Attachment 4.2(c):	Summary of Input and Recommendations of the State Rehabilitation Council; Response of the Designated State Unit; and Explanations for Rejection of Input or Recommendations 

Preface:
Two public hearings on The 2008 State Plan were scheduled on May 16 & 17, 2007, the first at the Bangor CareerCenter and the second at the Cross State Office Building Department of Education conference room in Augusta.  Legal advertisements for the Public Hearings were posted in the in the Kennebec Journal, Bangor Daily News and Portland Press Herald for three days.  A notice was also emailed to a variety of stakeholders.  In addition, the draft plan was posted on the Bureau of Rehabilitation’s website in both document and text formats two weeks prior to the meetings.

There were no public participants at the Bangor or the Augusta hearings.  Representatives from the Division of Vocational Rehabilitation and State Rehabilitation Council members attended both meetings.  The SRC solicited member comments between their April and May meetings and finalized their comments at the May meeting.  Written comments from the public and stakeholders were accepted through May 25, 2007.  One was received see Attachment 4.2 (c) 1.

(c)	Summary of Input and Recommendations of the State Rehabilitation Council

On April 30, 2007, there was a meeting between representatives of the Division of Vocational Rehabilitation (DVR) and representatives of the State Rehabilitation Council (SRC).  The purpose of the meeting was to review the draft 2008 State Plan for DVR. During the meeting, SRC members were provided an overview of the essential features of the Plan as well as the changes made from the previous year.  At this meeting SRC members were invited to comment on the draft Plan and to make recommendations for changes/additions.

During the meeting there were 2 recommendations made from SRC members:

1)	It was suggested that the agency should do more to institutionalize assistive technology into the VR process.  There was a discussion about the community demo/loan programs in existence.  It was recommended that DVR explore the feasibility of contributing to these programs so that their clients can try out various AT prior to the agency purchasing it.

2)	There a discussion regarding the work the Council has done encouraging the Department of Health and Human Services (DHHS) to place an emphasis on employment for consumers with mental illness.  During the past year, there has been a Memo of Understanding (MOU) developed between the Bureau of Rehabilitation Services and DHHS.  It was recommended the 2008 DVR State Plan reflect the MOU and that one of the activities be to monitor the agreement.

On May 17, 2007, the final draft of the 2008 State Plan was presented to SRC members.  The Public Hearing was done in conjunction with our regular Council meeting.  The comments made at the April 30th meeting were included in the final draft of the Plan.  Council members were given until May 25, 2007 to submit additional comments.  Being as there were no other comments submitted, this constitutes our input into the 2008 DVR State Plan.  We would like to commend the Division for the quality product they have produced.   The State Plan has become a much more useful document.  Finally, we would also like to thank the Division for the opportunity to comment on the Plan while it is being developed.  We feel this provides the most opportunity for meaningful in put.

Response of the Designated State Unit; and Explanations for Rejection of Input or Recommendations
The recommendations by the SRC resulted in one new goal # 6 to explore Assistive Technology services for DVR clients and an additional action step under Goal #1 to implement the Memorandum of Understanding between Bureau of Rehabilitation Services (BRS) and the Department of Health and Human Services (DHHS) Office of Adult Mental Health Services (OAMHS).

Attachment 4.8(b):	Cooperation and Coordination with Other Agencies and Other Entities

(1)	Cooperation with Agencies that Are Not in the Statewide Workforce Investment System and with Other Entities 

The Bureau of Rehabilitation Services (BRS) has entered into a Memorandum of Understanding with the Department of Health and Human Services (DHHS) Office of Adult Mental Health Services (OAMHS) to work cooperatively with consumers served by both systems in the area of employment and career development. 
The MOU is attachment # 4.8 (b) (1).

(2)	Coordination with Education Officials

Collaboration exists on an administrative level with the Commissioners of Education and Labor working jointly in a number of capacities including the Maine Children’s Cabinet, the Workforce Cabinet; comprised of the Commissioners of the Departments of Education, Labor, Corrections and the Economic Development and representative of the University of Maine and Community College systems and the Maine Jobs Council.  Pauline Lamontagne, an education specialist with the Department of Education, participates in DVR planning as a member of the State of Maine Rehabilitation Council (SRC) and is a member of its a Comprehensive System of Personnel Development (CSPD) sub committee.

In an effort to maximize available resources and expand networking opportunities, the Division actively seeks cross-systems collaboration and training and continues to participate in the Department of Education’s CSPD planning group under the Individuals with Disabilities Education Act.   

A copy of the current Cooperative Agreement with the Department of Education is attached. Attachment 4.8 (b) (2) This Agreement was signed in August 1999 and we recognize the need for a formal review and update of the Agreement.   

The purpose of this agreement is institute the expectation that these two agencies will collaborate on behalf of, and with youth with disabilities so that they will gain the greatest benefit from their programs and services.  The Maine Committee on Transition played a key role in facilitating the development of this agreement and assists with the implementation and annual reviews. 

(3)	Cooperative Agreements with Private Non-profit Vocational Rehabilitation Service Providers 

The Division has a fee for service arrangement with both private non-profit and for profit Vocational Rehabilitation Service providers and the State’s sole Center of Independent Living Alpha-One.
 
(4)	Evidence of Collaboration Regarding Supported Employment Services and Extended Services.

The Division has worked closely with the Maine Department of Health and Human Services (DHHS) through the University of Maine, Center for Community Inclusion to design the Maine Employment Curriculum, to train in Supported Employment for Employment Specialist and job coaches in the Community Rehabilitation Provider sector. 

Another collaborative effort, which falls under the goal of continuous improvement, is with the DHHS Office of Adult Mental Health Services, the DHHS Office of Quality Improvement and the Division.  We are conducting a statewide evaluation of supported employment services to individuals with mental illness in Maine using the Supported Employment Fidelity Scale model.  The results of this evaluation will enable Maine to more clearly identify the strengths and needs of our supported employment service delivery system for this population.

The provision of support services for individuals who need supported employment services are addressed in our Memorandum of Understanding with the Department of Health and Human Services Office of Adult Mental Health Services (0AMHS) (Attachment 4.8 (b) (1) in original State Plan) and will be addressed in the new MOU being created with Developmental Services at this time. OAMHS will cover vocational preparation work with DVR funding for time limited training services.  MH Services will cover the extended support services for individuals needing long term supported employment, once the training is completed and stabilization on the job has been reached.

Extended support services have been more limited for individual with developmental disabilities.  Developmental Services is implementing a new Medicaid waiver which will shift resources from day habilitation services to employment and gives consumers the employment options that have been limited.  This will result in additional individuals with developmental disabilities now being eligible for supported employment with Developmental Services providing extended supports.  We are working with Development Services to develop a new agreement which will coordinate the delivery of supported employment services including extended supports

Attachment 4.10:		Comprehensive System of Personnel Development 

The State of Maine’s Division of Vocational Rehabilitation (DVR) participates in a Comprehensive System of Personnel Development (CSPD) in an effort to provide and maintain adequate staffing levels of quality rehabilitation professionals and paraprofessionals within the state unit.  Ongoing training needs associated with the achievement of “fully qualified” educational standards, including the maintenance of Certified Rehabilitation Counselor (CRC) credentialing, are prioritized in an effort to meet mandates of the Rehabilitation Act of 1978 and to ensure high levels of competence and consistency in the delivery of case services.

In FFY 2007, it is anticipated that approximately 11,000 persons with disabilities will be served within the DVR system.  Current service delivery is performed by the DVR staff, which consists of sixty-six vocational rehabilitation counselors, six paraprofessionals, nine supervisors, and two regional managers.  DVR systematically monitors and tracks all staff by position, name, gender, office, educational status, years of service, CRC status, training achievements, and years of related experience.   Such tracking aids in the identification of staffing needs, competencies and trends, and assists in the maintaining of a culturally sensitive and diverse workforce. 

Maine DVR personnel requirements are aligned with the Rehabilitation Act mandates and its regulations, providing a framework for its hiring practices. In the absence of an established state standard for fully qualified vocational rehabilitation counselors, Maine DVR defers to the federal standard whereby an individual must possesses a Master’s Degree in Rehabilitation Counseling, CRC status, or be eligible to sit for the CRC examination when filling Vocational Rehabilitation Counselor vacancies.  Further, individuals who possess masters degrees in counseling or a counseling-related degree, defined as Social Work, Psychology, Special Education, and Counseling also meet the standard if a graduate course in Theories and Techniques of Counseling course was completed as part of degree requirements and additional graduate courses have been completed with a primary focus on Assessment, Occupational Information or Placement, Medical or Psychosocial Aspects of Disabilities, and in Community Resources or Delivery of Rehabilitation Services.  The Division continues to initiate and support educational plans for existing staff who do not meet the DVR standard of a master’s degree in rehabilitation counseling, CRC status, or meet CRC examination standards. 

The Division gives preference to fully qualified individuals when recruiting and hiring to fill vacancies.  However, when it is necessary to meet a critical agency staffing need and in the event that recruitment efforts do not result in the identification and securing of suitable candidates who meet the DVR standard, individuals can be hired conditionally subject to agreement and implementation of a Comprehensive System of Personnel Development (CSPD) plan to acquire the appropriate credentials toward becoming fully qualified. CSPD plans and schedule for completion, with timeframes tailored to the needs to the individual counselor, are incorporated into the employee’s annual performance review to ensure continuity and progress toward fully qualified status.  Counselors who require a full master’s degree program to meet fully qualified status are allotted up to 5 years after completion of their probationary period to meet the requirements while those with related counseling masters degrees seeking to meet CRC exam standards or are currently in a masters in counseling program are provided tailored timeframes dependent on remaining coursework.

During the first six months of FFY 2007, Maine DVR experienced eight Vocational Rehabilitation Counselor (VRC) vacancies, including four counselors who possessed fully qualified credentials upon separation.  In filling these vacancies, DVR was able to secure an equal number of qualified candidates, thus maintaining our ratio of qualified candidates.  This hiring cycle represented a significant improvement in attracting and maintaining fully qualified staff when compared to recent past hiring cycles.  For example, the ratio of new hires during the first 6 months of 2006 achieved only a 17% “fully qualified at hire” staff addition (1 in 6), as compared to the 50% “fully qualified at hire” staff this cycle.  Taken in light of factors associated with Maine’s aging workforce, a competitive labor market and likely higher salary opportunities in the private sector, recent hiring efforts could be viewed as encouraging of Maine DVR’s efforts regarding recruitment and retention.  We believe the intrinsic value of working in the public sector, collective bargaining arena is a positive aspect to certain workers.  We continue to capitalize on those aging worker looking for a second or third career and other who have been impacted by private sector layoffs and downsizing.   

Working to ensure that CSPD standards are achieved to the maximum extent possible, Maine DVR regularly reviews the qualifications of all staff and tracks the educational plans of new hires and personnel requiring education and training.  Currently, Maine DVR has thirty-five fully qualified Vocational Rehabilitation Counselors (VCR’s), six VRC’s scheduled to complete an Assumption College Master’s in Rehabilitation Counseling cohort in 2007, seven VRC’s seeking enrollment into the University of Wisconsin-Stout Master’s in Rehabilitation Counseling distance education cohort to begin in the fall of 2007, four VRC’s under probationary status awaiting completion prior to enrollment into a Master’s Degree program, and four counselors with related counseling master’s degrees working toward completion of required coursework to become fully qualified. Additionally, six VRC’s are anticipating retirement within five years, two counselors are taking educational breaks for health reasons and two VRC vacancies exist at present.  No VRC’s have less than a Bachelor’s degree level of education plus a minimum of two years of rehabilitation experience.  Should DVR personnel remain stable through FFY 2007, Maine VRC staff would achieve a rate of 62% fully qualified VRC staff with an additional 32% in Master’s in Vocational Rehabilitation programs, representing a significant increase toward overall program compliance with federal standards.  

