DRS Rehabilitation Policy Manual Chapter 10: Transition Services
Revised October 2015
· 10.1 Key Terms
· 10.2 Overview of Transition Services Overview
· 10.3 Providing Information to Students, Parents, and School Personnel
· 10.4 Providing Transition Services
o 10.4.1 Providing Pre-Employment Transition Services
· 10.5 Developing a Transition Consumer's IPE
· 10.5 Transferring a Transition Case to another Vocational Rehabilitation Caseload10.6 Process for Transferring a Transition Case to another VR Caseload
· 10.67 Required Documentation for Transition Service Delivery
10.1 Key Terms
504 Plan
A school's written statement of services provided in accordance with Section 504 of The the federal Rehabilitation Act of 1973 is called a "504 Plan."
Section 504 requires school districts that receive federal funding to *provide a "free and appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Appropriate educational services are designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met.* An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classrooms, education in regular classes with supplementary services, and/or special education and related services.*
*Based on 34 CFR Part 104, Subpart D, Sections 104.31–104.39
Individualized Education Plan (IEP)
The school's written statement for a student with a disability is called an Individualized Education Plan (IEP). The IEP is developed, reviewed, and revised in an Admission, Review and Dismissal (ARD) meeting in accordance with Sections 300.320–300.324, and *must include a statement of the student's present levels of academic achievement and functional performance. It must also include how the student's disability affects his or her involvement and progress in the general education curriculum (that is, the same curriculum as for students without disabilities.)*
*Based on 34 CFR Section 300.320
Pre-Employment Transition Services
Pre-Employment Transition Services (Pre-ETS) are provided to individuals meeting the student with a disability definition. Individuals not meeting this definition can receive the same services; however, they are not counted as Pre-ETS and should only be paid with VR budget, not Pre-ETS budget.
The Workforce Innovation and Opportunity Act (WIOA) defined a total of 14 Pre-ETS categories. Five of these categories are required and the other nine categories can be considered after the required services are considered or provided. WIOA requires that 15 percent of federal vocational rehabilitation funds be spent on Pre-ETS services.
Student with a Disability
A student with a disability is defined by the Workforce Innovation and Opportunity Act (WIOA) as anyone age 16-21 years old who is attending school, receiving services through the Individuals with Disabilities Education Act (Special Education) or considered 504 eligible (including those individuals who are working with Vocational Rehabilitation or VR).
WIOA gives some leeway for states to expand this definition based on local laws. In Texas, a student with a disability is anyone age 10-22** who is, or has, received services through special education or is considered 504 eligible. A person does not have to be currently attending school to fit this definition; however, whether or not the person received disability-related supports or services while in high school should be considered. Those individuals who were not considered individuals with disabilities while in high school, and those who have acquired disabilities since high school, are not considered to meet this definition.
**If an individual is 22, he or she will only meet the student with a disability definition if his or her 22nd birthday falls on or after September 1. In that case, the individual will meet the definition through August 31 of the following year.)
The only group of consumers who will receive services considered Pre-Employment Transition Services (Pre-ETS) are those who meet this WIOA definition. The same services can be provided to those not meeting this definition; however, they are not counted as Pre-ETS and should not be paid with Pre-ETS budget.
Transition Consumer
A consumer who is 16–24 years old at application is a transition consumer. The consumer is considered to be "transitioning from school to post-school activities" until his or her DRS case is closed. If a transition consumer's case has been closed and he or she returns for services but is not aged 16–24, he or she is no longer classified as a "transition" consumer for federal reporting purposes. A transition consumer may also be referred to as the "student."
Transition Services
Transition services are a coordinated set of activities that promote the transition from school to post-school occupations and services that include post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation. Transition services *must promote or facilitate the achievement of the employment outcome identified in the student's individualized plan for employment (IPE).*
*Based on 34 CFR Section 361.5(b)(55)
Transition Vocational Rehabilitation Counselor (TVRC)
A TVRC is a qualified vocational rehabilitation counselor who works with a specialty caseload of primarily transition-age consumers at assigned high schools. Vocational rRehabilitation cCounselors (VRCs) do not have to be designated TVRCs to work with transition consumers.
Workforce Innovation and Opportunity Act
The Workforce Innovation and Opportunity Act (WIOA) is a federal law that became effective in 2014 and reauthorizes and amends the Workforce Investment Act and the Rehabilitation Act of 1973. The law consists of five titles, and Title IV pertains to requirements for the Vocational Rehabilitation program.
The underlying principle behind Title IV is that too many individuals are leaving high school unprepared for work and independence. With that in mind, WIOA prescribes certain service provision requirements discussed below.
Youth with a Disability
Youth with a disability is defined as anyone ages 14-24 with the most significant disabilities as described in RPM 9.10.2. The Workforce Innovation and Opportunity Act (WIOA) requires that 50 percent of our Supported Employment funding be spent on the provision of Supported Employment services for youth with disabilities.
10.2 Overview of Transition Services Overview
DRS provides transition planning services to eligible students with disabilities through the adult Vocational Rehabilitation (VR) program to:
· *prepare students with disabilities to move from receiving special education services and services required under Section 504 of the Rehabilitation Act of 1973, as amended, to receiving VR services; and
· help minimize potential delays in service delivery during the transition from school to employment or independence.*
*Based on 34 CFR Section 361.42
A student who is in special education, or who has received special education or Section 504 services, is *not automatically eligible for DRS services.*
*Based on 34 CFR Section 361.42
References to the counselor in this chapter apply to any VR counselors (VRCs)Cs or transition vocational rehabilitation counselors (TVRCs) working with transition consumers.
