Emerging Practices
RSA has established the Emerging Practices as a mechanism for sharing state information to help promote communities of practice and increase awareness of a variety of approaches that provide a foundation for research and lead to the development of evidence-based practices. It is important to note that emerging practices were developed and implemented in each state for the purpose of enhancing improvement. The practices provide useful samples of programs, strategies, and activities. They were developed based on specific agency needs and implemented based on available resources in each agency. Therefore, the practice may work differently or produce different results in your agency if you choose to replicate it.
Click on the information you wish to see (or tab to it and press enter)
About
Welcome to the Emerging Practices webpage. The webpage was developed as a clearinghouse for an array of state-based information that may be used as technical assistance (TA) resources to facilitate program innovation and improvement. State VR agencies, Centers for Independent Living, Projects with Industry, the National Technical Assistance Center (NTAC), Technical Assistance Continuing Education (TACE) programs, State Rehabilitation Councils (SRCs), Statewide Independent Living Councils (SILCs) and other VR program stakeholders are constantly seeking out practices that will help them work better. The Locator was established by RSA as a mechanism for sharing this information to help promote communities of practice, and increase awareness of a variety of approaches that may provide a foundation for research and lead to the development of evidence-based practices to keep the VR field moving forward.
It is important to note that emerging practices were developed and implemented in each state for the purpose of enhancing improvement. The practices provide useful samples of programs, strategies, and activities. They were developed based on specific agency needs and implemented based on available resources in each agency. Therefore, the practice may work differently or produce different results in your agency if you choose to replicate it.
The original practices posted on www.ed.gov were obtained during RSA's monitoring of all 82 state VR agencies that occurred between FY 2007-2010, as authorized by Section 107 of the Rehabilitation Act of 1973, as amended. These agencies, their stakeholders, and RSA identified what we originally referred to as "promising practices." We changed our descriptor to "emerging practices" in order to more accurately capture the fact that these are practices are developed and implemented in each state for the purpose of enhancing employment and independent living outcomes for individuals with disabilities as well as improving general grantee operations and that they may work differently or produce different results in your agency if you choose to replicate it. Each emerging practice is assigned a category and is followed by a brief description and contact information.
The goal of making the state VR agencies more efficient and effective is achievable. Sharing emerging practices will enable agency management to maximize employee potential and performance, and may lead to improvements in the achievement of VR and independent living (IL) program outcomes.
FAQs
- What is a practice?
A practice is a customary action or way of doing something. - What is an emerging practice?
An emerging practice is one that has been highly successful in the state VR agency and shows the potential for replication in other state VR agencies. While the practice received high marks from RSA and/or state VR agency staff members and stakeholders, it was too new or used by too few practitioners to have received general, much less scientific attention. Typically, an emerging practice has not been evaluated as rigorously as "promising," "effective," "evidence-based," or "best" practices," but still offers ideas about what works best in a given situation. - What types of practices are contained in the State VR Agency Emerging Practices?
State VR agency practices that resulted in predictable and desirable results. The consequences of the practice are known through professional observation, RSA or state VR agency analysis, and/or through research. The practice may not have been subjected to formal research and analysis, but is perceived by competent VR professionals as having a desired impact in a specific state VR agency setting on improvement efforts related to important areas such as: strategic planning, program evaluation/quality assurance, human resource development, transition, supported employment, American Indian VR Program partnerships and the relationship between the state VR agency and the SRC. - How was the State VR Agency Practices Webpage Developed?
The State VR Agency Practices webpage was developed for the use of RSA, the state VR agencies and other VR program stakeholders by the RSA Technical Assistance Unit (TAU) with the goal of maintaining a clearinghouse and disseminating information related to improved VR agency performance. - What is the VR Agency Emerging Practices webpage used for?
The webpage enables RSA, state VR agency, NTAC and TACE staff members, and other VR program stakeholders to share information about practices that have a positive impact on agency priorities. For example, a user may want to contact the state VR agency in order to discuss the implementation strategy for a given transition activity, and how it resulted in increased numbers of transition-age youths in competitive and integrated employment outcomes. - Who can search for practices?
Anyone can view the Emerging Practices on rsa.ed.gov. - How can I search for practices?
Click on the tab for the program you wish to view. You will see a list of topic area within that program. Expand the panel by clicking on the green plus sign on on the topic area name. - Who can enter practices?
Currently, only members of the RSA TAU may submit practices. - Will additional categories of practices be added?
Yes, additional categories will soon be added. - Does Inclusion on the webpage Imply RSA Endorsement of an Emerging Practice?
RSA designation of a particular approach as an emerging practice does not imply RSA endorsement of that practice. Similarly, the fact that a particular approach is not mentioned does not necessarily indicate that RSA has determined that the practice does not meet the established criteria.
Emerging Practices for Basic Vocational Rehabilitation Services
This program provides grants to states to support a wide range of services designed to help individuals with disabilities prepare for and engage in gainful employment consistent with their strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice. Eligible individuals are those who have a physical or mental impairment that results in a substantial impediment to employment, who can benefit from vocational rehabilitation (VR) services for employment, and who require VR services. Priority must be given to serving individuals with the most significant disabilities if a state is unable to serve all eligible individuals.
Funds are distributed to states and territories based on a formula that takes into account population and per capita income to cover the cost of direct services and program administration. Grant funds are administered under an approved state plan by VR agencies designated by each state. The state-matching requirement is 21.3 percent; however, the state share is 50 percent for the cost of construction of a facility for community rehabilitation program purposes.
Transition Career Exploration Workshop (TCEW)
ME - Maine Department of Labor - Division of Vocational Rehabilitation150 STATE HOUSE STATION
AUGUSTA ME 4333
http://www.maine.gov/rehab/index.shtml
In 2010, DVR modified and adapted its highly successful Career Exploration Workshop series to target the needs of transition-age youth. The new curriculum consists of 45 minute modules, providing flexibility for use in schools, adult education, and after-school programs. Through group activities, individual assessment, and games, young people engage in occupational exploration while increasing their awareness of their skills and abilities. Upon completion of the curriculum, each youth has compiled a portfolio and is better prepared to select an employment goal and implement a plan for employment. Maine DVR is partnering with the Maine Department of Education to support the use of the Transition Career Exploration Workshop in schools across the state as a tool for better transition planning.
Arkansas Transition Program (ATP)
AR - Arkansas Rehabilitation ServicesP.O. BOX 3781
LITTLE ROCK AR 72203
http://ace.arkansas.gov/arRehabServices/Pages/default.aspx
The Arkansas Transition Program (ATP) is a pilot project that establishes partnerships between vocational rehabilitation counselors and high schools to better equip high school students with disabilities with the skills, knowledge, and attitudes necessary to achieve successful transition from high school to adult life.
The goal of the ATP is to provide an opportunity for rehabilitation counselors and local high schools to develop partnerships in their efforts to provide high school students with disabilities the skills, tools, knowledge, attitudes, and experiential activities they need to transition to competitive employment. ATP counselors, known as vocational rehabilitation transition counselors (VRTCs), are housed at local schools and work with students age 16 and above that have an individual education plan (IEP) or a 504 plan. 100 percent of VRTCs report that being housed in the high schools enables them to function as part of the school environment, which gives the students, school personnel and parents the comfort level necessary to achieve meaningful engagement in the transition process. The VRTCs are charged with working with the students to discover their interests and life goals, working with the school and students to discover the students strengths and weaknesses in an effort to develop their strengths, and working with the family to discover untapped resources that can be utilized to help facilitate training and development, especially after-school and summer experiential activities. VRTCs are responsible for building relationships and partnerships with the schools, businesses, the family and other identifiable community leaders to assist them in identifying and utilizing every possible resource necessary to prepare the students for competitive employment. Family and community resource mapping is critical and is vital in more rural and economically deprived areas.
