Project E3: Educate, Empower, and Employ

1. Project E3: Educate, Empower, and Employ Vocational Rehabilitation Technical Assistance Center: Targeted Communities (VR-TAC-TC) Updated October 31, 2016

2. Project E3: Educate, Empower, Employ VOCATIONAL REHABILITATION TECHNICAL ASSISTANCE CENTER: TARGETED COMMUNITIES (VR-TAC-TC)

3. The Project Developed with support and input from Louisiana Rehabilitation Services (LRS), Project E3is a strategic partnership of: • One Historically Black College and University: Southern University, Baton Rouge • Six other Institutions of Higher Education: • University of Wisconsin-Madison • University of Wisconsin-Stout • George Washington University, Washington, D.C. • University of Illinois at Urbana-Champaign • University of Kentucky, Lexington • Virginia Commonwealth University • Council of State Administrators of Vocational Rehabilitation • Employment Resources, Inc. • A national network of expert consultants

4. Acknowledgement and Disclaimer • The contents of this presentation were developed with support from the Vocational Rehabilitation Technical Assistance Center for Targeted Communities (VR TAC TC: Project E3) at the Department of Rehabilitation and Disability Studies, Southern University, Baton Rouge, LA funded by the U.S. Department of Education, Rehabilitation Services Administration (Grant# H264F15003). • The ideas, opinions, and conclusions expressed, however, are those of the presenters and do not represent recommendations, endorsements, or policies of the U.S. Department of Education.

5. The Driving Issue Ensuring employment opportunities for people with disabilities is important not just for individuals but also for employers, government, and society. Vocational Rehabilitation alone has not been able to address the persistent, pervasive, and multi-layered needs of the economically disadvantaged communities of high-leverage groups with national applicability.

6. Provide technical assistance (TA) to State VR agencies and their partners, addressing barriers to VR participation and competitive, integrated employment of historically-underserved groups of individuals with disabilities. Intensive TA will be provided onsite through long-term service delivery relationships with local VR agency personnel and community-based partners in economically disadvantaged communities identified by the VR agencies. The Purpose of Project E3

7. Targeted Communities Defined as any economically disadvantaged community that qualifies as an Empowerment Zone: • The median household income is under 200% of the Federal poverty level; • The unemployment rate is at, or above the national average; • As a group, individuals with disabilities have historically sought, have been eligible for, or have received Vocational Rehabilitation (VR) services orachievedcompetitive integrated employment at65% or less of the State VR agency’s employment outcome level.

8. High-Leverage Groups • Residents of rural & remote communities • Adjudicated adults and youth • Youth with disabilities in foster care • Individuals with disabilities receiving Federal Financial assistance (TANF) • Culturally diverse populations • High school dropouts and functionally illiterate consumers • Persons with multiple disabilities • SSI and SSDI recipients, including subminimum wage employees

9. Group needs in multiple locations across the nation • VR needs assessments indicates: • Underserved • Achieved substandard performance National Applicability

10. Project E3 Outcomes For individuals with disabilities in low-income communities: Increase the amount of community support services provided; Increase the participation in State VR programs; Increase the number and percentage who complete their VR program and enter into competitive integrated employment. • Develop collaborative, coordinated service strategies among State VR programs and community support service agencies to provide more comprehensive services to consumers.

11. Project E3 Engagement with VR Agencies • Objective 1: • Involve state VR agencies in the development of knowledge and identification of targeted communities. • Objective 2: • Design modules and strategies to provide intensive, targeted, and universal technical assistance and coordination activities. • Objective 3: • Provide technical assistance to state VR agencies, partners, employers, and community leaders designed to maximize community services. • Objective 4: • Measure and track effectiveness of on-going technical assistance, training, and alliance-building activities.

12. Increase VR agency capacity to: Identify, engage, and expand services for VR-eligible economically disadvantaged individuals from high-leverage groups with national applicability who could benefit from VR services; Establish or expand partnerships with local social service and community development agencies, correctional facilities, community rehabilitation programs (CRPs), school systems, employers, community leaders, and other relevant stakeholders; Implement comprehensive support services to increase VR participation rates of economically disadvantaged individuals by addressing systemic barriers such as poverty, homelessness, food insecurity, safety concerns, interpersonal and family issues, language barriers, lack of transportation and childcare. Benefits to State VR Agencies

13. How VR Agencies Can Participate • Identify priority underserved communities and populations; • Provide VR data regarding identified communities and populations; • Describe pertinent barriers, challenges and opportunities; • Facilitate E3 follow-up with SRC, SILC, VR staff and state/local stakeholders; • Make VR staff and partners available for future TA and training. Project E3 Partners from TACTC will assume most of the responsibility of the intensive TA proposal development and implementation work.

