1. MARIANNE MOORE (VDOE) HEATHER NORTON (DBHDS) JESSICA STEHLE (DARS) RACHAEL ROUNDS (VCU) 2015 Parent Summit Employment Services

2. 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.

3. 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 choice But…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

4. The Employment First Team The Individual Family Department of Education (DOE) Service providers Case Manager/Support Coordinator Department for Aging and Rehabilitative Services (DARS) Counselor Employment Service Organization Department of Behavioral Health and Developmental Services (DBHDS) Department of Social Services (DSS) Natural Supports

5. Navigating the Systems- sequenced services DOE DARS DBHDS

6. 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

7. 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

8. 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

9. 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

10. 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!

11. 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

12. 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/sta te/transfer_rights_students_disabilities.pdfWeb address http://www.doe.virginia.gov/special_ed/regulations/sta te/transfer_rights_students_disabilities.pdfWeb address

13. 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!

15. Data Collect and Analyze Data Graduation Dropout IEP Compliance Post School Outcomes – 1 Year after Exit  Employment  Postsecondary Education  Postsecondary Training  Courses taken while in school  Agency Referral  Barriers

16. CONTACTS http://www.va-doeapp.com/StaffByDivisions.aspx?w=true http://www.va-doeapp.com/StaffByDivisions.aspx?w=true Secondary Transition - Marianne.moore@doe.virginia.gov 804-225-2700 Parent Ombudsman – Gloria.dalton@doe.virginia.gov 804-371-7420 Complaints and Family Support Coordinator Hank.millward@doe.virginia.gov 804-371-0525 Mediation – Art.Stewart@doe.virginia.gov 804-786-0711

17. Department for Aging and Rehabilitative Services (DARS) Offers vocational rehabilitation (VR) to assist people with disabilities to prepare for, secure, retain, or regain employment

18. 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

19. 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

20. VR Outcomes Federal Fiscal Year 2014 4,087 consumers became successfully employed 97% were in competitive employment Average hourly earnings was $9.66

21. DARS Transition Counselors Located in DARS offices across the Commonwealth Every high school assigned a transition counselor Transition counselor works collaboratively with:  Student and their family  Special Education Staff  Guidance Counselors  Case Managers  Physicians  Therapists  Others

22. 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

23. 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.

24. 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

25. 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

26. 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

27. Service Progression for Transition Youth Apply for services Postsecondary education and training Employment search Exploration/Assessments Develop IPE Placement and training Stabilization Long term follow along

28. What if there are difficulties after case closure? Stable at work Changes/ challenges arise Re-engage with DARS Receive Post Employment Services to re- stabilize Stable at work Resume long term follow along

29. Social Security Benefits and Employment The MythsThe 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

30. Contact Us Virginia Department for Aging and Rehabilitative Services www.vadars.org 800-552-5019 (voice) 800-464-9950 (TTY) Jessica.Stehle@dars.virginia.gov 571-210-2183

31. 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

32. 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

33. Who We Serve People  All ages  Intellectual Disabilities  Developmental Disabilities  Behavioral Health  Mental Health  Substance Use  Forensic

34. Division of Developmental Services Waiver Operations Provider Development Community Integration Health Support Services Administrative Operations Community Support Services

35. DBHDS EmploymentCareer Planning Community Engagement

36. Individualized Meaningful Relationships

37. Community Engagement Social Networks Family Networks Faith Networks Education Networks

38. Career Planning Opportunity LearningEmployment

39. Career Planning OpportunityLearning Exposure Education ExperienceDiscovery Immersion

40. Employment Resumes Applications Assessments On the job Coaching Job assistance Post Secondary Education Apprenticeships On the Job Training Development Training Follow Along Career planning Development Follow Along Career Planning Training New Job

41. 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

42. Navigating Waiver and DARS DARS services explored and exhausted first Medicaid payer of last resort Medicaid Reimbursed Services  Employment Services  Prevocational Services  Day Services

43. DEPARTMENT OF BEHAVIORAL HEALTH AND DEVELOPMENTAL SERVICES WWW.DBHDS.VIRGINIA.GOV HEATHER NORTON DIRECTOR COMMUNITY SUPPORT SERVICES HEATHER.NORTON@DBHDS.VIRGINIA.GOV 804-786-5850 Contact Us

44. Virginia Commonwealth University Rehabilitation Research and Training Center Business 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

45. Virginia Commonwealth University – Rehabilitation Research and Training Center Business 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.

46. 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.

47. 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.

48. Services we offer Project SEARCH for transition age students Discovery Situational Assessment Job Development Job Site Training Follow Along Post Employment Services

49. 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

50. 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 jltodd@vcu.edu

51. 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

52. 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.

53. 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.

54. 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.

55. 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.

56. 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.

57. 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