R S A - M I S

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

Transition Career Exploration Workshop (TCEW)

ME - Maine Department of Labor - Division of Vocational Rehabilitation

150 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 Services
P.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 Services
148 ANDREW YOUNG INT'L BLVD.
SUITE 510
ATLANTA GA 30303
http://www.vocrehabga.org/

Georgia Division of Rehabilitation Services High School/High Tech (HS/HT) is a comprehensive community-based program that provides youth with disabilities an opportunity to participate in academic and career-development experiences while in high school to enhance their ability to successfully meet the workforce demands of the 21^st century. The program was designed to reduce the dropout rate of students with disabilities, increase their enrollment in postsecondary education and training and improve their participation in education, vocational and employment related activities. Georgia has implemented programming utilizing the Office of Disability Employment Policy’s (ODEP) evidence-based “Guideposts for Success.” Services provided through Georgia’s HS/HT are geared towards postsecondary education or employment and include tours to postsecondary education sites, industry site visits, presentations by motivational speakers, job shadowing, leadership opportunities, participation in college fairs and career days, assistive technology services, and summer youth work initiatives. As of March 31, 2011, Georgia’s HS/HT program served 497 students with disabilities enrolled at 38 high schools in 15 counties across the state through collaborative partnerships among the agency, families, educators, colleges, universities, and technical colleges.

Project Search

GA - Georgia Department of Labor - Division of Rehabilitation Services
148 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 Services
148 ANDREW YOUNG INT'L BLVD.
SUITE 510
ATLANTA GA 30303
http://www.vocrehabga.org/

Georgia Division of Rehabilitation Services (DRS), Easter Seals of East Georgia and the Richmond County Special Education Department engage in a collaborative partnership to assist youth with disabilities to transition from school to work. The collaboration provides for a teacher and teacher’s aide from the school; work adjustment training funded by DRS; and case management, work training and physical facilities provided by Easter Seals of East Georgia. Students with disabilities are eligible for the program when they are seniors in high school, meet the VR program eligibility requirements and have completed all courses required for graduation, with the exception of senior English and Math. Through the program, over one semester, students receive classroom instruction during the morning and work training in the afternoon. The program provides community-based training for no more than 15 hours per week and job placement services are provided after the program is completed. During the FY 2010-2011 school year, nine students between the ages of 17 and 21 participated in the program.

Transition Planning Committee

IL - Illinois Department of Human Services - Division of Rehabilitation Services
100 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 Services
100 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 Services
100 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 Services
100 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 Services
2301 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 Servs
52 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.

Through the residential setting and participation in paid work experience, the program is designed to enable youth to develop work ethics, self-sufficiency and a sense of accomplishment. The program provides ongoing opportunities for youth to share social and work experiences, and to receive individual and group guidance regarding their potential career paths. Presentations are made on topics ranging from career development to personal growth and wellness. Programs are also conducted on technology skills, budgeting, independence, self-esteem development, and the refinement of career goals. Participants gain hands-on employment skills training and a documented experience that makes them attractive to potential employers, as well as experiences that assist them in determining their own future college and/or career goals.

Statewide Summer Work Experiences

HI - Hawaii Division of Vocational Rehabilitation and Services for the Blind
601 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 Blind
601 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 Services
40 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 Services
P. 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 Services
40 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 Rehabilitation
4425 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 Blind
48 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 Services
402 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.

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.

As of FY 2010, of the 197 students at Project SEARCH sites, 174 have completed all rotations at a business site. In addition, of the 74 students who have completed Project SEARCH, 22 have obtained employment. The average wage earned by Project SEARCH participants is $8.45.

Project SEARCH

VA - Virginia Dept of Rehabilitative Services
8004 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 Industry
1521 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

Beyond providing the student with the opportunity to experience a post-secondary education environment before leaving high school, Project PAS also provides the student with the knowledge and resources to be successful in post-secondary education upon pursuit of the IPE goal. OVR has found this program to be a cost-effective measure to assess a student’s probability of success, in contrast to sponsoring a student who may not be prepared for post-secondary education on a full-time basis. Currently, Project PAS includes 13 post-secondary educational institutions with a total of 23 sites. OVR has exceeded its goal to replicate Project PAS at 20 sites throughout the Commonwealth.

Summer Academy for Students who are Blind or Visually Impaired

PA - Pennsylvania Office of Vocational Rehabilitation - Dept of Labor and Industry
1521 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 Division
1370 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.

