Vocational Rehabilitation and the Workforce Innovation and Opportunity Act (WIOA) Erin Wilder, M.Ed., C.R.C. Statewide Transition Specialist, Rehabilitation Services Kevin Markel, M.S.,C.R.C. Statewide Transition Specialist, Blind Services

Purpose of Vocational Rehabilitation (VR) Help people with disabilities obtain, maintain, and advance in employment. Transition services are VR services to help students with disabilities build preparation for work and independence. VR is eligibility-based, not an entitlement program. Financial information is considered, but does not influence eligibility.

Recent Changes to Vocational Rehabilitation On 9/1/16, we became part of the Texas Workforce Commission. (*Services and staff remain the same and we are committed to maintaining the quality of services.) By 8/31/18, the Blind Services Division and the Rehabilitation Services Division will be fully combined. Combining of the divisions has already begun.

Recent Changes to Vocational Rehabilitation (ctd.)  The Children’s Program with Blind Services Division moved to Health and Human Services Commission (HHSC) on Sept. 1, 2016 Policy and a Memorandum of Understanding between TWC and HHSC is being put into place  to ensure continued collaboration in the following areas:  Referrals between the two programs Joint activities and trainings to groups of students Work with educational partners Joint staff training

WIOA Congressional finding is added … Congress finds that many students with disabilities are leaving secondary school without competitive integrated employment or being enrolled in postsecondary education, and there is a need to support such students as they transition from school to postsecondary life. There is more emphasis on Transition and youth services throughout. In particular, there is emphasis on transition to post-secondary life, not just to employment or postsecondary education. Research clearly shows that exposure to work and work concepts while in high school increases the likelihood of success in employment after high school.

Title IV Requirements for Vocational Rehabilitation (VR) WIOA requires that we spend 15% of federal VR dollars on Pre-Employment Transition Services for individuals meeting the “student with a disability” definition in the law. 15% = approx. $36 million for both divisions WIOA also contains an increased emphasis on providing Supported Employment Services to youth which requires utilizing half of the funding on youth under 25 years of age. All students in public, charter, private, home school or post-secondary education will meet the “student” definition, as long as they are between 14 and 22. The same services are available to all individuals, if needed, but may not be counted toward the 15%.

Pre-Employment Transition Services (Pre-ETS) Job Exploration Counseling, which may include Academic Assessments, interest inventories, and Vocational Counseling and Guidance. Work-Based Learning Experiences, which may include in-school and after-school opportunities and experiences outside of the traditional school settings. Examples of Work-Based Learning Experiences include On-the-Job Trainings, Apprenticeships, Internships, Summer Work Experiences, Work-Based Trainings, Job Search Assistance, Job Placement Assistance, On-the-Job Supports and Customized Employment. Counseling on Post-Secondary Opportunities, which may include exploration of different post-secondary programs and the processes involved with attending those programs, e.g. financial aid, accommodations, admission, etc. Workplace Readiness Training for the development of social skills and independent living skills. This may include Job Readiness Training and Life Skills Training. Training on Self-Advocacy, which may also include Peer Mentoring, Self-Determination Training and Life Skills Training.

Coordinated Pre- ETS Attend IEP / ARD meetings when invited Attend person-centered planning meetings when invited Working with local workforce boards and employers to develop work experiences for students with disabilities Working with schools to coordinate and ensure the provision of Pre-ETS

Potentially Eligible WIOA says that Pre-Employment Transition Services can be provided to individuals who are eligible or potentially eligible. A student with a disability does not have to be determined eligible for VR services to receive certain* Pre-Employment Transition Services. Services to groups in a classroom or job fair setting. Once it’s determined that more involved/purchased services are needed, the individual will need to apply for services. We do not have a means to provide paid services outside of our caseload management system. Eventually we will have a mechanism in place for this.

Section 101(c) of WIOA ….”nothing in the Act is to be construed as reducing the responsibility of the local educational agencies or any other agencies under IDEA to provide or pay for any transition services that are also considered to be special education or related services necessary for providing a free appropriate public education to students with disabilities.”

Ideas for Collaboration Work together to create a new opportunity for students. Have the counselor participate in something the school is already doing. For example, the counselor comes into the classroom to provide a lesson on job readiness. The counselor and student plan services for the summer, taking into account services received from the school, so summer services build on and strengthen what the student gets during the year.

When Schools Differ What if one school says they can partner that way and another says they cannot? - Work with the “cannot” school to determine what would make the activity work/if something else would work better. - Continue working with the “can” school to develop that partnership. Sometimes the success of one school is what gets other schools interested. - Activities don’t have to occur during the school day or with partnership from the schools. However, you are more likely to have a smooth continuum of services and skills built when there is partnership.

Relationships, Relationships, Relationships…

Breaking Barriers- El Paso History: -Paid work experience for students with disabilities was identified during CHIRP (Centers Hatching Initiatives for Realizing Potential- an effort by UA Currents to encourage collaboration between VR and IL Centers) -Initially Volar ILC and DARS partnered and then reached out to the Workforce Board with a proposal to create a disability subcommittee -The Disability Subcommittee was formed (still in place since 2006) to identify needs related to promoting universal access and one of their activities is Breaking Barriers.   Multiple partners- UTEP, El Paso CC, the center for IL, ISDs, Workforce Board and Center Operator, DARS- came together and created a work group to get Breaking Barriers started. The main point was for students to have a work experience with focus on job readiness/soft skills. Workforce agreed to set aside a day to help get students certified as DARS consumers- WF helped facilitate that creating a flyer identifying required documents for WIA Youth certification VR Counselors helped identify areas of vocational interest and potential work sites and then DARS contacts the employer WF or DARS staff visit the employer to complete necessary paperwork for a paid work experience WF covers consumer wages, Workers’ Comp DARS covers job/work experience coaches and other supports to help the students learn their job duties. Counselor work with the employers on things like disability awareness, accommodations, and to make sure their consumers are continuing to do well. Internships have varied in length from 120-160 hours over the years. More recently, with WIOA, the WF’s focus has changed to out of school youth and all have worked together to make sure consumer participants meet the new requirements. Key factors that keep it successful: Strong communication all around – between WF and DARS counselors- this has helped to keep everyone on the same page and to bridge the differences in the agencies/programs. Each agency has a central point of contact who distributes info within their agency Buy in from the CEO of the WFB leads to money being set aside The work group meets to plan the specifics of the program several months in advance and then continues to meet monthly to stay on the same page Recognize WF staff for their contributions Keep the Board updated on the progress and results Celebrate as a group! Unintended benefits It is evolving into a year-round service Has resulted in offers of permanent employment The service model has been applied to WIA Adult services Allows VRCs to visit job sites and develop Business Relation skills Sensitivity training for Businesses and WF staff Promotes relationship building amongst the various partners through a common goal

What ideas do you have for collaborating?

Erin Wilder, Statewide Transition Specialist Erin.Wilder@twc.state.tx.us 512-936-3707 Kevin Markel, Statewide Transition Specialist Kevin.Markel@twc.state.tx.us 817-759-3514