Content of CSPD plans for rehabilitation counselors who have not met the State standard are developed and reviewed annually with their supervisor. Such plans are responsive to current staffing levels and workload and seek to maintain a balance between personnel development and operational needs of the agency.  Since 2005, Maine’s DVR has implemented an aggressive platform to decrease its client service waiting list, significantly increasing individual counselor caseloads of active clients during this timeframe. Currently, Maine DVR has more than 7400 clients, of which approximately 6409 are active (status 10-24) and 1027 are on the wait list (status 04).  These figures represent a 20% increase in active clients and a 50% decrease of clients on the waitlist since FFY 2005.  DVR is mindful of how such increases in active clients could impact counselor workloads and efficacy and recognizes the underlying need to offer and maintain quality training in areas of case management strategies, counseling techniques and increased awareness of vocational rehabilitation approaches and best practices. Maine DVR continues to seek enhanced learning opportunities, particularly through use of distance learning modalities, in providing educational forums for its staff.  Videoconferencing capacity has been established on a statewide basis and has led to increased networking and resource sharing with a number of learning institutions, such the University of Maine system, the University of Wisconsin-Stout, and the Center for Interactive Learning and Collaboration, as well as numerous rehabilitation stakeholders and regional sources of expertise.    New counselor training curriculum, which entails a three-week, comprehensive overview of the VR process and includes topic areas such as informed choice, the 1998 Rehabilitation Act, and Assistive Technology, has been restructured to offer a distance-learning alternative, as well as the development of interactive training modules. 

Professional development opportunities in Maine DVR staff were impacted in FFY 2007, as the result of the economy and budget deficits. The loss of Rehabilitation Services Administration (RSA) funding for graduate training has significantly resulted in a reduction of resources available for training needs and mandates.  The particularly critical source of RSA monies is no longer available to counselors who were previously funded while attending the University of Southern Maine (USM) or Assumption College as they sought their Master’s in Rehabilitation Counseling programs as part of their CSPD plan.  These institutions provided Maine DVR counselors with tuition scholarships from RSA grant monies, resulting in more than $50,000 annual savings. Maine DVR has since aligned with the University of Wisconsin-Stout for an online Master’s in Rehabilitation Counseling program, which provides counselors with a three-quarters RSA tuition scholarship.  Currently, seven staff members have applied to attend the University of Wisconsin-Stout Masters in Rehabilitation Counseling 2007-2010 cohort, six staff members are enrolled in an RSA approved grant program at Assumption College and are expected to complete their programs this year, and one staff member is enrolled in the University of Southern Maine’s Masters in Rehabilitation Counseling Program with an 2010 completion projection.  Additionally, four counselors with closely related counseling degrees are completing required coursework at USM.  A minimum of fourteen counselors requiring DVR funding are expected to be in a new or ongoing CSPD plan this year.  

Currently Maine DVR has the following number of staff in Rehabilitation Counseling Graduate Programs:
•	Five Vocational Rehabilitation Counselors (VRC) have been accepted to the 2007-2010 online degree program at the University of Wisconsin-Stout Masters in Rehabilitation Counseling,
•	Five VRCs and one casework supervisor are enrolled in the Master’s in Rehabilitation Counseling Graduate Program at Assumption College
•	Five VRCs are enrolled in the Master’s in Rehabilitation Counseling Graduate Program at the University of Southern Maine
In total, there are currently 15 VRCs and one casework supervisor enrolled at the institutions of higher education.  

In the past year, staff members that graduated from educational programs, received CRC status, or achieved sufficient educational status to sit for CRCC examination include:
•	One VRC, with a post-masters certificate of advanced study in counseling, has completed coursework at the University of Southern Maine to be eligible to sit for CRCC examination,
•	One VRC graduated from the University of Southern Maine with a Masters of Science in Counseling, concentration in Vocational Rehabilitation,

•	One Rehabilitation Consultant (Training Coordinator) graduated from the University of Southern Maine with a Masters in Counseling, concentration in Vocational Rehabilitation, and successfully passed the CRCC examination.

Retention of rehabilitation counselors in the Division continues to be a major concern.   During the first six months of FFY 2007, eight counselors terminated their positions with Maine DVR, representing just over a 12% turnover rate and a slight increase from the previous year.  Of those who separated, one individual retired and the remaining counselors all moved on to better positions in and outside of Maine State Government, including the private sector.  Such negative retention levels are pervasive, as over the past three years DVR has experienced on average a greater than 15% annual turnover rate of rehabilitation counselors. 

Currently, the Division has two vacancies for vocational rehabilitation counselors.  It is anticipated that as many as five counselors may choose to retire within the next five year period.  When examining DVR’s future staffing needs, it could be projected that, should the annual counselor attrition rate of 15% remain constant over the next five years, as many as sixty-five vocational rehabilitation counselors, four supervisors, three paraprofessionals, and one regional manager will need to be hired to maintain current staffing levels.

National data indicates that Maine DVR’s experience is not atypical. High turnover rates in state vocational rehabilitation agencies is systemic and projected to remain problematic as demand for fully qualified rehabilitation staff is expected to outpace supply.  High turnover rates and insufficient candidate pools of qualified rehabilitation counselors has had a direct impact on the costs and quality associated with Maine DVR service provision.  Furthermore, starting pay ranges, particularly when compared to the private sector and coupled with competition in the labor market, have further restricted Maine’s ability to attract and retain a fully qualified labor pool.  Past formal attempts to increase levels of pay for vocational rehabilitation counselors through position reclassification have been unsuccessful, but  are in appeal.  The Division, through its close work with the State of Maine’s Bureau of Human Resources (BHR) regarding issues of recruitment and retention, has been provided a blanket exemption to the hiring freeze of Maine State Government employees when filling counselor vacancies and is strategically planning for expected future labor needs.  The Division continues to review and assess essential job functions within the Division in light of CSPD requirements seeking development of alternative approaches in the provision and maintenance of high quality service delivery, such as tiered or structured counselor levels.  Recruitment of candidates for counselor vacancies who meet the CSPD requirements remains an area of difficulty for Maine DVR, especially in the rural areas of the state.    Recruitment methods used are extensive and include internet postings on a variety of rehab-specific and general job bank sites, ongoing contact with Rehabilitation Counseling graduate programs throughout the country, promotion of Maine DVR staffing opportunities at national rehabilitation conferences, networking with Community Rehab Providers and other state agencies, and offering internship opportunities to pre-and post-graduate level rehabilitation students, as well as job listings in Maine Career Centers and a variety of newspapers.  

The State of Maine promotes the employment of persons from diverse backgrounds.  In February 2006, Governor Baldacci issued an executive order calling for the state to better promote state jobs to persons with disabilities, to identify difficult-to-fill jobs, and to survey state workers about their disabilities and experiences with state government.  Further, the Bureau of Human Resources provides a system to facilitate the recruitment of people from minority backgrounds and individuals with disabilities.  Referred to as “Special Appointment”, when an individual applicant meets the minimum qualifications for the job and the definition of being a minority or a person with a disability, their name can be added to the register of individuals to be interviewed, forgoing the need for competitive testing or disregarding the results of test scores. 

In addressing issues associated with diversity and cultural needs, the Division has three staff who are Deaf, two Rehabilitation Counselors for the Deaf & /Hard of Hearing (RCD’s) and a rehabilitation assistant,  who are able to communicate with Deaf consumers in their native language, American Sign Language (ASL).  These counselors do employ interpreter services for individuals with whom they can not communicate directly.  The counselors for the deaf also have videophones at their desks for visual telephone communication.  A new version of NexTalk, a computer based TTY software, is being piloted using webcams for visual communication.  Videophones available for public use are also located at the Augusta and Portland Career Centers, with 5 more scheduled for installation at other Career Center information centers within 2 years.  Interpreter services are also accessed through the Refugee Re-settlement Agency of Portland, Maine, where more than 40 different languages are recognized.  In northern Maine, the Multicultural Student Services and Programs at the University of Maine provide similar interpreting services.  DVR employs a number of bilingual speaking staff. 

The Division’s CSPD Advisory Committee, with membership derived from a number of sources, including the Client Assistance Program, the Department of Education, the Maine State Rehabilitation Council, and VR support, supervisory, counselor and administrative staff, convenes four times each year to address the current and projected professional development needs of DVR staff.  Projects undertaken in FFY 2007 by this group included the administration and interpretation of a DVR training needs survey, the identification and selection of alternative graduate training programs, and the selection and audit of content associated with new counselor training curriculum and production.  Critical training areas identified in the needs survey include working with challenging clients, assistive technology and legal considerations in VR.  This information has been made available to DVR personnel and a statewide planning committee for use in guidance and promotion of future training directives. 

In response to imposed travel restrictions as issued by the Governor, limited accessibility, and scarce training resources, Maine DVR requested and was awarded grant monies from the FFY 2006-2008 CSPD Quality and Supplemental Awards for the purchase, installation and production of distance learning technologies to be made available to all DVR offices throughout the state.  Technical assistance and staff training provided by the Center for Interactive Learning and Collaboration, University College, the Maine DVR training staff, Maine CITE and the Maine ADA Coordinator provided a foundation for DVR staff in the use of facilitation and Web-based collaborative tools in an effort to further expand training opportunities using videoconferencing technology. The infrastructure of distance learning has expanded and continues to develop, providing an increase in opportunities and participation of DVR staff in training forums. The grant monies obtained through the Basic CSPD Award continues to be used primarily to support counselors in required educational plans, and secondarily for regional training efforts.  

To promote and sustain the knowledge and education of its current and future workforce, DVR continues to maintain reciprocal partnerships with institutions of education, recognized for their commitment to rehabilitation services, while constantly seeking to expand upon a framework of learning collaboratives.  Division staff members participate on the University of Southern Maine (USM) and the University of Maine at Farmington’s advisory boards as these school have vocational rehabilitation training program.  USM has the graduate and Farmington an under-graduate curriculums. The Division participates significantly with the Institute for Social and Rehabilitation Services at Assumption College through its involvement in various advisory boards, planning committees, and training opportunities.  The Division also participates on the Institute for Community Inclusion’s New England Job Development Training Program advisory council and anticipates 2007- 2008 programming to be offered within the State of Maine.  

Training opportunities and conference materials are shared through a number of statewide avenues, including the Internet and intranet, the CSPD committee, and counselor, managerial and supervisory networking activities and interactions.  DVR central office maintains a library of training resources, such as texts, journals and videotapes covering vocational rehabilitation topic areas, which are tracked and loaned out to regional offices as needed.  These materials include Institute on Rehabilitation Issues publications, videotapes such as Beyond F.A.T. City, Consumer Choice News, National Clearinghouse of Rehabilitation Training Materials, Federal Informational Memorandums, and other documents from the various National Rehabilitation and Research and Training Programs throughout the United States.   

Maine DVR supports efforts that encourage high school graduates and non-traditional students to pursue careers in the vocational rehabilitation field and strives to comprehend and meet the vocational parameters set forth in the Individuals with Disabilities Education Act. DVR staff work closely and regularly with statewide Councils on Transition with membership on both regional boards and on the State Council on Transition Advisory Board.  Collaboration is evident in providing high quality transition events, such as Mission Transition, which was offered through six regional events in 2007.  Collaboration also exists on an administrative level with the Commissioners of Education and Labor working jointly in a number of capacities, including as part of the Maine Children’s Cabinet and the Maine Jobs Council.  The Department of Education is also a participating member of DVR’s State Rehabilitation Council. Further, Maine DVR’s Assistant to the Director participates on a Task Force on Eligibility for Special Education Services, a body that seeks to identify and promote professional development opportunities jointly offered to special education staff and vocational rehabilitation counselors with transition caseloads.  The Division continues to work with several other departments, including Health and Human Services and Corrections, and has entered into a Memorandum of Understanding with the Department of Health and Human Services to expand cross-training of personnel seeking better vocational preparation and quality outcomes for individuals with pervasive mental health issues.  

In the past year, Maine DVR has implemented a process of strategic planning, which engages DVR personnel at all levels.  Through this strategic process of integrating input from a number of forums, including VRC-based focus groups, the Counselor Advisory Committee, Leaders’ meetings and the State Rehabilitation Council, several priorities have been identified, including recruitment and retention strategies and improving employment outcomes.  DVR has also initiated communication planning, seeking to encourage individual and regional information sharing and to assist in identifying optimal communication patterns of information dissemination.

Attachment 4.11	Assessments; Estimates; Goals and Priorities; Strategies; and Progress Reports

(a):	Results of Comprehensive Statewide Assessment of the Rehabilitation Needs of Individuals with Disabilities and Need to Establish, Develop, or Improve Community Rehabilitation Programs 

Maine DVR completed a 2006 Comprehensive Statewide Assessment of Rehabilitation Needs for the FFY 2007 State Plan, which has been renumbered as Attachment 4.11 (a) in this document.