The program has two tracks, one focusing on post-secondary education, and the second emphasizing employment. Within the college track, the students learn how to navigate the college system, advocate for themselves, and learn how to procure financial aid, accommodations and supportive services to ensure access to campus courses, services, and activities. They tour local colleges during the week and have an opportunity to meet Disability Resource Center staff. Students participating in the employment track learn job market information, effective application completion, interview skills, and work-related social skills. They also meet with human resource managers and business owners. Upon completion of this week-long camp, the students participate in a six-week paid internship on campus or within the community.

VR Agency Co-Location in School District Office

NV - Nevada Employment, Training and Rehabilitation - Rehabilitation Division
1370 S. Curry Street
Carson City NV 89703
http://detr.state.nv.us/Rehab%20Pages/voc%20rehab.htm

Nevada Rehabilitation Division (NRD) partnered with the Washoe County School District (WCSD) to co-locate a dedicated transition VR Counselor and technician in an office together with school district transition personnel. Full-time VR and WCSD personnel work together to facilitate the achievement of competitive employment outcomes for eligible transition youth. The office space is funded by WCSD. NRD and WCSD signed an agreement that states that NRD will provide its own office equipment, clerical supplies, computer, phones and staff. This collaboration provides a cohesive and comprehensive opportunity for VR staff to work side-by-side with school district transition personnel for improved mutual outcomes.

Customized Employment Collaborative

NV - Nevada Employment, Training and Rehabilitation - Rehabilitation Division
1370 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 Service
1100 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.

Additionally, the high demand on each individual counselor’s time makes conference calling difficult to coordinate and Google Groups offers an effective alternative. Its e-mail notification allows the counselors to follow discussions and respond in their own time.

To ensure confidentiality, Google Groups is password protected and accessible to Wyoming VR counselors by invitation only, requiring permission to add a member to the group. As a further security measure, counselors do not reveal any specific personally identifiable information regarding individuals receiving services.

Educated, Connected, Ready

MT - Montana Dept of Public Health + Human Services - Division of Disability Services
111 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.

The purpose of the multimedia campaign is to increase the number of students with disabilities to apply to MVR for transition services. To attain this goal, the video features speakers whose inspirational messages de-stigmatize disability and highlight self-determination while promoting the benefits of a collaborative relationship with MVR as a resource to obtain career goals. This approach was brought together through the partnership of MVR and Montana Youth Transitions using funds under the American Recovery and Reinvestment Act of 2009 administered by the U. S. Department of Education.

Human Resource Development

Retaining a Valued Employee (RAVE)

AR - Arkansas Rehabilitation Services
P.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 Impaired
150 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 Services
103 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 Services
P. 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 Services
P. 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 Impaired
4600 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.

This particular interview technique has proven to be successful in motivating individuals to assess options and accept challenges, in this case, going to work. Therefore, NCBVI staff at all levels engaged in intensive two-day training on the use of this interviewing technique which focuses on counseling skills, empathic reflection, and client-centered importance and reinforcement. While NCBVI does not have data to support the benefits of using this technique with respect to increased employment outcomes, anecdotally, staff reported increased confidence and effectiveness in serving agency consumers, especially those who are more reluctant to go to work.

Strategic Planning

Kiosk Initiative

AR - Arkansas Division of Services for the Blind
700 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 Services
148 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 Services
602 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 Education
435 ST MICHAEL'S DRIVE
BUILDING D
SANTA FE NM 87505
http://www.dvrgetsjobs.com/Pages/Index.aspx

Self-Employment

As indicated below, NMDVR has had consistently high performance in the area of self-employment. NMDVR requires viable business plans, approved by a supervisor, prior to approving all self-employment plans. NMDVR uses a business development center through the Small Business Administration to assist with business plan development. Due to the rural nature of the state, NMDVR will support most business ideas, as long as the client can produce a viable business plan. Self-employment businesses developed by individuals served by NMDVR include, but are not limited to, artists, jewelry makers, hairdressers, mechanics, farmers, photographers, architects and plumbers.