The ATP VRTCs have been very successful in building the relationships and partnerships within the schools and communities necessary to foster the active and meaningful involvement of students in their IEP planning meetings and the transition process. They have successfully identified and linked students with school and community resources and have helped families in identifying and utilizing extended family resources including the faith-based community. The VRTCs have enhanced their own skills in helping families assess their own family resources and in identifying and building partnerships with cultural brokers. Each VRTC has worked to facilitate the provision of creative experiential employment options, (e.g., job shadowing, job mentoring, summer employment, part time employment, volunteer opportunities and on-the job opportunities “paid and unpaid”). Whether the experiential employment is paid or unpaid, it allows students the opportunity to gain work experience and work skills for resume building.
Additionally, each VRTC has worked to help schools understand and utilize available resources, such as vocational assessment and lifelong career portfolio tools. VRTCs have assisted in the development of a protocol on a school website, in which the state’s drivers license manual is attached to an Adobe reading program that reads the manual to students; they have partnered with other stakeholders to get a Job Readiness program on computers; they initiated and/or helped to organize transition fairs, parent nights, and agency fests; and they have increased the level of student participation in the Annual Disability Mentoring Program, youth leadership forum and other activities. 100 percent of VRTCs report that being housed in the high schools enables them to function as part of the school environment. These piloted partnerships provided 317 high school students with disabilities at ten schools specialized VR services in FY 2010.
High School/High Tech
GA - Georgia Department of Labor - Division of Rehabilitation Services148 ANDREW YOUNG INT'L BLVD.
SUITE 510
ATLANTA GA 30303
http://www.vocrehabga.org/
Project Search
GA - Georgia Department of Labor - Division of Rehabilitation Services148 ANDREW YOUNG INT'L BLVD.
SUITE 510
ATLANTA GA 30303
http://www.vocrehabga.org/
Project Search is a model of supported employment currently implemented within several school systems in Georgia. The program is designed such that high school seniors with significant disabilities are served by the Department of Education, the Division of Rehabilitation Services (DRS), and the Department of Behavioral Health and Developmental Disabilities. The expectation of Project Search is that students will experience opportunities and obtain employment and wages that have not typically been available to students with developmental disabilities. To achieve this goal, during their last year of high school students participate in a series of unpaid internships to facilitate the development of skills necessary to acquire future employment and earnings higher than minimum wage. DRS has established 14 sites since FY 2009, and employment sites vary by county including hospitals, banks and offices. DRS is currently exploring potential employment sites at Army and Air Force bases, Shaw Industries and other businesses. Of the individuals who began Project Search during the FY 2010-2011 school year, 45 out of 85 achieved employment as of May 2011.
JOBS 2000
GA - Georgia Department of Labor - Division of Rehabilitation Services148 ANDREW YOUNG INT'L BLVD.
SUITE 510
ATLANTA GA 30303
http://www.vocrehabga.org/
Transition Planning Committee
IL - Illinois Department of Human Services - Division of Rehabilitation Services100 S. GRAND AVENUE,
1ST FLOOR
SPRINGFIELD IL 62762
http://www.dhs.state.il.us/page.aspx?item=29736
Illiinois Division of Rehabilitation Services (DRS) assists with the coordination and implementation of 41 local Transition Planning Committees (TPC) comprised of VR staff, parents, school personnel and other community agencies. The TPCs contribute to improving the capacity for delivering effective services in local communities. TPCs provide educational and informational programs on the VR service delivery system, and facilitate the coordination of services. TPCs also assess service needs and develop stakeholder linkages in the community.
Next Steps Transition Network
IL - Illinois Department of Human Services - Division of Rehabilitation Services100 S. GRAND AVENUE,
1ST FLOOR
SPRINGFIELD IL 62762
http://www.dhs.state.il.us/page.aspx?item=29736
The mission of the Illinois Division of Rehabilitation Services (DRS) Next Steps Transition Network is to improve the delivery of services to children with disabilities and their families, develop or support productive relationships between families and persons working with children, increase family awareness of disability-related services and resources, and link families experienced with disability issues to families seeking individual assistance. The Network is implemented through the 41 Transition Planning Committees (TPCs) through which are provided a series of trainings divided into eight four to six week modules addressing transition topics including school to work, self-employment, guardianship, life after high school, transitioning into the community, and independent living. Previous participants of the program return to assist teachers, families and DRS in conducting the sessions.
Partnership with the Illinois Committee on Employees with Disabilities
IL - Illinois Department of Human Services - Division of Rehabilitation Services100 S. GRAND AVENUE,
1ST FLOOR
SPRINGFIELD IL 62762
http://www.dhs.state.il.us/page.aspx?item=29736
The Partnership with the Illinois Committee on Employees with Disabilities (ICED) Internship Program for Students with Disabilities was designed to assist the state in recruiting persons with disabilities for professional positions, who have historically faced barriers in obtaining employment. The internship program was established in 2000, and continues to expand to more state agencies to offer professional, technical and nonprofessional internship and student work opportunities. The Illinois Division of Rehabilitation Services is a mandated partner and the DHS Secretary serves as co-chair of the ICED. The program has two components, one for interns and the other for student workers. In the internship program, placements are made in professional or technical positions at agencies under the jurisdiction of the Governor, or offices of other constitutional officers. Internships are available for placements at any time during the year, based on agency needs. To be eligible for the internship component, an individual must be a person with a disability and be enrolled in an institution of higher learning or a graduating senior in high school who has been accepted into a fall college or university program. Compensation is provided by the employing agency. The student worker component involves youth with disabilities who are enrolled in college or recently graduated from high school.
Secondary Transitional Experience Program
IL - Illinois Department of Human Services - Division of Rehabilitation Services100 S. GRAND AVENUE,
1ST FLOOR
SPRINGFIELD IL 62762
http://www.dhs.state.il.us/page.aspx?item=29736
The Illinois Division of Rehabilitation Services (DRS) provides VR services to transition-age youths in various ways. DRS provides transition services through its own VR counselors, who are assigned to high schools throughout Illinois, and also collaborates with the school systems to provide enhanced transition services through third-party cooperative arrangements, known as the Secondary Transitional Experience Program (STEP). DRS implemented STEP in FY 2010, and served 14,967 transition-age youths in 165 high schools throughout Illinois in the first year. STEP cases accounted for 1,400 competitive outcomes in FY 2010, or 30 percent of all competitive outcomes that year. DRS also served 2,889 transition-age youth who were not STEP participants in FY 2010. Individuals in this category accounted for 284 employment outcomes. The combined total for FY 2010 was 17,856 transition-age youth served by DRS with 1,684 competitive employment outcomes (36 percent of all outcomes). STEP helps to prepare students with disabilities for transition into employment and the community, during and after high school. To be eligible for STEP, an individual must have a physical or mental disability and be 14 to 22 years old. The student must also meet the order of selection requirements. STEP offers the following services: classroom instruction that provides opportunities for career exploration and the development of job readiness skills; independent living and community mobility skills training; and multiple work experiences in both school and community-based work sites. Transition specialists begin working with transition-age youths age 14 and assist with activities to prepare for the world of work, including job development, placement, and arrangement of job coaching services.
Autism Services
MD - Maryland Division of Rehabilitation Services2301 ARGONNE DRIVE
BALTIMORE MD 21218
http://www.dors.state.md.us/DORS
In recognition of the increased number of consumers on the autism spectrum, several years ago the Maryland Division of Rehabilitation Services (DORS) began trainings for all VR counseling and management staff in a partnership with Pathfinders for Autism, Inc., a non-profit advocacy organization, over an 18 month period. Trainings have continued to be provided at annual training conferences and other appropriate venues. As an outgrowth, DORS, Hannah More, a secondary school for students on the autism spectrum, and the Community College of Baltimore County (CCBC) collaborated in a grant funded project called the Pathways Project, which provided comprehensive supports to individuals with autism enrolled at a local community college. At the conclusion of the grant, DORS identified a Workforce & Technology Center (WTC) staff person to continue providing supports to students at 3 community colleges in the CCBC system and expanded the capacity to 20, and have realized success in completion of community college, with some participants moving to 4 year universities. Supports include faculty trainings, career guidance, self-advocacy instruction and increased communication with DORS counselors, faculty and families. Prevocational Services at the WTC has developed a dedicated unit, including a “behavioral specialist,” to address the needs of individuals on the autism spectrum including a pilot program in June 2012, Autism Program: Planning Success for Employment targeting students on the spectrum who may not be college bound and need to make decisions about a career. Continuing staff training and development of programs has led to DORS success in employment outcomes for the ever increasing number of individuals served who are on the autism spectrum.
