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
- g. Coordination with Employers
Describe how the designated State unit will work with employers to identify competitive integrated employment and career exploration opportunities in order to facilitate the provision of:
- g. Coordination with Employers
g. 2. Transition services, including pre-employment transition services, for students and youth with disabilities.
Current Narrative:
In addition to Progressive Employment, the Maine Division of Vocational Rehabilitation (DVR)’s Transition Work-Based Learning (TWBL) Model Demonstration grant is a partnership with Jobs for Maine Graduates (JMG), the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston, American Institutes for Research (AIR), and the Council of State Administrators of Vocational Rehabilitation (CSAVR). This project is using a quasi-experimental design to conduct rigorous evaluation of two innovative interventions, Enhanced JMG and Progressive Employment. Maine DVR is utilizing the Progressive Employment model to expand employer relationships and align this dual customer community-based strategy with Enhanced JMG programs for students with disabilities.
These interventions are serving students with disabilities that are within two years of graduation from high school to test whether a model of work-based learning improves attainment of competitive integrated post-secondary employment and education outcomes. Specifically, under this grant, JMG has expanded its services to five high schools in the Bangor area and DVR will launch Progressive Employment in the Augusta and Bangor regions.
Maine DVR expects that the TWBL Model Demonstration will enhance statewide collaboration that facilitates the transition process from secondary and postsecondary schools, to competitive integrated employment at or above minimum wage. Within 1 year after graduation, at least 90 percent of study participants will enter postsecondary education or competitive integrated employment.
https://www.explorevr.org/progressive-employment-maine-transition-work-based-learning-model
Now in Year Four of five, over 300 students have benefited from TWBL interventions.
Maine DVR works with employers to support activities such as: informational interviews, job shadows, business tours, on–the–job training/apprenticeships and work experiences. Business Development during the pilot project includes identifying potential business leads based on the goals of the individual referrals and contacting the employer; requesting an informational interview; requesting a tour of the business or facility; sharing information about DVR and determining if the employer is willing to allow assessments, informational interviews, job shadows or on–the–job training at this location. Through the business development process, as it is described, the purpose is to gain an understanding of the various positions which this business employs and to ascertain the work environment and work culture.