Located in:
- 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:
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[13] 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;
Current Narrative:
(B) transition planning by personnel of the designated State agency and educational agency that facilitates the development and implementation of their individualized education programs;
DORS maintains a Staff Specialist for Transition position to lead the following activities:
- Coordinate all VR and Pre-Employment Transition Service activities and projects with other state agencies, community organizations, public and private facilities, local DORS field offices, and employers.
- Collaborate with the DORS Grants Administrator in responding to federal and state transition requests for proposals and in implementing cooperative agreements.
- Develop, update and monitor transition documents.
- Provide program information to state level transition personnel and to the local education agencies through in-service training and publications.
- Serve as consultative staff for the Governor’s Interagency Transition Council for Youth with Disabilities.
- Facilitate an intra-agency transition group for counselors who provide transitioning services for the purpose of information sharing and ongoing training.
The Division of Early Intervention & Special Education Services (DEI/SES) provides transition services to students beginning at age 14. The formal agreement outlines specific roles of the DEI/SES regarding transition planning to include developing and executing a meaningful transition plan as required ensuring that students with Individualized Education Programs (IEPs) are prepared for the post-high school challenges they encounter. The transition plans address instruction, related services, community experiences, and the development of employment and other post-school adult living objectives.