Summer Employment Experience Program
NY - NY Com for the Blind and Visually Handicapped - Off of Children and Family Servs52 WASHINGTON STREET
SOUTH BUILDING - ROOM 201
RENSSEALAER NY 12144
http://www.ocfs.state.ny.us/main/cbvh/
To assist transition-age youth in career preparation, CBVH conducts a summer employment program for individuals between the ages of 16 and 19. A community provider in Western New York partners with a local college to provide this residential program for participants from across the state. The transition-age youth participating in the program live in a college dorm during the approximately six-week program that includes four days of work in supervised job settings with pay based on hours worked, as well as group discussions that focus on career exploration, work behaviors, resume building and interview skill development. The dorm-based living arrangement enables participants to develop strong and productive relationships with peers and mentors and to increase their confidence in their independent living skills.
Statewide Summer Work Experiences
HI - Hawaii Division of Vocational Rehabilitation and Services for the Blind601 KAMOKILA BLVD., ROOM 515
KAPOLEI STATE OFFICE BUILDING
KAPOLEI HI 96707
http://hawaiivr.org/main/
To assist youth with disabilities in career preparation, on-the-job training agreements were developed with three community rehabilitation programs (CRPs) and 23 employers, who interviewed, employed, trained and supervised students that never participated in employment experiences or worked. From FY 2009 to FY 2011, a total of 81 students were recruited, trained and placed into a variety of positions in the community.
Youth with disabilities participated in six-week community-based summer work experiences for a maximum of nineteen hours per week. The summer employment experiences were developed in integrated work settings and supervised by VRSBD staff, employers and CRP staff. Youth with disabilities were paid based on the hours worked and the complexity of the tasks assigned. The programming included instruction on the development and application of work ethics, vocational skills, self-advocacy and self-sufficiency. The program provided ongoing opportunities for youth to share social and work experiences, and to receive individual and group guidance regarding their potential career opportunities. Participants gained hands-on employment skills training and documented experiences to enhance postsecondary opportunities, employability and to determine their future career goals.
Statewide Transition Committee
HI - Hawaii Division of Vocational Rehabilitation and Services for the Blind601 KAMOKILA BLVD., ROOM 515
KAPOLEI STATE OFFICE BUILDING
KAPOLEI HI 96707
http://hawaiivr.org/main/
The Statewide Transition committee in Hawaii is comprised of VRSBD representatives from each of the four counties in Hawaii, including staff from blind and deaf services. The committee identifies the need for and develops programming to address challenges, as well as emerging practices across the state of Hawaii that can be replicated on each island. The committee enables VRSBD to promote effective programming statewide and at the regional and local offices.
Shared Youth Vision Federal Collaborative Partnership
RI - Rhode Island Dept of Human Services - Office of Rehabilitation Services40 FOUNTAIN STREET
PROVIDENCE RI 2903
http://www.dhs.ri.gov/AdultswithDisabilities/RehabilitationServices/tabid/272/Default.aspx
The Office of Rehabilitation Services (ORS) in Rhode Island is a partner in a US Department of Labor systems change grant entitled "Shared Youth Vision Federal Collaborative Partnership." This program combines the local services of the Social Security Administration, the Department of Education, the Department of Labor, the Department of Housing and Urban Development, the Department of Justice, the Department of Commerce, and the Division of Children, Youth and Families to serve disadvantaged youths that have been unsuccessful in school systems. The purpose of this systems change grant is to create state teams that will undertake strategic planning activities to develop a system that will improve services to youths by leveraging resources, aligning policy, and other activities.
VR Transition Curriculum
MS - Mississippi Department of Rehabilitation ServicesP. O. BOX 1698
JACKSON MS 39215
http://www.mdrs.state.ms.us/
MDRS created a career exploration curriculum taught by the MDRS transition counselors in the school setting to VR eligible students and in conjunction with the classroom teacher. MDRS makes this service available to every school district in the state and operated in 150 of 156 school districts in FY 2010. The curriculum covers pre-employment skills; labor market information; identification of skills, abilities and interests; career exploration through study and experiential methods; and informed choice. The counselor supervises the student in this program, documents a student’s progress and shares information with the classroom teacher on a regular basis. The delivery method permits the development of a counseling relationship with eligible transition-age youths in the familiar classroom setting to facilitate transition to post-school services, provides exposure to potentially eligible students and opportunities to become familiar with the VR program, and offers opportunities to explore potential vocational goals through school sponsored work experiences.
Statewide Partnerships Leveraging Resources and Maximizing Access to Services for Transitioning Yout
RI - Rhode Island Dept of Human Services - Office of Rehabilitation Services40 FOUNTAIN STREET
PROVIDENCE RI 2903
http://www.dhs.ri.gov/AdultswithDisabilities/RehabilitationServices/tabid/272/Default.aspx
ORS initiated its first project to serve youths in RI in 1962 and has successfully created a culture that provides improved services to youths with disabilities. The MOU between ORS and the RI Department of Education clarifies the role of each partner in fostering a seamless service delivery system intended to achieve successful employment outcomes. The MOU expands on federal requirements in the Rehabilitation Act and delineates the collaborative services intended to assist students, parents, school personnel, public agencies, and private service agencies responsible for the effective delivery of transition services. A Collaborative Services Chart, included in the MOU, defines the roles and responsibilities of the local education agencies, ORS, and community services agencies in the delivery of assessments, career development, community living, assistive technology, auxiliary aid, medical, transportation, and case management services. Under the MOU, five RI Regional Transitional Centers provide direct technical support, training and information on transition services to school personnel in each region statewide. The centers assist students with their personal career goals through career counseling, vocational testing and community work experiences. RI Transition Academies, in contrast to the Transition Centers, offers ORS eligible youths the opportunity to complete their high school education on a college campus and/or in various employment and community settings. The academies provide youths with classroom and community instruction in academics, independent living, community mobility, self-advocacy, and behavior skills required for seeking, obtaining and maintaining employment. The ORS VR counselors in each school district serve as the single point of contact with the primary responsibility of coordinating the community services between school staff, students, families, and the academies.
Supported Education Program
DE - Delaware Division of Vocational Rehabilitation4425 N MARKET ST.P.O. BOX 9969
WILMINGTON DE 19809
http://www.delawareworks.com/dvr/faqs.shtml
DVR collaborated with Delaware Technical & Community College, the only community college in Delaware, to develop a supported education program. This initiative provides additional tutoring, study skills training, college life and other training for transition students who enroll in DTCC, but require remedial courses before matriculating into a degree or certificate program. The goal is to make community college education and training an option for more transition-age youths with disabilities, and increase their success rate in college. DVR has observed several benefits of this program. The program has had a significant positive impact as a drop-out prevention program in secondary education, as the dropout rate in special education is lower than that of the general population.
Summer Internships
MA - Massachusetts Commission for the Blind48 BOYLSTON STREET
BOSTON MA 2116
http://www.mass.gov/?pageID=eohhs2agencylanding&L=4&L0=Home&L1=Government&L2=Departments+and+Divisio
The MCB uses community-based work experiences through internships, temporary jobs and or summer jobs are the key to successful transition from high school to competitive employment. The most effective tool for work experiences is the internship program, with choices available in 120 state and federal government, small community businesses and large international corporations. This program provides the interns with a stipend to assist with clothing and transportation during the internship. MCB has set a goal of each consumer having two work experiences. The agency’s internship program grew from 29 participants in FY 2007 to 70 students in FY 2010, including some high school students. Between the summer of 2004 and the summer of 2009, approximately 200 consumers completed one or more internships. MCB indicates that 80 percent of interns are employed. An agency study conducted in FY 2009 showed that 85 percent of the interns have had successful outcomes from the internship experience; that is, the intern has either finished school and obtained a job or is on track with his or her individual plan for employment. This study will be updated during FY 2011.
