Procedures for Outreach. OVR and BSE will support outreach activities that will ensure referrals to OVR to provide eligible and potentially eligible students with disabilities a smooth school-to-work transition. Outreach activities of VR counselors are primarily focused on providing information about VR to school staff, students, parents, community professionals, and others interested in pre- employment transition services and transition services. Outreach to these students should occur as early as possible during the transition planning process and must include, at a minimum, a description of the following: • VR program purpose; • eligibility requirements; • application procedures; • scope of services that may be provided to eligible students; and • pre-employment transition services that may be provided to potentially eligible or eligible students. OVR will provide information to BSE and LEAs regarding OVR services that will be disseminated to students and their families. OVR staff may conduct outreach in the following manner: • providing VR brochures and business cards to the school; • presenting at the first open house, parent information nights, or orientation held at the school; • conducting regularly scheduled school visits (co-location); • participating in transition and job fairs at the school; • attending IEP meetings, when invited; and • speaking about pre-employment transition services and VR services at school staff meetings, teacher in-service training, student/parent group meetings, or interagency meetings. OVR will work with LEAs to ensure referrals of students with disabilities to the VR program at the beginning of the school year. Referral for pre-employment transition services should begin at age 14 for all students with disabilities who may need them. Although OVR does not impose an age limit on when a student can apply for VR transition services, they encourage students to do so at least two years prior to graduation or school exit. Beginning services at least two years prior to graduation or school exit should allow enough time for determining eligibility, identifying OVR service needs, referring students to community services, and developing the approved IPE prior to the student's exit from school.
Procedures for Outreach. ACCES-VR counselors will work with local school districts to identify students, facilitate the referral and application processes for students with disabilities between the ages of 14-21 who are potentially eligible for VR services, and ensure that a referral for pre-employment transition services includes the following data elements: unique identifier, or social security number; date of birth; race; ethnicity; and disability. • ACCES-VR will assign vocational rehabilitation counseling personnel to liaison relationships with school districts to develop and maintain collaborative approaches to outreach, transition planning, and referral development and tracking; and • ACCES-VR will make school district personnel, students, and their families, aware of the vocational rehabilitation program and its purpose, including VR eligibility requirements (in accordance with 34 CFR 361.42), the application procedures, and scope of services (in accordance with 34 CFR 361.48) that may be provided to all eligible individuals. Responsibilities of the Office of Special Education OSE shall undertake the following responsibilities with respect to the education and transition planning for students with disabilities: • Designate OSE personnel to provide technical assistance, consultation, and the development of statewide program strategies and procedures applicable for students with disabilities; • Assure that school districts are implementing the special education requirements for transition services as specified in IDEA and Part 200 of the Regulations of the Commissioner of Education, including, as appropriate, documenting on a student’s IEP any services provided by ACCES-VR and its approved community-based providers and, with the consent of the parents or consent of a student 18 years of age or older, inviting participating agencies, such as ACCES-VR, to the Committee on Special Education meeting if likely to be responsible for providing or paying for transition services; • Continue to fund a network of professional development specialists focused on assisting school districts with implementing effective transition planning, programs, and services; • Promote access, as appropriate, for students with disabilities to career and technical education and work-based learning experiences; • Provide technical assistance to VR personnel through formal and informal training, joint problem solving, and exchange of information on policies and procedures; • Designate OSE staff to particip...