The Division used the 2006 Comprehensive Assessment, the 2007 State Plan goals and the 2006 Quality Assurance Survey as a basis to create a strategic plan to address weaknesses in delivery of VR services to Maine’s citizens. This planning began in August 2006 and will continue meeting approximately every six weeks through 2008.  The process has involved DVR leadership, the Counselor Advisory Committee and the State Rehabilitation Council with each entity providing input. The DVR Strategic planning process has resulted in many action plans, some which will be reported in the evaluation of the 2007 goals and others outlined in the 2008 goals.  The DVR strategic planning process is happening in concert with the Department of Labor strategic planning process.  

The primary focus has been on increasing DVR’s number of successful outcomes in 2007 and meeting the RSA established rehabilitation rate in 2008.   As a result of the planning process, the following priority areas have been identified to increase successful outcomes:
•	Communication
•	Transportation support services
•	Career exploration groups
•	Employer relations
•	Comprehensive assessment
•	CRP relations

(b):	Annual Estimates of Individuals to Be Served and Costs of Services 

Employment assistance to individuals with disabilities in Maine is primarily met through the Division of Vocational Rehabilitation.  In 2006, DVR served 10,842 individuals with disabilities.  DVR continues to have a wait list for services under an employment plan and there is currently a four-month wait for all people with the most severe disabilities who apply and are eligible.  In FFY 2006, DVR embarked on an aggressive plan to reduce the wait list for Category One consumers from a high of 12 months to less than three months. This has been accomplished by reducing the present wait list by seven weeks every month.  Since October 2005, the wait list was reduced from over 2,000 in all categories to approximately 1,000 at the end of March 2007.  The adjusted goal to reduce the wait list for the most significantly disabled to four months was attained in November 2006. Maine is currently serving only individuals in Category One with fewer than 700 individuals on that list. 

1. NUMBER OF INDIVIDUALS IN THE STATE WHO ARE ELIGIBLE FOR SERVICES UNDER THIS STATE PLAN

For FFY 2006 there were 3,070 new applicants, and 3,713 individuals were deemed eligible.  There were a total number of 1,360 individuals who developed their Individualized Plan for Employment (IPE).

For FFY 2007, Maine has a goal of 3,300 new applicants, and expects 2,500 individuals to become eligible. The goal for new IPE development is 1,400 and 675 successful outcomes.

For FFY 2008, Maine projects 3,400 new applicants, with 2,600 individuals to become eligible for services. Maine anticipates that 1,500 individuals will develop Individualized Plans for Employment and projects 700 successful outcomes.
2. NUMBER OF INDIVIDUALS WHO WILL RECEIVE SERVICES UNDER TITLE 1 AND TITLE VI AND NUMBERS TO BE SERVED IN EACH ORDER OF SELECTION PRIORITY CATEGORY.

In FFY 2008, the projected number of clients to be served under an IPE is 4,000.

One hundred percent of those expected to be served will be classified in the Order Of Selection as either category #1 most significant, or category #2, significantly disabled.

For FFY 2008, Maine is expected to serve: 

Category #1 (most significant) 3,960 (Title I – 97% Title VI – 3%)  

Category #2 (significant) 40 (Title I – 100% Title VI – 0%)  (Carry-over from pre OOS)

3. COST OF SERVICES FOR PROJECTED TOTAL NUMBER OF CLIENTS TO BE SERVED INCLUDING SERVICE COSTS UNDER EACH OOS CATEGORY

Average expenditure per client in FFY2008 is estimated to be: $2,100.

Total costs of services for OOS category #1 are estimated to be: $ 8,400,000.

Total costs of services for OOS category #2 are estimated to be: $ 0. Maine DVR does not anticipate the ability to serve Category 2 in FFY 2008.

The Division started FFY 2007 with 7,401 clients eligible for services (status 04 through 24).  It anticipates serving approximately 10,000 clients with $8 million dollars in Title I funds.  Approximately, 322 clients will be served with Part B of Title VI funds.  

(c)(1):	State’s Goals and Priorities 

2008 DVR State Goals and Priorities

1.	Increase the number of successful outcomes and meet or exceed the Federal standard for rehabilitation rate.
•	Develop a case review and casework oversight systems that support effective case management and the movement of individuals to high quality outcomes.
•	Enhance the flow of communication across the agency using new technologies.
•	Explore new ways of addressing consumer transportation barriers.
•	Expand the career exploration groups across the state, including a pilot project with Transition Students. 
•	Joint training with DHHS and DVR staff regarding employment options for individuals with developmental disabilities and the most effective use of supported employment funds. 
•	Implement DHHS OAMHS/BRS MOU. (Attachment 4.8 (b)(1). 
•	Analyze the successful outcomes of clients for whom DVR received SSA reimbursement. 
•	Continue collaboration with the Commission on Disability and Employment and the Bureau of Human Resources to ensure compliance with the February 2006 Governor’s Executive Order, which charges state government to become a model employer of individuals with disabilities.  (Attachment 4.11(C)(1) Goal 1).

2.	Develop a plan to increase employer awareness of the public VR program 
•	Connect with the CSAVR National Employment Team. 
•	Explore a statewide initiative with Community Rehabilitation Providers to increase the employment of individuals with disabilities.
•	Continue collaboration with the Commission on Disability and Employment and the Maine Jobs Council to ensure compliance with Maine P.L. 570, Part C, which strives to increase awareness and promote the employment of Maine residents with disabilities through a media outreach campaign. (Attachment 4.11(C)(1) Goal 2).
•	Connect with the statewide Chamber of Commerce to increase employer awareness of VR services.

3.	Evaluate the progress of the comprehensive assessment work plan. 
•	Develop assessment plan and benchmarks to evaluate the effectiveness of documents developed in FFY 2007.

4.	Explore new options to recruit and retain qualified staff. 
•	Continue and increase the use of interns from accredited postsecondary rehabilitation programs.
•	Explore altering the salary matrix for Vocational Rehabilitation Counselors to attract qualified candidates.
•	Research Counselor Tier restructuring to include multiple counselor tiers structured by credentials, education levels, and job functions.  
•	Increase DVR visibility and attendance at College and Rehabilitation oriented career fairs.

5.	Expand knowledge of VR Transition Services to School Administrative Districts (SAD’s) statewide. 
•	The statewide transition counselor group will work with the Committee on Transition to increase statewide knowledge of service to youth in transition.
•	Facilitate the participation of SAD’s Career Exploration with students.

6.	Explore Assistive Technology (AT) resources for DVR consumers in Maine
•	Identify AT Demonstration and Loan programs statewide.
•	Identify AT Evaluation & Training Programs statewide.
•	Improve AT expenditures reporting.

(c)(3): 	Order of Selection

The Division continues under an Order of Selection (OOS), which is defined in the 2004 DVR Policy Manual in the current State rules (See Attachment 4.11 (c) (3).  DVR is serving individuals in priority Category # 1, individuals with the most significant disabilities at this time.  

The goal of the Maine Division of Vocational Rehabilitation continues to be serving as many eligible people as possible, consistent with its financial and personnel resources and priority given to those persons with the most significant disabilities.  An Order of Selection was implemented in December 2001 with eligible individuals taken off wait list based on date of application. Since the implementation of the wait list, DVR has only served individuals in priority Category # 1.  Since October 2005, the wait list has been reduced by half, from over 2,136 individuals to just over 1,000 at present.  The time on the wait list has been reduced from one year in FFY 2004 to just over six months in FFY 2006 to the present of four months.  This was accomplished with an aggressive plan to reduce the length of time on the wait list. As agreed upon by leaders and staff and with the knowledge of the SRC, the original plan in FFY 2006 of removing seven weeks of applicants off the list every month was modified in December 2006 to keep the wait list at 4.5 months through the end of FFY 2007.  However, as the wait list numbers were reduced, the numbers of individuals in the active statuses of 10-24 swelled to over 6200 people. Please refer to the table below. 

 	Source RSA 113	
Status	2000	2001	2002	2003	2004	2005	2006	
10	1395	1802	1247	1926	1815	2118	3157	
12 – 24	3822	3858	3656	3575	3639	3006	3056	
Combined	5217	5660	4903	5501	5454	5124	6213	
Wait list 04	65	58	1246	1354	2201	2136	1188	

In March 2007, DVR’s fiscal and personnel capacity were over-stretched and the wait list reduction plan was revised by consensus of DVR leaders and VRC’s. The SRC is advised of all decisions regarding the wait list and its comments and recommendations provide valuable input.  The goal remains eliminating the wait list and serving all eligible persons, but based upon present fiscal and personnel resources, this does not seem achievable in FFY 2008.  At this time, the waitlist is now 1,081 individuals in Category # 1 689, in Category #2 297, in Category #3 39 and 56 undetermined. The current goal is to minimize the time on wait list for Category #1 in FFY 2008.  With the limited resources of both staff and case services dollars, we do not anticipate serving Category #2 and #3 this fiscal year.  

The expenditures of case service dollars are monitored on a monthly basis and service code costs are monitored quarterly.  This has prompted DVR leaders to examine post-secondary and transportation expenditures among others and develop or amend procedural directives in these areas.  It is too early at this time to quantify savings at this time.  DVR explores all avenues to stretch the available dollars, including third party payments without compromising service, delivery, consumer choice or quality.  Information and referrals are provided to applicants about other resources within the workforce investment system.  “While You Are Waiting…” is a handout developed for consumers on the wait list, which has been updated and available statewide. 

(c)(4):	Goals and Plans for Distribution of Title VI, Part B Funds

Based on level funding, the State of Maine, Department of Labor, Division of Vocational Rehabilitation’s (the Division) goal will be to continue to use the VI-B, Supported Employment Program funding, on a fee for service arrangement, providing services to a minimum of 38 consumers with the most significant disabilities for whom supported employment is an appropriate vocational alternative.  Priorities for supported employment are services to individuals with most significant disabilities in rural areas, individuals with long-term mental illness, individuals with traumatic brain injury, and individuals with severe physical disabilities.

Recent changes through the MR/Autism Waiver, approved June 1, 2006 increases resources available for the extended support funds for individuals with cognitive disabilities.  This changes result in up to 600 hours of Supported Employment services available per year.  Theses changes expands the opportunity for extended job supports for an estimated 1,400 individuals, with three to four hundred individuals being the current projection of individuals that will be applying for VR services during the next year.  This will put increased pressure on system resources, as the Division has been under an Order of Selection for a number of years.

A second goal remains continuous improvement of supported employment services through training.  The Division has developed, and made available in each region of the state, a comprehensive training package on supported employment.  This training is offered to all new staff, and, as a refresher, to existing staff.  The training covers definition, eligibility, assessments, plan development, initiating and monitoring plans, and termination from time-limited services.  This training, and ongoing monitoring of casework, provides for greater consistency in the delivery of supported employment services.  Having the tools and knowledge generated in the training also makes services more cost effective.

The Maine Employment Curriculum, which is designed for providing training in Supported Employment for Employment Specialist and job coaches in the Community Rehabilitation Provider sector, is a collaborative effort with the Maine Department of Health and Human Services (DHHS) through the University of Maine, Center for Community Inclusion.  We have identified minimum training requirements for new CRPs to have to become an approved provider.  It is our expectation that this requirement, as well as the requirements around standards for services provided through Certification Accreditation of Rehabilitation Facilities and our in-state accreditation process, will improve services to all our consumers.

Another collaborative effort, which falls under the goal of continuous improvement, is with the DHHS Office of Adult Mental Health Services, the DHHS Office of Quality Improvement and the Division.  We are conducting a statewide evaluation of supported employment services to individuals with mental illness in Maine using the Supported Employment Fidelity Scale model.  The results of this evaluation will enable Maine to more clearly identify the strengths and needs of our supported employment service delivery system for this population.

The plan is to continue to purchase services for designated VI-B clients.  Service types will continue to be primarily job coaching, transitional employment services for individuals with long-term mental illness, and job development.  We will also continue to work with the Association of Persons in Supported Employment and other stakeholders to expand the availability of supported employment services.