10.3 Providing Information to Students, Parents, and School Personnel
Counselors must provide to the student, parent, and school personnel information that *describes the:
· purpose of the Vocational Rehabilitation (VR) program;,
· application processes for VR services;,
· eligibility criteria for VR services;, and
· scope of services that may be provided to eligible consumers.*
*Based on 34 CFR Section 361.22
Specifically, counselors must ensure that families and students with disabilities are informed about their options and opportunities to choose methods and providers for delivery of all needed assessments, as well as decisions related to developing a plan of services. This leads to a foundation of information from which families and students can make informed choices about a coordinated plan of services for students to achieve successful transition to post-secondary activities and employment outcomes.
See Chapter 2: Initial Contact and Application, 2.4.6 Application Signatures for procedures to authorize minor children who are in foster care to participate in VR program activities.
10.4 Providing Transition Services
Typically, transition consumers are referred to DRS during their last two years of high school. However, depending on the complexity of the consumer's circumstances and the need for services, counselors can begin working with consumers earlier than this to help them move successfully from school to competitive employment or independent living.
Transition services are based upon the assessment of the transition consumer's needs, taking into account his or her preferences and interests and developmental maturity. This coordinated set of transition services should explore
· benefits of classroom instruction to address vocational information;
· community experiences to expand vocational knowledge, skills and abilities;
· the development of employment and other adult-living objectives during and after high school and in collaboration with school services; and
· if appropriate, acquisition of daily living skills, soft skills, hard skills, and a functional vocational evaluation.
Transition services promote or facilitate the development of the consumer's IPE while he or she is still in high school. *IPE services for transition students can include, but are not limited to,
· postsecondary education;
· vocational training;
· integrated employment (including supported employment);
· continuing and adult education; and
· adult services, including independent living and community participation.*
*Based on 34 CFR Section 361.5(b)(55)
10.5 Developing a Transition Consumer's IPE
Transition services are is not separate from Vocational Rehabilitation (VR) services; it isthey are a strategy of VR services that designed to helps students with needs related to their disabilities to make the best use of vocational rehabilitationVR services to achieve a successful vocational outcome. Not all students who are referred will be eligible. When students are not eligible, they should be referred to the Workforce Commission for Youth Employment program.other relevant community resources.
All policies related to eligibility determination in Chapter 3: Eligibility, are applicable to the provision of transition services to eligible students. In addition, all policies related to, and assessing and planning of rehabilitation needs in Chapter 4: Assessing and Planning, are applicable to the provision of transition services to eligible students.
As a part of a set of coordinated transition services, counselors must work with students, parents, schools, and community partners to:
· obtain and utilize existing school records as a source to determine eligibility and to develop an Individualized Plan for Employment (IPE) as described in RPM 4.4;
· complete a comprehensive assessment of the eligible individual’s, as defined by the Workforce Innovation and Opportunity Act (WIOA) unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice, including the need for supported employment services, of the eligible individual, in the most integrated setting possible, consistent with the informed choice of the individual
· develop an Individualized Plan for Employment (IPE) before the eligible student leaves highthe school setting;
· provide transition activities services during high school and throughout the period of transitioning after high school to post-secondary activitiesservices, including education, vocational training, and employment;
· coordinate services and activities that align with the transition consumer's Individualized Education Plan (IEP); and
· attend Admission, Review and Dismissal (ARD) meetings, when invited; and
· provide eligible students who have limited or no work experience the opportunity to develop soft and hard skills through Pre-Employment Transition Services (Pre-ETS).
o paid or volunteer work experience,
o temporary job placements, and/or
o internships.
Counselors must also:
· *obtain a copy of the IEP or 504 Plan to assist in transition-planning activities;,
· document in ReHabWorks (RHW) whether the student has an IEP or 504 Plan;, and
· complete the IPE before the eligible student leaves highthe school.* setting; and
· complete the IPE no more than 90 days from the time of eligibility determination.*
*Based on 34 CFR Section 361.22 and 361.45.
IPE services must:
· be vocational in nature and support and lead to the achievement of the eventual employment goal identified on the IPE;
· not be the responsibility of the school district under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act; and
· not be readily available from the school district.
Students who receive transition services are usually in a career exploration stage of development while they are still in high school. Counseling and guidance, along with specific exploration activities, would be expected as part of the IPE. Multiple IPE amendments may be necessary as the student's rehabilitation needs change.
Depending on the complexity of the student's circumstances and need for services, counselors can begin working with students who are attending high school at any time to help them move successfully from school to competitive employment or independent living.
Provided services are based upon the assessment of the needs of the student receiving transition services, taking into account preferences, interests, and developmental maturity. This coordinated set of transition services should explore:
· benefits of classroom instruction to address vocational information;
· community experiences to expand vocational knowledge, skills, and abilities;
· the development of employment and other adult living objectives during and after high school and in collaboration with school services; and
· if appropriate, acquisition of daily living skills, soft skills, hard skills, and a functional vocational evaluation.
Transition services promote or facilitate the development of the consumer's IPE while he or she is still in high school. *IPE services for transition can include, but are not limited to:
· postsecondary education;
· vocational training;
· integrated employment (including supported employment);
· continuing and adult education; and
· adult services, including independent living and community participation.*
*Based on 34 CFR Section 361.5(b)(55)
Schools are responsible for identifying and providing accommodations and modifications based on a student’s need to access education. DARS should not be providing services strictly for the purpose of accommodating an individual to access their education, or any services included on the IEP, even if a student has an IPE in place. However, counselors can partner with the schools to provide Pre-ETS while the student is still in high school.
In order to adequately prepare students for post-high school success, services considered should include Pre-ETS. Many Pre-ETS can be provided to enhance what the school is already providing, or these services may be provided in partnership with the school, with consideration for what the school should be providing.