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 Education
435 ST MICHAEL'S DRIVE
BUILDING D
SANTA FE NM 87505
http://www.dvrgetsjobs.com/Pages/Index.aspx

Community Outreach Program for the Deaf (COPD)

In order to improve VR service delivery to individuals in New Mexico who are deaf, NMDVR contracts with COPD, a private non-profit organization that focuses on outreach, as well as coordination and delivery of services to VR consumers in New Mexico who are deaf. COPD is headquartered in Tucson, Arizona, and operates a community center in Albuquerque, New Mexico. Through the use of ARRA funding, NMDVR expanded COPD into Santa Fe and Las Vegas, NM. The centers are open to the deaf community for drop-in visits, and serve as a nexus for networking among the deaf community. In addition, COPD provides to NMDVR consumers: interpreter services; on the job training; job coaching; work skills developments; job search services; remedial education; and transportation. Approximately 80 percent of COPD VR clients have secondary disabilities.

The program consists of three successive placements (possibly lasting up to two years total) that assist participants to learn both the soft and hard skills required to be successful in employment. The process typically leads to full time placement and closure. COPD counselors meet with clients once a week, connect them with deaf mentors, and conduct weekly meetings with NMDVR counselors to provide progress reports.

With the establishment of a specialized counselor unit focusing on deaf services, and the contract with COPD, NMDVR has increased the percentage of individuals it serves who are deaf or hard-of-hearing from 8.3 percent in FY 2002 (210 individuals) to 14.3 percent in FY 2009 (399 individuals). This is higher than the national average of 7.2 percent in FY 2009. Additionally, NMDVR’s employment rate for this population was 81.3 percent in FY 2009. These data elements demonstrate that the relationship between NMDVR and COPD is yielding positive benefits for this population.

Program evaluation and quality assurance practices

Fiscal Internal Controls

AR - Arkansas Division of Services for the Blind
700 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 Services
602 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.

Microsoft SharePoint 2010 is used to provide the communication “medium” (via secure intranet pages) as well as the “message” of shared performance management (via BI tools such as PerformancePoint). Since early FY 2012, all vocational rehabilitation professional staff have been provided access to a first generation BI dashboard website. To maximize staff input and participation, the site communicates and shares departmental performance data among staff in a user friendly manner. The open style of communication within the site reflects a deliberate decision made in favor of transparency, whereby counselors, supervisors and administrators have access to a level playing field of information, from the highest level of the organization down to each individual caseload in one single dashboard. For example, the dashboard enables counselors to view their own caseloads and compare relative performance to any other caseload in the state. Multiple indicators of performance to a given standard span far beyond mere production measures. New measures of service delivery, quality and lasting impact are added on an ongoing basis. Positive impacts have already been realized from counselors being more aware of their individual contributions toward agency objectives through administrators being more in touch with the everyday practice of casework. Business Intelligence has provided a continuous and instantaneous source of feedback that reflects a shared progress toward a planned destination and provides a proactive approach to delivering vocational rehabilitation services.

Incorporating PE and QA Practices Into Agency Management

UT - Utah State Office of Rehabilitation
P.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.

Conceptualizing quality in terms of this interlinked model has led to several major improvements since its adoption in 2009. We have found that when more of the four key areas are involved in program evaluation, the faster and broader the dissemination and implementation of results.

USOR has used this multi-pronged approach to study several issues within USOR including supervisory effectiveness, case review quality, agency needs, the cost effectiveness of training dollars given to clients related to income, cost/benefit analysis, and the value of benefits planning and outreach as it relates to successful closures.

Since adopting this model USOR has seen a reduction in staff turnover; in fact turnover is the lowest it has been in over 5 years. In addition, USOR has shown an increase in successful outcomes while spending remains steady and the consumer satisfaction rate is at an all time high. USOR believes this model is a valuable tool for developing a comprehensive system QA.

Developing and Implementing a Comprehensive State VR Agency QA System

UT - Utah State Office of Rehabilitation
P.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.

Conceptualizing quality in terms of this interlinked model has led to several major improvements since its adoption in 2009. USOR has found that when more of the four key areas are involved in program evaluation, the faster and broader the dissemination and implementation of results.

USOR has used this multi-pronged approach to study several issues within USOR including supervisory effectiveness, case review quality, agency needs, the cost effectiveness of training dollars given to clients related to income, cost/benefit analysis, and the value of benefits planning and outreach as it relates to successful closures.

Since adopting this model USOR has seen a reduction in staff turnover; in fact turnover is the lowest it has been in over 5 years. In addition, USOR has shown an increase in successful outcomes while spending remains steady and the consumer satisfaction rate is at an all time high. USOR believes this model is a valuable tool for developing a comprehensive QA system.

Quality Assurance -- Commonwealth Workforce Development System (CWDS)

PA - Pennsylvania Office of Vocational Rehabilitation - Dept of Labor and Industry
1521 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 Rehab
801 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 Rehabilitation
1575 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 Rehabilitation
1575 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.