(d):	State’s Strategies and Use of Title I funds, Part B Funds for Innovation and Expansion Activities

Continued Improvement in Self-Employment Outcomes
Maine DVR has maintained it’s partnership with the Division for the Blind and Visually Impaired (DBVI), the University of Southern Maine/Maine Small Business Development Centers (Maine SBDC) and Coastal Enterprises, Inc., (CEI), a micro-enterprise development organization, to develop and implement a coordinated self-employment initiative designed to assist potential entrepreneurs with disabilities in Maine.   Patti Lind, of the Abilities Fund provided a second round of training in December 2006 to a combined audience of business and vocational rehabilitation counselors, which offered an opportunity for further professional development and technical assistance in the area of self-employment. This training was well received.  As of March 31, 2007 self-employment closures will equal FFY 2006.  There is proposed new language in the Maine DVR Rules that will eliminate supporting individuals pursuing hobby like activities under self-employment.  These new Rules will be included in an amended State Plan when promulgated. 
State Rehabilitation Council
The Statewide Rehabilitation Council (SRC) for the Division meets monthly as a full council. A sub-committee comprised SRC members and DVR staff convenes regularly regarding specific topics that interest DVR and the SRC. The input of the SRC is vital to the ongoing success of the Division’s services to Maine’s citizens.  A few of the areas in which the SRC and DVR worked closely in FFY 2007 are:

1.	DVR Orientation Materials
The DVR/SRC sub-committee reviewed regional applicant orientation materials and PowerPoint presentations.  Based on input from the SRC and the Counselor Advisory Committee, the basic message was made consistent statewide.  Regional information is added and updated as necessary.  A generic DVR Orientation PowerPoint and accompanying text version were created for the DVR website.  

This group also was instrumental in revising the “While You are Waiting…” handout that is given to applicants at group orientation or intake appointments.  This handout is available in two formats, depending on the consumer’s preference or needs.

2.	Recommendations on DVR policy and activities
The SRC is an integral member of the team as DVR works on its goal to improve services to Maine’s community of individuals with disabilities. Its input, feedback and recommendations have improved the following:
•	Strategic Planning Process – an ongoing activity
•	DVR Rules – anticipated promulgation July 2007
•	Procedural Directives  -  as needed basis

Section 121 Grant
Through DVR’s cooperation and support of the Maine State Independent Living Council (SILC), there is renewed activity with Maine Indian Tribes, including the Passamaquoddy Tribe, the Penobscot Indian Nation, the Houlton Band of Maliseets, and the Aroostook Band of Micmac Indians in seeking a grant under Section 121.  An intern, Awendela Daku, working with the SILC has been able to take advantage of national trainings.  She has connected with the Houlton Band of Maliseets to develop a grant application under Section 121 to provide vocational rehabilitation services to Maine's Indian Tribes.

State Independent Living Council.
The Maine SILC is partially supported with Innovation and Expansion funds.  In FFY 2007, the SILC benefited from two MSW interns.  The first, Mrs. Daku worked on the Section 121 Grant and was also active on the Emergency Services Committee.  Broc McGowan, a second intern, worked with SILC members in updating the membership manual.  Both interns have been involved in developing the Statewide Plan for Independent Living.
(e)(2):	Evaluation and Report of Progress in Achieving Identified Goals and Priorities and Use Of Title I Funds for Innovation and Expansion Activities 
Goals and Priorities for FFY 2007

A.	Improve staff retention and recruitment of qualified staff.

•	DVR Retention/Recruitment work group surveyed staff and will develop strategies to reduce the 15% turnover rate of counselors. 
 
There have been eight counselors exit their DVR positions since October 1, 2006, representing a less than 12% turnover rate among counselors, which historically represents the largest area of turnover.  Currently, there are two VRC II openings in DVR.  Several actions steps have been initiated in response including:
1.	DVR developed and presented a recruitment display at the National Conference on Rehabilitation in Washington, D.C.
2.	BRS/DVR is investigating the feasibility of amending the State Standard.
3.	DVR has developed a salary matrix to increase starting salaries for new hire counselors who are “fully qualified”.  

•	Develop an initiative with University of Southern Maine to expand practicum and internships with DVR for rehabilitation counselor graduate students.

The future of the graduate studies program in Vocational Rehabilitation counseling and the University of Southern Maine (USM) is uncertain. It is hoped that it will continue to be housed at USM or that the University of Maine–Farmington will add a graduate program to compliment its undergraduate program in Vocational Rehabilitation. In working with the USM counseling program, DVR staff was to participate in a forum on “How to work with Interns” and two interns have been supervised during 2007.  DVR staff also met with University of Maine at Farmington and Kennebec Valley Community College to discuss internship opportunities (however, these are Bachelor level programs).

B.	Explore cost effective ways to meet the increasing numbers of transition students who need assistance in transitioning from school to work.

DVR is currently piloting the use of iPAQs with five transition counselors to give them remote access to write case notes, read e-mail and have wireless internet access.  The premise is that this will increase productivity and decrease errors for these counselors. The effectiveness of this project will be monitored closely over the next several months.

DVR sponsored and coordinated six regional Mission Transitions offered collaboratively with Maine’s Councils on Transition and the Bureau of Employment Services.  Mission Transition started with one workshop three years ago and expanded to two workshops in last fiscal year.

DVR has had an overall 20% increase in transition aged students over the past five years, with clients 23 years in age or younger now representing nearly one-third of all VR clients.

•	Explore the feasibility of implementing the High School/High Tech Program in Maine. 

We were not able to find a contact in New England regarding this initiative and therefore Maine DVR has not pursued this goal.  

•	Consult with Transition Counselors group on creating modules of “What works and can it be made statewide?” to share with staff. 

A pilot study tracked success rates as they pertain to use of trial work plans versus no use of trial work plans (TWPs) and revealed significantly higher rehabilitation rates for those clients that used a TWP than those who did not, (74% vs. 46%).  This information needs longitudinal data and further evaluation and analysis.  The Transition Counselors Committee compiled a list of Best Practices for Transition Students in Status 10 (See Attachment 4.11(e) 2 Goal B).

C.	Increase the rehabilitation rate and number of successful outcomes in order to meet the Federal standards and indicators. 

This goal has driven much of DVR’s strategic planning in FFY 2007 and will continue in FFY 2008.  

•	Use of video conferencing for case management practices training to facilitate the movement of clients in plan development and active plan to successful employment outcomes. 

DVR has expanded its use of video conferencing for case management activities, including training, in an effort to facilitate the movement of clients in plan development and active plans to successful employment outcomes.  This has been demonstrated successfully in New Counselor Training, staff meetings and at statewide trainings (i.e. working with clients with criminal backgrounds, Liz Wyman, Asst Attorney General).  DVR staff is currently working on facilitation training in videoconferencing equipment use and New Counselor training module development.

•	Statewide training for staff on standards & indicators

At the first strategic planning meeting, Maine DVR's performance over the past five years on Standard Number 1 was shared counseling staff.  The focus on increasing successful outcomes and meeting or exceeding the standard for rehabilitation rate was decided at that meeting.

•	Joint training with DHHS staff and DVR staff around employment options for individuals with mental illness and most effective use of supported employment funds.   

A memorandum of understanding has been completed with DHHS Office of Adult Mental Health Services that addresses training of joint staff on vocational services.  DVR staff is currently working with MH staff on the regional implementation of this MOU.  It is Attachment 4.8 (b) (1) referred to earlier in this State Plan.

D.	Evaluate the effectiveness of post secondary training in assisting individuals to achieve an employment outcome that is consistent with the individual’s interests, abilities and capabilities. 

In the 2006 Comprehensive Statewide Needs Assessment, DVR noted that college or university training was the only major service group that had grown and changes in educational level from application to closure were a significant finding.  As a follow-up to this assessment, DVR is working with an analyst from the Muskie School at the University of Southern Maine to determine whether improved employment outcomes are correlated to post-secondary training.  This multivariate analysis will help DVR consider differences in demographics, client characteristics and regions.

The DVR Post-Secondary work group has collaborated and developed protocols with College Financial Aid officers and accommodation representatives.  They are presently developing a statewide training on these protocols.  This group is also reviewing a proposed state rule change that encourages community college enrollment for first 2 years of post secondary training.

E.	Improve the clarity and consistency of the message about the purpose of the DVR program and its services. 

•	Developing a PowerPoint orientation presentation that will be used on a statewide basis.  
 
DVR developed a PowerPoint orientation presentation with the intent to provide a consistent initial message to the public and applicants.  This PowerPoint is used in group orientations statewide and can be tailored with regional information.  It is planned to post the presentation on the Internet.  DVR Career Exploration Workshops pilots have an increased focus on employment and careers as the primary goal of VR services.

•	Consider statewide ‘roundtables’ for counselors on a regular basis to keep message consistent. 

Counselors in the regions have instituted “Brown Bag” lunch presentations on various topics, best practices, case consultations and guest speakers.  This is an activity that started in one office and has expanded. 

The regional managers meet with their staff regularly addressing issues of policy and process, as well as providing training on new items.  These forums take many forms, such as the Southern Maine extended leadership team (SMELT), Northern Maine extended leadership team (NoMELT), by region, by office or individually with staff.  These meetings make use of our videoconferencing equipment, which save staff time and travel and keep the messages consistent.

F.	Increase the number of individuals receiving SSDI or SSI who are able to enter full time competitive employment.
 
•	When the new Ticket to Work Regulations are finalized, promote the development of new employment networks with CareerCenters, DHHS, employers, and other providers and build new partnerships that support full time competitive employment.

•	Explore new initiatives around benefits counseling to expand statewide availability 

At the time of this report, the proposed Ticket to Work regulations were still pending, approximately 19 months after the Notice of Proposed Rulemaking (NPRM) was published in the Federal Register.  This has delayed the development of new Employment Networks with CareerCenters, DHHS, employers, and other providers.  The current regulations do not make good business sense to potential partners, who see the administrative requirements and financial risks as daunting.   

In FFY 2006, DVR decided to gather baseline information on hours worked by consumers with successful closures. The benefit of full time employment versus part time employment is a hot topic in the Statewide Rehabilitation Council.  The data shows that 40% of the individuals closed successfully in FFY 2006 worked 35 or more hours per week (16% of these individuals were receiving SSDI or SSI).  Fifty-one percent worked between 10 and 34 hours per week, and less than 10% worked fewer than 10 hours week (84% of these individuals were receiving SSDI or SSI).  DVR will continue to gather this data for future analysis.

DVR also focused its attention on building capacity within Maine’s benefits counseling system.  The Social Security Administration awarded Maine Medical Center its grant for the Work Incentives Planning and Assistance Program, which has been leveraged with funding from the Department of Health and Human Services and both DVR and the Division for the Blind and Visually Impaired, to achieve the existence of six trained Community Work Incentive Coordinators (CWIC), formerly known as Benefits Specialists, throughout the state.  The CWIC’s are establishing a presence in regional offices and effective working relationships with those, such as VR counselors and case managers, who support individuals receiving SSI and/or SSDI.  New initiatives, including the use of technology, outreach and education, are being pursued to expand statewide capacity for individuals to receive accurate and timely benefits information that will allow them to make informed choices about employment. 

G.	Develop short and long-term goals, based on recommendations found in the Comprehensive Statewide Needs Assessment and the 2006 Customer Satisfaction Survey.

•	DVR leaders and staff will meet to define process and draft goals
•	DVR SRC at their September annual meeting will analyze findings and draft goals
•	SRC/DVR Joint Planning Group will finalize goals and priorities

The ongoing Strategic Planning process started in August 2006 was outlined in section (a) of 4.11 “Results of Comprehensive Statewide Assessment of the Rehabilitation Needs of Individuals with Disabilities and Need to Establish, Develop, or Improve Community Rehabilitation Programs.”

Attachment 6.3:	Quality, Scope, and Extent of Supported Employment Services 

1.	Quality of Supported Employment Services

The Division continues to take steps to ensure the quality of Supported Employment.  One of the most important is within our management information system on supported employment.  Reports provide information on weekly wages, hours worked, and public assistance at the time of application and closure.  The report also provides information on the type of disabilities being served, the cost per case, and the average cost by counselor, region, and state.  We are able to document individuals who are eligible for VR, but who lack long-term support preventing plan development.

Maine continues to strive for improved quality of supported employment services through the provision of various training opportunities.  

The Division itself has provided training on supported employment to all staff.  The training emphasized VR processes and regulations, and fostered cost effective quality outcomes and greater consistency in service provision.

