Louisiana

In addition, a State Office position coordinates employment activities statewide. The Employment Initiative Program Coordinator serves as LRS’ direct contact to the VR Business Network and distributes job leads and information to the regional offices. In FY 2015, the VR Business Network provided job leads from all over the country. Some of the job leads were from the following companies: Walgreen’s, Lowe’s, TJX Companies, Office Max, Wells Fargo, DOL, Manpower, Inc., USDA, Marriott International, and many others.

LRS continues to participate with Office for Citizens with Developmental Disabilities (OCDD) in the “Employment First” initiative, which was designed to provide employment asa first option for persons with developmental disabilities, as an alternative to institutionalization, and to provide integration/independence in the community. LRS participates in roundtable discussions hosted by OCDD to inform their staff and providers of new requirements related to integration of individuals with developmental disabilities into their communities as a result of new Centers for Medicare and Medicaid Services (CMS) rules, as well as how to better collaborate with LRS to achieve goals set forth in WIOA. (Page 214- 215) Title IV

Additionally, 48% of counselors indicated that the quality of services provided to meet the needs of consumers could be improved. Seventy percent of staff responding felt that more CRPs are needed in their area to serve specific services or to serve specific disability populations. Populations that were identified as needing further CRPs to serve include the deaf, deaf-blind and blind/visually impaired, felons/ex-felons with disabilities, individuals with cognitive impairments/intellectual disabilities, autism, mental illness, paraplegic/quadriplegic, and traumatic brain injuries. In addition, it was noted that more CRPs are needed to provide services to transition students, to provide services such as supported employment in rural areas, job readiness/placement, sign language interpretation, assistive technology services and training, training, and customized employment. (Page 195) Title VI

LRS will provide ongoing support services, including customized employment and other appropriate services needed to support and maintain youth with most significant disabilities, to work toward competitive integrated employment; beginning at Job Stabilization / Transition to Extended Services. 

Purchased supported employment services (Milestones) are identified and listed on the IPE and must be obtained through an approved Supported Employment CRP and generally cannot exceed 24 months or four years for youth with disabilities (ages 14-24). If a Consumer requires longer than 24 months in reaching job stabilization or four years for youth with disabilities, the LRS Counselor can extend the service in accordance with Plan guidelines (Page 208) Title VI

No specific disability related information found.

With support of the Disability Employment Initiative (DEI) grant (2012 -2015), LWC worked to ensure the physical, communication and programmatic accessibility of all One-Stop Career Centers by conducting specialized training for all center staff on topics including accessibility for all, disability etiquette and awareness, and identifying and assisting job-seekers with hidden disabilities. LWC will continue to maintain these investments in staff training and technology to make certain One- Stop Career Center staff serve adult job-seekers with disabilities effectively. LWC has incorporated accessibility criteria as part of the One-Stop certification policy criteria in collaboration with the Workforce Investment Council, local boards and CEOs. Additionally, all One-Stop Centers will be monitored onsite annually to ensure compliance with this requirement. (Page 88) Title I

Goal 2: Expand career services and opportunities for populations facing multiple barriers to close the gap in educational attainment and economic advancement through career pathways and improved career services and the expansion of bridge programs. 1. Expand and incentivize the utilization of evidenced-based workforce strategies that support targeted populations (e.g., the long-term unemployed, individuals with disabilities, veterans, outof-school youth) into sector-based career pathway initiatives to achieve similar outcomes relative to other populations. (Page 37-38) Title I 

Job-seekers who have large gaps in their work history, limited, obsolete or unknown skills, limited education, inadequate credentials, lack soft skills, have significant barriers to employment or a combination of any of these factors as well as any job-seeker determined most likely to exhaust all their UI benefits shall be considered not workforce ready. Job-seekers who are not workforce ready shall be provided individualized career services, consisting of a minimum of a comprehensive assessment and development of an individualized employment plan (IEP) in the context of case management. (Page 62) Title I