Improvement of employment outcomes

Employability Skills Program

ME - Maine Division for the Blind and Visually Impaired
150 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 Impaired
150 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 Rehabilitation

150 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 Rehabilitation

150 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 Servs
52 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 Rehab
P 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 Services
2301 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%).

Outreach to unserved and underserved individuals

Community Outreach and Education

AR - Arkansas Rehabilitation Services
P.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 Development
1st National Bank Building, SW
332 Minnesota Street
St. Paul MN 55101
http://www.positivelyminnesota.com/JobSeekers/People_with_Disabilities/index.aspx

The New Americans Project (NAP) is implemented by three Vocational Rehabilitation Services (VRS) staff in communities where unserved and underserved minorities live, many of whom are refugees. Much of the focus of the NAP is in the area of community outreach. Staff contacts potential applicants from other cultures in places where they naturally meet and socialize rather than expecting them to come to their office. Staff visit applicants in housing high rises, Adult Basic Education and English as a Second Language programs, high schools, the Center for Victims of Torture and the International Clinic at area hospitals and rehabilitation facilities. Many of the project applicants, their families and support systems dismiss the concept that people with disabilities can work. Project staff spends many hours in conversation focusing on benefits of employment and the employability of people with disabilities. In addition, staff provides training on Western culture as it relates to employment.

VRS notes that NAP participants frequently prefer to enter directly into employment rather than consider training. This may be due to the consumer’s low education level and the entry requirements for training programs. Most training institutions now require a high school diploma or GED with English proficiency that most refugees lack. The NAP provides bilingual creative job search skills training to improve soft skills such as hygiene, punctuality, interviewing skills, interview attire and others.

The NAP general caseload was 66 in FY 2009, 92 in FY 2010 and 80 in FY 2011. The NAP placed five consumers in employment in FY 2008, 10 in FY 2009, 15 in FY 2010 and 15 in 2011 with a 100 percent retention rate for FY 2010 and FY 2011. The average wage earned and hours worked by NAP participants was $9.73/23.9 hours in FY 2010 and $11.47/34 hours in FY 2011.

Asperger’s Project

RI - Rhode Island Dept of Human Services - Office of Rehabilitation Services
40 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.

Emerging Practices

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FAQs

Emerging Practices for Basic Vocational Rehabilitation Services

Transition Career Exploration Workshop (TCEW)

Arkansas Transition Program (ATP)

High School/High Tech

Project Search

JOBS 2000

Transition Planning Committee

Next Steps Transition Network

Partnership with the Illinois Committee on Employees with Disabilities

Secondary Transitional Experience Program

Autism Services

Summer Employment Experience Program

Statewide Summer Work Experiences

Statewide Transition Committee

Shared Youth Vision Federal Collaborative Partnership

VR Transition Curriculum

Statewide Partnerships Leveraging Resources and Maximizing Access to Services for Transitioning Yout

Supported Education Program

Summer Internships

Project SEARCH

Project SEARCH

Project Promoting Academic Success

Summer Academy for Students who are Blind or Visually Impaired

Careers, Recreation, and Vocational Education

VR Agency Co-Location in School District Office

Customized Employment Collaborative

Transition Counselor Google Group

Educated, Connected, Ready

Retaining a Valued Employee (RAVE)

Staff Training Approaches

Biennial Staff Satisfaction Survey

Cross Training

Futures Planning: Leadership, Education and Development of Rehabilitation Services (LEADRS)

Motivational Interviewing

Kiosk Initiative

Orientation, Ability and Service Identification Seminar

Business Relations Program

Self-Employment

Community Outreach Program for the Deaf (COPD)

Fiscal Internal Controls

Business Intelligence Model

Incorporating PE and QA Practices Into Agency Management

Developing and Implementing a Comprehensive State VR Agency QA System

Quality Assurance -- Commonwealth Workforce Development System (CWDS)

Quality Assurance and Program Evaluation

Business Outreach Specialists

Employee Council

Employability Skills Program

Futures Planning

Collaboration with Maine Department of Health and Human Services (DHHS)

Hearing Aid Protocol

Business Kits

Supported Employment Information Directory

ACCES Workforce Development and Business Relations Team

Entrepreneurship Initiative

Evidence Based Practice Supported Employment

Community Outreach and Education

New Americans Project

Asperger’s Project