~~Supportive services, such, assistive technologies, transportation, personal assistance services, and services to family members may also be provided if necessary for the individual to utilize the services identified above. Post-employment services may be provided to previously rehabilitated individuals when needed to maintain or regain suitable employment. Pre-employment transition services provided to students with disabilities include job exploration and counseling, work-based learning experiences, counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education, workplace readiness training to develop social skills and independent living, and instruction in self-advocacy. Technical assistance, training, outreach and other supportive services are provided to public and private employers of all sizes, including Federal and Federal contracting employers for the purpose of increasing employment opportunities for job seekers with disabilities. (Page 87) Title I
Participants are required to observe a program orientation that explains the work requirements, components offered, component requirements, and assistance provided for each component. We hope to implement an Online Orientation during Fiscal Year 2018. After the Orientation has been completed, program participants are assessed during a one-on-one meeting to develop an Individual Employment Plan (IEP). The assessment will review the individual’s background, education, work history, hobbies, and any barriers to employment. The plan can include education and/or training activities, but the overall goal is obtaining employment with a gainful wage that significantly reduces or eliminates the need for governmental assistance. After the IEP is developed, participants will immediately begin their participation in their most suitable component. (Page 93) Title I
The Division requests a waiver of state wideness in order to maintain thirty Third Party Agreements with thirty-five (LEAs). These Third Party Agreements are designed to provide enhanced and concentrated services to Transition School to Work students/clients covered by the agreements. The Division has a contract with each entity that is consistent with Federal regulations (34 CFR § 361.26) and includes the following provisions:
1. The vocational rehabilitation services to be provided are identified in Section A. Scope of Services in each contract (Each contract has been submitted separately to RSA to provide the written assurances requested for this attachment);
2. The LEA assures that non-Federal funds are made available to the Division by committing to their maintenance of effort in Section E.13 of the contract;
3. The LEA assures that the Division’s approval is required before services are provided with the Division’s counselor determining eligibility for each client served;
4. The LEA assures, through the Division’s vocational rehabilitation counselors, that all other state plan requirements, including the Order of Selection policy, are applied to persons receiving services through the agreement; and
5. The LEA assures that reasonable accommodations will be provided. A list of the LEA contracts is provided below: • Anderson County Schools • Bledsoe County Schools • Blount County Schools • Carter County Schools • Johnson County Schools • Clarksville/Montgomery County Schools • Cocke County Schools • Dyserburg City Schools • Elizabethton City Schools • Greene County/ Greenville City Schools • Hamblen County Schools • Henderson County Schools • Humboldt City, Trenton Special School District, Milan Special District • Jackson/Madison County Schools • Kingsport City Schools • Knox County Schools • Lauderdale County Schools • Loudon County Schools • McMinn County Schools • McNairy County Schools • Metro Nashville Public Schools • Polk County Schools • Putnam County Schools • Sequatchie County Schools • Shelby County Schools • TN School for the Blind • TN School for the Deaf • Tullahoma City Schools • Unicoi County Schools • Warren County Schools • Washington County Schools (Pages 208-209) Title I
The Division has interagency cooperation, collaboration, and coordination with other state and local entities that are not components of the Statewide Workforce Investment System. The Division works in cooperation with the following federal, state, and local agencies and programs to provide services for individuals with significant disabilities: 1. The Department of Children’s Services for youth-The Program is currently meeting with DCS state office staff to determine how to blend DCS Independent Living Services with VR program services. DCS state office staff has toured the TRC at Smyrna to learn more about the services provided at the TRC. The DCS Independent Living Coordinators statewide have an annual meeting. The VR Program has offered to host the 2016 spring meeting of the DCS Independent Living Coordinators. During that meeting, all Independent Living Coordinators will tour the facility in order to assist in a plan for coordination of services. 2. The Department of Health in providing services to individuals with Traumatic Brain Injury (TBI); 3. Post-secondary school systems and their governing bodies; 4. The Department of Education and Local Education Agencies for individuals who are transitioning from school to work. 5. The Department of Corrections for individuals released from state correctional facilities; 6. The Tennessee Board of Probation and Parole for individuals released from state correctional facilities and monitored by the Board. 7. Local city police, county sheriffs and judge’s programs for individuals being released from jails or on probation or trial diversion; 8. The Department of Human Services Family Assistance and Child Support Division for individuals participating in services under the Temporary Assistance for Needy Families (TANF) program; 9. The Department of Mental Health and Substance Abuse Services for individuals with mental illness and substance related disorders; 10. The Department of Intellectual and Developmental Disabilities for individuals with intellectual and developmental disabilities; (Pages 209-210) Title I
The DSU entered into an exclusive Interagency Agreement with the Department of Education in October, 2017. The Agreement lays out the Purpose of the Agreement, VR responsibilities, DOE responsibilities, and mutual responsibilities. We were aided by WINTAC, an RSA technical assistance contractor. Training has begun across the state at the Special Education Study Councils and is currently being provided at the Partners in Education Conference, February 6-8, 2018.