The comprehensive assessment is the foundation for development of an IEP, and no IEP shall be created without completing a comprehensive assessment. In many cases the comprehensive assessment will then be an ongoing process that may result in changes to the goals and objectives of the IEP. The IEP is developed with a job-seeker to identify or create employment goals, appropriate achievement objectives and the right combination of services to assist in achieving goals and objectives. In short — “Where am I now?” “Where do I want to go?” “How will I get there?” The IEP must include goals and objectives that are SMART (specific, measurable, attainable, realistic and time bound). A case note must accompany the IEP and must justify the plan based on the identified barrier(s) to employment. Case management requires a regular follow-up and review or revision of the IEP until such time as the job-seeker becomes workforce ready or enters a training program. In either case, follow-up is critical, using a 30-day cycle until the job-seeker attains employment or completes training. (Page 62) Title I

Case Management requires a regular follow-up and review or revision of the IEP, until such time as the job seeker becomes workforce ready or enters a training program. In either case follow-up is critical, using the 30, 60, and 90-day cycle until employed or training is complete is appropriate — except for long term training. For long-term training, Career Specialists should follow the most current guidance. (Page 121) Title II

The formal interagency agreement provides for initial contact to be made with the transition student as early as age sixteen. This is accomplished by the development of criteria and timelines for an effective and efficient referral process; provision of orientation and information sessions for students and their families; and LRS counselors determining transition students’ eligibility for VR services within the timelines established by agency policy. For each student determined eligible for services, every effort will be made to ensure those who are in an Order of Selection (OOS) Category currently being served by LRS leave the school system with an approved IPE in place that incorporates appropriate segments of the Individualized Education Plan (IEP) and projected employment needs, as applicable. (Page 171) Title II

The Program Coordinator works collaboratively with DOE Transition Coordinator in planning for the transition of students with disabilities from school to post-school activities including VR services. Both agencies share responsibility to coordinate the provision of services, conduct outreach, and identify financial responsibility as needed. The DOE will assure that all students with disabilities and their families have knowledge of LRS policies and services including brochures and promotional information supplied by LRS. Information dissemination begins with the writing of the transition service page and continues through referral to LRS. Local Education Agencies (LEAs) also invite LRS representatives to IEP meetings at the students’ request, whena transition service page is being written for a student with a disability who may be eligible for and/or interested in VR services; facilitate appropriate orientation meetings among LRS staff, student and family members; provide time for LRS staff to meet with teachers, guidance counselors, and other appropriate personnel for such purposes as information sharing/gathering at both the individual and agency levels; and assist in the development, provision, and evaluation of interagency vocational assessment processes and functional vocational transition programs. (Page 172) Title II

Current LRS policy and guidelines address the allocation of 15% of State’s VR allotment for the provision of services of Pre-Employment Transition Services (Pre-ETS) to high school students with disabilities between the ages of 16 - 21 who are eligible or potentially eligible for VR services. The required activities of Pre-ETS are workplace readiness training, job exploration counseling; work-based learning experiences; counseling on opportunities for enrollment in comprehensive transition or postsecondary education programs at institutions of higher education; and instruction in self-advocacy. LRS assigned vendors to work with each high school across the state to make Pre-ETS services available to students who receive IDEA funds or students who are an individuals with a disability for the purposes of section 504 of the Act (29 U.S.C.794). (Page 172-173) Title II

LRS will use agency funds for the provision of Pre-ETS and VR services on the approved IPE that relates directly to the achievement of the agreed upon vocational goal, which is not the responsibility of the education system. The DOE will use agency funds for the provision of educational services on the approved IEP that relates directly to the achievement of the agreed upon educational goal.… LRS Transition Counselors in each region meet with a school liaison, usually the guidance counselor, to provide information regarding LRS services. The school liaison relays the information to students with disabilities and coordinates the student’s initial meeting with the LRS Transition Counselor. LRS Transition Counselors conduct outreach by hosting transition meetings at area high schools to provide information about VR services and to accept referrals. Information disseminated at these meetings includes agency brochures, client handbooks describing the VR processes/services, and referrals to other community resources students may need to access. Counselors work with the students, parents and educators to plan services needed for successful transition from school to work from the point that the student with a disability is identified. Counselors attend “Career Days” at the high schools to share information with transition students on available services that may identify career goals and to share information regarding services available to assist them in reaching their goals. (Page 173) Title II