14. A Little Background Information…

15. Census Regions & Divisions of the U.S.

16. Americans with Disabilities Out of 314 million U. S. Population (2014): • 58,214,000 individuals (18.7% of the population) are persons with disabilities. • 74.2% of persons without disabilities were employed • 33.9% of persons with disabilities aged 18-64 were employed. • 28.7% of persons with disabilities of working-age were living in poverty. • 13.6% of persons without disabilities were living in poverty. Prevalence Employment Poverty • Source: Stoddard, S. (2014). 2014 Disability Statistics Annual Report. Durham, NH: University of New Hampshire.

17. Civilians With Disabilities Living in the Community (2013)

18. Employment of Civilians with Disabilities (2013)

19. Worker’s with Disabilities Earn Less Than Peers For every dollar paid to workers without disabilities, those with disabilities receive only $.63 on average Workers Without Disabilities Workers With Disabilities $1.00 $.63

20. Earnings Gap Widens as Education Increases Earnings by highest level of education completed = Without a Disability = With a Disability $ $ $ $87,771 $ $ $58,822 $ $ $66,899 $ $ $39,968 $46,103 $ $29,471 $32,768 $22,966 High School Diploma or Equal (No College) Master’s Degree or Higher Bachelor’s Degree Associate’s Degree

21. Lack of equal pay costs the U.S. Economy: • $141 billion or 1% of gross domestic product, or about as much as the federal government allocates to education. Loss of tax revenue: • More than $25 billion for the federal government • More than $6.5 billion for states Employment of Persons with Disabilities Makes Society Stronger Source: American Institute for Research, 2014

22. Poverty, Disability, and Employment Gap between those with work-limiting disabilities and those without = All Adults 21 - 64 = With a Work Limitation = Without a Work Limitation Median Household Income Employment Rate Poverty Rate 2013 1990 2013 2013 1990 1990 $63,900 $62,800 $60,000 78.4% $58,400 76.5.% 74.7% 71.2% $36,400 32.1% 27.5% $30,600 28.4% 13.0% 10.2% 11.1% 14.4% 8.8% 1990 2013 1990 2013 1990 2013

23. Although the United States provides vast opportunities for success in career and work pursuits, these opportunities are not and have not been equally accessible to all people. (Blustein, 2006; Blustein, McWhirter, & Perry, 2005; Fouad, 2006; Metz & Guichard, 2009) • Even when those who have been afforded less societal and cultural privilege are able to access such opportunities, their success and achievements may not be recognized in an equitable manner. (Badgett et al., 2007, Coombs & King, 2005; Fouad et al., 2008; Juntunen et al.,2001) For people with disabilities, employment not only has economic value, but important social and psychological value as well

24. 81% Autism 67% Schizophrenia & other Psychotic Disorders 61% Traumatic Brain Injury 60% Personality Disorders 56% Post- Traumatic Stress Syndrome Highest Technical Assistance Needs by Specific Groups of People with Disabilities

25. 86% Lack of Transportation 65% Lack of High Quality Jobs 57% Pervasive Poverty Stressors 47% Lack of Self-Employment 42% Lack of Employer Networks Top 5 Concerns Limiting Service Provision or Economic Opportunities of People with Disabilities

26. Examples of Targeted Community Populations

27. Example: A Population of Focus • High School Dropouts or Transition-Aged Youth: • Approximately 60 million transition-aged youth in the U.S. • About20% of the country’s population. • One of the most ethnically diverse, and fastest growing. • Workforceparticipation of this population is lower than the general population. Source: Blum & Quershi, 2011

28. Teens with disabilities were 1.2 to 1.5 times more likely to be unemployed than those without disabilities (Fogg & Harrington, 2010) . • Unemployment Unemployment Rate of Transition- Aged Youth • Age Range • Without Disability • With Disability • 16 – 19 years • 21.6% • 33.4% • 20 – 24 years • 12.9% • 22.2%

29. Transition-Age African American Youth In most cases, youth with disabilities and minorities have the same aspirations and dreams as those without disabilities (Burchardt, 2004) but considerable gaps between their aspirations and outcomes have been repeatedly identified (Stewart et al., 2010).

