Located in:
- Program-Specific Requirements for Vocational Rehabilitation (Combined or General)
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan [13] must include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as amended by title IV of WIOA:
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[13] Sec. 102(b)(2)(D)(iii) of WIOA
p. 2. A. Identify the strategies that contributed to the achievement of the goals
Current Narrative:
Goal 1
To obtain at least 1000 successful closures for DVR clients in FFY 2018 and 2019 thereby substantially maintaining solid employment outcomes for DVR clients in Maine. These employment outcomes and goals from 2018 through 2019 will be impacted by the change in serving more youth in school. DVR has seen a decrease in their overall employment outcomes, as DVR will not realize successful outcomes from these in school youth for a few years. In addition, with the focus of DVR’s resources to in school youth, there may be fewer VR resources for adults with disabilities
Achievement on Goal 1: Maine DVR closed 767 individuals in competitive integrated employment during FFY 2019, while not attaining the number of closures forecast, due in large part to OOS Category 3 closure, DVR has continued to place individuals with significant disabilities in competitive integrated employment. DVR has focused on strategies that engage clients to reduce early exit from VR. Maine has done this through implementation of effective practices and an attention to partnerships both within and outside the workforce system. Pre-Employment Transition Services have introduced VR services to younger clients and have strengthened students with disabilities’ skills and preparation for post-secondary education and employment. Maine has met its annual requirement to expend 15% of grant funds on Pre-Employment Transition Services. For example, a school-based mentoring pilot with the Center for Independent Living is leading to roll-out of a statewide fee for service peer mentoring model for students and youth with disabilities – with WINTAC assistance. A tight labor market coupled with VR’s roll-out of dual customer strategies such as Progressive Employment have increased employer awareness of jobseekers with disabilities as an untapped talent pool. DVR continues to work closely with Community Rehabilitation Providers to ensure that they have the training and tools to effectively provide services to VR clients. This is provided in large part through DVR’s support with the Department of Health and Human Services of Maine’s Employment for ME Workforce Development System that regularly offers ACRE-certified employment specialist training as well as advanced topical training.
Goal 2
To serve all individuals with the most significant disabilities in a timely manner, which means determining eligibilities within 60 days and developing plans for employment for all consumers within the new 90-day time frame. DVR will continue to maintain no wait list for those individuals in categories 1 and 2 and will monitor the ability to again serve those in category 3 in the future.
Achievement on Goal 2: DVR has made significant progress with this goal due in large part to regular review of time to eligibility and time to plan data with VRCs, management, and the State Rehabilitation Council. (RSA reported data for PY 18 shows DVR at 79.4% for timely eligibility determination and 78.9 % at timely IPE development). Additionally, training to staff on best practices in determining eligibility and plan development (based on technical assistance from RSA) have supported counselors to change their process for determining eligibility and plan development. DVR has also increased use of work-based learning, paid work experiences, Progressive Employment, and other strategies like use of the Career Exploration Workshop to help individuals find out more about the world of work sooner in the VR process. DVR has embraced the philosophy that “everyone is ready for something” meaning that clients can take steps with VR’s support towards their employment goals more rapidly than they would have been able to in the past.
Increased use of Pre-ETS work-based learning is helping exposure more students with significant disabilities to employment, allowing them to learn earlier about the world of work and change expectations about post-secondary employment for those with the most significant disabilities.