The Maine Employment Curriculum, which is designed for providing training in Supported Employment for Employment Specialist and job coaches in the Community Rehabilitation Provider sector, is a collaborative effort with the Maine Department of Health and Human Services (DHHS) through the University of Maine, Center for Community Inclusion.  We have identified minimum training requirements for new CRPs to have to become an approved provider.  It is our expectation that this requirement, as well as the requirements around standards for services provided through Certification Accreditation of Rehabilitation Facilities and our in-state accreditation process, will improve services to all our consumers.

The Division has developed and implemented an approval process for CRPs, which consist of a number of facets such as reviewing policies and procedures that reflect knowledge and application of quality supported employment services in adherence to APSE standards for Supported Employment.  Areas evaluated are; mission statement, admission criteria, policy and practice on Assessments, case coordination, client input, health and safety issue, human resource issues such as staff qualifications and background checks, client rights and appeal procedures.  Other parts of the approval process include interviews with key stakeholders such as clients, employers, funding agents, etc.

2.	Scope of Supported Employment

The primary service provided to a client in supported employment continues to be Assessment, Job Placement and Job Skills Training.  These direct services are provided by a Job Coach, who supports the client through activities such as: intervention with supervisors and peers, and aids integration into the company’s social environment.  Other allowable services that are provided when a need is identified include supplemental assessments, social skills training, observation or supervision of the individual, transportation, support services to parents, spouse and children, and facilitation of natural supports.  The Division provides whatever is required to achieve and maintain integrated competitive employment.

Based on ongoing commitments from the Division of Mental Health to provide extended support to all individuals using the supported employment model when they have stabilized and are ready for extended support, the Division continues to expand the percentage of individuals with long-term mental illness receiving support services.

Recent changes through the MR/Autism Waiver, approved June 1, 2006 increases resources available for the extended support funds for individuals with cognitive disabilities.  This changes result in up to 600 hours of Supported Employment services available per year.  Theses changes expands the opportunity for extended job supports for an estimated 1,400 individuals, with three to four hundred individuals being the current projection of individuals that will be applying for VR services during the next year.  This will put increased pressure on system resources, as the Division has been under an Order of Selection for a number of years

The Division continues to receive state funds to provide extended support to individuals with traumatic brain injuries. We estimate that up to 25 individuals with traumatic brain will be able to participate in supported employment using state funded extended support.  We also administer the state funded Basic Extended Support Program that purchases extended support for all disability groups.  Presently, the disability groups this program funds include individuals who are visually impaired, individuals with cerebral palsy, and individuals with physical disabilities.

Transitional employment is also available to individuals with chronic mental illness.  Transitional employment recognizes that persons with mental illness, in some cases, can learn a skill at a community based training site and transfer those skills to an actual work site.  It also recognizes that the primary need is not always job skills training but emotional support, reinforcement, and evaluation of the client’s mental health. 

3.	Extent of Supported Employment Services

The number of supported employment clients has decreased due to a number of factors, such as looking closely at the true need for ongoing supports and reserving this model for truly the most severe.  There were a number of individuals that benefited from the “place – train” model without necessarily needing the extended supports.  There has also greater emphasis on natural supports.

4.	Timing of Transition to Extended Services

The Division’s policy manual limits time limited services to 18 months, unless the Individual Employment Plan indicates that more than 18 months of service is necessary in order for the individual to achieve job stability prior to transition to extended services.  In day-to-day practice, a team approach is used to determine when an individual has stabilized and the need for support has reached an acceptable level for transitioning to extended support.

General Education Provisions Act (GEPA)

The Division serves underserved populations throughout the state, including American Indians and other minority groups, and does effective and continuing outreach to share information with these groups.  Materials used in connection with this program are in accessible formats.  We provide interpreters and other service personnel to guarantee accessibility to persons with diverse disabilities.  The program has been developed with consumer input; consumer satisfaction continues to be monitored; and, consumer choice remains a priority.  The staff is qualified and receives continuing education to keep their skills at a high level.  The agency engages in systematic assessment of its operations, and eliminates barriers to positive service outcomes. 

Attachment 4.2 (c) 1

Maine Consumer Information and Technology Training Exchange	

A program supported by the Maine Department of Education, Special Services	

May 23,2007

Penny Plourde, Director
Division of Vocational Rehabilitation
150 State House Station
Augusta, ME 04333

Dear Penny:

As the State of Maine Assistive Technology Program we want to commend the Division of Vocational Rehabilitation (DVR) on inclusion of assistive technology in the 2008 DVR Goals and Priorities. We appreciate that MaineCITE's comments concerning assistive technology collected at the September 20, 2006 Public Forum were considered and helpful to the development of the State's Plan for Vocational Rehabilitation. We believe that the priorities: 
1. Explore AT resources for DVR consumers in Maine
2. Identify AT Demonstration and Loan programs statewide
3. Identify AT Evaluation and Training programs statewide
4. Improve AT expenditure reporting
will help to develop a systemic approach in the VR agency for considering AT for the wide variety of individuals who develop employment or independent living plans.  

The VR State Plan also addresses DVR's development and expanding use of distance learning technologies as part of its CSPD activities. The MaineCITE Program was pleased to work with the agency on this initiative. The Division of Vocational Rehabilitation's continued emphasis on use accessible information technology coincides with Maine State Government and as well as national initiatives to provide access for all individuals.

These 2008 priorities certainly reflect the national emphasis on the critical role of assistance technology in employment as demonstrated by the recent joint Memorandum of Understanding between John Hager, Assistant Secretary of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education and Dr. Roy Grizzard, Assistant Secretary, Office of Disability and Employment Policy (ODEP), U. S. Department of Labor.

Sincerely,

Kathleen Powers, MaineCITE Program Director

Attachment 4.8 (b) (1)

Maine Department of Labor
Bureau of Rehabilitation Services
Division for the Blind and Visually Impaired
Division of Vocational Rehabilitation
And
Maine Department of Health and Human Services Office of Adult Mental Health Services
MEMORANDUM OF UNDERSTANDING (MOU)
Purpose: This Memorandum is intended to guide the Maine Department of Labor's Bureau of Rehabilitation Services (BRS), through its Division for the Blind and Visually Impaired and the Division of Vocational Rehabilitation, and the Office of Adult Mental Health Services (OAMHS) in the Maine Department of Health and Human Services (DHHS), through a system change planning process for the purpose of implementing an aligned service delivery system that promotes evidence-based practices. It contains information about policies and processes that pertain to maintaining and enhancing the relationship between these two entities. This Memorandum is not to be used or regarded as a legally binding agreement or contract. Rather, it provides information about the programs and how we intend to work together.
Goals of the MOU:
•	Strengthen partnerships between BRS and OAMHS in order to improve and
expand employment services for our joint consumers, and to effectively
implement the vocational components of the DHHS Consent Decree Plan in Bates
v. DHHS.
•	Ensure ethical best practices, particularly as they relate to consumer rights and
meaningful choices.
•	Maximize the utilization of all employment and training resources and funds to
support competitive employment for people with mental illness in Maine.
•	Improve the rehabilitation rate and increase the number of individuals with mental
illness who are successful in achieving a full-time competitive employment goal.
Bureau of Rehabilitation Services:
The Division of Vocational Rehabilitation (DVR) and the Division for the Blind and Visually Impaired (DBVI) are the two state Vocational Rehabilitation agencies in Maine, which are within the Department of Labor (DOL) as part of the Bureau of Rehabilitation Services (BRS), and are charged with the responsibility to administer the Vocational Rehabilitation (VR) and the Independent Living Rehabilitation programs.

VR assists individuals with disabilities to choose, prepare for, and obtain and maintain competitive employment commensurate with their interests and abilities through an Individualized Plan for Employment (IPE) that addresses the disability-related barriers to successful employment. Services identified in an IPE are individualized and may include counseling, training, medical treatment, assistive devices, job placement assistance, and other services.
Office of Adult Mental Health Services:
The primary responsibility of the Office of Adult Mental Health Services (OAMHS) is to develop and maintain a system of mental health treatments, services, and supports for people age 18 and older. These services are directed toward people with serious mental illness who have significant difficulty functioning in the community. OAHMS ensures that a full array of mental health, rehabilitation, residential and other support services are present in Maine communities in order to promote integration of care and quality of life for adults with serious and persistent mental illness.
The Office of Adult Mental Health Services has funded and administered a Long Term Vocational Support Program for several years. As part of its approved Consent Decree plan OAMHS will fund Employment Specialists and Benefit Specialists who will work in conjunction with existing OAMHS and BRS programs to create additional employment opportunities for consumers with mental illness.
Joint Responsibilities of BRS and OAMHS:
BRS and OAMHS agree to explore new resources for the purpose of developing and overseeing a comprehensive system of employment and training services for people with mental illness in Maine, and each will designate a staff person to be the key contact within their respective agencies to coordinate existing agency programs and efforts. A workgroup will be convened to initiate and coordinate the following activities:
A. System Development
1.	Review all employment services offered to mental health consumers to
determine what services currently exist, and use qualitative and
quantitative data to identify what services and resources are needed to
overcome obstacles for the ongoing successful employment of individuals
with mental illness who wish to work.
2.	Promote the use of evidence-based practices and promising approaches in
supported employment in the ongoing effort to improve employment
services.
3.	Invite stakeholders, including consumers, families, employers, service
providers and advisory groups to both agencies, to be involved in the
system development process and share areas of expertise and concerns.

4.   Pursue funding opportunities from all sources, including at a minimum those available through the Social Security Administration, Centers for Medicaid and Medicare Services, Workforce Investment Boards, and U.S. DOL Employment and Training Administration.
B.	Coordination of Services
1.	Identify and pursue cross-training opportunities for OAMHS and BRS staff in
areas pertinent to employment and mental illness;
2.	Identify and address regional differences in service coordination and effective
service delivery;
3.	Design and integrate the newly funded OAMHS Employment Specialist
services with existing OAMHS and BRS vocational services to create a more
closely aligned employment service system (See Attachment A.).
4.	Develop a handout to inform consumers of the differences between BRS
services and the services available through the OAMHS funded Employment
Specialist.
C.	Quality Assurance
1.	OAMHS will continue to work with BRS to establish and maintain
consistency of credentialing standards for staff providing employment
support.
2.	OAMHS will draft language for inclusion in revised Mental Health Licensing
regulations to include employment specific standards for those providers who
provide employment support services. These standards will be consistent with
those currently recognized by BRS.
3.	OAMHS and BRS will jointly develop and implement a fidelity review
process for employment support providers.
4.	OAMHS will continue to work with BRS to establish an accessible,
comprehensive and uniform system of benefits counseling services across the
State of Maine for all individuals with disabilities interested in pursuing
employment.
5.	BRS and OAMHS will stay current with evidence-based practices and
promising approaches available to support employment, and disseminate that
information to providers and consumers.
DISPUTE RESOLUTION:
The joint BRS-OAMHS workgroup identified in the Joint Responsibilities section above will be responsible to monitor and evaluate the implementation of the practices and procedures described in this Memorandum. It is expected that this group will gather information and propose solutions to problems encountered in the implementation of the Memorandum. If the workgroup cannot reach a solution, or if the solution needs administrative or financial resources beyond the scope of responsibility of the workgroup, the matter will be referred to the Director of OAMHS, and Director of BRS.