Project SEARCH
IN - Indiana Division of Disability and Rehabilitative Services402 WEST WASHINGTON STREET
P.O. BOX 7083
INDIANAPOLIS IN 46207-7083
http://www.in.gov/fssa/ddrs
The Indiana Bureau of Rehabilitative Services (BRS) developed partnerships with community partners to include businesses, community rehabilitation programs, schools, the Indiana Institute on Disability and Community, the Bureau of Developmental Disabilities Services (BDDS) and the National Project SEARCH to increase the quality of employment outcomes for individuals with significant disabilities who are exiting high school through work experiences and opportunities.Â
BRS was able to pilot, implement and expand Project SEARCH sites through the utilization of Medicaid Infrastructure Grants, funding from vocational rehabilitation and the public school system, and technical assistance provided by IU’s Indiana Institute on Disability and Community. Indiana has increased its Project SEARCH locations and participants from one site and five individuals in FY 2008 to ten sites and 100 participants in FY 2010. Eight Project SEARCH sites are located in Indiana hospitals; one at a medical device manufacturer; and one at the Indiana government center. Nine of the programs are transition programs for youth in the last year of their education program and one program serves young adults, of transition age.Â
Project SEARCH
VA - Virginia Dept of Rehabilitative Services8004 FRANKLIN FARMS DRIVE
P.O. BOX K-300
RICHMOND VA 23229
http://www.vadrs.org
The Virginia Department of Rehabilitative Services (DRS), developed partnerships to increase employment opportunities for youth with disabilities through the Project SEARCH Model. DRS has established successful partnerships Employment Service Organizations (ESO) including: Hired Hands; The Choice Group; Virginia Commonwealth University (VCU)/Rehabilitation Research and Training Center; Chesterfield Employment Services; Career Support Systems and Goodwill of the Valleys, host businesses including: Sentara Norfolk General Hospital; Sentara CarePlex Hospital; Sentara Williamsburg Regional Medical center; VCU Medical College of Virginia; Bon Secours St. Mary’s Hospital; Chesterfield County Government; New River Valley Carilion Medical Center and Carilion Hospital, and DRS Offices including: Norfolk; Hampton/Newport News; Williamsburg; Richmond; Henrico; Chesterfield; Christiansburg and Roanoke.
VRA piloted one Project SEARCH site for a semester in FY 2008 and expanded the initiative to eight sites in FY 2010. Project SEARCH internship sites have been established in six hospitals and one government center, as described above.  Three potential sites have been identified for FY 2011. Funding for the program is provided through DRS, the Public School System and family contributions. DRS has established one site in Henrico, in partnership with Bon Secours St. Mary’s Hospital, which only serves persons with Autism.
DRS is currently serving 68 individuals through Project SEARCH, who are participating in internship rotations at the various business sites described above. DRS is compiling outcome data to include employment outcomes, wages earned and hours worked per week to determine the impact of Project SEARCH on the quality of employment outcomes for persons with disabilities.
Project Promoting Academic Success
PA - Pennsylvania Office of Vocational Rehabilitation - Dept of Labor and Industry1521 NORTH 6TH STREET
HARRISBURG PA 17102
http://www.portal.state.pa.us/portal/server.pt?open=514&objID=552292&mode=2
OVR implemented Project Promoting Academic Success (PAS), a program that provides a one-credit college course offered to students with disabilities in their junior or senior year of high school, to help them determine if post-secondary education is an appropriate goal. This course is offered on a college campus to maximize the student’s experience in the post-secondary education environment. The class meets two hours weekly over a period of eight weeks. The curriculum is described below.
- Week 1: Setting the Stage - Differences Between High School, Work, and College
- Week 2: Active Learning
- Week 3: Learning Styles
- Week 4: Disability Law
- Week 5: Assistive Technology
- Week 6: Overview of Reading and Study Skills
- Week 7: Evaluating Learning and Progress
- Week 8: Problem Solving and Decision-Making
Summer Academy for Students who are Blind or Visually Impaired
PA - Pennsylvania Office of Vocational Rehabilitation - Dept of Labor and Industry1521 NORTH 6TH STREET
HARRISBURG PA 17102
http://www.portal.state.pa.us/portal/server.pt?open=514&objID=552292&mode=2
OVR implemented a two-week summer academy for high school students who are blind or visually impaired to build on their current skills and independence in pursuit of possible college enrollment. The experience is available to residents of Pennsylvania who are current consumers of the OVR Bureau of Blindness and Visual Services. Students are housed at OVR’s comprehensive rehabilitation center with daily living skills offered in the following focus areas: note-taking, travel, self-advocacy, networking techniques, career awareness, social skills, and enhancing access technology skills. During the summer of 2010, 18 individuals between the ages of 16 to 20 participated. A self-assessment has been administered to the students at the beginning and end of the summer program with results demonstrating improvements by students in the different focus areas.
Careers, Recreation, and Vocational Education
NV - Nevada Employment, Training and Rehabilitation - Rehabilitation Division1370 S. Curry Street
Carson City NV 89703
http://detr.state.nv.us/Rehab%20Pages/voc%20rehab.htm
The Southern Nevada Transition VR program has successfully collaborated with a number of community partners to sponsor a summer camp program called CRAVE. The program’s short-term goal is to help participants break down barriers that prevent them from going to college or pursuing employment. The agency’s long-term goal is to have a higher percentage of transition students choosing careers rather than entry-level jobs. In FY 2011, CRAVE camp celebrated its third year with 30 participants and the inclusion of additional community partners.
VR Agency Co-Location in School District Office
NV - Nevada Employment, Training and Rehabilitation - Rehabilitation Division1370 S. Curry Street
Carson City NV 89703
http://detr.state.nv.us/Rehab%20Pages/voc%20rehab.htm
Customized Employment Collaborative
NV - Nevada Employment, Training and Rehabilitation - Rehabilitation Division1370 S. Curry Street
Carson City NV 89703
http://detr.state.nv.us/Rehab%20Pages/voc%20rehab.htm
Nevada Rehabilitation Division (NRD), the Nevada Center for Excellence in Disabilities (NCED) at the University of Nevada Reno, and the Nevada Division of Mental Health and Developmental Services/Sierra Regional Center, developed an agreement to facilitate the referral to NRD of individuals with intellectual disabilities/developmental disabilities who have been identified by their Regional Center case workers as having the greatest likelihood of benefiting from customized employment or job carving. NRD pays a higher fee-for-service rate, acknowledging the increased effort and expertise needed to achieve a successful closure. The team, representing the university, NRD, and the Regional Center, work together to identify appropriate referrals, assessment sites, job developers, and IPE goals. All individuals referred by the Regional Center are pre-identified as funded for extended services to ensure appropriate SE closures. The first year pilot goal is for 30 successful closures with $135,000 in SE funds earmarked for the project.
Transition Counselor Google Group
WY - Wyoming Division of Vocational Rehabilitation - Department of Workforce Service1100 HERSCHLER BUILDING
1ST FLOOR EAST WING
CHEYENNE WY 82002
http://www.wyomingworkforce.org/job-seekers-and-workers/vocational-rehabilitation/Pages/default.aspx
To enhance communication and the exchange of information related to the provision of transition services in a state where the vast geographic area inhibits regular face-to-face interaction, DVR permits its transition counselors to use Google Groups. This method of communication provides counselors in all areas of Wyoming the opportunity to come together online to communicate confidentially and securely, making the best use of available resources to better provide services to individuals receiving VR services. Google Groups allows counselors to communicate and post important information, new legislation or other pertinent information that is useful to all counselors. Counselors discuss how issues and challenges are addressed in different areas, brainstorm ideas and share techniques for providing services when working with schools, communities and colleges.
