC’s strategic planning process MRC has also hired a Transition Manager to oversee transition, coordination with educational authorities, and implementation of strategies to improve and expand services to students with disabilities. MRC has also been awarded a 5 year, $5 million demonstration grant on work-based learning experiences by RSA for students with disabilities entitled Transition Pathway Services which will be used to identify and evaluate best practices for improving services to students across the Commonwealth of Massachusetts. (Page 258) Title IV
Transition Pathway Services Demonstration Grant Project: MRC has been awarded a 5 year demonstration grant from the Rehabilitation Services Administration (RSA) known as the Transition Pathway Services Grant. This project will evaluate best practices for provision of work-based learning experiences to students with disabilities through a coordinated model of services provided by community partners including MRC, career centers, independent living centers, pre-employment transition vendors and local educational authorities to increase employment and/or post-secondary education opportunity for students with disabilities based on their abilities, skills, needs and employment opportunities in the local economy. (Pages 262-263) Title IV
The designated State unit's plans, policies, and procedures for coordination with education officials to facilitate the transition of students with disabilities from school to the receipt of VR services, including pre-employment transition services, as well as procedures for the timely development and approval of individualized plans for employment for the students. (Page 295) Title IV
The Massachusetts Commission for the Blind‘s plans, policies, and procedures for coordination with education officials to facilitate the transition of students with disabilities include:• The development and implementation of a new agreement with the Massachusetts Department of Elementary and Secondary Education (DESE). The Massachusetts Commission for the Blind has a long-standing cooperative agreement relative to the services provided to legally blind children that was out-of-date. During the past year, the two agencies met a number of times to develop an updated agreement and to address problem areas and new initiatives. Specific provisions of the agreement are described in Section C. below. • The continued provision of consultation and technical assistance to the education agency relative to the transition of students with disabilities from school to post-school activities, including pre-employment transition services and vocational rehabilitation services. • The continued transition planning by MCB and education personnel that facilitates the development and completion of students ‘individual education programs through the Chapter 688 process described in Section B. (Page 295) Title IV
Priorities: -Develop and implement plans to increase training opportunities for transition and pre-employment transition) consumers who are not going to college. -Continue and expand the agency’s internship program for legally blind students and youth who are attending college and high school graduates who are not going to college or out-of school youth with the result that the number of students and youth participating increases each year. Coordinate the agency’s internship program with other pre-employment transition services.-Expand and develop a wide range of pre-employment transition services to enhance transition and employment opportunities for students who are legally blind and for potentially eligible students with disabilities as mandated by the Workforce Innovation and Opportunity Act (WIOA) (Page 349) Title IV
Expand and develop a wide range of pre-employment transition services to enhance transition and employment opportunities for students who are legally blind and for potentially eligible students with disabilities as mandated by the Workforce Innovation and Opportunity Act (WIOA) through: implementation of the new agreement with the Massachusetts Department of Elementary and Secondary Education (DESE); working more closely with schools and teachers of the visually-impaired; working more closely with the Massachusetts Federation for Children with Special Needs (the state Parent Training and Information Center) to provide better outreach and information to parents about pre-employment transition services, vocational rehabilitation services, and the opportunities for coordination and cooperation between MCB and school personnel; providing group pre-employment transition services both after-school and during school vacations. (Page 355) Title IV
The methods to be used to improve and expand VR services for students with disabilities, including the coordination of services designed to facilitate the transition of such students from school to postsecondary life (including the receipt of VR services, postsecondary education, employment, and pre-employment transition services).Relevant strategies and methods:
•Develop and implement plans to increase training opportunities for transition and pre-employment transition consumers who are not going to college.
•Continue and expand the agency’s internship program for legally blind students and youth who are attending college and high school graduates who are not going to college or out-of-school youth with the result that the number of students and youth who participate increases each year. Coordinate the agency’s internship program with other pre-employment transition services.
•Expand and develop a wide range of pre-employment transition services to enhance transition and employment opportunities for students who are legally blind and for potentially eligible students with disabilities as mandated by the Workforce Innovation and Opportunity Act (WIOA).•Increase pre-employment transition, transition, and college students’ access to educational materials, resources and websites.
•Improve communication and collaboration among MCB staff (VR counselors, children’s service workers and social workers) in order to facilitate services to pre-employment transition consumers who have reached their fourteenth birthday and to identify on a case by case basis the most appropriate departments within MCB to meet these individuals’ needs.
•Improve communication and collaboration between MCB VR counselors and all other state, federal, contracted and private agencies providing technology, vocational training and employment services to MCB consumers, including eligible and potentially eligible pre-employment transition consumers.
•Provide appropriate after-school assistive technology and orientation and mobility services as pre-employment transition services to eligible and potentially eligible middle and high school students. •Provide appropriate job exploration and counseling pre-employment transition services such as mentorships and exposure to real life career information.
•Provide appropriate work readiness pre-employment transition services in areas such as financial management, budgeting, and social skills. (Pages 358-359) Title IV