Chapter VIII - C

Transition Services

Transition services are a coordinated set of activities for students designed within an outcome oriented process promoting movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.  The coordinated set of activities must be based upon the individual student’s needs, taking into account the student’s preferences and interests, and must include instruction, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.  Transition services must promote or facilitate the achievement of the employment outcome identified in the student’s Individualized Plan for Employment (IPE).  (34 CFR 361.5 (a)(55))

The DBVI VR program serves eligible transition aged students aged 14 and older and their families by providing an array of VR services that gives students the tools necessary to prepare for, secure, retain, or regain employment consistent with their unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice. Coordination of services is a critical component of transition services; DBVI collaborates with students, their families, and local education officials to facilitate the eligible student’s transition from the secondary educational setting to the receipt of VR services leading ultimately to employment. 

Based on each individual student’s unique needs, DBVI transition services may include orientation and mobility, rehabilitation teaching and education services.   In all cases, services provided by DBVI program staff will be included on the student’s IPE. 
DBVI education coordinators may assist the VR counselor by:

1. Meeting with students, parents and school personnel to facilitate the involvement of the transition aged student in career development, vocational evaluation, and vocational preparation activities and curricula.
2. Working with VR counselors to develop and implement of regionally conducted Career Seminars.
3. Encouraging students to participate in the DBVI Summer Work Program.

All transition services provided by DBVI program staff must be documented by the VR counselor and included in the VR case file.

1. DBVI internal identification of transition aged students - students who have received services through education services will be identified through the DBVI case management system (STARBASE currently, AWARE upon activation of the system) within 30 days after their 14th birthday.  These students and their parents will receive a DBVI transition services letter from the VR director introducing the VR Program and providing the name of the regional office and VR counselor nearest their home.  VR counselors, intake workers, and regional managers will be copied on the letter to student’s and their families.  Intake workers will place the student in VR referral status (00) when they receive the letter.  VR counselors will follow up with the student and their parents within 10 days of the mailing of the introduction letter to schedule an informational interview. VR counselors will make a minimum of three attempts to contact the student and their parents.  If students and parents are uninterested in services or cannot be located, the student’s case will be closed from 00 to 08.  Best practice for VR counselors is to locate case files of students identified through the case management system and perform an initial review in advance of making contact with the student and their parents. 
2. Transition aged students 14 to 22 who have not received DBVI services and are identified by any referral source will be entered into referral status (00) in both VR and education services.
3. DBVI VR Counselors will refer to the Virginia Department of Rehabilitative Services (DRS) any student determined to be ineligible for the VR program of the DBVI.   DBVI will make available any available documentation that will assist DRS in determining eligibility; release of information signed by the parent is required. 

Application
The application process for students in transition is the same as any other potential VR consumer (link to Chapter 2).

Eligibility Determination
The eligibility criteria and determination process for students in transition is the same as any other potential consumer (link to Chapter 3).
For transition aged students, DBVI’s recommended time in status 10 will not apply; students may remain in status 10 as long as necessary for the student, parent, and VR counselor to gather information to determine a realistic vocational goal for the student.  

IPE Development and Service Provision
Federal regulations (34 CFR 361.22 coordination with education officials) require that development and approval of an IPE must be completed as early as possible during the transition process, but, at the latest, by the time each student determined to be eligible for vocational rehabilitation services leaves the school setting or, if DBVI is operating under an order of selection, before each eligible student able to be served under the order leaves the school setting.

The IPE for students with a disability who are receiving education services shall be developed in consideration of the student’s Individualized Education Plan (IEP) and in accordance with the plans, policies, procedures, and terms of the interagency agreement between DBVI and the state Department of Education designed to facilitate the transition of students who are blind or vision impaired from school to the receipt of vocational rehabilitation services (34 CFR 361.45 (d)(8)(I, ii.) VR counselors, students, parents, and local education authorities will work collaboratively to ensure that the student’s vocational and educational goals are consistent.  The VR counselor has the primary responsibility of obtaining a copy of the IEP from the student’s parents and/or the LEA.   

VR counselors will attend IEP meetings especially for students who have reached their junior year in high school or those who need strong agency/school support to ensure coordination between the IPE and IEP. VR counselors are responsible for establishing contact with students, parents, and the  LEA to determine when IEP meetings are occurring.  In some situations, VR counselors will be able to coordinate IPE development and annual reviews around normal IEP meeting.

Service provision including purchase of goods and services for students in transition follow the same policies and procedures as any other eligible consumers.

When possible, the VR counselor will order assistive technology four months before commencement of the secondary training experience for students pursuing post-secondary training.  Assistive technology may be purchased for students as early as the end of the junior year when an IPE has been developed and assistive technology is identified as necessary for the student to participate in vocational training, post-secondary education or employment after high school. This allows students enough time to become proficient in the use of assistive technology before entering college, vocational training and/or employment.

Case Closure
Case closure processes and procedures for students in transition are the same as any other VR consumer.