When a student who is eligible based on the Individuals with Disabilities Education Improvement Act (IDEIA) standards reaches the age of fourteen (14), the Individualized Education Program (IEP) team , as defined by 34 CFR § 300.344, formulates a statement of transition service needs as a component of the IEP. The Division’s staff is invited and to the extent possible participates in these IEP meetings.
The Division has been under an Order of Selection since 2001. Under the current Order, the Division is able to provide direct services to those eligible individuals in Priority Category 1 and Priority Category 2. The Division was able to open Priority Category 2 effective September 30, 2012. There was a release of clients from the waiting list in Priority Category 3 on October 1, 2013. From January 2015-March 2015 all PCs were closed for the provision of new services. This was a brief closing and Priority Categories 1 and 2 were re-opened in March 2015. The opening and release of clients from the waiting list allows for the provision of direct services to significantly more students with disabilities. The Division provides information and referral services to help all applicants find services through other agencies and entities. The inclusion of Pre-Employment Transition Services (Pre-ETS) will allow for the provision of the five stated Pre-ETS services for those students with a disability who are eligible or potentially eligible for VR services. (Pages 211-212) Title I
The IEP team, which should include the Division’s staff when invited and when available, parent and student, determines that the student should be referred for VR services. The Division’s staff should inform the student and parents, preferable at the IEP meeting, the purpose of the vocational rehabilitation program. VR Staff make every effort to attend IEP meetings, however due to staff resources this is not always possible. However information regarding VR Services is made available during IEP meetings.
The Transition School to Work Unit within the VR program is working with the Department of Education on how to incorporate VR services information into the IEP meeting. The Director of the Unit has been trained on Easy IEPs. In the provision of the Pre-Employment Transition Services, students with disabilities and their families will start receiving information on VR services as early as age fourteen. Information will be made available to Middle school staff in order to assist with the beginning the transition. (Page 212) Title I
Beginning in October 2015, these IEP meetings will include information on Pre-Employment Transition Services (Pre-ETS) services that are available at age 14. Pre-ETS services are available to students with disabilities ages 14-22. Pre-ETS services can be provided without an application for VR services. For those individuals that are interested in applying for services, the information should include the application procedures, the eligibility requirements including the Order of Selection, and the potential scope of services that may be available. As soon as possible after referral, the Division takes an application from the student and determines eligibility as well as whether the student is in an open priority category. If the student is in an open priority category, the Division’s staff assists in the formulation of the student’s IEP and the student’s vocational rehabilitation Individualized Plan for Employment as soon as it is determined that the student can benefit from services provided by the Division in preparation for exiting the school system and transitioning into training and/or employment. Services provided by the Division may include attending job fairs, community vocational adjustment training and pre-employment, vocational skills training, college prep, and job readiness training.
