Located in:
- Program-Specific Requirements for Vocational Rehabilitation
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan* must include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as amended by WIOA:
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* Sec. 102(b)(D)(iii) of WIOA
- d. Coordination with Education Officials
- 2. Information on the Formal Interagency Agreement with the State Educational Agency with Respect To:
- O. State's StrategiesDescribe the required strategies and how the agency will use these strategies to achieve its goals and priorities, support innovation and expansion activities, and overcome any barriers to accessing the VR and the Supported Employment programs (See sections 101(a)(15)(D) and (18)(B) of the Rehabilitation Act and section 427 of the General Education Provisions Act (GEPA)):
- O. State's Strategies
- 2. Information on the Formal Interagency Agreement with the State Educational Agency with Respect To:
- d. Coordination with Education Officials
d. 2. O. 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).
Current Narrative:
(1) Summer work program – JET (Job Exploration Training) – Students are provided training in the areas of job exploration, career assessment, social skills training, mock interviewing, resume preparation, and self–advocacy training. Paid work experiences in a community setting are arranged for each student satisfactorily participating in the training.
(2) Smart Work Ethics Training (SWE) – SWE is a social skills curriculum that addresses communication skills and work place behaviors (attitude, work ethic, image and appearance, interpersonal skills, teamwork, time management, accountability) needed to obtain and maintain successful competitive employment. This curriculum is provided to the student in the LEA by a certified trainer from a Community Rehabilitation Program.
(3) Jointly–Funded Job Coach – ADRS is committed to providing jointly funded job coaches in local education agencies to assist with the provision of pre–employment transition services. The jointly–funded job coaches provide pre–employment transition services which are not typically or customarily provided by the LEA. These pre–employment transition services are designed to increase the likelihood of independence and inclusion of students with disabilities, including those with significant disabilities, in communities, as well as, maximize opportunities for these students for competitive integrated employment. Currently, ADRS has 27 jointly funded job coaches in place through third–party cooperative agreements.
(4) Vocational Assessments – ADRS transition counselors will expand the delivery of vocational assessments to students with disabilities earlier in the transition planning process to assist with identify the student’s interests, abilities, aptitude, and values.
(5) Best Practices – ADRS Transition Counselors developed a guide for best practice as an overview of the types of services and activities that may be provided to students with disabilities between the ages of 16 and 21 years of age in the secondary education setting who are eligible for, or potentially eligible for, VR services.