Narrative: j. 2.

Findings

It has taken several years for Community Rehabilitation Programs in Arkansas to accept and embrace the need to meet federal and state guidelines as outlined in Section 511 of the Rehabilitation Act; however, they now are working to become compliant by providing access to mandated career counseling and information and referral services to their program participants, and by working with the ARS monitoring unit.

If ARS is to successfully meet the needs of individuals who have significant disabilities throughout the state, the network of CRPs will be critical partners. The agency has done a good job of communicating the new requirements and of setting deadlines for their implementation, but this is just the first step in the process. Initiating the second step in the transformation of the CRP network is no less important to the provision of needed services. It is imperative for ARS to create an atmosphere of mutual respect and support within the CRP network.

Recommendations

• ARS and representatives from the CRPs should meet and work together to create a path forward for these programs. Potential service additions and changes must meet the expanding needs of Arkansas’ citizens with disabilities as defined by ARS, while providing an expanded array of services and funding options for CRPs. Opportunities for CRPs include:
• Expanded Supported Employment services for individuals with significant disabilities. ARS can assume a more active role in the development of additional funding sources for initial Supported Employment services as well as long-term supports when needed. Possible partnerships with DDS should be sought.
• Expanded School to Work Transition and Pre-ETS opportunities. ARS’ challenge is to explore ways to utilize CRPs to expand these services. One example is for CRPs to partner in the WOLF program.
• Partnering with the Arkansas Career Development Center (ACDC) to provide training and certification programs in local communities. ACDC staff would be responsible for maintaining certifications for existing programs, as well as expanding those offerings as resources warrant, and for monitoring the training services provided in the communities. CRP staff could provide the hands-on, day-to-day supports to help clients master the training ACDC provides. 
• Additional training programs for CRP staff. ARS should work with CRPs to identify specific training needs and then develop and make available training presentations in affordable and accessible formats in local communities.

Findings regarding Arkansas Career Training Institute

ACTI had a dedicated staff who worked hard to seek and earn national certifications for their program offerings. ACTI leadership actively explored apprenticeship opportunities for individuals with disabilities. In addition, ACTI staff established and provided innovative programs for transition-aged youth including the Transition Employment Program (TEP). This comprehensive pre-employment training service provided Arkansas high school students with disabilities who have completed the 11th grade with job exploration counseling, work-based learning opportunities, counseling on postsecondary opportunities, and instruction in self-advocacy. In just a few short years, the enrollment in the TEP has grown and has proven to be an excellent tool for motivating students to think more broadly about their options after high school.

However, downsides to operating ACTI under a twenty-four hour, residential model were identified: the distance clients travelled from most areas of the state to attend ACTI; the long waiting periods for acceptance and enrollment; the perception in the local communities that ACTI did not accept referrals who have significant disabilities; and ACTI’s annual budget, which was approximately one-third of the total ARS services budget.

Recommendations regarding Arkansas Career Training Institute

In response to these findings, ACTI began transformation into ACDC.  One of the major changes with this transformation was the elimination of the residential component and consolidating of central services away from the main campus located at 105 Reserve Street in Hot Springs to 200 Reserve Street in Hot Springs.  The consolidation of equipment, personnel, and other resources necessitated the need for some renovation of the Armory Building located at 200 Reserve Street along with the construction of a structure to support welding training. 

The new model used at ACDC is focused on four program areas:

• Vocational Rehabilitation Support Services
• Career and Technical Education Programs
• Pre-Employment Career Development and Transition Services
• Pre-Apprenticeship and Registered Apprenticeship

Vocational Rehabilitation Support Services: These services are needed to provide evaluation of students to ensure their educational goals are attainable. In addition, staff members will provide detailed information to students with disabilities about training, education, and career opportunities.  This will assist the students and their VR counselors across the state to develop better individual plans for employment.  In addition, it will assist with referrals for individuals with disabilities that are currently working in sub-minimum wage, with training, education, and career options available that lead to competitive integrated employment.