ATTACHMENT A
Coordination of Services Between
OAMHS Funded Employment Specialists
And BRS VR Counselors
Important Note: This process is in development and will be reviewed by the BRS/OAMHS work group at six month intervals for at least the first year of implementation and as needed thereafter.
Eligibility Determination/Referral Process
1.	BRS counselors will determine eligibility for BRS services according to
existing procedures and mandates.
2.	If a consumer qualifies for BRS services and has a community support worker
from an OAMHS contracted agency with an Employment Specialist (OAMHS
will provide list of agencies to BRS) the BRS Counselor will inform the
consumer of the availability of Employment Specialists from the community
support agency.
3.	If the consumer does not have a community support worker, but qualifies for
BRS services because of a psychosocial impairment, the BRS counselor will
inform the consumer of the availability of community support and
Employment Specialist services through the identified agency.
4.	The BRS counselor will assist as appropriate in making a referral to the
community support agency.
5.	OAMHS and the BRS counselor will follow the consumer's choice about
whether to remain on the BRS wait list.
6.	BRS and the OAMHS funded Employment Specialists will co-facilitate
Career Exploration/self search groups, consisting of VR clients and clients
receiving services through the Employment Specialist, at the local Career
Center
Use of Job Readiness Assessment
1.	BRS staff will train the new OAMHS funded Employment Specialists in the
use of the BRS Job Readiness Assessment (JRA), and in how that Assessment
relates to employment plan development.
2.	BRS staff will educate the OAMHS funded Employment Specialists in the
criteria for BRS funded employment plans, so the Employment Specialists can
use this information to develop plans usable by BRS counselors if the
consumer elects to use that service.
3.	The OAMHS funded Employment Specialists will use the JRA with each
consumer to identify the strengths and challenges the consumer may
experience in his/her employment search.
4.	The Employment Specialist will develop employment plans with the
consumer in accordance with the criteria described in #2 above.

5.	If the Employment Specialist or the BRS Counselor has questions or concerns
about the content of the employment plan, the consumer will be asked for
consent for the Employment Specialist to consult with the BRS counselor
about the issue, or for a meeting with the consumer present to discuss the
issue.
6.	For consumers who are active BRS clients who elect to receive services
through an Employment Specialist located at a mental health community
support agency, BRS will provide funding for employment-related expenses,
as agreed upon in the BRS Employment Plan, consistent with that available to
individuals receiving services through a BRS funded Employment Specialist.

Attachment 4.8 (b) (2)

COOPERATIVE AGREEMENT

MAINE DEPARTMENT OF EDUCATION
 Special Services
 Applied Technology

MAINE DEPARTMENT OF LABOR
 Division for the Blind and Visually Impaired
 Division of Vocational Rehabilitation

 

August 1, 1999

COOPERATIVE AGREEMENT

TABLE OF CONTENTS

1.	   PURPOSE 

2.	   PHILOSOPHY

3.	   LEGAL BASIS

4.	   ELIGIBILITY AND PROGRAM DESCRIPTIONS

5.	   REFERRAL AND STUDENT PLANNING

6.	   FUNDING

7.	   CSPD

8.	   CONFIDENTIALITY / APPEALS / DUE PROCESS

9.	  DISAGREEMENTS

APPENDIXES

A.	 DEFINITIONS / ACRONYMS

B.	 IMPROVING EDUCATIONAL RESULTS

COOPERATIVE AGREEMENT

MAINE DEPARTMENT OF EDUCATION
 Special Services
 Applied Technology

MAINE DEPARTMENT OF LABOR
 Division for the Blind and Visually Impaired
 Division of Vocational Rehabilitation

1. 	PURPOSE 

There are two major purposes for the development of this Cooperative Agreement.  

One is to meet the legal requirement of the participating agencies.   

The other purpose is to offer the expectation that the state agencies will collaborate on behalf of, and with youth with disabilities, to gain the greatest benefit from their programs and services.

This Cooperative Agreement covers children and youth with disabilities who may require services of the partners to this agreement whether or not these students are identified as requiring special education.

2.   PHILOSOPHY

People will work together for the student’s benefit.

The partners to this agreement believe that all students should have the opportunity to participate in society to the fullest extent of which each is capable, and to be supported in becoming self-sufficient productive members of the community.  In order to achieve this, we provide the free appropriate public education and appropriate rehabilitation services necessary for each student to develop academic, independent living and vocational skills.

Planning for the transition from school to the community is a complex process and requires involvement from many sources. It is our responsibility to facilitate the process of bringing the student’s dreams and vision to fruition.  Through this agreement we are striving to assist students with disabilities to claim their place in the community and in work consistent with their strengths, resources, priorities, concerns, abilities, capabilities, and informed choice.

Although the roles described in this agreement are general to vocational education, special education, and vocational rehabilitation, application of those roles depends upon the faith and goodwill of people working directly with a student.  The common bonds making it possible to assist students with disabilities to achieve their dreams are:

1.	mutual understanding and respect of what each partner may legally and creatively do    
2.	a fully realized team orientation to serving the student
3.	a consistent focus on the student with a disability, their family, and the student’s desired future.  The success of our efforts will depend largely upon the working relationships developed by people who are directly concerned with students with disabilities 

The partners to this agreement recognize the role of the Maine Committee on Transition (COT). COT has played a facilitative role in the development of this document and the follow-up or implementation processes that will be developed.  COT membership includes the three agencies involved in this agreement as well as other state and local agencies, programs, and organizations that work with youth with disabilities.  COT Standards include a focus on internal and external collaboration and do play a linking role for what is outlined in this paper.

3.  LEGAL BASIS

The legal basis for this Cooperative Agreement is found in the following federal statutes. 

Federal Special Education		Individuals with Disabilities Act (IDEA) 97 
State Special Education		Public Law 105-17
MRSA Title 20-A, Chapter 101

Federal Vocational Education		Public Law 101-392
State Vocational Education		MRSA Title 20 Part 4 Subpart 2 Chapter 313	

Federal Vocational Rehabilitation	Rehabilitation Act of 1973 as amended
State Vocational Rehabilitation 	MRSA Title 26 S. 1411-B, 20 S. 3051 et. seq.

4.  ELIGIBILITY AND PROGRAM DESCRIPTIONS

I. 	MAINE DEPARTMENT OF EDUCATION 

A. 	General Eligibility

Children in the state of Maine are eligible to attend school between the ages of five and twenty as described in the statute.  Education is compulsory for students between the ages of seven and seventeen.  The Department is responsible for assuring that all eligible students are provided the opportunity to learn in the general curriculum, and achieve high standards as defined in Maine’s Learning Results. (See Appendix B IMPROVING EDUCATIONAL RESULTS.)

    B.    Special Education

1.  Eligibility 

A student is eligible for special education and related services if he/she:

a. 	has reached the age of 5 on or before October 15th;
b. 	has neither graduated from a secondary school program nor has reached 20 years of age at the start of the school year; and
c. 	has a disability (as defined in Maine Special Education Regulations) which adversely affects the student’s educational performance and requires the provision of special education services in order that the student may benefit from an elementary or secondary program.

2. 	Program Description

Special Education means classroom (regular, resource, composite or self-contained) home, hospital, institutional or other instruction, educational diagnosis and evaluation, transportation and other related (supportive) services and activities designed to provide a free appropriate public education in accordance with a student’s Individual Education Program (IEP).

It also includes services provided by other agencies offering job training and job placement as part of the student’s IEP.

Transition Services are a coordinated set of activities for a student, designed within an outcome-oriented process, promoting movement from school to post-school activities (including supported employment), continuing and adult education, post-secondary education, adult services, independent living, or community participation.  These activities shall be based on the individual student’s needs, taking into account the student’s preferences and interests, and shall include instruction, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and functional vocational evaluation.

The Pupil Evaluation Team (PET) shall include within the Individualized Education Program (IEP) beginning no later than age 14 and annually thereafter, a statement of the transition service needs (as it relates to the course of study).  At age 16 a statement of the school’s and any other agency’s responsibilities or linkages (or both) will be included before the student leaves the school setting.  If the PET determines that transition services are not needed, the IEP must include a statement to that effect and the basis upon which the determination was made.

C.  Section 504 of the Rehabilitation Act of 1973 As Amended

1. 	Eligibility

A student is eligible for services or assistance as a Section 504 student under the Rehabilitation Act of 1973 As Amended if they have a physical or mental disability which substantially limits one or more major life activities, has a record of such a disability, or is regarded as having such an disability.

2. 	Program Description

Section 504 is designed to eliminate discrimination on the basis of disability in any program or activity receiving Federal financial assistance.  Maine’s schools must meet Section 504 requirement as it relates to the education of students with disabilities who may or may not be receiving special education services.

D. 	Vocational Education

1. 	Eligibility

Any student in grade 10-12 is eligible for enrollment in vocational programs.  Ninth graders may be eligible if given a waiver from the Commissioner of Education.  

2. 	Program Description

There are 18 vocational centers and 8 vocational regions in Maine. Centers and regions provide vocational education to secondary students enrolled in school administrative units within a geographical area. A vocational center is governed by a single school administrative unit.  A vocational education region is administered by a cooperative board representing sending school administrative units. Slots are determined by the school board (in the case of a center) and by the cooperative board (in the case of a region).  Enrollment is determined by the number of slots available for each sending school.

School to Work (STW).  Maine’s STW program consists of several career pathways.  The intent is to provide school-based and work-based learning with a comprehensive career guidance and exploration program in order to accomplish the educational standards as established in the Learning Results.

a.  Cooperative Education

The Cooperative Education program was designed for high school students at the junior and senior levels who want to study in an occupational area not provided by the school in a classroom setting.  It is to a large extent a type of on-the-job training which is linked with classroom experiences.  Each student has an individual plan which identifies a career goal and the steps the student needs to take to achieve the goal.

b.	 Jobs for Maine’s Graduates (JMG)

The JMG program goal is to provide transition from school to work for at-risk students.  The curriculum provides students with career exploration and career development, employability skill development, remediation, and workplace literacy skills.

c.	 Career Internship (Career Advantage)

Career Advantage, in its fourth year of operation, is a two-year course of study involving both work-based and school-based learning, paid work experience, and tuition-free courses at one of Maine’s seven technical colleges.  Successful students earn a Certificate of Skill Mastery and up to half of the credits needed to obtain an associate degree.

d.	 Occupational Preparation 

Occupational Preparation is a two-year program of high school level skill training at an applied technology center or vocational region.  The training prepares a student for an entry-level position in a specific occupation.  Included in the program of study/work are pre-employment competencies, integrated academics, opportunities for participation in student organizations or community service, and an introduction to “all aspects of the industry”.

e.	 Pre-Apprenticeship

The Pre-Apprenticeship program is designed to work through Cooperative Education in the state and can lead to enrollment in one of the more than 800 approved Registered Apprenticeship programs upon graduation. Pre-Apprenticeship combines paid employment with related academic study.

f.	TECH PREP

TECH PREP is a course of study beginning at the high school level, utilizing applied academics and career decision-making, involving business, and culminating with an associate of applied science degree at a technical college.

g.	PRO PREP

PRO PREP is a course of study beginning at the high school level with certificate and associate degree options at the technical college level, and culminating with a baccalaureate degree.  PRO PREP is a logical extension of a TECH PREP program.

MAINE DEPARTMENT OF LABOR 
      BUREAU OF REHABILITATION SERVICES

     A.  General Eligibility

Rehabilitation programs for eligible individuals with disabilities strive to provide full access to employment, independence, and community integration. Students are eligible for vocational rehabilitation services based upon the extent of their disability and its impact upon future employment.  Preschool children, and school age youth, may receive other services from the Division for the Blind and Visually Impaired based upon their need as determined by their visual impairment.

B. 	Vocational Rehabilitation Programs—Division of Vocational Rehabilitation; Division for the Blind and Visually Impaired

1. 	Eligibility

Eligibility requirements for the two Divisions are:

1.	A determination that the applicant has a physical, mental (including cognitive or behavioral) or visual impairment.
2.	A determination that the applicant’s physical, mental (including cognitive or behavioral) or visual impairment constitutes or results in a substantial impediment to employment for the applicant.
3.	A presumption that the applicant can benefit in terms of an employment outcome from the provision of vocational rehabilitation services, unless it demonstrates, based on clear and convincing evidence, that the applicant is incapable of benefiting in terms of an employment outcome from vocational rehabilitation services. 

The vocational rehabilitation programs will base their determinations of each of the eligibility requirements on a review and assessment of existing data.  Sources of these data include counselor observations, education records, information provided by the student or their family, other agencies, and the Social Security Administration.  When existing information does not describe the current functioning of the student, the VR programs will obtain sufficient information to make their determinations of eligibility. 

2. 	Program Description

For an eligible student the VR programs will conduct an assessment of vocational rehabilitation needs to determine the long-term vocational goal, intermediate rehabilitation objectives, and the nature and scope of vocational rehabilitation services.  These services must be necessary to achieve an employment outcome that is consistent with the student’s unique strengths, priorities, concerns, abilities, capabilities, career interests, and informed choice.

