~~At application, the majority of VR program clients are already receiving Social Security Disability Insurance (SSDI) benefits as a result of legal blindness. During development of the Individualized Plan for Employment (IPE), the OCB explores the client’s vocational goals and income needs, and commensurate with their skills, strengths and previous work experience jointly sets employment goals. For client’s targeting employment with earnings above the Substantial Gainful Activity (SGA) level, the OCB utilizes the Ticket to Work program for cost reimbursement upon 9 months of successful employment at or above SGA level earnings. (Page 22) Title I
3.4 Rethink and restructure training and skill development to include innovative and effective work—based learning and apprenticeship models and to accelerate training.
Effective training often must go beyond classroom training to address all types of learners and provide hands—on experiences. Work—based learning and other innovative strategies that can help individuals understand more clearly what it is like to work in a certain industry or company are important to both improve learning outcomes and to help individuals with career exploration.
Goal 4: Create and develop talent by providing young people with information and experiences that engage their interests, spur further career development, and connect to Oregon employers. (Page 39) Title I
Goal 3 of the OWIB Strategic Plan is about investing in Oregonians to build in—demand skills, match training and job seekers to opportunities, and accelerate career momentum. Strategy 3.4 focuses on rethinking and restructuring training and skill development to include innovative and effective work—based learning and apprenticeship models and to accelerate training. This work will require engagement with the community colleges, and other training providers to build responsive and effective training models.
Effective training often must go beyond classroom training to address all types of learners and provide hands—on experiences. Work—based learning and other innovative strategies that can help individuals understand more clearly what it is like to work in a certain industry or company are important to both improve learning outcomes and to help individuals with career exploration. (Page 61) Title I
Targeting Resources for Occupational Training
Staff will develop and deploy a training program to educate staff in WorkSource Oregon centers and agency central offices about structured work—based learning, which includes registered apprenticeship. The training program will help all workforce partners understand the different training options that employers and individuals can access through the workforce system and each of their defining characteristics. The training will also teach staff how to identify an apprenticeable occupation, the characteristics of a good apprentice, and how to refer both individuals and employers to structured work—based learning training programs, certificates and credentials. The training program will help WorkSource Oregon staff understand the value of registered apprenticeship and structured work based learning, which will enable them to share the information broadly with employers and other service delivery partners. (Pages 64-65) Title I
Effective training often must go beyond classroom training to address all types of learners and provide hands—on experiences. Work—based learning and other innovative strategies that can help individuals understand more clearly what it is like to work in a certain industry or company are important to both improve learning outcomes and to help individuals with career exploration.
Provide Technical Assistance/Incentives to Support Adoption of Work—Based Learning Models
The system will build coalitions and relationships with industry and community partners to create and expand registered apprenticeship programs through two apprenticeship focused positions at OED and the Oregon Department of Education (ODE). OED will partner with local workforce boards to ensure that technical assistance and support for new apprenticeship programs are aligned with industry need and local sector strategies. ODE will partner with secondary and post—secondary institutions and community partners to increase the opportunities for youth to transition from high school into an apprenticeship or a pre—apprenticeship program. (Page 65) Title I
INPUT 2: SRC recognizes the extensive work VR staff have done to expand the Youth Transition Program and improve on the outcome of VR services for youth with disabilities. RECOMMENDATION: SRC would encourage the development of data sharing with the Oregon Department of Education on Indicators 13 and 14. We submit that the data could be helpful for VR counselors who are working with youth with disabilities, 16 years of age and older, in knowing how to help youth in transition better prepare for post-secondary life, (Indicator 13), and how successful youth have become as a result of VR intervention, i.e. was the youth employed in an appropriate career selection developed in the IPE (Indicator 14). (Pages 147-148) Title I
• Instruction on vocational, independent living and social skills. • Career development activities. • Collaboration with the local VR office to arrange for the provision of pre— employment transition services for all students with disabilities, in need of such services, without regard to the type of disability. YTP provides the five required Pre-Employment Transition Services directly to potentially eligible students with disabilities when requested. Depending on the type of request YTP may provide one, multiple or all five of the required Pre-ETS: job exploration counseling; work-based learning experiences; counseling on postsecondary educational opportunities; workplace readiness training; and instruction in self-advocacy. Oregon VR considers these students as “reportable individuals” and reports them in our quarterly 911 report. In the event that there are existing services available within the local educational agency that can meet the students need in the area of Pre-Employment Transition Services YTP may refer students to those existing services. Oregon VR does not consider students that only receive Information and Referral services from YTP as “reportable individuals” and therefore does not report them in our quarterly 911 report. YTP will not reduce the partnering school district’s obligation under the Individuals with Disabilities Education Act to provide or pay for any transition services that are also considered special education or related services and that are necessary for ensuring a free appropriate public education. • Exposure and connections to paid employment. (Page 151) Title I
