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  • Program-Specific Requirements for Vocational Rehabilitation (Combined or General)

    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:

    __________

    [13] Sec. 102(b)(2)(D)(iii) of WIOA

    • o. State's Strategies

      Describe 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. 4. 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:

Michigan Rehabilitation Services (MRS) continues to review proposed ideas, models, and approaches to improve the effectiveness of pre-employment transition services (Pre-ETS) and VR services to students with disabilities.  

MRS has designated VR counselors who provide Pre-ETS to potentially eligible students with disabilities. MRS is working with WINTAC to increase knowledge and maximize the use of evidence-based practices and Pre-ETS.

The following strategies will expand and improve VR services for students and youth with disabilities who are transitioning from high school to postsecondary education and/or employment, and improve coordination with state and local secondary and postsecondary educational entities:

  • Continue to evaluate, revise, and develop policy, procedures, and staffing strategies to improve consistency and increase effectiveness in the provision of transition services;
  • Continue to expand and increase partnerships with schools to facilitate the coordination and provision of pre-employment transition services to students with disabilities; and
  • Continue to expand and increase partnerships with state and local secondary and postsecondary educational institutions and organizations to facilitate the identification of best or evidenced based practices, leveraged resources, and improved coordination.