Educated, Connected, Ready
MT - Montana Dept of Public Health + Human Services - Division of Disability Services111 NORTH SANDERS - ROOM 307
P.O. BOX 4210
HELENA MT 59604
http://www.dphhs.mt.gov/vocrehab/index.shtml
Educated, Connected, Ready is a 15 minute video featuring former VR consumers who have successfully achieved their chosen careers with the support of Montana VR (MVR). Produced by MVR to encourage transitioning youth to apply for services, the video, with its companion posters and brochures, creates a multimedia approach designed to provide outreach to transition-age youth with disabilities.
Retaining a Valued Employee (RAVE)
AR - Arkansas Rehabilitation ServicesP.O. BOX 3781
LITTLE ROCK AR 72203
http://ace.arkansas.gov/arRehabServices/Pages/default.aspx
Retaining a Valued Employee (RAVE) is a program designed to provide support to employers when assisting employees that experience injury or illness that results in disability in remaining at work or returning to work as soon as it is safe and medically feasible.
RAVE was developed to take advantage of the expertise of Certified Rehabilitation Counselors within the ARS Field Program, Occupational Therapists with the Assistive Technology @ Work program, and Business Relation Representatives within the Business Relations section. Services offered fall into two primary categories, employee counseling/case management and employer consultation. Counseling/case management services focus on assisting an employee in remaining productive at work at his/her current job or returning to work at that job as quickly and safely as possible. RAVE activities can include: (1) providing vocational counseling to an employee as it applies to his/her illness or injury and return to work/stay at work efforts; (2) job analysis to determine the specific functions that define a job and the physical and mental requirements needed for successful performance; (3) development of a stay at work/return to work plan that, if required, addresses the need for accommodation in the workplace; (4) with employer assistance, an investigation of potential assignments for transitional employment; and (5) monitoring communication between treating physician(s) and rehabilitation professionals, other service providers, the employer and the injured or ill employee to ensure frequent positive and accurate communication between the employee and the employer in an effort to keep both parties knowledgeable regarding the employee's rehabilitation, recovery, and return to work. Consultation services are designed to assist the employer in developing, implementing, and evaluating an employee early return to work (RTW) program as well as addressing accommodation questions related to the Americans with Disabilities Act (ADA) and the Americans with Disabilities Amendments Act (ADAA). RAVE is currently being piloted within state government through a partnership with the Public Employees Claims Division, Arkansas Insurance Department that manages state employee workers’ compensation claims, with additional referrals accepted regarding agency clients who meet program eligibility criteria. The program, implemented in February 2010, has achieved a 74 percent success rate as measured by 19 individuals being accepted into RAVE with 14 either returning to their old job or a different job with the same employer. The utilization of various forms of assistive technology has been key in assisting employees in remaining at work. RAVE anticipates seeing an additional increase in referrals from within state government as Arkansas Rehabilitation Services is an active participant in the Governor’s Employment First Task Force.
Staff Training Approaches
ME - Maine Division for the Blind and Visually Impaired150 STATE HOUSE STATION
AUGUSTA ME 4333
http://www.maine.gov/rehab/dbvi/
DBVI has a relationship with the Lovill Trust to assist with funding for staff training in conjunction with its comprehensive system of personnel development training grant. The Lovill Trust provides $250 to each individual staff to assist in tuition and $500 to DBVI. The training is provided at institutions of higher education. The total contributed by the Lovill Trust is $750 per participant per course. Through this relationship, DBVI has increased and maximized available resources to provide staff development opportunities. Also, DBVI provides funds to the Lighthouse in New York State to assist currently certified DBVI orientation and mobility (OM) instructors to gain training and a second certification in Vision Rehabilitation Therapy (VRT). In addition, DBVI is training para-professionals through the Lighthouse to assist its OM instructors and VRTs. DBVI pays $50 annually to employees for each additional professional certification they maintain. DBVI has increased its capacity to provide necessary services to consumers through dual certification and trained assistants.
Biennial Staff Satisfaction Survey
VT - Vermont Vocational Rehabilitation Division - Agency of Human Services103 SOUTH MAIN STREET - WEEK 1
OSGOOD II
WATERBURY VT 5671
http://vocrehab.vermont.gov/
The Vermont Vocational Rehabilitation Division (DVR) incorporates the staff satisfaction survey into its strategic planning for the following reasons:
• A staff with high morale will provide better services to DVR’s customers.
• Concerns identified by the staff are likely to be valid and by addressing these concerns, the agency will improve program services to the customers.
A web based survey (Zoom-a-Rang) is distributed every two years to DVR staff, their Projects With Industries partners and the Vermont Association of Business Industry and Rehabilitation. The questions are replicated from the survey sent out two years prior except for a few questions that may be added due to staff comments. All of the questions are answered by checking off: strongly agree, somewhat agree, no opinion, somewhat disagree and strongly disagree. The report includes areas of strong agreement and areas of concern.
Zoom-a-Rang sends the survey results to the DVR executive management team for review. The management team forwards the report with comments to the Implementation Team (I-Team) comprised of management, counselors and support staff. This group identifies areas of concern and makes suggestions on how to address them. The management team incorporates the suggestions into strategic planning and state plan goals. The I-team follows up by tracking progress on these goals to ensure changes are made, trainings are provided and the identified concerns are actively addressed and improved.
Cross Training
MS - Mississippi Department of Rehabilitation ServicesP. O. BOX 1698
JACKSON MS 39215
http://www.mdrs.state.ms.us/
MDRS staff are trained to perform more than one role. Interpreters for the deaf have been trained to provide job placement services for their consumers. Half of all placements of the deaf are made by interpreters. Staff in VR program is trained in IL services and vice versa to understand program features and requirements. These efforts provide for a consistency and efficiency in service provision and maximizing of staff resources.
Futures Planning: Leadership, Education and Development of Rehabilitation Services (LEADRS)
MS - Mississippi Department of Rehabilitation ServicesP. O. BOX 1698
JACKSON MS 39215
http://www.mdrs.state.ms.us/
The Mississippi Department of Rehabiliation LEADRS is a career development program that aims to provide the agency with a pool of qualified and trained leaders. The proactive program provides participants with relevant work experiences needed to succeed in leadership positions. Participation in LEADRS is voluntary and does not guarantee a promotion, salary increase or career advancement. It does provide the employee the opportunity to explore their career options and leadership potential.
The Director of Human Resources announces the agency-wide nomination process in January each year. Nominations are received from office directors and through self-nomination and participants are selected based upon:
• Future leadership needs of the agency;
• Employed with agency at least two years;
• Satisfactory Performance Appraisal rating;
• Sufficient staffing to allow participation in the program;
• Reflecting the diversity of the staff, and constituents; and
• Reflecting a cross-section of the agency’s divisions and programs.
The core curriculum of LEADRS includes an initial participant leadership self-assessment and an assessment by the participant’s supervisor. These assessments are reviewed by the coordinator of the program for use in developing an Accelerated Development Plan that identifies the leadership competency the participant wants to develop or improve and the activities they will undertake to do so. Participants complete 70 hours of formal training in the 12 month period, 8 hours of service work on a special project, a book report, and two team presentations. In addition, professional job coaching is provided by an independent consultant. Examples of the competencies developed through the LEADRS program are work ethics, accountability, resource management, and self management.
Forty-five percent of the employees who completed the program in its first year were promoted by the end of the year, with another 35 percent being promoted during the following four years. More than ten percent have been promoted more than once. Presently, 25 percent are promoted the first year after completing the program. Thirty-five percent of the employees who complete the program do not get promoted. Eighty-five percent of employees who completed the program are still with the agency.
Motivational Interviewing
NE - Nebraska Commission for the Blind and Visually Impaired4600 VALLEY ROAD, SUITE 100
LINCOLN NE 68510
http://www.ncbvi.ne.gov/
Nebraska Commission for the Blind and Visually Impaired (NCBVI) utilizes the technique of motivational interviewing as a means of motivating consumers to be more actively engaged in the pursuit of an employment outcome during the rehabilitation process. It was reported that while consumers come to NCBVI to explore employment opportunities, they often express concerns about going to work with respect to the potential loss of Supplemental Security Income benefits.