The DSU has chosen to provide Pre-Employment Transition Services through Transition School to Work Contracts, Pre-ETS contracts, LOAs and direct staff contact. (Page 212-213) Title I
The DSU has hired 9 Pre-Employment Transition Specialists and 3 Pre-employment Transition Supervisors to coordinate services provided in their areas, identify Local Education Agencies (LEAs) who have a need for Pre-Employment Transition Services, and recruit Community Rehabilitation Providers (CRPs). They will match interested schools and willing CRPs and/or provide services where there are students with disabilities who need the service.
The Pre-Employment Transition Specialists will work with the schools to identify students who are of working age who want to become VR clients and make referrals to the VR Counselor assigned to the school. (Page 213) Title I
In 2014 VR transitioned from VR counselors to TSW grants to work in the school systems. There are currently 38 TSW grants serving 42 LEAs.
It is the Division’s policy that the development and approval of the IPE for each student determined eligible for VR services occurs as soon as it is determined that the student can benefit from services provided by the Division. An IPE must be developed before the student leaves the school setting.
The interagency agreement identifies the financial responsibility of the Department of Education (DOE) to ensure that individuals who are IDEIA eligible receive a free appropriate public education (FAPE) in the least restrictive environment. A free appropriate public education means regular and special education and related services which:
1. Are provided at public expense, under public supervision and direction, and without charge to the parent;
2. Meet the standards established by state law, including the requirements of IDEIA Part B and the Rules, Regulations and Minimum Standards for the Governance of Tennessee Public Schools, issued by DOE;
3. Include preschool, elementary school, and secondary school (including appropriate vocational, career or work experience education); and
4. Are provided in conformity with an IEP. (Page 214) Title I
The interagency agreement relates the financial responsibility of the Division to ensure that individuals who are IDEIA eligible and meet the Division’s eligibility requirements will receive VR Services. VR Services means any services necessary to determine eligibility and those services described in an IPE necessary to assist an individual with a disability in preparing for, securing, retaining, or regaining an employment outcome that is consistent with the strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the individual.
The LEA is responsible for the educational costs related to the provision of special education and related services for the individual attending school. The agreement states that if another public agency is obligated under federal or state law or assigned responsibility under state policy to provide or pay for any services that are considered special education or related services and are necessary for ensuring FAPE to students who are IDEIA eligible, the public agency shall fulfill that obligation or responsibility, directly, through contract or by another arrangement. However, failure of that public agency to pay for that service does not relieve the LEA of its obligation to provide that service to an individual with a disability in a timely manner. (Page 214) Title I
The Division is responsible for all costs necessary for eligibility determination and provision of services under an IPE. The Division must take into account comparable services and benefits [34 CFR § 361.53 (c) (1))], available under any other program that does not interrupt or delay the progress of the individual toward achieving the employment outcome identified in the IPE.
The Division’s staff maintains a working relationship with special education supervisors, vocational education supervisors, directors, secondary school guidance counselors, and LEA administrators for the purpose of providing outreach for students with disabilities and technical assistance to school personnel to assist LEAs in preparing students with disabilities for career opportunities. The Division participates in in-service training programs for LEAs, as well as in statewide special education conferences for the purpose of providing information regarding VR services. The Division also participates in and organizes local community job fairs, job clubs, attends civic club/organization meetings to inform students and parents of the purpose of the VR program, the application procedures, the eligibility requirements, and the potential scope of services that may be available. (Page 215) Title I
The Division currently contracts with forty-four LEAs as part of its transition initiative. The contracts provide for a menu of needed and additional services chosen by the LEA to assist in the transitioning of students from school to work. All services provided under these contracts/agreements have a VR employment focus. All services provided under these contracts/agreements are in keeping with all state plan requirements to include our state’s Order of Selection requirements. Services provided under these contracts/agreements are only available to applicants for, or recipients of, services of the Division. The Division will strive to increase the number of contracts with LEAs as allowed by the Division’s and LEAs’ funding availability. (Page 215) Title I
