Narrative: III. a. 2. E.

In WV, our WDS begins with the secondary school system which includes career and technical schools through post-secondary education which include community colleges and the higher education system. All core programs work on a regular basis with all sectors of education-in particular, CTEs and CTCs. Our goals are to work even closer in the future and develop stronger relationships.

As employers and the WDS develop career pathways, the core programs will work with the education system to support them. WFWV is already partnering with the CTE in their simulated workplace program. We wish to expand this program to include older youth in the near future.

The core partners understand the importance of having a recognized postsecondary degree from the perspectives of both employers and job seekers. The state has always strived for quality, career- based employment outcomes for its consumers, when appropriate. In this aim, the state has a long history of providing consumers with the necessary training that leads to a recognized postsecondary credential. In FY 2019, over $6 million in DRS funding went toward training. Of this amount, the majority was for four-year college/university and junior/community college tuition.

Core partners have a liaison with postsecondary institutions across the state including 44 colleges, universities, community and technical colleges. Furthermore, cross-training between agencies is routinely conducted at state meetings and conferences. Higher Education and Policy Commission (HEPC) is an example of an agency that cross-trains with the core partners. HEPC develops and oversees a public policy agenda for WV’s four-year colleges and universities.

West Virginia Division of Rehabilitation Services

Since the enactment of WIOA, DRS has focused on providing services, particularly Pre-ETS, to high school students with disabilities starting in the 9th grade. To accomplish this, 59 counselors work with students with disabilities. Pre-ETS are mandated under WIOA and include the following:

• Job exploration counseling
• Work-based learning experiences, which may include in-school or after school opportunities or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible
• Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institution of higher education
• Workplace readiness training to develop social skills and independent living
• Instruction in self-advocacy, which may include peer mentoring

DRS will continue to work closely with the WV Office of Special Education to ensure that special education teachers, parents, and students with disabilities are aware of the availability of Pre-ETS.  This work will continue through joint-training conferences with special education staff from across the state.  Additional, intensive training on the Pathways to the Future Pre-ETS website will also continue to be provided to special education teachers in upcoming years.  As part of its outreach campaign, DRS will continue to place large Pathways to the Future banners in high schools and distribute Pre-ETS materials to students with disabilities across the state.  Additional outreach using large posters will target eighth grade, career and technical education, and post-secondary students at locations across the state.

In addition to Pre-ETS, DRS debuted the POWER program in 2015. POWER is a job shadowing program that offers transitioning students, who may be having a difficult time choosing a career path, the opportunity to experience an occupation by spending time with a professional working in the students’ vocational goal/career field of interest, including STEM. The POWER program allows the student the opportunity to experience an occupation prior to committing to training. It guides the student to take a serious, realistic look at the occupation, allowing the student to make a more informed choice.

Another DRS activity is STEP. This program utilizes school personnel to facilitate a more seamless transition from high school to post-secondary activities (employment or training) for students with disabilities. By allowing the student to continue working with an individual who has provided them with classroom instruction and/or transition services while in high school, they are working with people who are most familiar with their interests, skills, and barriers to employment. In addition, STEP will also include the use of science and math teachers to provide appropriate students with further career exploration opportunities in STEM fields. These teachers may also provide college preparation activities, such as ACT test preparation, and work-based experiences.

By engaging students with disabilities earlier and providing them with activities such as Pre-ETS, STEP, and POWER, DRS expects recipient students will have a better understanding of the labor market and the value of obtaining a postsecondary credential. Students with disabilities that are eligible for VR services may, in accordance with their IPE, receive assistance from DRS in obtaining postsecondary training.

The core partners meet on a monthly basis to discuss all aspects of the system. Based on future directives from federal guidelines and procedures developed by the WVWFDB, the other mandatory partners will enter into MOUs at the local level as to how they will coordinate and provide services to customers at the local level.