Vocational Rehabilitation Program (Combined or General)

Coordination with Education Officials

The CDOR ensures coordination with education officials at the local, regional, and statewide level through a variety of mechanisms, as described below. At the local level, the CDOR has established cooperative agreements as described in Description B and has established a list of all California secondary schools and assigned a CDOR staff liaison to each secondary school to ensure VR and Pre-Employment Transition Services (CDOR Student Services)  are made available, particularly those that do not have a cooperative agreement. The CDOR also provides training and technical assistance at the local and regional level to education officials on VR and pre-employment transition services. The CDOR coordinates services through an interagency agreement with the California Department of Education (CDE) as described in response to Description d (2)(A). The CDOR additionally coordinates with the Western Educational Corporation to encourage collaboration with Learn4Life Charter Schools doing business in California.

Consultation, Technical Assistance and Community of Practice

The CDOR provides consultation and technical assistance to support state and local agencies in planning for the transition of students with disabilities, including the provision of CDOR Student Services. Locally, each CDOR District has liaison staff to provide outreach, consultation, and technical assistance to local educational agencies seeking information on CDOR Student Services and VR services for students with disabilities. In addition, CDOR participates in the Community of Practice, which is supported by the National Association of Special Education Administrators and has created a shared work website for programs that support transition practices for students with disabilities. The Community of Practice leadership team includes representatives from CDOR, CDE, the California Department of Developmental Services, the California Department of Social Services, the California Employment Development Department, the State Independent Living Council, educators, and parents who all share the goal of providing a seamless delivery of transition services to students with disabilities that lead to positive post school outcomes.

Regional Training and Technical Assistance Curriculum

In keeping with the goal of collaboration to support transitioning students with disabilities, CDOR and CDE collaboratively fund and provide a core series of regional training and technical assistance curriculum to local CDOR and Local Educational Agency (LEA) staff and partners. Expert consultants provide training on topics related to CDOR Student Services and vocational services and supports leading to employment for students and youth with disabilities. The trainings include topics such as employment preparation, job development and placement; transition–age youth; benefits planning and management. These trainings help support the further success of CDOR consumers who are students with disabilities in securing and maintaining employment. Trainings are provided, as mutually requested by CDOR and the local education agency.  Approximately 20 trainings are provided annually.

Collaborative Team Process

In the coordination of goals, objectives, and services for transitioning students with disabilities, CDOR and LEAs are encouraged to use a collaborative team process to develop the transition services section of the Individualized Education Program (IEP) for students determined eligible for VR services. This process should include the involvement of the student, family, representatives of the LEA, CDOR staff when invited, and other service providers, as appropriate.

The CDOR and CDE’s specific responsibilities are defined in the Interagency Agreement by each agency’s applicable rules and regulations. The LEA is identified as the lead agency responsible for providing transition services by qualified personnel to students with disabilities to the point of exit from school. In planning for transition, the school should inform the parents and the student with a disability no later than age 16 about CDOR services and facilitate the referral process.

When invited, CDOR staff attend IEP meetings to actively participate in the planning and development of pre-employment transition services and transition services for the individual student.

For CDOR, a student’s Individualized Plan for Employment (IPE) must be coordinated with the IEP or 504 services, as applicable, for that individual in terms of the goals, objectives, and services identified in the education program

Determining Eligibility and Individualized Plan for Employment Development

The CDOR is responsible for determining eligibility for VR services needed to prepare for or obtain employment and is designated as the lead agency responsible for providing VR services by qualified personnel to students with disabilities meeting eligibility and Order of Selection requirements, as identified in the response for Description (m) – Order of Selection. The CDOR is providing Student Services (pre-employment transition services) to eligible and potentially eligible students with disabilities.  In addition and where appropriate, when a student with a disability is referred to CDOR for vocational rehabilitation services, is determined eligible (60-days from the date of application), and is able to be served under an Order of Selection, CDOR develops the consumer’s IPE. The IPE is developed within 90 days from the date of eligibility determination or by an agreed–upon extension date, and before leaving the school setting. The CDOR is responsible for providing and paying for the transition services, including CDOR Student Services, agreed upon in the IPE while the student with a disability is still in high school and continuing for the period the consumer is participating in the VR program.

Individualized Education Program or Individualized Plan for Employment Responsibilities

The CDOR and the CDE’s responsibilities include the provision of services outlined and required by the IEP or IPE. When developing these plans, both agencies work to ensure duplication of services does not occur. Where responsibilities overlap, the primary responsibility for specific services rests with the most appropriate agency, as determined by the consumer’s present status and when an agency is legally obligated and funded to provide that service. When a service could be provided by either agency, the CDOR and LEAs use the following criteria to determine and assign the financial roles and responsibilities of each agency for the provision of the service:

• Determine the purpose of the service - Is it related more to an employment outcome or education?
• Determine if the service is customary - Is the service one that the LEA customarily provides under part B of the IDEA?
• Determine the student’s eligibility for the service - Is the student with a disability eligible for transition services under the IDEA? 