Approximately three hundred and fifty (350) consumers could be referred for supported  employment services during each fiscal year. Once eligibility for supported employment services has been established, LRS continues to collaborate with OBH to ensure that services are provided in a timely manner and to assure the development of an Individualized Plan for Employment (IPE). The IPE shall specify the responsibilities of all parties involved in the supported employment program for the individual and shall include reporting requirements for both agencies. (Page 174- 175) Title II

LRS has five Third Party Cooperative Arrangements (TPCAs) established with separate School Districts in Grant, Bossier, Evangeline, Orleans and Franklin Parishes as well as with Sci Academy and GW Carver. Through these TPCAs, a Transition Specialist provides workplace readiness training including self-advocacy, work-based learning experiences, and identification of employers who will host students for work-based learning. Bossier Parish Community College has a program called Program for Successful Employment (PSE) funded through a TPCA with LRS to provide job readiness to students with disabilities, work with employers to help find job placement and provide follow up. Virtual Academy of Lafourche has hired a transition specialist, through a TPCA, to provide workplace readiness training including self-advocacy, work-based learning experiences, and identification of employers who will host students for work-based learning. (Page 177) Title II

Some examples of collaborative efforts include Transition Core Team meetings held statewide attended by the DOE, the Office for Citizens with Developmental Disabilities, Families Helping Families, and other interested individuals. These meetings are held to assist agencies who serve transition students as they exit from school to work. LRS has a Program Coordinator specializing in Assistive Technology who conducts in-service training annually to keep field staff members abreast of the most recent technology available to assist individuals with disabilities. Specialized training is provided to our staff members working with low-incident disabilities to include such training as orientation to deafness, mobility training, sign language coursework, deaf-blindness training, and graduate level training specific to working with low-incident populations (i.e. visual impairment/hearing impairment/significant cognitive impairment). (Page 188) Title II

Respondents from other components of the statewide workforce investment system were given survey links to complete the survey online. Needs identified by respondents included transportation; benefit planning; job coaching; postemployment services; transition from school to work; assistive technology devices/services; and job placement. The primary barriers identified by respondents included the lack of medical insurance/care; adjustment to disability; fear of losing government benefits; lack of public resources; lack of employer acceptance of an individual’s disability; and the lack of transportation.
Fifty percent of LRS employees responding noted that they are satisfied or very satisfied when working with the Business and Career Solution Centers (BCSC). Thirty-eight percent noted that they have not worked with a BCSC. Thirty nine percent used a BCSC in the last month to access/provide services to individuals with disabilities. Eighteen percent utilized the BCSC in the last three months. Seventy-four percent of staff are familiar with services available through their local BCSC. (Page 194) Title II

LRS shall provide for continuity of services once an otherwise eligible individual is selected for services and has begun to receive services under an IPE, irrespective of the severity of the individual’s disability. LRS will continue to provide needed VR services to all individuals with an existing Individualized Plan for Employment (IPE). All services, including post-employment services, shall be available to individuals receiving services under an Order of Selection insofar as such services are necessary and appropriate to the individual's Individualized Plan for Employment (IPE) in order to ultimately place them in successful employment. All Agency policies and procedures governing the expenditure of funds, consumer financial participation, and use of comparable services and benefits are applicable to individuals receiving services under an Order of Selection. (Page 204) Title II

Louisiana Rehabilitation Services estimates that it will serve 13,843 individuals during fiscal year 2019 in the vocational rehabilitation program. This number includes approximately 9,260 cases that are expected to receive services under an IPE. The estimated number of individuals who will exit with employment after receiving services is 1,283. The estimated number of individuals who will exit without employment after receiving services is 1,609. In addition, approximately 5,300 students with disabilities will be served through the Pre-Employment Transition Services program. (Page 205) Title II

LRS continues to renew and revise existing local cooperative agreements, as applicable, with the 70 school districts and 146 Charter Schools in Louisiana. The LRS Transition Program Coordinator continues to collaborate and partner with DOE, OCDD, Work Incentive Planning Program, Office of Community Services, LWC, and the Office of Youth Development in an effort to network, share information and utilize comparable benefits to enhance VR services to transition students. The primary focus of LRS’ collaboration is to identify and address barriers (e.g. policies, eligibility process, resource allocation); assure effective service provision through the support of local interagency core teams, provide cross-agency training, outreach, engage in capacity building of young adults and family outreach efforts; provide continued support of innovative models and practices related to transition; and provide information and technical assistance. The Program Coordinator provides guidance and information to the Rehabilitation Counselors regarding specific transition issues. The Program Coordinator worked collaboratively with WINTAC’s Coordinator using conference calls, to discuss transition topics and provide information to LRS’ field offices. The Training Unit developed a School-to-Work Job Readiness curriculum and has trained staff to implement the curriculum with eligible students. Training will continue to be provided statewide. VR Counselors are encouraged to provide services at least once a month, when feasible, to students determined appropriate for job readiness training. (Page 214) Title II