Kiosk Initiative
AR - Arkansas Division of Services for the Blind700 MAIN STREET
LITTLE ROCK AR 72203
http://humanservices.arkansas.gov/dsb/Pages/default.aspx
The Arkansas Division of Services for the Blind (DSB) has played an active role in the development of specialized services to individuals with disabilities in the Arkansas (AR) workforce development system statewide. The VR state director has served on the AR state workforce investment board since its inception and has chaired the state board's various committees related to workforce services to persons with disabilities as well as past and present governors' committees on employment of individuals with disabilities. Because of the partnerships established by this statewide involvement and the leadership demonstrated by DSB in the state and local workforce boards, DSB has led the way in establishing specific programming and equipment for job-search by individuals who are blind or severely visually impaired at 17 of the state's 55 one-stop career centers. The 17 workforce centers are located in urban and rural communities' one-stop workforce centers as well as 7 locations where larger colleges are designated as the local one-stop career centers. In FY 2009, the AR Department of Human Services (DHS) funded the Kiosk Initiative with DHS stimulus funds. This initiative allowed the agency to place computers, accessible peripherals and semi-annual in-service training at the one-stop centers, thus stimulating the local economies of multiple locations across the state, enabling the AR Department of Workforce Services (DWS) to demonstrate the capacity to serve individuals with blindness and visual impairments. DWS provides the space for the kiosks and standard connectivity for the accessible equipment and ensures appropriate DWS staff participates in the semi-annual training to facilitate on-line job search, resume development, job development and job placement. DSB VR counselors routinely use the kiosks across the state to engage VR consumers in job readiness, job search and job placement services.
Orientation, Ability and Service Identification Seminar
GA - Georgia Department of Labor - Division of Rehabilitation Services148 ANDREW YOUNG INT'L BLVD.
SUITE 510
ATLANTA GA 30303
http://www.vocrehabga.org/
The Orientation, Ability and Service Identification Seminar (OASIS) is a program developed and implemented by the Georgia Division of Rehabilitation Services (DRS) and the Georgia Department of labor (DOL) Workforce Investment staff who provide integrated services for persons who are seeking employment. In order to participate in OASIS programming, an individual must be a VR applicant or eligible for VR services. Individuals who apply for VR services are invited to participate in an orientation to the workforce development career centers and vocational rehabilitation. Local DRS and DOL Workforce Investment staff provide a series of assessments to individuals every Tuesday including self-directed searches and inventories that are designed to assist the customer with gathering information about training and service opportunities, as well as the identification of employment goals. After completing the battery of assessments, individuals may choose to pursue more intensive, traditional VR services, including job search and development services, or go directly into more streamlined job search and placement activities.
Business Relations Program
AL - Alabama Department of Rehabilitation Services602 South Lawrence Street
Montgomery AL 36104
http://www.rehab.state.al.us
The Alabama Department of Rehabilitation Services (ADRS) operates a business relations program in concert with its philosophy of serving "dual customers," both individuals with disabilities and employers. ADRS developed a customized program for private and public sector businesses that includes an agency-developed employer database. Seventeen specialty staff of employer development coordinators (EDCs) implements this program at the local level with the initiative spearheaded by a state coordinator of business relations. In support of the business relations program, ADRS conducts in-service training for staff and stakeholders through its annual "Employment Institute." ADRS also operates under a "Strategic Plan for Collaboration of Employment Resources" so that there is coordinated outreach to the business community by ADRS and its affiliates. Annually the ADRS EDC team works directly with more than 2000 companies providing disability-related and employment services that include recruiting assistance, disability management services, financial incentives, training and technical assistance and Americans with Disabilities Act resources.
Self-Employment
NM - New Mexico Division of Vocational Rehabilitation - Department of Education435 ST MICHAEL'S DRIVE
BUILDING D
SANTA FE NM 87505
http://www.dvrgetsjobs.com/Pages/Index.aspx
Self-employment outcomes by NMVDR from FY 2004 through 2009 are: 101, 121, 121, 74, 86, 101 and 107. In FY 2009, self-employment outcomes accounted for seven percent of all employment outcomes for NMDVR.
Community Outreach Program for the Deaf (COPD)
NM - New Mexico Division of Vocational Rehabilitation - Department of Education435 ST MICHAEL'S DRIVE
BUILDING D
SANTA FE NM 87505
http://www.dvrgetsjobs.com/Pages/Index.aspx
Community Outreach Program for the Deaf (COPD)
Fiscal Internal Controls
AR - Arkansas Division of Services for the Blind700 MAIN STREET
LITTLE ROCK AR 72203
http://humanservices.arkansas.gov/dsb/Pages/default.aspx
The Arkansas Division of Services for the Blind (DSB) has instituted a risk assessment rubric that establishes and maintains an effective system of assuring quality of internal fiscal controls. The risk assessment provides the agency with a tool that measures fiscal internal controls and establishes a uniform set of assessing financial transactions. It provides the agency with reasonable assurances that it is meeting compliance with all applicable laws and regulations and efficiency and effectiveness of operations. The risk assessment tool identifies risks based on the stated objectives of the agency and provides the basis for mitigating those risks. The risk assessment is completed annually by DSB in accordance with state financial management procedures.
Business Intelligence Model
AL - Alabama Department of Rehabilitation Services602 South Lawrence Street
Montgomery AL 36104
http://www.rehab.alabama.gov/Home/default.aspx?url=/Home/Main
In 2010, the Alabama Department of Rehabilitation Services (ADRS) implemented a vision of placing greater emphasis on quality and long-term impact of ADRS services. To fully achieve this vision, ADRS made a commitment to develop tools and resources to support data-driven decision making, performance evaluation, and proactive management. Utilizing the foundation of data recorded by counselors within the ADRS case management system and building on recent ADRS investments in Business Intelligence (BI), an entirely new set of resources was introduced to support the achievement of agency goals. Business Intelligence is a set of methodologies, processes, architectures, and technologies that transform raw data into meaningful and useful information used to enable more effective strategic, tactical, and operational insights and decision-making. Included in BI are technologies such as data integration, data quality, data warehousing, master data management, text and content analytics.
Incorporating PE and QA Practices Into Agency Management
UT - Utah State Office of RehabilitationP.O. BOX 144200
250 EAST 500 SOUTH
SALT LAKE CITY UT 84114
http://www.usor.utah.gov/
In order to accurately evaluate the quality of service provision, USOR established a Program Planning and Evaluation Unit to provide an objective quality assurance process independent of specific service provision programs. In 2009, Utah implemented a comprehensive QA system based on a concept incorporating four key areas: customer service, financial, policy and procedure, and staff professional development. The QA manual demonstrates how components are interlinked, with each activity leading to the next. To obtain a copy of the Program Evaluation and Quality Assurance Manual, contact USORor the National Clearinghouse on Rehabilitation Training Materials.
Developing and Implementing a Comprehensive State VR Agency QA System
UT - Utah State Office of RehabilitationP.O. BOX 144200
250 EAST 500 SOUTH
SALT LAKE CITY UT 84114
http://www.usor.utah.gov/
In order to accurately evaluate the quality of service provision, Utah State Office of Rehabilitation (USOR) established a Program Planning and Evaluation Unit to provide an objective quality assurance process independent of specific service provision programs. In 2009, Utah implemented a comprehensive QA system based on a concept incorporating four key areas: customer service, financial, policy and procedure, and staff professional development. The QA manual demonstrates how components are interlinked, with each activity leading to the next. Copies of the manual are available by contacting USOR.