The 5 Pre-Employment Transition Services are: 1. Job Exploration Counseling can be provided in classroom or a work setting of in-demand occupations. Counseling can include completing interest inventories to determine a student’s interests, job shadowing, exploration of Career Pathways, and researching local labor market information that apply to the student’s interests. 2. Work-Based Learning Experiences, which may include in-school or after-school opportunities, or experiences outside of the traditional school settings (including internships). It is provided in an integrated environment in the community to the maximum extent possible; 3. Counseling on Post-Secondary Opportunities, which may include exploration and preparation for enrollment in comprehensive transition or postsecondary education programs at institutions of higher education; 4. Workplace Readiness Training for the development of social skills and independent living skills necessary for successful employment. This may include skill acquisition as well as opportunities to apply newly acquired knowledge. 5. Instruction in self-Advocacy, which may include Self-Determination, Life Skills Training and peer mentoring from individuals with disabilities working in competitive integrated employment. Recipients learn about their rights, responsibilities, and how to request accommodations for post-secondary education placement as well as employment. (Page 223) Title I
Vocational Rehabilitation Stakeholders Overall, respondents (38%) are sometimes satisfied with the services VR clients receive from TN Rehabilitation Services. Twenty-four percent are satisfied and 21% are dissatisfied. Two respondents listed not applicable, two were very dissatisfied, and one person stated that they were very satisfied with the services VR clients receive. One stakeholder praised VR’s improvements made in “Working on developing relationships with future clients before they leave high school; actively participating in meaningful IEP transition meetings.” (Page 236) Title I
Specifically, the assessment identified the following primary needs for the program: • Outreach materials to increase awareness and knowledge about the VR program and services to communities and local businesses. VR’s outreach activities are woven throughout the state plan. See sections a, d, e, j, l, o, p, and q. • Training to VR employees and Community Resource Partners covering policy changes and Letters of Agreement (LOA). The state plan includes numerous training initiatives and strategies for both VR staff and CRPs in sections a, c, d, f, i, j, l, n, o, p, and q. • Training to VR employees covering medical impairments and how they impact limitations with work. As noted above, the state plan includes numerous training initiatives and strategies in sections a, c, d, f, i, j, l, n, o, p, and q. • Transportation for clients. Meeting the transportation needs of clients continues to be an identified need in Tennessee. Transportation was a need identified in 2010, 2013, and 2016. Transportation is a major support service provided by VR either directly to an individual or through area transportation providers. The needs assessments identified needs in rural areas that do not have the transportation opportunities available in urban areas. To the extent possible, VR works with each individual to address transportation needs through rural transportation agencies or family members until an individual can afford his or her own transportation following employment. DHS continues to work with rural transportation providers and Human Resource Agencies to address rural transportation needs for individuals participating in work programs. • Improved communication with Community Resource Partners (CRP). The state plan includes information on communication with CRPs through contracts, letters of agreement, training, and monitoring as outlined in sections a, c, d, e, f, l, m, o, p, and q. • Increase in Pre-Employment Transition Services. The state plan includes several updates to the pre-employment transition service activities occurring throughout the state in sections a, d, e, f, g, l, and m. • Increase in Local Education Association (LEA). The state plan includes several updates to its work with local education agencies in sections a, d, g, l, o, and p. Most notably, the number of LEAs served by the Transition School to Work program has increased. (Pages 241-242) Title I
As of Sept 30, 2017, 8,010 individuals in the state are eligible for services under an IPE. Of this number and in compliance with our Order of Selection, 7,255 are receiving services provided with Title I, Part B funds and 755 are receiving services provided with Title VI, Part B funds and with Title I, Part B funds.