Two Master Rehabilitation Counselor reviews were conducted by the Quality Assurance Unit during the 2017 review year. Each of the caseloads reviewed for promotion to Master Rehabilitation Counselor status exceeded the 90% compliance level required. Strategy 2. Explore opportunities for consumers to participate in Telework in order to increase employment outcomes. Progress: Telework employment options are considered for consumers when appropriate. Strategy 3. Identify and collaborate with employers to provide job development, Work-Based Learning Experiences and job placement. Progress: Through collaboration with the LRS Rehabilitation Employment Development Specialists (REDS) and local businesses throughout the state, 115 jobs were developed leading to successful job placements. Additionally, LRS vendors work with businesses throughout the year in developing jobs and placing consumers. Strategy 4. Increase Counselor presence in secondary education settings in order to improve provision of vocational rehabilitation services to transition students. (Page 216) Title II Progress: Pre-ETS counselors and REDS have identified employers and placed students with disabilities into Work-Based Learning Experiences. Strategy 6. Increase resources for assistive technology assessments and devices to improve employment outcomes. Progress: Two additional, out-of-state vendor/providers have been vetted, and added to provide rehabilitation driving assessments and training on a fee-for-service basis, to include vehicle modification specifications for LRS consumers. A contractual agreement to hire a Physical Therapist and Rehabilitation Engineer through LSU Health Sciences Department was negotiated and approved. These professionals will conduct seating and positioning assessments, wheelchair and personal mobility evaluations, home modifications for accessibility evaluations, job accommodations assessments, and other rehabilitation engineering field services as required. The state-approved list of assistive technology and rehabilitation technology providers/vendorshas been updated, and referral forms made available to the regional offices. (Page 217) Title II

Strategy 1. Perform comprehensive statewide needs assessment to determine needs of students with disabilities. Progress: The needs assessment is scheduled to be conducted in calendar year 2017 for submission in the State Plan submitted in 2018. Strategy 2. Expand outreach to students with disabilities to make them aware of VR services including Pre-ETS.
Progress: Pre-ETS counselors throughout the state attend IEP meeting, career fairs, and other school functions to make them aware of LRS services. Strategy 3 Monitor the provision of Pre-ETS services to determine effectiveness and possible improvement to service delivery process. Progress: Pre-ETS counselors monitor vendor activities in the schools to ensure delivery of appropriate services and determine any improvements needed. Objective C. Increase the number of Randolph-Sheppard Managers earning at least $25,000 annually by expanding opportunities and enhancing consumer service delivery in the RandolphSheppard Program. . (Page 219) Title II

No disability specific information found regarding this element.

The state integrated One-Stop Center operations under the Workforce Investment Act several years ago. Within the past two years, stand-alone Wagner-Peyser offices have been eliminated. Each of Louisiana’s fifteen Workforce Development areas has established at least one Comprehensive Center that has been certified by its respective board as meeting the criteria to be branded as an American Job Center. Smaller offices operated by local boards and/or One-Stop operators (contractors) where all Program Partners are not present, shall be designated and operated as “Affiliate” One-Stop centers and may have any subset of partners, but shall not be operated as Wagner Peyser stand-alone Employment Services offices. Under the plan, local boards will have the flexibility to include additional partners in One-Stop Centers, in particular and specifically identified by the law: • Employment and training programs administered by the Social Security Administration, including the Ticket to Work and the Self-Sufficiency Program. • Employment and training programs carried out by the Small Business Administration. • Supplemental Nutrition Assistance Program (SNAP) employment and training programs. • Other programs authorized under the National and Community Service Act of 1990. (Page 48) Title I Ticket-to-Work: LRS continues to network and collaborate with MAXIMUS, as well as many other agencies in the state, to ensure Ticket-to-Work is successful in Louisiana. LRS continues to maintain a statewide 1-800 Ticket Hotline number for individuals interested in learning more about their Ticket and how LRS would be able to assist them. In FY 2017, LRS received $1,163,021.25; this amount was a slight decrease from FY 2016’s $1,488,446.32 which was received from the Social Security Administration’s (SSAs) reimbursement program. The Program Coordinator continues to work closely with SSA to insure all documentation is submitted properly so that claims can be processed. (Page 226) Title II

Section identified but no detailed information specifically addressing disability or implementation.  (Page 196, 267)

No disability specific information found regarding this element.