Career and Technical Education Programs: The programs are needed to provide skills and knowledge to people with disabilities to help them achieve competitive integrated employment. A brief description of the training area is listed below:

• Customer Service and Retail.  This program covers the basic aspect of careers in retail with a focus on customer service. In addition, there is a retail lab and externship developed jointly with CVS pharmacy. Students completing this program will be prepared for jobs in retail and those requiring high levels of customer service.  Also, it gives them access to industry specific training for jobs under the corporate umbrella of CVS. It should be noted CVS is one of the largest health care/retail organizations in the world.
• Construction Technology.  Home Repair and Maintenance: covers basic skills and techniques used in carpentry, plumbing, electricity, and other building trades.  The optional module on electrical construction is a complete orientation to the electrical trade, giving students a competitive edge as an apprentice electrician.
• Welding.  This program has two eight-week modules, which allow students to learn in-demand skills that lead to jobs in the construction and manufacturing sectors.
• Environmental Services.  This three-week program provides fundamental training in environmental services and prepares students with the skills needed for entry level jobs in environmental services. Also, by stacking other training, they will be able to move from diverse careers in multiple industry sectors. 
• Automotive Maintenance Technology.  Thiseight-week program focuses on safety and routine maintenance items, tire repair, oil and filter service, belts, hoses and the like. It has been designed to allow students to enter the automotive workplace quickly and build skills on the job. 
• Culinary Arts.  This eight-week course is designed to train students as food service workers in cafeterias, hospitals, restaurants or other food service facilities. Students will follow a scheduled rotation that provides training in Food Safety, Personal Hygiene, Food Preparation, Ingredients, Dishwashing, and Proper Food Storage.  This increases opportunities for competitive integrated employment of students with significant disabilities, as well as opens the door for internships and other employer-based training opportunities across the state.
• Certified Nursing Assistant Training.  There are three, six and seven week options for this program depending on the classes. The classes provide students with the practical application of basic care skills and the required theory training for nursing assistants, per the rules and regulations of the Office of Long Term Care of Arkansas. In addition, the course articulates with a registered apprenticeship program, which provides an additional learn as you earn opportunity.

Pre-Employment Career Development and Transition Services: These services are needed to enhance knowledge of competitive integrated employment opportunities in the state and develop skills needed for employment or to further post-secondary education and training.  With the passage of the WIOA, Pre-Employment Transition Services for students with disabilities is a required service to be coordinated with and provided to all high schools.

ACDC will provide and facilitate pre-employment transition services including career exploration and work-based learning.  The areas  include:

• ServSafe Food Handler Program
• Professional Guest Services
• Certified Production Technician
• Certified Logistics Technician
• OSHA 10-hour Outreach
• Security Guard

Pre-apprenticeship and Registered Apprenticeship: ACDC has been working with several registered apprenticeship programs that are related to current career and technical education provided on campus.  The property allows adequate space and opportunity to conduct pre-apprenticeship training for students to prepare for registered apprenticeship and careers in trades that are in demand in the state. The partnership with registered apprenticeship allows for greater opportunities for the students served on the property while limiting redundant education and training provided by local educational entities.  This also has the added benefit of helping registered apprenticeship programs meet the requirement of 29 CFR 30.7, which requires programs to recruit and include people with disabilities.

ARS ceased operation of ACTI as a residential program to which selected individuals are referred, and adopted a different business model to provide an array of supports to individuals throughout the state that is fiscally sustainable. The new model is known as the Arkansas Career Development Center (ACDC).

ACTI transformed from a residential program housing a variety of training programs in one central location, to a team of experts facilitating training and credentialing programs across the state through CRPs, High Schools, and Core Workforce Partners. This “hub and spoke” model retains the core group of training staff and credentialing experts.  By establishing the “hub and spoke” model, ACDC will provide an effective response to the three major negative viewpoints cited in this study. First, since these programs would be offered closer to home, individuals will no longer be forced to travel long distances and live in a residential setting to participate in ACDC certification programs. Second, the long waiting periods for acceptance and enrollment in ACTI programs would be eliminated. There should be an exponential increase in the number of individuals served by these certification programs through partnerships with the network of CRPs, High Schools and Core Workforce Partners, thereby reducing the waiting time for enrollment. Finally, the addition of hands-on support from well-trained CRP staffers to provide assistance to individuals enrolled in the local programs would make completion and certification accessible to individuals with more significant disabilities. 

ACDC is seeking out and developing partnerships with existing CRPs throughout the state to create specific training programs similar to those currently being offered at the residential facility.  

ACDC continues to develop and expand ancillary programs like TEP, and aggressively pursue apprenticeship programs that could be incorporated into the CRP, High School, and Core Workforce partnership model.