For Fiscal Year 2018, it is projected that there will be 5,499 new applicants and that 12,754 individuals in the state will be eligible for services under an IPE. Of this number, 12,013 will receive services under an IPE provided with Title I, Part B funds and 741 will receive services under an IPE provided with Title VI, Part B funds and with Title I, Part B funds. It is estimated that the number of individuals to be served under Title I, Part B and Title VI, Part B under an IPE during Fiscal Year 2018 under each priority category within our Order of Selection will be:
• Priority Category 1 - 8,928 (Includes Title VI, Part B) • Priority Category 2 - 3,826
Total 12,754
Note: Estimates for eligible individuals and those who will be provided services under our Order of Selection in Fiscal Year 2018 is based on current trends and adjustments to utilization of Title VI, Part B funds. (Page 243) Title I
On August 1, 2001, the Division implemented an Order of Selection due to funding limitations that would not allow the Division to provide services under an IPE to all eligible individuals. Only Priority Category 1 cases (eligible individuals who have the most significant disabilities) were served until 2009.
From 2009 until October 2012 there were numerous releases of Priority Category 2 and 3 cases. Beginning October 1, 2012, the Division opened Priority Category 2 for services. The Division is now serving all Priority Category 1 and 2 cases. Those Priority Category 3 cases that were on the waiting list were released for services on October 1, 2013.
The Division’s funds and resources remain inadequate to serve individuals in all four priority categories. The Division expects to have approximately $21,000,000 from the federal grant and state appropriations to spend for assessments for an estimated 5,797 new cases and planned services for approximately 13,000 existing and new cases. Approximately half of this amount must be allocated for pre-employment transition services. (Page 249) Title I
6. Continuing to support expansion of Transition School-to-Work services by continuing to work with Local Education Agencies (LEA’s) in the maintenance of existing partnerships and the creation of additional partnerships to provide vocational rehabilitation services targeted specifically to that LEA’s school system. Continuing to work with and educate school personnel on the mission and scope of the Division in order to maximize services from both entities to better serve our mutual clientele to include appropriate qualified interpreters/accommodations for students that are in LEA/School to Work programs. The newly hired Transition School to Work Director will manage this process. (Page 255) Title I
The Division will develop strategies for increasing referrals of transition school to work clients through local education agencies. Special focus will include the identification of any underserved population at the regional level.
ACHIEVEMENT: In Federal Fiscal Year the Program had 2358 successful employment outcomes. This is a 9% increase over FY2014’s successful employment outcomes of 2159. The VR Program continued focused collaborative efforts with numerous state agencies, in addition to collaboration with Universities across the state. In FFY 2015 Transition School to Work contracts were increased. (Page 259) Title I
Program Reviews:
The Grants and Program Manager will monitor programs on an annual basis. TDLWD SNAP Program staff are interviewed at the local office to determine their general understanding of the program. At each location, case files are reviewed. The Individual Employability Plan (IEP) is evaluated for detailed direction, and incremental steps to achieve program goals. The EDP documents each step as the client progresses through the program. (Page 302) Title I
Any participant of SCSEP is required to develop an Individual Employment Plan (IEP) at the time of enrollment. The IEP serves as a personal road-map to success and is designed to specifically assist the participant in meeting both personal and program goals. Each participant receives specialized training that fits under his or her IEP and is assigned to a host agency to develop or improve skills. The plan also determines if the Host Agency has met the participant’s requirements. In addition, the Host Agency provides services to low-income older persons, to the economically disadvantaged, and to organizations offering services which provide positive contributions to the welfare of the general community. Opportunities to serve other groups will also be provided through placement in schools, day-care programs, health and hospital programs, and agencies serving individuals with physical and developmental disabilities. (Page 370) Title IV
IEPs are referred to often throughout participation to ensure goals are being met. In addition, any IEP identifies the need for vocational, high school equivalency (HSE), or computer training. All of these require attendance in a “classroom” environment where the participant may have workbooks, exercises, and reading assignments. Tennessee believes that it is vital to strengthen initial assessments of participant skills, knowledge, interests, aptitudes, and qualities to assist participants with defining career objectives that are relevant and which meet employer needs. . (Page 371) Title IV
Tennessee prides itself on being engaged in actionable partnerships to leverage resources across agencies and enhance customer performance outcomes. Governor’s Jobs and Economic Development Goal: Objective II, to establish cost-effective co-investment models, across government funding streams and other funding streams. These partnerships include:
o Coordinating with American Job Centers, Vocational Rehabilitation Services and other members of the local disability community regarding activities, resources, and services for seniors with disabilities
o Participating in meetings, as appropriate, with senior service providers, both public and private
o Coordinating with local service providers and community stakeholders to assess needs and develop solutions for local transportation services
o Using 2-1-1 and other directories of service and supporting organizations to identify entities and programs in the community that provides referrals and support services to seniors. These directories are especially helpful for transition services when a participant’s durational limit is approaching and project staff is working with him/her to develop a Transition Assessment & IEP.
