DC Disability Transition Services After School: RSA, Pre-ETS, and the Path from IEP to Adult Services

The Gap Between School and Adult Services

When a student with disabilities exits the school system — whether through graduation, aging out, or withdrawal — the structured support network that IDEA guarantees disappears. There's no automatic handoff. The school doesn't notify DDA, RSA doesn't inherit the IEP, and Medicaid doesn't adjust itself. Every adult service requires a separate application to a separate agency.

This gap is predictable, and DC has specific programs designed to bridge it. The challenge is that they require proactive engagement — often years before the student leaves school.

Pre-Employment Transition Services (Pre-ETS): Starting at Age 14

DC's Rehabilitation Services Administration (RSA) offers Pre-ETS to students with disabilities beginning at age 14. These are job-readiness services available while the student is still in school, regardless of whether they have a formal vocational rehabilitation case.

Pre-ETS covers five activity areas:

• Job exploration counseling
• Work-based learning experiences
• Counseling on post-secondary education options
• Workplace readiness training
• Self-advocacy instruction

To access Pre-ETS, submit a completed Pre-ETS Participation Form along with a copy of the current IEP or 504 plan to [email protected]. The student must be actively enrolled — services terminate if the student graduates, ages out, or withdraws.

The practical value of Pre-ETS is exposure. Many students with intellectual or developmental disabilities have never had the opportunity to experience a real workplace. Pre-ETS provides structured work-based learning that builds both skills and confidence before the more formal vocational rehabilitation process begins.

IEP Transition Planning

Under IDEA, transition planning must be incorporated into the IEP by age 16. In the District, this means the annual IEP meeting should include:

• Measurable post-secondary goals for education, employment, and independent living
• Transition services and activities needed to reach those goals
• Identification of adult agencies (RSA, DDA, DHCF) that will be involved after graduation

The IEP transition meeting is also where the school should discuss the transfer of rights at age 18. Under DC law, all educational decision-making rights transfer to the student at 18. Parents who want to remain involved need either a Supported Decision-Making Agreement, an Educational Power of Attorney, or — in cases where the student cannot provide informed consent — an OSSE-appointed Educational Representative.

The IEP transition plan is a planning document, not a services guarantee. Once the student exits school, the IEP ceases to exist. Any adult services need to be established independently with the relevant agencies before that exit happens.

Vocational Rehabilitation Through RSA

Once a student with a disability is determined eligible for vocational rehabilitation services, RSA assigns a Vocational Rehabilitation Specialist (VRS) to develop an Individualized Plan for Employment (IPE). The IPE is the adult-services equivalent of the IEP's transition plan — it outlines specific employment goals, necessary accommodations, and services funded by RSA.

Eligibility: RSA serves individuals with physical or mental impairments that constitute a substantial impediment to employment and who can benefit from VR services. The eligibility determination must be completed within 60 days of application.

IPE timeline: The IPE must be developed within 90 days of the eligibility determination. Both the VRS and the individual must sign it before any vocational training or job placement funds can be authorized.

Funded services may include:

• Diagnostic and vocational assessments
• Job coaching and supported employment
• Assistive technology
• Post-secondary education or vocational training tuition
• Transportation to work or training
• Work-related tools and equipment

Escalation: If the RSA counselor fails to complete the IPE within the 90-day window and hasn't secured a mutually signed extension, escalate to the DCRSA Deputy Director. For disputes about service decisions, request an Informal Administrative Review Meeting in writing within 10 business days. If that doesn't resolve it, file for an Impartial Due Process Hearing with OAH within 15 business days. Free assistance is available through the RSA Client Assistance Program (CAP).

Coordinating RSA with DDA

RSA and DDA are both housed under the Department on Disability Services, but they serve different functions and require separate applications. RSA focuses on employment outcomes — it funds the path to a job. DDA funds ongoing daily supports — personal care, day programs, residential services, respite.

A young adult can (and often should) be enrolled with both. RSA provides the vocational training and job coaching. DDA provides the personal care and community supports that make it possible to maintain employment.

The coordination point: the DDA intake application should be submitted at age 17.5, overlapping with the RSA referral timeline. Waiting until after school exit to start either process means months of delay during which the young adult has no structured support.

The Transition Timeline

The transition works when families start early and file overlapping applications. Waiting for one agency to finish before starting with the next creates gaps that leave the young adult without services during the most vulnerable period.

For the complete DC transition workflow with every form, deadline, and escalation contact, the DC Adult Disability Benefits Guide maps the process from age 14 through post-18 enrollment.

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