The VR programs offer an array of services to assist a student to achieve an employment outcome.  These services range from various assessments of ability, interest, and need for physical and mental restoration, to training, and maintenance. The VR programs can also provide other supportive services the student may need, such as assistive technology, job site modification, job placement, job coaching and post-employment assistance.

C. 	Division for the Blind and Visually Impaired (DBVI)—Education Services for Blind Children

1. 	Eligibility

A preschool child or school age student who has a visual disability that is a barrier or limitation to their development or education, may receive services from the Maine Division for the Blind and Visually Impaired.

	2.   Program Description

DBVI, working with Child Development Services (CDS), conducts the initial screening of pre-school children and an Individual Family Service Plan is developed.  Direct services include: Itinerant teaching, orientation and mobility,  training in the use of adaptive aids, and Braille instruction when appropriate.  For school age students, the same services are offered after the initial screening.  Itinerant teachers and education consultants work with the Pupil Evaluation Team to develop the IEP.  Transition services are provided by vocational rehabilitation counselors.

5.  REFERRAL AND INDIVIDUAL STUDENT PLANNING

The partners in this agreement expect coordinated and joint planning for individual students to occur; and a lead individual to be identified to coordinate transition planning for each student who requires it.  The partners in this agreement believe that the Pupil Evaluation Team (PET) serves as the most effective communication tool to facilitate cooperative planning for students with disabilities who are receiving special education services.  The Pupil Evaluation Team determines eligibility and develops Individual Education Programs (IEP) which specify appropriate special education services.  We agree that the Pupil Evaluation Team makes referrals for vocational rehabilitation services and vocational education programs for appropriate students in order to promote better education, improved employment opportunities and greater independence. For students with disabilities who are not receiving special education, the school will designate the lead person responsible for working with the student and family for referral to vocational rehabilitation or vocational education.

Vocational rehabilitation program staff will also communicate with school personnel to ensure referrals of students with disabilities who are not receiving special education.  This outreach effort is intended to identify students who may have exited special education, be receiving Section 504 accommodations, or who have disabilities which do not effect their education, but may be a barrier to their vocational development.  According to local policy, other school personnel will refer students with disabilities who are not receiving special education services, but who may be eligible for vocational rehabilitation services or vocational education.  

We acknowledge that to ensure meaningful participation in the planning process rehabilitation and vocational education representatives need sufficient notice to arrange their schedules to attend PET meetings.  In order to ensure coordinated plan development we agree that at least annually vocational education and rehabilitation representatives will attend PET meetings, or provide relevant information to the pupil evaluation team for transition planning purposes. When vocational education or rehabilitation services are anticipated or are being provided to students other than those receiving special education, the parties will communicate with appropriate school personnel.  We understand that, where Division for the Blind and Visually Impaired education program services are anticipated or being provided, a DBVI representative or Itinerant Teacher will participate in the PET process and Individual Education Program (IEP) development, or other meetings as appropriate for non-special education students.

For each student determined to be eligible, vocational rehabilitation program staff will develop the Individual Plan for Employment (IPE) before the student leaves the school setting.  In cases where a student has both an IPE and an IEP these plans will frequently contain the same, or similar provisions.  Changes in these provisions should be made only with the notification/involvement of all of the appropriate individuals participating in planning for the student’s transition.  We expect that the spirit of cooperation will govern the evolution of plans for a student’s future.

6.  FUNDING

The agencies party to this agreement acknowledge that services needed by students with disabilities may be provided by one or more agencies, and that those services are best provided through team work, coordinated planning and shared responsibility.  No one discipline has the resources or singular responsibility for the vocational preparation of students with a disability.  It is important that the agencies have a clear understanding of what the financial responsibilities are of each agency to these students.  We agree to share information of the source and type of funding (state, local and federal) available to support students covered by this agreement. We further recognize that for an increasing number of students, technological devices are required in order to obtain education and vocational skills.  For students with disabilities who require such technology in order to obtain education and vocational skills, discussion and possible transfer of ownership of appropriate employment-related technology is encouraged during transition planning.  If appropriate, arrangement for payment from vocational rehabilitation to the local school administrative unit should also be addressed.

On the question of “Who pays for what?”, the partners to this agreement agree that the agency which requires the service will identify the source of payment for the service.  In instances where both parties require a service the agencies will negotiate financial responsibility, or the extent to which they will share responsibility.  The only way for this negotiation and agreement to work is to use the three principles found in the Philosophy section: that is, exercise:

1.	mutual understanding and respect of what each partner may legally and creatively do 
2.	a fully realized team orientation to serving the student
3.	a consistent focus on the student with a disability, their family, and the student’s desired future

Where the parties to the agreement are unable to resolve funding issues, the appeal option described in Section 9 of this agreement will be used to resolve all disputes.

7.    COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT (CSPD)

The Department of Education has in effect a Comprehensive System of Personnel Development (CSPD) under IDEA 97 to ensure an adequate supply of qualified special education, regular education and related services personnel.  In meeting the intent of this requirement the agencies party to this agreement ensure they will be members of the state’s CSPD Advisory Panel and assist in the development and implementation of the State Implementation Plan (SIP).  The agencies will provide information and data on the numbers and type of personnel providing services to special education students.  This includes:

•	the number and type of personnel employed
•	the number and type of personnel needing professional development
•	the numbers of vacancies and personnel shortages and the extent of certification and training provided to their personnel

Further, the agencies agree to:

•	share planning documents relative to the implementation of CSPD (This includes but is not limited to procedures, policies, mission and goal statements.)
•	share resources and resource information
•	consolidate training where appropriate
•	share data on the number and location of eligible clients

The Department of Education, the Department of Labor’s Division for the Blind and Visually Impaired and Division of Vocational Rehabilitation each have CSPD programs which are consistent with the requirements outlined in this section.

8.    CONFIDENTIALITY / APPEALS / DUE PROCESS

Due process and confidentiality rules and procedures will be followed by each agency in accordance with their own respective federal and/or state laws and regulations.    Recipients of services under this agreement will be provided information relative to appeals procedures of each program in which they are involved.

9.   DISAGREEMENTS REGARDING THE IMPLEMENTATION OF THIS        
        COOPERATIVE AGREEMENT

Disagreements regarding any aspect of the implementation of this Cooperative Agreement shall be resolved first by the specific parties involved, then through channels across agencies by Program Directors and Bureau Directors.  Only serious issues should be brought to the attention of  Associate Commissioners, Commissioners or ultimately the Children’s Cabinet. 

Refer to INTERIM INTERAGENCY AGREEMENT FOR RESOLVING CLAIMS FOR REIMBURSEMENT SOUGHT BY SCHOOL ADMINISTRATIVE UNITS UNDER 20 U.S.C. Sec. 1413(a)(13) dated September  1996 by Maine State Departments: Department of Human Services; Department of Corrections; Department of Labor; Department of Mental Health, Mental Retardation and Substance Abuse Services; Department of Education.

APPENDIXES

APPENDIX A.  DEFINITIONS / ACRONYMS

DEPARTMENT	ACRONYM	DEFINITION	DESCRIPTION
	
Department of Education (DOE)		Learning Results	Maine education law requiring schools to address certain content areas and guiding principles in their curriculum and instruction.	
Department of Education:
Special Education	CDS	Child Development Services	A statewide program of educational and related services for preschool children.	
	FAPE	Free and Appropriate Public Education	A term used in federal and state special education laws to describe the entitlement for each eligible special education student. 	
	IDEA	Individuals with Disabilities Education Act	The federal law pertaining to the provision of a free and appropriate education for children with special needs.	
	IEP	Individualized Education Plan	A written plan outlining annual goals and programs for each student receiving special education services.	
	PET	Pupil Evaluation Team	A term used in federal and state special education laws to describe the team of people responsible for planning and carrying out special education programs in public schools.	
	SIP	School Improvement Plan	DOE State Plan for implementing personnel preparation programs for educational and related personnel serving students with disabilities.	
Department of Education:
Vocational 
Education		School to Work	Integrated school-based and work-based learning  that links secondary and post-secondary education aimed at broad career-based outcomes.	
		Vocational Education	Educational programs directly related to the preparation of individuals for employment in a specific trade area or for post-secondary education. 	
Department of Labor (DOL)	DBVI	Division for the Blind and Visually Impaired	Administers vocational rehabilitation, educational and independent living services for eligible blind and visually impaired children and adults.	
	DVR	Division of Vocational Rehabilitation	Administers vocational rehabilitation services to eligible youth and adults with disabilities.	
	IPE	Individual Plan for Employment	A written plan outlining goals and outcomes for each Vocational Rehabilitation client.	
Interagency Committee	COT	Committee on Transition	A state level interagency committee established by the Legislature to create a statewide system of transition coordination services.	

APPENDIX B.  IMPROVING EDUCATIONAL RESULTS

Since the enactment and implementation of the Education of All Handicapped Children Act of 1975 (P.L. 94-142 / currently IDEA 97), students with disabilities have been assured of access to a free appropriate public education and improved educational results.  Access to a free appropriate public education and access to our public schools has largely been achieved.

Improving educational results for students with disabilities still is a challenge for all of us.  Accomplishing this has been impeded by low expectations and limited focus on proven methods of teaching and learning for students with disabilities.

The purposes of IDEA 97 include ensuring that educators and parents have the necessary tools to improve educational results for students with disabilities and to assess and ensure the effectiveness of efforts to educate students with disabilities.

IDEA 97 shifts the focus from access to public education to student outcomes that must be based on high expectations and access to general education curriculum, standards and school assessment.

Maine’s Learning Results establishes content standards and identifies the knowledge and skills essential to prepare Maine’s students for work, for higher education, for citizenship and for personal fulfillment.  This includes all students with disabilities.

The Learning Results are built on the premises that:

•	all students should aspire to high levels of learning
•	achievement should be assessed in a variety of ways
•	completion of public school should have common meaning throughout the state

It is essential that coordination of these activities with other local, state and federal agencies occur if the goals of IDEA 97 and Maine’s Learning Results are to be met.

COOPERATIVE AGREEMENT

MAINE DEPARTMENT OF EDUCATION
 Special Services
 Applied Technology

MAINE DEPARTMENT OF LABOR
 Division for the Blind and Visually Impaired
 Division of Vocational Rehabilitation

______________________________	_______________________________
Valerie Landry				J. Duke Albanese
Commissioner				Commissioner
Maine Department of Labor		Maine Department of Education
Date _________________________		Date __________________________

______________________________	______________________________
John Shattuck				Randy Walker
Director					Team Leader and Policy Director
Bureau of Rehabilitation Services		Learning Systems
Maine Department of Labor		Maine Department of Education
Date___________________________	Date __________________________

_______________________________	_______________________________
Harold Lewis					Christopher Lyons
Director					Team Leader
Division for the Blind 			Applied Technology
   and Visually Impaired			Maine Department of Education
Maine Department of Labor		Date _________________________
Date ___________________________

________________________________	______________________________
Linda Jariz					David Stockford
Director					Team Leader
Division of Vocational Rehabilitation	Special Services
Maine Department of Labor		Maine Department of Education
Date ____________________________	Date _________________________

Attachment 4.11 (c)(1) Goal 1

EXECUTIVE ORDER
OFFICE OF 									NO.		 13 FY 06/07
THE GOVERNOR								DATE	   February 24, 2006

AN ORDER REGARDING MAINE STATE GOVERNMENT
AS A MODEL EMPLOYER OF PEOPLE WITH DISABILITIES

WHEREAS, Maine people with disabilities offer a valuable asset for promoting Maine's future
workforce and economic growth; and

WHEREAS, Maine people with disabilities are underemployed; and

WHEREAS, Maine State Government has been a recognized leader for its affirmative efforts to
hire qualified workers with disabilities in state positions; and

WHEREAS, Maine State Government has an opportunity to become a model for all employers
seeking to improve their workforce and raise the skills and incomes of Maine people;

NOW, THEREFORE, I, John E. Baldacci, Governor ofthe state of Maine, by the authority
vested in me, do hereby order that:

1.	The Maine Department of Labor, in cooperation with the Maine Bureau of Human Resources, implement a promotional outreach campaign for people with disabilities that emphasizes the benefits of working for Maine State Government, including a statewide job recruitment and career fair focused on workers with disabilities.

2.	The Maine Department of Labor, in cooperation with the Maine Bureau of Human Resources, identify state jobs that are difficult to fill today and that are projected to be difficult to fill in future years.