10. The eligible provider’s collaboration with other available education, training and social service resources in the community. Particularly, the eligible provider should have, or have the means to establish, meaningful partnerships with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, local workforce investment boards, One-Stop Centers, job training programs and social service agencies, business, industry, labor organizations, community-based organizations, nonprofit organizations, and intermediaries for the development of career pathways. 11. The flexibility of program scheduling offered by the eligible provider, including coordination (when available) with federal, state and local support services such as child care, transportation, mental health services and career planning. 12. The eligible provider’s management information system; the expectation will be that the eligible provider will use the state-administered designated MIS for all grant related data collection and reporting. (Page 149) Title II

LRS staff members take advantage of training opportunities provided through webinars and teleconferences as well as on-site training. Numerous types of training and support continue to be provided and/or coordinated by State Office Program staff members to support the field staff. Such Training for PY 2017 included PEPNET, Travel Training, TBI Conference, Deaf Counselor Training, Ethics Symposium at Southern University, AWARE, Case Management, CATS, Share Point, Pre-ETS, Regional Manager and District Supervisor training. Additionally, the agency has specific monthly in-service training requirements (4 hours per month), which are conducted by the regional field offices to ensure continuous education for all professional and paraprofessional staff members. This training is provided by experienced staff members or by knowledgeable community providers who specialize in the area of training required. Rehabilitation Counselor Associates (RCAs) are required to attend all in-service training with the Rehabilitation Counselors and also attend separate training as needed. Examples of training topics include assessment, guidance and vocational counseling, eligibility, planning, disability related issues, assistive technology, disability services at colleges and universities, ethics, community-based employment outcomes, mental health, and employment related issues. (Page 185) Title II

Upon reviewing survey information of individuals receiving SSI/SSDI, the top needs identified by respondents included job placement (46%); job coaching (30%); benefits planning (30%); transportation (29%); job readiness skills (28%); and vocational guidance and career counseling (27%). They identified barriers to employment as being the fear of losing their government benefits (52%), lack of employer acceptance of their disability (44%), adjustment to disability (32%); lack of transportation (38%); lack of public services (36%); the slow job market (36%); and lack of medical insurance (27%). Respondents receiving supported employment services identified the following as needs not being met, job placement (23%); training/tuition assistance (21%); transportation (21%); room & board (15%); mental health counseling (14%); post-employment services (14%); benefits planning (13%); and equipment for work (13%). The barriers to employment identified by respondents receiving supported employment services included the fear of losing government benefits (40%); lack of transportation (39%); employer acceptance of their disability (36%); their personal adjustment to the disability (29%); lack of public resources (29%); the slow job market (21%); and the lack of medical insurance/care (20%). (Page 193) Title II

To assist Louisiana families in becoming economically self-reliant so that their dependence on government benefits for basic needs is minimized, the department implemented the STEP program so that cash assistance recipients, with certain exceptions, are actively engaged in meaningful activities designed to enable their transition from cash assistance to self-reliance. It is further intended that cash assistance recipients demonstrate active and diligent personal responsibility in achieving self-reliance through employment and increased workplace literacy. All appropriate state agencies responsible for employment, training, and educating Louisiana’s citizens are expected to cooperate in the pursuit of this goal. Once an applicant is certified for eligibility, a comprehensive assessment will be conducted and include workplace literacy, basic skills and educational attainment, interests and aptitude related to employment, barriers to employment, need for education, supportive services such as child care and transportation, and other supportive services. Specialized assessments can occur for issues that arise after an initial assessment has been completed and could include substance abuse, domestic violence, mental health screening, or others as determined by the department. (Page 240) Title IV