YTP Transition Specialists, TNFs, and school transition staff members partner with local VR offices and VR Counselors to coordinate the development and implementation of individualized education programs. When a student is determined eligible for VR services, he or she works with a school transition specialist and a vocational rehabilitation counselor to develop an Individualized Plan for Employment (IPE) that reflects the interests, strengths, and abilities of the student, and which addresses the barriers to training or employment outcomes for the student. VR is serving all eligible individuals and is not utilizing an Order of Selection waitlist. Should it be necessary for VR to reinstitute an Order of Selection, the scope of VR services and expected employment outcomes for all individuals served by VR, including YTP students, will be modified to comply with VR’s Order of Selection. (Page 155) Title I
A primary effort of VR and OHA Behavioral Health Programs has been development and expansion of evidence-based supported employment services by increasing the number of county mental health organizations providing such services and meeting fidelity standards. VR continues to partner with and utilize the Oregon Supported Employment Center for Excellence (OSECE) in developing and refining evidence-based supported employment services. As of the end of Program Year 2017, 37 community mental health programs and 35 out of 36 counties are providing IPS. With the inclusion of IPS into Oregon’s OARs, evidence-based supported employment services continue to expand across Oregon.
Additionally, VR supports and collaborates with the Early Assessment and Support Alliance in assisting young people with psychiatric disabilities by assisting them in obtaining or maintaining employment (an evidence-based practice, which is effective in reducing the onset and symptoms of mental illness). In partnership with Portland State University, VR helped create a center for excellence that provides ongoing technical assistance to EASA programs throughout the state.
VR will continue to focus on Mental Health supported employment outcomes, the quality of the outcomes, the skills of employment service providers and the capacity of community rehabilitation programs and providers. Oregon VR has reviewed potential participation with the Supported Education process that is now increasingly being utilized by many IPS providers. There are now 83 Mental Health IPS employment specialist across the State. (Pages160- 161) Title IV
Program staff and community partners were also asked to identify strategies to serve under and unserved populations. Increased staff was the strategy identified by the greatest share of program staff (63 percent), and increased transportation options was identified by the greatest share of community partners (63 percent). More interactions with the community, and providing more job skills development training were identified as strategies to serve unserved populations by more than a majority of both program staff and community partners. Almost half of all staff (48 percent) and 57 percent of community partners felt that staff training to work on specialty caseloads would help serve under and unserved participants. More than half of community partner respondents also cited improving interagency collaboration and public awareness campaign key strategies for serving under or unserved populations. Underserved and Unserved Youth with Disabilities Despite the many strengths of Oregon’s youth transition work, some youth are underserved or fall through the cracks. A quarter (25 percent, or 18) of vocational rehabilitation staff and a third (33 percent, or 31) of vocational rehabilitation community partners felt that people between the ages of 16 to 21 are underserved by vocational rehabilitation services. Interviewees discussed varying reasons for this. Some students don’t choose to participate in transition services while in school, do not have a YTP program available to them, or do not have a disability focused on by their school’s transition services. If those students take a break between school and connecting to vocational rehabilitation services, they have often lost and need to be re-taught the structures, routines and soft skills obtained through school attendance. Sometimes the gap between graduation and vocational rehabilitation participation is not a student’s choice, but rather the result of high vocational rehabilitation caseloads causing backlogs. Stakeholders suggest increased collaboration with programs serving out of school youth to improve outcomes for this population. Additionally, some staff expressed a desire to be involved with students earlier in their school careers, and to have more communication including increased involvement at individualized education program (IEP) meetings. Interviewees and focus group participants discussed limited connection between contracted job developers and students in transition seeking employment. Some stakeholders discussed this as an educator’s or a youth transition program counselor’s responsibility. Participating contractors were looking for guidance in how to formally provide services to this population. (Pages 171- 172) Title IV
Oregon Vocational Rehabilitation is making additional investments in pre-employment transition services through the following partnerships: • Silver Falls Came LEAD (Leadership Empowerment Advocacy Development). Students with disabilities participate in leadership academies, focused on job exploration, work-based learning experiences, postsecondary education counseling, workplace readiness training, and self-advocacy instruction. • AntFarm. Oregon Vocational Rehabilitation partners with AntFarm to provide work experiences in gardening and farming. • Worksystems, Inc. Students receive work experiences in Washington and Multnomah counties with public and private employers. • Motivational Enhancement Group Intervention interviewing. Students gain self-advocacy skills through a collaborative, goal-oriented style of communication. (Page 178) Title IV