The local agency (LEA, SELPA, or other entity) that develops the eligible student’s IEP is responsible for paying for the agreed upon transition services required to be provided under the IDEA. The CDOR is responsible for providing and paying for the VR services, including CDOR Student Services, included in the consumer’s agreed upon IPE for the period the consumer is in high school and continues to participate in the VR program.

Outreach

The CDOR conducts outreach through third party agreement partners. To do so, the CDOR implements procedures for enhancing outreach and identification of students with disabilities in need of transition services. The outreach by VR counselors includes a description of the VR program, eligibility requirements, application procedures and scope of services that may be provided to eligible individuals.  The CDOR provides local presentations and informational literature to LEAs, educators, student associations, and parents about CDOR eligibility and program services. Additionally, CDOR assigns liaison VR Counselors to many secondary schools as a single point of contact for Special Education departments. Each liaison assists in the identification of local coordination activities between CDOR and the LEA and is responsible for annually reviewing the interagency agreement with designated LEA staff. The CDOR will continue to provide outreach and information to high schools about available VR services.

Collaboration with Partners

The CDOR communicates the value and benefits of VR services by reaching out to organizations that serve and represent students with disabilities, including parent resource centers, Independent Living Centers, Regional Centers, and organizations that serve youth with disabilities that are blind or visually impaired or deaf or hard of hearing.

Cooperative Programs Annual Meetings

The CDOR Cooperative Programs Section has implemented annual in-person meetings by cooperative program type.  These meetings have provided an opportunity for CDOR field staff, cooperative programs and stakeholders the opportunity to engage in reciprocal conversation, sharing of ideas and communication on new policy, emerging service strategies, best practices and participant success.  By conducting these meetings in the community it allows for greater participation of CDOR and cooperative program staff that enhances cooperative program CDOR student services and vocational service delivery.

Pre–Employment Transition Services

The CDOR will engage or engaged in the following activities to coordinate with schools and provide Pre–Employment Transition Services (CDOR Student Services):

• Developed and published a “Services to Youth” Webpage on the CDOR Internet in January 2018.
• Established and maintain a CDOR School Liaisons to secondary schools in August 2017.
• Communicated and will continue to communicate the statewide availability of pre-employment transition services with Special Education Local Planning Area Directors and the Advisory Commission on Special Education.
• Outreached and will continue to outreach to schools and closer coordination between VR and LEA staff that do not currently have a Transition Partnership Program cooperative arrangement.
• Expand transition services beyond school to work to include school to postsecondary training transitions.
• Provide information about the transition from school to work at an earlier age to eligible and potentially eligible students with disabilities.
• Provide work incentives education and planning services to students as well as parents and guardians of students with disabilities.
• Provide specialized training and increase awareness for VR staff and service providers on the unique needs of students with disabilities.

In addition, CDOR will utilize a variety of methods to ensure the provision of CDOR Student Services to students with disabilities:

• Job Exploration Counseling: This service will be provided by CDOR  field team members. It will also be provided to some students with disabilities through TPP third-party cooperative arrangements and through purchased services provided through other contracts or fee for service arrangements through LEAs, CRPs, or other providers.
• Work-Based Learning Experiences: CDOR VR team members will arrange for on-the-job trainings, internships, apprenticeships, work experiences, and other work-based learning experiences for students with disabilities through direct interaction with businesses, TPP third-party cooperative arrangements, and through vocational services provided through other contracts or fee-for-service arrangements through LEAs or CRPs.
• Counseling on Postsecondary Education Opportunities: This service will be provided primarily by CDOR VR team members. Team members may also arrange for the provision of this service through contracts or fee-for-service arrangements through LEAs, CRPs, or other providers.
• Workplace Readiness Training: CDOR VR team members will provide training on workplace readiness skills, including soft skills, financial literacy, independent living skills, and resume development, or arrange for training through TPP third-party cooperative arrangements as well as other contracts or fee-for-service arrangements through LEAs, CRPs, or other providers. As part of the financial literacy component, CDOR Work Incentives Planners will provide limited Work Incentives Planning services to students who are Supplemental Security Income or Social Security Disability Insurance recipients who need support and information regarding the impact of paid work experience on their benefits.
• Instruction in Self-Advocacy: The CDOR VR team members provide training on self-advocacy. It will also be provided to some students with disabilities through TPP third-party cooperative arrangements as well as through other contracts or fee-for-service arrangements.

Activities that will support the CDOR Student Services methods above include the following:

• The TPP contract services have been revised to emphasize the provision of CDOR Student Services.
• The CDOR developed new CRP work experience services, in which work experiences are arranged by CRPs across the state that serve as the employers of record.
• The CDOR established and expanded contracted work experience opportunities through WE Can Work contracts, in which LEAs serve as the employer of record.
• The CDOR will continue to establish other work opportunities in collaboration with the local America’s Job Center of California (AJCC).
• The CDOR will continue STEPS, as funding permits, in collaboration with local workforce boards to provide work experience job training to that is aligned with the employment needs of business partners.
• The CDOR will develop additional work opportunities for students with disabilities on an ongoing basis by working directly with businesses and establishing the Community College Foundation as the employer of record.
• The CDOR will additionally prioritize the development of a fee-for-service service option for self-advocacy training.