- Program-Specific Requirements for Vocational Rehabilitation (Combined or General)
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 title IV of WIOA:
 Sec. 102(b)(2)(D)(iii) of WIOA
d. 2. B. Transition planning by personnel of the designated State agency and educational agency that facilitates the development and implementation of their individualized education programs;
Statewide Transition Plan - IDVR, the State Department of Education (SDE), Idaho Parents Unlimited, Nampa School District, Lake Pend Oreille School District, and Idaho Falls School District, have developed and implemented a statewide secondary Transition Plan with support and assistance from NTACT (National Technical Assistance Center on Transition). The goal of the plan is to develop systems for effective collaboration between students, families, secondary and post-secondary educators, rehabilitation counselors, CTE, and service providers to provide numerous transition activities and pre-employment transition services.
Expected outcomes include increased teacher knowledge of agencies and services, increased number of students receiving pre-employment transition services or needed educational transition services, increased student knowledge of agencies and other services, increased families’ knowledge of agencies and services, increased collaboration with CTE, increased number of students participating in higher education or competitive employment, and provide more effective Pre-ETS based on student need.
Furthermore, the formal interagency agreement with the Idaho State Department of Education (SDE), the Idaho Division of Vocational Rehabilitation (IDVR), and the Idaho Commission for the Blind and Visually Impaired (ICBVI) contains several provisions designed to facilitate the development and implementation of Individualized Education Programs (IEPs). The agencies agree to cooperate in the development of transitioning students’ Individualized Education Programs (IEPs) and any relevant Individual Plan for Employment (IPEs). Development of the IEP is vested with the IEP team, including the student and his/her parent or guardian. Approval of the IPE is vested with the IDVR or ICBVI, the student and his/her parent or guardian.