2. Increase capacity and resources to provide enhanced levels of service to Oregonians with Disabilities a. Assist the workforce system with increasing its capacity and capability to serve Oregonians with Disabilities i. Convene cross agency workgroup to address the needs of underserved populations in the workforce system as a whole ii. Provide training to workforce partners on working with individuals with disabilities iii. Work with other agencies who work with clients with barriers to employment to address common access issues in the workforce system iv. Work with local workforce boards to ensure that programmatic access issues are identified and addressed b. Restructure the VR service delivery model to comply with state contracting requirements and be outcome driven i. Continue transition to newly structured pay-for-performance Job Placement Services Contract which includes a third track for individuals with the most significantly disabilities. These individuals require addition services that are were not funded appropriately in our traditional supported employment track. ii. Create contracts with clear minimum qualifications, scope of work, and cost structure for all personal services to ensure high quality and consistent services statewide c. Expand the availability of Vendor and Partner services that meet the needs of Oregonians with disabilities, including those requiring supported employment services i. Develop a community college based Career Pathway to develop job placement professionals and job coaches in the community ii. Identify areas of limited service availability, including supported employment services, and develop and implement recruitment and solicitation plans iii. Work with providers of sheltered and subminimum wage employment to transition to the integration of their clients into competitive and integrated employment in their respective communities. 3. Improve the performance of the VR program with respect to the performance accountability measures under section 116 of WIOA. a. Increase staff knowledge of the labor market i. Encourage branch level engagement with regional economists and workforce analysts to educate staff on local labor market issues ii. Work with Local Workforce Development Boards to engage with local sector strategies and pursue high wage, high demand work opportunities. b. Expand opportunities for skill gain and credentialing i. Identify and access local skill upgrading opportunities within the Local Workforce Areas (LWA) ii. Partner with community college Disability Service Offices (DSO) to increase access to existing credentialing programs iii. Work with employers to establish on-the-job training opportunities iv. Provide opportunities for skill upgrading for individuals who face barriers to work and career advancement based on disability c. Expand opportunities for clients to learn about and enter into higher wage, high demand jobs i. Use labor market information to create work-based learning opportunities at local business who have high wage, high demand jobs ii. Inform clients about training opportunities to prepare them for jobs that are above entry level iii. Encourage clients to access VR services who face disability related barriers to advancement. d. Create an expansive employer engagement model that creates opportunities for work-based learning opportunities i. Develop a common employer engagement plan, language, and focus that can be used statewide ii. Implement a progressive employment model iii. Create and train local VR employer engagement teams iv. Work with partners on joint engagement opportunities v. Engage with employers the need to meet the 503 federal hiring targets vi. Utilize the SRC Business Committee to enhance engagement with employers e. Expand the use of Benefits Planning to assist Oregonians with Disabilities i. Create online benefits training and information to address basic benefit concerns ii. Work with partner agencies to create additional funding opportunities for expanding capacity iii. Continue to partner with the Work Incentives Planning and Assistance program operated by Disability Rights Oregon. (Page 182-183) Title IV
Provide opportunities for skill upgrading for individuals who face barriers to work and career advancement based on disability 3. Expand opportunities for clients to learn about and enter into higher wage, high demand jobs a. Use labor market information to create work—based learning opportunities at local business who have high wage, high demand jobs b. Inform clients about training opportunities to prepare them for jobs that are above entry level c. Encourage clients to access VR services who face disability related barriers to advancement. 4. Create an expansive employer engagement model that creates opportunities for work—based learning opportunities a. Develop a common employer engagement plan, language, and focus that can be used statewide b. Implement a progressive employment model c. Create and train local VR employer engagement teams d. Work with partners on joint engagement opportunities e. Engage with employers the need to meet the 503 federal hiring targets f. Utilize the SRC Business Committee to enhance engagement with employers 5. Expand the use of Benefits Planning to assist Oregonians with Disabilities a. Create online benefits training and information to address basic benefit concerns b. Work with partner agencies to create additional funding opportunities for expanding capacity c. Continue to partner with the Work Incentives Planning and Assistance program operated by Disability Rights Oregon The Oregon Vocational Rehabilitation Program is an active participant in the implementation of the WIOA. (Pages 189) Title IV