o Networking with area faith-based organizations to conduct outreach to SCSEP-eligible individuals
Outreach and education of AJC and partner staff will be increased with training on basic competencies when servicing those with disabilities. If assistance is needed for training and employment services with the deaf and hard of hearing, interpreters and other communication-access services will be scheduled. Other partnerships include organizations providing assistance with subsidized housing, healthcare and medical services, transportation, the law, food, personal and financial counseling, interviewing, clothes, etc. (Page 373) Title IV
Special population students have equal access to all CTE courses and use the same curriculum and assessment as other students. One of the successes observed through the use of competency profiles as a measurement approach for occupational attainment has been the value they have for CTE and special education teachers working together to develop students’ IEPs. After the review of the required competencies, support is given special education students through educational assistants for success in the classroom. Modification of curriculum, equipment, and teaching methodologies are offered, when needed, for success in the course. Several regional offices offer in-service training for teachers to use competency profiles in the development of IEPs. (Page 418) Title IV
In addition to the strategies already identified above for all special population students, strategies to enable identified students to prepare for further learning and for high-skill, high-wage, or high-demand careers may include the following:
o exploration of career areas that focus on expanding career options, educational planning, and CTE training that is free of gender bias;
o comprehensive career counseling and guidance including labor market information on a broad range of occupations, career testing, placement services for part-time and summer employment, internships, and cooperative programs;
o access to options for specialization in a variety of areas with access to work-based learning opportunities;
o career development activities which lead to mastery of workplace readiness skills;
o high quality, paid work-based learning experiences to provide career exploration, enhancement of personal and interpersonal skills, and development of occupational skills;
o access to programs which encourage learning all aspects of the industry including planning, management, finances, technical production, and principles of technology; and
o provide information on non-traditional jobs that are in high-demand, require high-skill or offer high-wages with opportunities for advancement and benefits.
Special populations have access to all CTE courses and use the same curriculum and assessment as other students. One of the successes observed through the use of competency profiles as a measurement approach for occupational attainment has been the value they have for CTE teachers and special education teachers working together to develop students’ IEPs. After the review of the required competencies, support is given to special education students through educational assistants for success in the classroom. Modification of curriculum, equipment, and teaching methodologies are offered, when needed, for success in the course. Several regional offices provided in-service training for teachers in the use of competency profiles in the development of IEPs. (Page 423-424) Title IV
The Division requests a waiver of state wideness in order to maintain thirty Third Party Agreements with thirty-five (LEAs). These Third Party Agreements are designed to provide enhanced and concentrated services to Transition School to Work students/clients covered by the agreements. The Division has a contract with each entity that is consistent with Federal regulations (34 CFR § 361.26) and includes the following provisions:
1. The vocational rehabilitation services to be provided are identified in Section A. Scope of Services in each contract (Each contract has been submitted separately to RSA to provide the written assurances requested for this attachment);
2. The LEA assures that non-Federal funds are made available to the Division by committing to their maintenance of effort in Section E.13 of the contract;
3. The LEA assures that the Division’s approval is required before services are provided with the Division’s counselor determining eligibility for each client served; (Page 486) Title IV
When a student who is eligible based on the Individuals with Disabilities Education Improvement Act (IDEIA) standards reaches the age of fourteen (14), the Individualized Education Program (IEP) team , as defined by 34 CFR § 300.344, formulates a statement of transition service needs as a component of the IEP. The Division’s staff is invited and to the extent possible participates in these IEP meetings. (Page 491) Title IV
The IEP team, which should include the Division’s staff when invited and when available, parent and student, determines that the student should be referred for VR services. The Division’s staff should inform the student and parents, preferable at the IEP meeting, the purpose of the vocational rehabilitation program. VR Staff make every effort to attend IEP meetings, however due to staff resources this is not always possible. However information regarding VR Services is made available during IEP meetings.
The Transition School to Work Unit within the VR program is working with the Department of Education on how to incorporate VR services information into the IEP meeting. The Director of the Unit has been trained on Easy IEPs. In the provision of the Pre-Employment Transition Services, students with disabilities and their families will start receiving information on VR services as early as age fourteen. Information will be made available to Middle school staff in order to assist with the beginning the transition. (Page 492) Title IV
The DSU has hired 9 Pre-Employment Transition Specialists and 3 Pre-employment Transition Supervisors to coordinate services provided in their areas, identify Local Education Agencies (LEAs) who have a need for Pre-Employment Transition Services, and recruit Community Rehabilitation Providers (CRPs). They will match interested schools and willing CRPs and/or provide services where there are students with disabilities who need the service.
The Pre-Employment Transition Specialists will work with the schools to identify students who are of working age who want to become VR clients and make referrals to the VR Counselor assigned to the school. (Pages 492-493) Title IV
There are 28 Pre-Employment Transition Community Rehabilitation Providers providing services.
The LEA’s involved in the interagency agreement with the Division should cooperate in developing and coordinating services for students and youth with disabilities within each respective agency’s legal authority. The ultimate goal of each agency participating in the agreement is to provide, or cause to be provided, a continuum of appropriate services leading to transition from school into employment. The agreement provides for:
1. Consultation and technical assistance to assist educational agencies in planning for the transition of students with disabilities from school to post-school activities, including vocational rehabilitation services;
2. Consultation and technical assistance on providing reasonable accommodations;
3. Transition planning by personnel of the Division of Rehabilitation Services and the educational agency for students with disabilities that facilitates the development and completion of their individualized education programs under section 614(d) of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 (P.L. 108-446); (Page 493) Title IV
The interagency agreement identifies the financial responsibility of the Department of Education (DOE) to ensure that individuals who are IDEIA eligible receive a free appropriate public education (FAPE) in the least restrictive environment. A free appropriate public education means regular and special education and related services which:
1. Are provided at public expense, under public supervision and direction, and without charge to the parent;
2. Meet the standards established by state law, including the requirements of IDEIA Part B and the Rules, Regulations and Minimum Standards for the Governance of Tennessee Public Schools, issued by DOE;
3. Include preschool, elementary school, and secondary school (including appropriate vocational, career or work experience education); and
4. Are provided in conformity with an IEP. (Page 494) Title I
The Division currently contracts with forty-four LEAs as part of its transition initiative. The contracts provide for a menu of needed and additional services chosen by the LEA to assist in the transitioning of students from school to work. All services provided under these contracts/agreements have a VR employment focus. All services provided under these contracts/agreements are in keeping with all state plan requirements to include our state’s Order of Selection requirements. Services provided under these contracts/agreements are only available to applicants for, or recipients of, services of the Division. The Division will strive to increase the number of contracts with LEAs as allowed by the Division’s and LEAs’ funding availability.
Although the Division utilizes contracts with LEAs as part of its transition initiative, all decisions affecting eligibility for VR services, the nature and scope of available services, and the provision of these services remain the sole responsibility of the VR counselor employed by the Division. VR staff is responsible for determinations to close cases and for all allocations of expenditures for services. (Page 495) Title IV
The purpose of this MOU, is to state how these agencies will work together to provide transition school to work services to students and youth with disabilities.
