Located in:
- Program-Specific Requirements for Vocational Rehabilitation (Blind)
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
j. 1. E. Who are youth with disabilities and students with disabilities, including, as appropriate, their need for pre-employment transition services or other transition services.
Current Narrative:
The research and feedback from students and families identify work experiences, work readiness, and assistive technology skills as most helpful for future employment success. When students have the opportunity for several work experiences during high school they learn what types of jobs they like and don’t like. They also learn transferable skills they can use for future jobs. The challenge for Vermont students is that they have very limited opportunities for these work experiences in their small rural town. Ten years ago, DBVI created a strategy to meet that need. It was necessary to create a summer residential experience for students from across the state to live in a larger community where there is a wide variety of work experience jobs available. The program has expanded and now includes weekend retreats during the school year. These retreats focus on self-advocacy and job readiness training. Most recently all LEAP activities are including some aspect of assistive technology that is built into the curriculum. Proficiency with technology is also a predictor of future employment success. DBVI counselors have identified the need for students to have better technology skills for the workplace. For that reason DBVI developed and assessment tool to evaluate technology skills. This information can then be used by schools and DBVI staff to create opportunities to improve these skills before college, vocational training, or employment.
Students also learn important self-advocacy skills and independent living skills at the LEAP work experiences and job readiness retreats which are also strong predictors and essential for future employment success.
For students who do not choose to participate in summer LEAP or school year retreats, DBVI staff work with several partners to establish work experiences in a students’ local community. In some situations a DBVI Counselor can make connections with the school-based employment specialist to assist a student, or connect them with employment related workshops and other school based activities. It is the intent of DBVI to make sure all visually impaired students have the opportunity for multiple work experiences before the exit high school.
The combination of these strategies and DBVI Counselor involvement makes it possible for Vermont students to access the 5-core Pre-ETS as identified in WIOA.
The five required activities are:
- Job exploration 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
- Instruction in self-advocacy, including peer mentoring
DBVI considers a student with a disability to be:
- Between the ages of 14 and 21;
- Is in an educational program; and
- Is eligible for and receiving special education or related services under IDEA or is an individual with a disability for purposes of section 504 of the Rehabilitation Act
Pre-ETS Budget Forecasting
The Vermont Department of Education has indicated in their “Unduplicated Child Count” report that there are approximately 50 potentially eligible students in secondary education who are blind, visually impaired, or Deaf-Blind this school year.
- DBVI is currently serving 32 secondary students (17 PAS and 15 Open VR) and 12 post-secondary ages 14 through 21.
- DBVI projects 42 students for this current school year.
Pre-ETS Budget Forecasting
Pre-employment transition services are comprised of the five required activities and nine authorized activities. There must be enough funds available to be able to offer the five required activities to students with disabilities. If there is any money remaining, that money is used towards the nine authorized activities.
FFY 1019--As of September 30, 2019:
- $230,000 (15% reserve requirement + carry over/re-allotment)
- $10,000 was spent on staff time and associated expenses
- $100,000 for Coordination In contracts (LEAP, CCS)
- $120,000 was spent on the 5 required Pre-ETS Transition Service Areas.
- $3,500 Average Cost Per Student for the 5 required Pre-ETS Services (based on 35 students).
- $0was spent/encumbered on the nine authorized pre-employment transition services
Calculation: Agency 15% Reserve Requirement= $230,000; Number of students served=35; Total Pre-ETS Required Activities= $120,000; Average Cost Per Student= $3;500 Total Pre-ETS Coordination Activities= $110,000; Total Pre-ETS Expenditures= $230,000; Amount Available for Authorized Activities= $0
Projections for FFY 2020 and 2021:
- $220,000 (15% reserve requirement + carry over/re-allotment)
- $10,000 was spent on staff time and associated expenses
- $100,000 for Coordination In contracts (LEAP, CCS)
- $110,000 was spent on the 5 required Pre-ETS Transition Service Areas.
- $3,500 Average Cost Per Student for the 5 required Pre-ETS Services (based on 35 students).
- $0 was spent/encumbered on the nine authorized pre-employment transition services
Calculation: Agency 15% Reserve Requirement= $220,000; Number of students served=35; Total Pre-ETS Required Activities= $110,000; Average Cost Per Student= $3;200 Total Pre-ETS Coordination Activities= $110,000; Total Pre-ETS Expenditures= $220,000; Amount Available for Authorized Activities= $0
A statewide estimate of students exiting/graduating high school at the end of SY 2020 is 14 students. The were 10 students statewide who graduated in SY 2019.