Quality Assurance -- Commonwealth Workforce Development System (CWDS)
PA - Pennsylvania Office of Vocational Rehabilitation - Dept of Labor and Industry1521 NORTH 6TH STREET
HARRISBURG PA 17102
http://www.portal.state.pa.us/portal/server.pt?open=514&objID=552292&mode=2
Pennsylvania Office of Vocational Rehabilitation’s (OVR) current custom-designed case management system, Commonwealth Workforce Development System (CWDS), has enhanced the agency’s capacity to generate timely reports, including both standard and ad hoc reports that are used by management to monitor the VR program. The comprehensive system is used by front-line staff for case management functions and for immediate access to job information and services and has improved capacity to provide relevant data to the State Rehabilitation Council and the Pennsylvania state legislators. The system facilitates the sharing of relevant information with partner agencies, including the Department of Labor and Industry’s Bureau of Workforce Development Partnership and the Department of Public Welfare’s Bureau of Employment and Training Programs; thus, strengthening these partnerships through enhanced communication.
Quality Assurance and Program Evaluation
AK - Alaska Dept of Labor and Workforce Development - Division of Vocational Rehab801 WEST 10TH STREET, SUITE A
JUNEAU AK 99801
http://www.labor.alaska.gov/dvr
The Alaska Department of Vocational Rehabilitation (ADVR) has created a quality assurance program that focuses on the comprehensive evaluation of all programs and services. The ADVR mission provides the foundation for the agency’s completion of the triennial comprehensive statewide needs assessment (CSNA) that serves as the framework for the planning processes implemented by ADVR and followed through in the QA system. ADVR's Policy, Planning and Programming Evaluation Unit coordinates the QA activities that include a case review system process, fiscal review process, interviews with CRPs, interviews with VR counselors, customer satisfaction surveys, SRC input, identification of effective practices and evaluation of community rehabilitation programs. The Unit reviews ADVR’s operations to ensure they comply with federal and state requirements and thus incorporates qualitative and quantitative measurement strategies into the QA process. ADVR's measurement strategies include a systematic method for collecting, analyzing, and using information to aid management, staffing patterns, program planning, service delivery, staff training and public accountability. Program evaluation activities make reasonable judgments about the efforts' effectiveness, adequacy, efficiency and comparative value of program options, are inter-related and guide the agency's development and modification of the of the state and strategic planning processes.
Business Outreach Specialists
CO - Colorado Division of Vocational Rehabilitation1575 SHERMAN STREET
DENVER CO 80203
http://www.cdhs.state.co.us/dvr/
Business Outreach Specialists
In FY 2007, the Colorado Division of Vocational Rehabilitation (DVR) established nine business outreach specialist (BOS) positions using a special appropriation of state funds. Each BOS actively generates employment opportunities for VR clients by increasing the level of awareness in the community among employers about the availability of individuals with disabilities to work. The BOS staff conducts disability awareness trainings with employers, and may serve as job developers. As DVR moved toward providing greater job development, as well as job search and placement services internally, the BOS staff has assisted VR counselors to provide these services. The agency staff, stakeholders and employers credit the BOS staff with increasing quality employment outcomes achieved by individuals served by DVR.
Employee Council
CO - Colorado Division of Vocational Rehabilitation1575 SHERMAN STREET
DENVER CO 80203
http://www.cdhs.state.co.us/dvr/
Employee Council
In order to enhance the quality and scope of communication between field staff and the agency director, the Colorado Division of Vocational Rehabilitation (DVR) established as part of its quality assurance program an Employee Council standing committee made up of 20 field office staff from across the state (excluding management). The Employee Council provides direct feedback to the agency administrator and has had a signifiant impact on the direction of the agency, both in terms of internal procedures as well as VR service delivery.
Employees must apply to serve on the Council, with permission from their supervisors, and approval from the membership committee of the Council (which reviews the statements of interest submitted by all applicants). Employees must commit to serving at least one year on the Council, and are limited to three one-year terms.
The Council meets in person every other month. All regions, staff classifications, and specialties are represented, except supervisors. The coordinator of the business enterprise program also serves on the Council. All information shared by Council members is considered confidential, so that staff may provide input without concern of consequences. The administrator also provides updates to the Council on legislative activities, policy changes, as well as new procedures under consideration by the senior management. Sub groups address specific topics which change according to issues identified by the staff.
Staff indicated that, as a direct result of the Council’s activities, morale remains high, despite the significant fiscal crisis that led to the closing of all categories under the order of selection as well as the implementation of rigorous cost containment procedures. In addition, staff indicated that, through their participation on the Council, they were able to contribute to improvements in the provision of services. Some of the practices implemented as a result of the input from the Employee Council include: courtesy leave for staff; disability awareness training for administrative staff; marketing training for all VR staff; training tool kit developed by a Council work group and disseminated across the state; development of cost containment strategies; and the initiation of an employee newsletter to share success stories among all offices.
Employability Skills Program
ME - Maine Division for the Blind and Visually Impaired150 STATE HOUSE STATION
AUGUSTA ME 4333
http://www.maine.gov/rehab/dbvi/
Maine Division for the Blind and Visually Impaired (DBVI) created the Employability Skills Program (ESP) to: 1) hone job seeking strategies; 2) support job readiness; and 3) reduce the “revolving door” cycle of employment. The ESP was designed to support the efforts of individuals with disabilities who are “job ready” and seeking employment and to assist those individuals who are not yet job ready to develop a plan to obtain the necessary skills to fully engage in job seeking activities. The ESP is composed of a centrally located five-day immersion program and a component consisting of follow-along tele-meetings based on the job club model.
The five-day immersion component uses peer mentoring and self-discovery exercises related to blindness-specific competencies that will enhance an individual’s marketability of their specific job skills. In addition, the program provides hands-on training in the use of on-line employment tools in one-stop career centers and in the use of on-line career exploration instruments. A variety of presentations on effective job seeking strategies is provided. Participants interact with employers to learn about what is desired in an employee and with successfully employed individuals in the competitive labor market who are blind or visually impaired. The participants conclude the five-day portion of this program with an action plan for how they will approach their job search or for acquiring additional competencies needed before they begin actual job seeking activities.
The final component of this program is a follow-along series of tele-meetings based on the job club model. These tele-meetings provide a mechanism to offer additional structure and encouragement for an individual’s job search activities, peer mentoring for gaining the needed competencies before the consumer begins actual job seeking activities, and an opportunity to evaluate what is working and what might still be needed.
One cohort completed the immersion component in June 2011. Ten VR consumers applied to attend the program and seven of the ten began and completed the immersion component. All benefited from participating in this component as evidenced by their progress toward employment.
Futures Planning
ME - Maine Division for the Blind and Visually Impaired150 STATE HOUSE STATION
AUGUSTA ME 4333
http://www.maine.gov/rehab/dbvi/
Maine Division for the Blind and Visually Impaired (DBVI) implemented the futures planning process as part of a pilot program to assist consumers that were not making progress in their efforts to meet employment and other personal and professional goals. This approach uses a model similar to person-centered planning to identify an individual’s interests, strengths, skills and abilities with the help of a contractor who interviews the individual, as well as, key persons identified by the individual central to his life and goals. The contractor develops a summary of the information gathered, including a series of maps that depicts the individual’s history and milestones, setting a framework for brainstorming future goals. This summary is shared with the individual and those persons who were interviewed prior to convening a brainstorming meeting to identify employment possibilities. Additionally, the brainstorming meeting serves to motivate, inspire confidence, and lend support to the individual seeking to gain or improve employment.
DBVI selected five consumers for the pilot project to represent transition-age youth, young adults, older adults, and independent living program consumers. Anecdotal information supports the impact of the approach, including the achievement of employment, increased self-esteem and self-confidence of individuals, and strengthened support networks.
Collaboration with Maine Department of Health and Human Services (DHHS)
ME - Maine Department of Labor - Division of Vocational Rehabilitation150 STATE HOUSE STATION
AUGUSTA ME 4333
http://www.maine.gov/rehab/dvr/index.shtml
Maine Division of Vocational Rehabilitation (DVR) has entered into Memoranda of Understanding (MOUs) with the Maine Department of Health and Human Services (DHHS) Office of Adults with Cognitive and Physical Disabilities (OACPD) and the DHHS Office of Adult Mental Health Services (OAMHS) to clarify roles, improve service delivery and outcomes for dually-served populations, and to leverage resources. The populations impacted include people with cognitive impairments, brain injuries, physical disabilities, and mental illness. A closer working relationship between the agencies has strengthened the provision of services for people with disabilities through the adoption of shared language, goals, and fiscal management. Specific outcomes of the MOUs included: improved collaboration between DHHS case managers and VR counselors; increased access to funding for ongoing support of individuals; and maximization of state general funds for federal match. Additionally, joint efforts have generated quality employment services standards and a workforce development system for community rehabilitation providers.