3.	The Maine Commission on Disability and Employment, in cooperation with the Maine Bureau of Human Resources, conduct a survey of current state employees who volunteer such information, to determine the prevalence of workers with disabilities.

4.	The Bureau of Rehabilitation Services and the Bureau of Human Resources, partner to lead efforts to facilitate the employment of people with disabilities in all state agencies.

5.	The Maine Job Council, in cooperation with the Bureau of Human Resources and the Department of Labor, develop a plan to promote the employment of people with disabilities. This plan will be submitted to the Maine Commission on Disability and Employment by September 1, 2006.

6.	The Maine Jobs Council, in cooperation with the Bureau of Human Resources and the Department of Labor, report to the Governor and Legislature on the results of these efforts by March 1, 2007.

The implementation costs associated with this Executive Order shall be covered by existing resources within participating agencies. 
The provisions of this Executive Order are not intended to supersede existing collective bargaining agreements or State and Federal Law.

Effective Date

The effective date of this Executive Order is February 24, 2006.

								John E. Baldacci, Governor

Attachment 4.11 (c) (1) Goal 2
PUBLIC LAWS
Second Regular Session of the 122nd

CHAPTER 570 
H.P. 1351 - L.D. 1910
An Act To Create Employment Opportunities for People with Disabilities
Be it enacted by the People of the State of Maine as follows:
PART A
     Sec. A-1. 5 MRSA Pt. 29 is enacted to read:
PART 29 
EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES 
CHAPTER 611 
DUTIES OF THE STATE
§23001. Duties of State
     In order to provide equal opportunity in all aspects of State Government to qualified individuals with disabilities, each department, agency and instrumentality of the State shall:
     1. Periodic review. Review, on a periodic basis, the adequacy of hiring, placement and advancement practices within that department, agency or instrumentality of the State with respect to individuals with disabilities;
     2. Plan. Develop by January 1, 2007 and update annually thereafter a plan to increase the opportunities for individuals with disabilities to be employed by that department, agency or instrumentality of the State. This plan must include a description of the extent to which the special needs of employees who are individuals with disabilities are being met;
     3. Outsourcing; leases. In its contracts governing functions and duties that are outsourced and in its contracts governing leased space, include provisions that encourage the employment of individuals with disabilities;
     4. Outreach. Expand its outreach efforts, using both traditional and nontraditional methods, to make qualified individuals with disabilities aware of available employment opportunities within that department, agency or instrumentality of the State; and
     5. Accommodate. Increase its efforts to accommodate individuals with disabilities.
  
 Sec. A-2. Disability employment services activities and functions. The Department of Administrative and Financial Services, Bureau of Human Resources, based on the availability of financial resources, shall reinstate the activities and functions previously associated with the position of Disability Employment Services Coordinator to provide oversight and facilitation of the duties of the State relative to the employment of workers with disabilities in all state agencies and to continue certification and appointment policies for such employees pursuant to existing state policies and rules.
PART B
     Sec. B-1. Report. The Department of Labor jointly with the Department of Health and Human Services shall submit, no later than January 1, 2007, to the joint standing committee of the Legislature having jurisdiction over labor matters a report regarding employment opportunities for individuals with developmental disabilities. The departments shall produce the report in consultation with the Maine Jobs Council's Standing Committee on Employment of People with Disabilities, established in the Maine Revised Statutes, Title 26, section 2006; Speaking Up For Us of Maine; the Maine Developmental Disabilities Council; the Disability Rights Center of Maine; the Maine Association of Community Service Providers; the Brain Injury Association of Maine; and other interested parties. The report must address the following issues:
     1. Ways to enhance access to employment opportunities for adults with developmental disabilities and a strategy to make supportive employment services the primary form of support services available to adults with developmental disabilities, especially when they graduate from high school;
     2. Data on the number of individuals who receive freestanding day habilitation funding versus supportive employment funding and the amount of funding involved, including state grant funds, state seed funds and federal funds. The report also must address data on the number of newly graduating high school students who received services through the freestanding day habilitation entitlement in each of the past 2 years, the cost associated with this entitlement, the projected cost of this entitlement in fiscal year 2006-07 and fiscal year 2007-08 and the location within the budget where funds for this entitlement are located;
     3. The possibility of using currently earmarked freestanding day habilitation funds for supportive employment, including the possibility of converting the state match for the current day habilitation services to a new jobs program under a new Medicaid waiver;
     4. The relative merits of administering state supportive employment services to individuals with developmental disabilities through the Department of Labor as opposed to the Department of Health and Human Services;
     5. The extent to which individuals who receive supportive employment services have a plan for achieving self-support approved by the Social Security Administration;
     6. A review of other states' policies regarding supportive employment, including the State of Washington;
     7. The reasons for and against implementing a new state policy modeled after the State of Washington policy that mandates supportive employment services for the class of 2007 high school graduates; and
     8. The resources that need to be available to existing providers of supportive employment and day habilitation services in order to successfully shift their emphasis to job development for adults with developmental disabilities.
PART C
     Sec. C-1. Report. No later than January 31, 2007, the Maine Jobs Council's Standing Committee on Employment of People with Disabilities, working jointly with the Department of Labor and the Department of Economic and Community Development, shall submit to the joint standing committee of the Legislature having jurisdiction over labor matters a report identifying the resources necessary for the development and implementation of a media campaign designed to increase statewide awareness of employment-related issues affecting individuals with disabilities and an employer outreach campaign designed to engage employers in discussions and information exchange about issues, services and support systems related to the employment of individuals with disabilities, including, but not limited to, the following:
     1. Presentations to business groups and associations, including chambers of commerce. These presentations must include participation by individuals with disabilities who are successfully employed and local service provider agencies that can assist employers in recruiting, training and retaining individuals with disabilities in employment;
     2. Information sessions and training workshops presented at conferences and other meetings where employers are in attendance and employment issues are addressed;
     3. The planning and convening of other business-oriented events that focus on the needs, benefits, supports and opportunities related to the employment of individuals with disabilities; and
     4. The development of a library of business-oriented promotional materials to be used in public information and awareness sessions and available to employers by request at any time.
     The report shall include recommendations for funding and implementing the 2 campaigns.
Effective August 23, 2006.

Attachment 4.11(c)(3): 	

SECTION 6.	ORDER OF SELECTION  

	1.	If services cannot be provided to all eligible individuals who apply, the Order of Selection procedures must be implemented. After determining eligibility, counselors must assign a priority category and follow the Order of Selection for the provision of services. Individuals whose IPE has been developed and signed prior to the date of implementation of the Order of Selection will continue to receive cost services. Maine DVR will notify all eligible individuals of the priority categories in the Order of Selection. Eligible individuals in priority categories not currently being served will be notified in writing of their assignment to a particular category and their right to appeal their category assignment.

	2.	Individuals with disabilities shall be served by date of application in the following priority order:

		A.	Individuals with the most significant disabilities as defined as an individual:

			(1)	whose disability is of a permanent, chronic or cyclical nature;

			(2)	who has a significant physical or mental impairment that seriously limits two or more functional capacities (mobility, communication, self-care, self- direction, interpersonal skills, work tolerance, or work skills) in terms of employment outcome; and

			(3)	whose vocational rehabilitation can be expected to require multiple vocational rehabilitation services over an extended period of time.

		B.	Individuals with significant disabilities as defined by the Rehabilitation Act of 1973, as amended, as an individual:

			(1)	who has one or more physical or mental disabilities resulting from amputation, arthritis, autism, blindness, burn injury, cancer, cerebral palsy, cystic fibrosis, deafness, head injury, heart disease, hemiplegia, hemophilia, respiratory or pulmonary dysfunction, mental retardation, mental illness, multiple sclerosis, muscular dystrophy, muscular-skeletal disorders, neurological disorders (including stroke and epilepsy), spinal cord conditions (including paraplegia and quadriplegia), sickle cell anemia, specific learning disabilities, end-stage renal disease, or other disabilities or combination of disabilities determined on the basis of an assessment for determining eligibility and vocational rehabilitation needs which cause substantial functional limitation;

			(2)	who has a significant physical or mental impairment that seriously limits one functional capacity (mobility, communication, self-care, self-direction, interpersonal skills, work tolerance, or work skills) in terms of employment outcome; and

			(3)	whose vocational rehabilitation can be expected to require multiple vocational rehabilitation services over an extended period of time.

			(4)	All other individuals with non-significant disabilities

	3.	Individuals Not Meeting the Order of Selection Criteria

		Eligible individuals who do not meet the Order of Selection category currently being served will have access to services through information and referral. Individuals will be provided vocational rehabilitation counseling and guidance to assist such individuals in preparing for, securing, retaining, or regaining employment, and will be appropriately referred to other programs, including other components of the statewide workforce investment system.

Attachment 4.11(e) 2 Goal B
Best Practices: Status 10 and Students in Transition
Developed by the Transition Counselors Workgroup

•	As soon as possible after the client comes off wait list, document comprehensive assessment to build on initial motivation to work with VR.  
•	Use (green) Trial Work Plan to gather further information to complete information gaps in the comprehensive assessment.
•	Check ORSIS Special Indicator for Trial Work Plan when a client has a TWP.
•	When caseload has a number of TWP indicators checked, print report of cases in TWP.  (Reports/CaseReports/BrowseCaseload/Sort by town/Parameters/deselect all statuses except 10/Trial Work Experience under Other Attributes/Print)  We would like an easier way to get this reported, but that is it for now.
•	For First  (yellow) IPE, be prepared to use a generalized vocational goal, have time frame limited, fine-tune goal as needed in amendments.  
•	For vocational exploration, interest testing, job shadowing, and use the resources of the high school; same for other aspects of comprehensive assessment.  
•	For missing clients send contact notes and check with (former) teachers.
•	Send/call 2-3 times before closing.  Traditionally we have been reluctant to close unless several more attempts were made, but this is not always practical or even helpful if there is a continued non-response.  
•	Use the Case List a LOT:  sort by status and town (closest current ORSIS way to approximate school groups of clients).  We would like an ORSIS mechanism to sort by school, which would require a field for High School.  Carry case list to schools and update with teachers as needed.
•	Schedule with client and family right after PET when everyone is there.
•	Send off-waitlist letter cc to school contact, teacher, coordinator, and community case manager.  VR may not get an immediate response but someone cc'd may. 
•	Tie TWP with vocational courses in high school:  Vo-Tech HS, Distributive Ed
•	Cultivate Special Ed secretaries:  promote them e-mailing you PET notices, helping you access school records, facilitating other VR-School communication.
•	Consider TWP for first college semester if seems tenuous.  Otherwise continue comprehensive assessment.
•	Encourage one college course instead of full caseload if question success at first.
•	Trust your "gut feeling" when you sense you have enough information in the comprehensive assessment to proceed with developing an IPE.  That is what tells you there is enough information in a particular case to move to an IPE.  Look to see that there are not significant gaps in the Comprehensive Assessment documentation.  Review that TWP progress is documented.  Verify the client can answer: "I want to work as/in ------------".  Document supports are ready to implement a plan.
•	Factor where the parent/guardians are in relation to the student driving the plan.
•	Use the Health Checklist to find how student learns, understands his/her health; remember that signature is the student's and provides the opportunity for the student to talk about him/herself.  Incorporate into Applicant Profile; get information release to talk with parent.
•	Print caseload list more often than monthly as needed. For example when going through periods of significant change:  many clients coming off the wait list, or after closing several people or after writing a number of college plans, or nearing the end of the fiscal year.  
•	Use the caseload list to indicate a focus for a coming month:  cases longer that 6-9 months in status 10, for example, that are not in a TWP.
•	Transition Individual Plans for Employment can include objectives like Will Complete High School, Guidance and Counseling, have at least an acceptable vocational field as a goal.  Obviously the specifics per the client will vary, but once you have the critical mass of information to have determined an agreed on vocational goal, then the case can proceed.  
•	Generate EXCEL spreadsheets that indicate such things clients' school, graduation date, availability of long-term support, and guardian's name as case management tool.  Many VRC's do this type of extra spreadsheet, as ORSIS does not yet support this level of data management.  We would advocate that ORSIS develop fields for critical transition caseload information as mentioned here.  At least allow for some blank fields that could be data sorted.  
•	Use PDA's to assist VRC's in creating mobile offices for time and information management.