Partner with community college Disability Service Offices (DSO) to increase access to existing credentialing programs iii. Work with employers to establish on-the-job training opportunities iv. Provide opportunities for skill upgrading for individuals who face barriers to work and career advancement based on disability c. Expand opportunities for clients to learn about and enter into higher wage, high demand jobs i. Use labor market information to create work-based learning opportunities at local business who have high wage, high demand jobs ii. ii. Inform clients about training opportunities to prepare them for jobs that are above entry level iii. Encourage clients to access VR services who face disability related barriers to advancement. d. Create an expansive employer engagement model that creates opportunities for work-based learning opportunities i. Develop a common employer engagement plan, language, and focus that can be used statewide ii. Implement a progressive employment model iii. Create and train local VR employer engagement teams iv. Work with partners on joint engagement opportunities v. Engage with employers the need to meet the 503 federal hiring targets vi. Utilize the SRC Business Committee to enhance engagement with employers e. Expand the use of Benefits Planning to assist Oregonians with Disabilities. (Pages 194) Title IV
VR’s SE program continues to provide opportunities for individuals of all ages with the most significant disabilities to achieve competitive integrated employment with ongoing support provided by a variety of partners. These same individuals are those for whom competitive employment has not traditionally occurred. VR provides a continuum of SE services in partnership with other human services agencies and programs that persons with the most significant disabilities need to develop, maintain and advance in competitive employment. VR continues to work closely with other state programs, local governmental units, community—based organizations and groups to develop, refine and expand the availability of SE services throughout Oregon. During FFY 15 VR revamped our pay for performance Job Placement Services Contracts that provides Job Placement, Job Coaching, and Retention services. VR currently has over 200 contracts in place to provide job placement statewide. These contracts give VR the ability to pay for placement services in three tiers based on the significance of the functional limitation that the client experiences. Tiers two and three focus on clients who require SE services in order to be successful in the labor market. In FFY 2017, VR provided SE services to 3,922 individuals with significant disabilities, including persons with psychiatric disabilities, intellectual and/or developmental disabilities or traumatic brain injuries. During this same period, 727 individuals who received SE services entered into competitive integrated employment, and 2,517 individuals continued to participate in their SE IPEs. (Page 196) Title IV
Clients and employer are satisfied with placements. Historically, VR has partnered with OHA Behavioral Health Programs in promoting Individualized Placement and Support (IPS), an evidence—based SE model. Quality of these programs is assessed through compliance with a scale, which measures the ‘fidelity’ or the degree to which a program is being implemented in accordance the evidence based fidelity model developed after extensive research from Dartmouth College. Some of the measures used in the IPS fidelity scales are the kinds of employment outcomes participants are obtaining; the degree of collaboration with vocational rehabilitation; availability of rapid job search and evidence of consumer choice. VR maintains quality SE outcomes through ongoing collaboration with mental health providers on the local level and OHA Mental Health Programs central office staff. Supported employment is integrated into the array of services and programs available to Oregonians with disabilities, including Oregon’s mental health and developmental disability service systems. Success in SE requires a partnership among the responsible state and community programs, other service providers, consumers and families, advocacy organizations, employers and others. Long— term success continues to depend on the availability of funding for follow—along SE services. VR utilizes Title VI, Part B and Title I funds for the time—limited services necessary for an individual to stabilize in a community—based job. Services that may be part of a SE IPE include: • Person centered planning • Community—based assessment • Job development • Job placement • On—site training for worker and/or coworkers • Long—term support development • Other services and goods • Post—employment services The specific type, level and location of ongoing supports provided to an individual are based upon his or her needs and those of the employer. Ongoing support may be provided by a variety of public and/or private sector resources including: • OHA Behavioral Health Programs and community mental health programs • DDS community supports • County developmental disability case managers and developmental disability service brokerages • Social Security work incentives • Employer—provided reasonable accommodations • Natural supports • Family or community sponsorship • By VR, for youth with the most significant disabilities who: need extended support services; are not currently eligible for extended support services from any other known source; are 23 or younger; and, have an annually amended and approved IPE to include VR extended support services; and, for no longer than a total of 4 Yrs. (Page 197) Title IV
There is active information sharing and coordinated planning between OCB and regional programs, OVRS, education and health care organizations throughout the state. Partners join in planning outreach efforts, coordinate referral of potentially eligible youth for VR, and implement process improvements for assessment & training statewide in the areas of daily living skills, orientation and mobility/cane travel, communication skills, technology, vocational aptitudes, interpersonal /social skills, and academic preparation for transition-age youth.
Ages 14 - 21 OCB's application for vocational rehabilitation services generally begins around age 16 (as early as age 14), and requires the development of an Individualized Plan for Employment (IPE) for all students within 90 days of eligibility, which matches the timeline for adult services.