Hearing Aid Protocol
ME - Maine Department of Labor - Division of Vocational Rehabilitation150 STATE HOUSE STATION
AUGUSTA ME 4333
http://www.maine.gov/rehab/dvr/index.shtml
Maine Division of Vocational Rehabilitation (DVR) entered into a contractual agreement to procure hearing aids for eligible individuals of the VR Program. This contract is in the form of a cooperative multi-state agreement, in association with Minnesota, Michigan and Wisconsin. Effective October 4, 2010, the implementation of this contractual agreement has resulted in considerable savings of case service dollars on the purchase of hearing aids.
Business Kits
NY - NY Com for the Blind and Visually Handicapped - Off of Children and Family Servs52 WASHINGTON STREET
SOUTH BUILDING - ROOM 201
RENSSEALAER NY 12144
http://www.ocfs.state.ny.us/main/cbvh
In 2011, with input from CBVH staff and community rehabilitation providers, CBVH developed transportable business kits to be used by CBVH and contract agency staff to demonstrate assistive technology available for work place accommodations. Seventeen kits, costing approximately $8,000 each, were assembled and provided to all CBVH district offices. The kits contain written materials, along with a variety of low vision devices, software and hardware. The kits are available to CBVH staff and to community rehabilitation providers to provide tangible demonstrations of assistive technology and simple, low cost items that can be used to accommodate employees who are blind.
Supported Employment Information Directory
NY - NY Office of Adult Career and Continuing Education Services - Vocational Rehab.1 COMMERCE PLAZA, ROOM 1606 OC
ALBANY NY 12234-0000
http://www.acces.nysed.gov/vr
The directory provides information on supported employment providers and is made available to VR counselors and consumers to assist in the selection of the most appropriate provider. The directory includes data on numbers of individuals served and employment outcome data such as hours, wages and benefits. This electronic reporting also enables VR counselors to obtain real time information from providers in the area of assessment and performance monitoring.
ACCES Workforce Development and Business Relations Team
NY - NY Office of Adult Career and Continuing Education Services - Vocational Rehab.1 COMMERCE PLAZA, ROOM 1606 OC
ALBANY NY 12234-0000
http://www.acces.nysed.gov/vr
The ACCES workforce Development and Business Relations Team is aligned with the Council of State Administrators of Vocational Rehabilitation national employment team. ACCES promotes a single brand identity across the state, regional and local networks. ACCES's current Workforce Development and Business Relations structure includes a statewide coordinator responsible for developing relationships with businesses that have a statewide presence; five regional coordinators responsible for developing relationships with regional companies based on labor market demand; and 15 local workforce development and business relations staff who work at the local level to develop local business relations, and work with the regional and statewide coordinator to implement statewide and regional activities.
Entrepreneurship Initiative
AS - American Samoa Dept of Human Resources - Division of Vocational RehabP O BOX 4561
PAGO PAGO AS 96799
http://americansamoa.gov/index.php/2012-04-25-19-44-32/2012-04-28-01-30-33/offices/2012-04-30-18-53-34
First initiated in 1995, American Samoa Office of Vocational Rehabilitation (OVR) maintains an Entrepreneurship program designed to promote and foster participation and ownership of business enterprises. OVR developed a manual describing the program, including detailed information about planning and development of self-employment opportunities, descriptions of the process and procedures established by OVR for developing self-employment opportunities, instruments to evaluate markets and entrepreneurial capacity, the essentials of business planning, business plan preparation, and sample business plans.
Evidence Based Practice Supported Employment
MD - Maryland Division of Rehabilitation Services2301 ARGONNE DRIVE
BALTIMORE MD 21218
http://www.dors.state.md.us/dors
Since 2001, the Maryland Division of Rehabilitation Services (DORS) has operated an Evidence-Based Practice in Supported Employment (EBPSE) Initiative. The EBPSE is a model that focuses on an employment model as an alternative to other treatment modalities for individuals with serious mental illness. To assure that supported employment remains an option for individuals with the most significant disabilities, the Division has formed partnerships with the Developmental Disabilities Administration (DDA) and the Mental Hygiene Administration (MHA). These partnerships create comprehensive and permanent systems changes. DORS maintains cooperative agreements with DDA and MHA that govern the inter-agency funding and delivery of supported employment services. These agreements clearly state that DORS is responsible for the initial intensive, time-limited, ongoing services while the cooperating agency--either DDA, MHA or another approved agency-- is responsible for funding the extended support services. Transition to extended services occurs when all individual plan for employment (IPE) and IPE amendments have been met. This occurs on an individual and mutually agreed upon basis between the counselor and consumer. The EBPSE initiative in Maryland has enhanced the quality of SE services, honored the preferences of clients for competitive employment and job diversity, increased competitive employment outcomes for SE clients, and increased the agency's employment outcomes. VR outcome data for FY 2009 demonstrate an advantage in closure outcomes for clients served by EBPSE programs versus those served by traditional SE programs (65% vs. 35%).
Community Outreach and Education
AR - Arkansas Rehabilitation ServicesP.O. BOX 3781
LITTLE ROCK AR 72203
http://ace.arkansas.gov/arRehabServices/Pages/default.aspx
During the period from FY 2006 through FY 2010, the Arkansas Rehabilitation Services (ARS) experienced a 20 percent growth in the number of consumers deemed eligible for VR services. ARS attributes this growth, in part, to extensive community outreach and education throughout the state. For example, since October of 2010, at regional Arkansas Department of Career Education (ACE) Expos, ARS uses a dual consumer model to make its services known to its customers. At these expos, ARS, along with its ACE Departments of Adult Education and Career Technical Education counterparts, sets up information booths and displays that provide opportunities to obtain program information and to commence application for services. Current and potential ARS consumers of all ages have had opportunities to connect with local resources and employers at several ACE expos, including, in some instances, applying for and securing existing jobs. Job fairs for local residents are combined with service education to create a unique mix of basic community services and employment opportunities. The ACE expos events resulted in 350 Arkansans served by ARS and 211 new referrals for VR services in FY 2011. Additionally, ARS and the Arkansas Transition Service (ATS) partner in numerous regional school-to-work transition fairs organized in conjunction with approximately two-thirds of the state’s school districts, students with disabilities, parents, employers and other partner agencies. During the 2010/2011 school year, ARS and ATS organized 30 transition fairs, parent nights and other transition related activities with an aggregate total of about 4500 students. This resulted in approximately 990 new referrals to ARS.
New Americans Project
MN - Minnesota Rehab Services - Minnesota Dept of Employment And Economic Development1st National Bank Building, SW
332 Minnesota Street
St. Paul MN 55101
http://www.positivelyminnesota.com/JobSeekers/People_with_Disabilities/index.aspx
Asperger’s Project
RI - Rhode Island Dept of Human Services - Office of Rehabilitation Services40 FOUNTAIN STREET
PROVIDENCE RI 2903
http://www.ors.ri.gov/
ORS provides an array of vocational services to individuals with Asperger’s syndrome through a partnership with the Groden Center/Cove Center, a recognized program in Rhode Island that serves individuals on the autism spectrum. This project incorporates individualized discovery based vocational assessment, vocational training integrated with job club instruction including social skills, communication, self-advocacy, job search, interviewing, transportation training, and money management. Additionally, there is a coordinated link between the individual, staff, and family members throughout the process. Both supported and non-supported employment job coaching services are provided as well as job development and placement services. The goal is to increase employment outcomes in integrated settings at or above competitive wages.