30. Transition-Age African American Youth Youth with disabilities from ethnically diverse backgrounds face a series of challenges, including “a culture that stigmatizes them for being different while overlooking their strengths, and lowered self-esteem coupled with limited peer acceptance," (Fitzgibbon, Cook, & Falcon, 2000, p. 75).

31. Transition-Age African American Youth Transition-age youth with disabilities from low-income families are less likely to complete high school than those from high-income families.

32. Transition-Age African American Youth • Disability is an added challenge to securing employment. • Being a part of a high-leverage culturally diverse group complicates the issues of career development even further. Two years after high school graduation, transition-age African-American youth are less likely to secure employment than Caucasian Americans. Those with emotional, intellectual and behavioral disabilities are worse off than any other group. • Source: (Wagner, Newman, Cameto, Garza, & Levine, 2005; Wills, 2008).

33. New research about Young African American men with substance use disorders • Employmentis an important public health intervention for people in poverty (including disability); • State VR agencies are significantly underutilized by this highly stigmatized group of individuals; • VR services can be used to improve the likelihood of successful employment outcomes for young African American men with substance use disorders. supports the intent of Project E3… Source: Pete, Diyala, Kaya, Brooks, Allan, Bezyak, & Chan, 2016

34. Project Activities

35. Knowledge Development E3 Partners: • Conducted a technical assistance needs assessment survey of 80 VR agencies; • Create a literature review of emerging, promising, and evidence-based practices; • Support active involvement of targeted community experts and representatives; • Facilitate focus groups, structured interviews, interactions via webcasts/teleconferences, and other means of action and analysis. Project Activities

36. Targeted Community Selection • With input from state VR agencies, Project E3 will: • Identify at least 2 underserved groups located in each targeted community; • Select 20 targeted communities and develop intensive TA proposals in a way that eases the burden on already stressed VR agencies; • RSA will select 12 targeted communities from the 20 to receive intensive technical assistance. Project Activities

37. Will often be provided on-site through long-term, ongoing relationships between the Project E3 staff and the TA recipients, including VR agency staff, rehabilitation professionals, service providers, and state and local community stakeholder groups. • Project results will include changes to policy, programs, practices, or operations that support increased recipient capacity or improved outcomes at one or more system levels. • Inclusion of Community Advisory Boards (TC Based) will develop or expand upon formal and informal partnerships among State VR agencies, local social service and community development agencies, correctional facilities, community rehabilitation programs (CRP’s), school systems, employers, community leaders, and other stakeholders. Intensive Technical Assistance (TA) Project E3 will provide intensive TA services to State VR Agencies within selected Targeted Communities: Project Activities

38. Communities of Practice (CoPs) CoPsare Partnerships across service systems designed to develop, implement, adjust, support, and evaluate VR processes and strategies. CoPs are engaged in promoting competitive integrated employment for high-leverage groups with national applicability from targeted communities. • One CoP will be designed to support state VR agencies and all management and staff serving targeted communities. • One CoP will be open to all staff nationwide who are serving economically disadvantaged persons with disabilities.

39. Targeted TA • A relationship will be established between the TA recipient and one or more TA Center staff: • Will include one-time events such as facilitating strategic planning or hosting regional or national conferences; • May also include events such as facilitating a series of conference calls on single or multiple topics that are designed around the needs of the recipients. Project Activities

40. Universal TA • Information provided to independent users through their own initiative, resulting in minimal interaction with TA center staff and including one-time invited or offered conference presentations by TA center staff. • Information or products to include: • Newsletters; • Guidebooks; • Research syntheses available on TA website; • Communication via phone or email. Project Activities

41. Sample Training Topics • Use of labor market data and occupational information to increase employment; • Disability-related consultation and services to employers; • How to Build relationships with industry leaders, employer associations, prospective employers, secondary and post-secondary educational systems, and CRPs; • Leveraging individualized wrap-around services to meet basic education, remedial learning, and increased literacy to support youth transition; Project Activities

42. Sample Training Topics • Methods to Customize employment and training services addressing the needs of both employers and individuals with disabilities; • Increasingawareness of cultural and socio-economic barriers that negatively impact employment; and • Provision of relevant information regarding the WIOA pre-employment transition services and subminimum wage limitations. Project Activities

43. Website Development • