MARIANNE MOORE (VDOE)HEATHER NORTON (DBHDS)
JESSICA STEHLE (DARS)RACHAEL ROUNDS (VCU)
2015 Parent Summit
Employment Services
Employment First
Employment in the general workforce is the first and preferred outcome in the provision of publicly funded services for all working age citizens with disabilities, regardless of level of disability.
Identifying integrated, community-based employment as the FIRST choice offered among available rehabilitation or habilitation options and expands employment of individuals
First choice, not only choiceBut…if a person wants to work, might want
to work, or does not know if they want to work…the team works with the individual and their team to help them to figure this out
Employment First
The Employment First Team
The IndividualFamilyDepartment of Education (DOE)Service providersCase Manager/Support CoordinatorDepartment for Aging and Rehabilitative Services
(DARS) CounselorEmployment Service OrganizationDepartment of Behavioral Health and Developmental
Services (DBHDS)Department of Social Services (DSS)Natural Supports
Navigating the Systems- sequenced services
Virginia Department of Education
Department’s Vision and Mission - to create an excellent statewide system of public education that derives strength from our diversity and that ensures equality of opportunity for each student in a safe and healthy learning environment that prepares all students to be capable, responsible, and self-reliant citizens in the global society
- to develop policies and provide leadership that improve student achievement and prepare students to succeed in postsecondary education and the workplace
Serve 1.2 million children
132 school divisions
VDOE and Special Education
Special Education: Mission- to provide students with disabilities the
knowledge and skills they need to live, learn, work and participate in the communities they choose with the maximum amount of independence possible
Over 161,000 students with disabilities
54,000 are 14 – 22 years of age
Special Education
Eligibility: 2 through 21 years of age Determined by a Team: Teachers, Administrators, Parents,
those who provide assessment information, others If eligible Free Appropriate Public Education
(FAPE) Review eligibility every three years Parent may disagree and refuse to sign
Individualized Education Program (IEP) Determined by IEP Team: Teachers, Administrators, Parents,
Related Service Providers, others - require consent from parent Requires parent signature to implement Least Restrictive Environment – applies to Transition
Dispute Process Mediation, Complaint
Transition Planning
Middle School: SHIFT for all students Academic and Career Plans: ALL STUDENTS (started with
2013-14 SY) Beginning during the first IEP in which the youth turn 14
years of age, earlier if appropriate The IEP focus – TRANSITION
Postsecondary Goals Education, Training, Employment, and Independent Living, when appropriate Based on age appropriate transition assessments – an
ongoing process (formal and informal) Measureable and take place after high school
Coordination
Annual Goals – academic and functional
Transition Services –
includes courses of study = diploma type
set of activities -focused on improving the academic and
functional achievement
facilitate movement from school to post-school activities, including postsecondary education, vocational
education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;
Move youth closer to their postsecondary goals!
Coordination
Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and
Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
Activity Referrals to adult service provider: DARS, DBHDS (CSB),
Social Security, Social Services, Workforce, College - DSS, and others
Requires Consent
Age of Majority
IEP in which youth turns 17; inform and explain to parents and youth about the transfer of rights to youth
At 18 the student may makes educational decisions and sign the IEP unless the parent takes steps
Process explained http://www.doe.virginia.gov/special_ed/regulations/state/
transfer_rights_students_disabilities.pdfWeb address
Diploma and Graduation
Diploma Advanced Studies Diploma Standard Diploma Modified Standard Diploma
Folded into the Standard Diploma Special Diploma
Applied Studies Diploma Certificates
New Pathways to the Standard Diploma – Credit Accommodations
May return to school until earn a standard or advanced studies diploma OR until the youth exceeds the age of eligibility for FAPE!
Data
Collect and Analyze DataGraduationDropoutIEP CompliancePost School Outcomes – 1 Year after Exit
Employment Postsecondary Education Postsecondary Training Courses taken while in school Agency Referral Barriers
CONTACTShttp://www.va-doeapp.com/StaffByDivisions.aspx?w=true
Secondary Transition - [email protected] 804-225-2700Parent Ombudsman – [email protected] and Family Support Coordinator [email protected] – [email protected] 804-786-0711
Department for Aging and Rehabilitative Services (DARS)
Offers vocational rehabilitation (VR) to assist people with disabilities to prepare for, secure, retain, or regain employment
Virginia’s federally mandated Vocational Rehabilitation (VR) program
Assists individuals with disabilities to prepare for, enter, and maintain employment
Eligibility based program
Focus is on EMPLOYMENT
Participation is VOLUNTARY
DARS
Who We Serve
Served 29,509 clients in Federal Fiscal Year 2014 54% were students in transition (aged 14-21)
Examples of disability groups we serve Intellectual Developmental Learning Mental Health ADHD Physical Deaf/Hard of Hearing Blind/vision impairment
VR Outcomes
Federal Fiscal Year 2014
4,087 consumers became successfully employed
97% were in competitive employment
Average hourly earnings was $9.66
DARS Transition Counselors
Located in DARS offices across the Commonwealth
Every high school assigned a transition counselorTransition counselor works collaboratively with:
Student and their family Special Education Staff Guidance Counselors Case Managers Physicians Therapists Others
We Know…
Transition age youth demonstrate better employment outcomes when they receive services early
Transition age youth get and keep quality jobs at a higher rate than those who apply for vocational rehabilitation services after they have joined the labor market or begin receiving public assistance
Steps for Involvement with DARS
Referral
Intake
Eligibility
Order of Selection*
Individualized Plan for Employment (IPE)
Services
Closure
* When a state does not have sufficient funds to meet the needs of all individuals seeking services, a plan must be initiated to serve those clients with the most need first.
Eligibility Criteria
Eligible to work in the U.S.
Documented disability
Barrier to employment
Be able to benefit from services
Require services to prepare for, enter and engage in, or retain employment
The Individualized Plan for Employment (IPE)
Parallel to the student’s IEP
Developed after DARS eligibility is established
Created collaboratively with student, family, service providers, and DARS Counselor
Focuses on the goal of employment
Outlines steps needed to reach employment goal
Plans for necessary services and funding
Financial Participation
Eligible students must complete financial need process
Some services can be provided without regard to financial need
Some services involve financial participation on the part of the student and family
Service Progression for Transition Youth
Placement and training
Stabilization
Long term follow along
What if there are difficulties after case closure?
Social Security Benefits and Employment
The Myths The Facts
If I go to work, I’ll lose my cash benefit
There are employment supports in place to ensure you don’t lose cash benefits prematurely
If I go to work, I’ll lose my Medicaid or Medicare
There are Medicaid Works and Medicare programs designated specifically for people with disabilities to work
If I go to work and have to stop because of my disability, I won’t be able to get back on benefits
If you have to stop working because of your disability, you can reinstate your benefits without a new application
Contact Us
Virginia Department for Aging and Rehabilitative Services
www.vadars.org800-552-5019 (voice)800-464-9950 (TTY)
[email protected] 571-210-2183
The Department for the Blind and Vision Impaired (DBVI)
Provides services to Virginians who are blind, deafblind, or vision impaired
Assists consumers with attaining the skills and confidence critical to independence
Contact DBVI: 1-800-622-2155 Toll Free within Virginia 804-371-3140 www.vdbvi.org
Department of Behavioral Health and Developmental Services
Vision Statement: A life of possibilities for all Virginians
Mission Statement: Supporting individuals by promoting recovery, self-determination, and wellness in all aspects of life
Who We Serve
People
All ages
Intellectual Disabilities
Developmental Disabilities
Behavioral Health
Mental Health
Substance Use
Forensic
Division of Developmental Services
Waiver Operations
Provider Development
Community Integration
Health Support Services
Administrative Operations
Community Support Services
DBHDS
Community Engagement
Individualized
Meaningful
Relationships
Community Engagement
Social Networks
Family Networks
Faith Networks
Education Networks
Career Planning
Opportunity
Learning Employment
Career Planning