The Division continues to recognize the value of the involvement of its State Rehabilitation Council in personnel development activities. It is the policy of the Division to give the Council ongoing review and input on the development of issues associated with the Comprehensive System of Personnel Development.
The Council continues to be involved with CSPD issues associated with the recruitment and retention of staff, such as; counselor salaries and pay incentives for the successful attainment of counselors with a Master's degree in Rehabilitation and also training for existing staff to obtain a Master's Degree in Rehabilitation. (Page 516) Title IV
Overall, respondents (38%) are sometimes satisfied with the services VR clients receive from TN Rehabilitation Services. Twenty-four percent are satisfied and 21% are dissatisfied. Two respondents listed not applicable, two were very dissatisfied, and one person stated that they were very satisfied with the services VR clients receive. One stakeholder praised VR’s improvements made in “Working on developing relationships with future clients before they leave high school; actively participating in meaningful IEP transition meetings.”
According to survey results, 48% of stakeholders straddled the fence in their belief that VR Counselors fully understand how and why a client’s disability affects their chances of employment. Twenty-four percent agree and 17% percent disagree that VR Counselors understand the impact a disability has on employment. Eleven of the Stakeholders felt that employment opportunities were an unmet need of individuals with disabilities. One respondent shared that “There seems to be a lack of creativity to find positions that are compatible with their disabilities.” (Page 518) Title IV
• Increase in Pre-Employment Transition Services. The state plan includes several updates to the pre-employment transition service activities occurring throughout the state in sections a, d, e, f, g, l, and m.
• Increase in Local Education Association (LEA). The state plan includes several updates to its work with local education agencies in sections a, d, g, l, o, and p. Most notably, the number of LEAs served by the Transition School to Work program has increased. (Page 525) Title IV
The Division also elects not to serve eligible individuals, regardless of any established order of selection, who require specific services or equipment to maintain employment. The Division expects to serve 12,754 existing and new Priority Category 1 and 2 in 2018. Of this number, the Division expects to provide services for 8,928 Priority Category 1 cases and 3,826 Priority Category 2 cases.
The Division will monitor staffing needs to determine if there is sufficient manpower to schedule releases of Priority Category 3 and 4 cases for services or open all Priority Category 3 cases for services. Therefore, continuation of the Order of Selection mandated by the Rehabilitation Act of
1973, as amended, to determine which eligible individuals will be served under an IPE is still warranted due to staffing deficiencies.
The Division monitors services and expenditures on a continuous basis, allowing the Division to manage available funds and staff to assure sustainability of services for cases placed in an open priority category and receiving services under an Individualized Plan for Employment (IPE). Additionally, adequate funds will continue to be conserved and staffing deficiencies monitored to provide assessment services for all applicants expected to apply throughout the year to determine eligibility and to provide services for those eligible individuals in an open priority category within the Order of Selection. (Page 532) Title IV
6. Continuing to support expansion of Transition School-to-Work services by continuing to work with Local Education Agencies (LEA’s) in the maintenance of existing partnerships and the creation of additional partnerships to provide vocational rehabilitation services targeted specifically to that LEA’s school system. Continuing to work with and educate school personnel on the mission and scope of the Division in order to maximize services from both entities to better serve our mutual clientele to include appropriate qualified interpreters/accommodations for students that are in LEA/School to Work programs. The newly hired Transition School to Work Director will manage this process. (Page 537) Title IV
The Division will develop strategies for increasing referrals of transition school to work clients through local education agencies. Special focus will include the identification of any underserved population at the regional level.
ACHIEVEMENT: In Federal Fiscal Year the Program had 2358 successful employment outcomes. This is a 9% increase over FY2014’s successful employment outcomes of 2159. The VR Program continued focused collaborative efforts with numerous state agencies, in addition to collaboration with Universities across the state. In FFY 2015 Transition School to Work contracts were increased. (Page 541) Title IV
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