In addition, the Oregon Commission for the Blind has an Interagency Agreement with the Oregon Department of Education. (Page 214) Title IV
Oregon Department of Education will assist local education agencies, Oregon School for the Deaf and community colleges in accessing the services provided by OCB, which can be requested to aid in the transition to employment services, serve as a liaison between the parties, Encourage the screening, identifying and referring of potential clients to OCB to provide a continuum of appropriate procedures and services, identify methods to coordinate the IEP with the IPE, provide information related to the availability of public education programs, facilitate the availability of diagnostic and evaluative information to the Commission for the Blind relevant to the determination of eligibility. (Page 215) Title IV
OCB is able to develop relationships with youth who are blind/visually impaired and parents, providing a vocational context within IEP and 504 Planning & Implementation Team discussions and ensuring an important link to identifying the individualized skills needing to be addressed in order for the youth to be prepared for adult life after graduation.
OCB transition counselors provide youth with counseling/services/programs to aid in preparation for transitioning to post-high school/college/employment. Individuals who are blind/low vision who have early exposure to adaptive skills training, vocational exploration and active socialization have a head start to becoming functional, employed and fully integrated adults. The OCB knows not all learning can take place in the classroom, and therefor offers Summer Work Experience Programs (SWEP) to complement the learning that is available through the public education system. These pre-employment transition programs serve to give each participant a safe environment to discover their vocational aptitudes, develop confidence in adaptive skills and encourage self-advocacy and independence. These pre-employment transition programs (offered in the Summer) are a key to the agency's success in quality of employment outcomes for students with vision loss. (Page 216) Title IV
Coordination of professional development under IDEA Agency staff who work with transition-age youth coordinate transition activities throughout Oregon to teachers of the visually impaired and other Special Education personnel. These staff work with regional staff to ensure customers receive services and information necessary to facilitate a smooth transition from high school to adult services. Based on assessments and training provided by OCB, OCB staff provide recommendations and information to regional programs, parents and students about vocational rehabilitation services including availability, referral, and eligibility requirements that support a coordinated transition plan from high school to post-school services.
Consultation is also provided as early as necessary to special education staff regarding IEP planning and development. OCB staff shares data and reports relevant to program development and planning. (Page 227) Title IV
If the assessment shows that the student will require ongoing support to sustain acceptable work performance and maintain employment, supported employment is included in the services to be provided in the IPE. The IPE includes collaboration and funding from other agencies or organizations that assist by providing the ongoing support services required. All services provided by the Commission for the Blind are time limited unless the eligible individual and the counselor jointly agree that additional time is required to reach the IPE goal and the individual is progressing toward that goal. (Page 239) Title IV
The Oregon Commission for the Blind uses its Title VI, Part B funds to provide supported employment services to eligible individuals with the most significant disabilities for whom competitive employment in an integrated setting is their current vocational goal. These clients, because of the nature of their disability, often require extensive services in order to be successful. Specialized placement assistance, lengthened training periods and planning for ongoing support is required in order for clients to be successful. All of the funds are used for individual case costs. Our approach for supported employment services is as follows: If an individual's goal is to pursue an employment outcome in an integrated setting, an IPE will be developed in accordance with the individual's strengths, interests, resources, priorities, and informed choice. Services are purchased on a fee-for service basis from providers within the community. Careful job analysis and intensive one to one training are provided. (Page 246) Title IV
The Oregon Commission for the Blind will continue to leverage IGAs with partners/regional programs throughout the state to meet the needs of students with the most significant disabilities. The OCB is committed to working alongside DHS/DD/ID providers to insure that each student is surrounded with a qualified team of professionals to assist him/her towards their IPE. (Page 248) Title IV
The OCB will continue to provide its array of services/programs and paid work experiences to students with vision loss/blindness. OCB will continue to organize and manage our two paid summer work experience programs (in Salem and Portland) for eligible students age 16+, and will expand the program and staffing to provide more paid work experience and pre- employment transition service opportunities throughout the year.
o The OCB will continue to nurture the relationships with business that support these work opportunities for students who are blind.
o The OCB will continue to build relationships and participate in IEP meetings with school districts, teachers of the visually impaired, students and families throughout the state.
o The OCB will explore methods for supporting work experience for students with visual disability more locally across the state and more broadly throughout the year outside of summer programs.
o The OCB is also exploring new methods for providing pre- employment transition services to students with visual disability, focusing in particular upon the adaptive and soft skills necessary to succeed in an adult workplace. (Page 257) Title IV