Employment
Development
FollowAlong
Career Plannin
g
Training
New Job
Funding
Medicaid Waiver 11,205 currently on the Waivers 9,903 currently waiting
Employment Numbers 200 Individual Supported Employment 663 Group Supported Employment 830 Prevocational Services
Navigating Waiver and DARS
DARS services explored and exhausted first
Medicaid payer of last resort
Medicaid Reimbursed Services
Employment Services
Prevocational Services
Day Services
DEPARTMENT OF BEHAVIORAL HEALTH AND DEVELOPMENTAL SERVICES
WWW.DBHDS.VIRGINIA.GOV
HEATHER NORTONDIRECTOR COMMUNITY SUPPORT SERVICES
Contact Us
Virginia Commonwealth University Rehabilitation Research and Training CenterBusiness Connections
Mission statement: •Business connection at VCUHS is committed to providing person centered and customer directed supported employment services to assist individuals with all types of disabilities in seeking and obtaining community based competitive employment with a focus on job retention
Virginia Commonwealth University – Rehabilitation Research and Training CenterBusiness Connections
Vision statement: To provide a valuable demonstration of how community based competitive employment can become a reality for all individuals who desire to work.
Who We Are
Business Connections, a division of VCU’s School of Education, is a Richmond based program dedicated to the hiring, advancement, and economic self-sufficiency of people with disabilities. For 30 years, we have specialized in recruitment and retention strategies that are customized to meet business workforce needs. Employers can benefit from partnering with us to expand their pool of qualified applicants, enhance productivity, and reduce the costly problems associated with turnover.
Who We Serve
Individuals served must be consumers of Department for Aging and Rehabilitative Services (DARS) or Department for the Blind and Vision Impaired (DBVI) services. If individuals are not currently working with DARS or DBVI we will assist in developing a collaborative relationship.
Services we offer
Project SEARCH for transition age students
Discovery
Situational Assessment
Job Development
Job Site Training
Follow Along
Post Employment Services
Project SEARCH
Originally conceived to solve hospital staffing challenges and to increase employment opportunities for qualified persons with disabilities.
Business model that provides one point of entry for youth with disabilities.
Streamlines resources for schools and community organizations
Project SEARCH
The cornerstone of Project SEARCH is total immersion in the employer agency.
Typical day involves onsite classroom instruction in employability and independent living skills worksite rotation lunch with co-workers feedback from the instructor.
For more information, contact Jennifer McDonough, Virginia Project SEARCH Statewide Coordinator [email protected]
Discovery
Discovery is fluid and can include: Mindfully listening to the consumer throughout
the discovery process
Observing consumers in community assessments
Observing consumers in situational assessments
Observing consumers in home assessments
Informational interviews
Situational Assessments
Situational assessments offer a consumer the opportunity to perform job tasks in real work environments under real work conditions. Participation in a variety of situational assessment situations across work settings may provide insight for the consumer into her or his employment preferences. A variety of job types should be explored, and the consumer’s reaction to each recorded to compare which may be her or his most preferred job type.
Job Development
Job development is a person centered process in which the Employment Specialist identifies the consumer’s skills, abilities, likes, dislikes, etc. and assists the consumer with locating a position that fits their unique needs.
Job Site Training
An Employment Specialist will ensure that support services cater to the personalized needs of the business. Customized services are provided to ensure the employee is meeting the company expectations and production standards. Also, job training is provided if needed. A coach can help identify effective accommodations, including individualized job skills training.
Follow Along
Once a consumer has reached stability, the Employment Specialist will make at least two contacts a month to ensure both the consumer and the employer continue to report satisfaction.
Post Employment Services
If an issue arises on the job site, new tasks are introduced, or there are significant changes at the job site, the Employment Specialist can provide additional training to ensure the consumer continues to maintain stability.
How Do You Choose an Employment Services Organization?
Interview ESOs in your area
Research ESOs’ performance and outcome
data
DARS often makes recommendations
You can choose who you want to work with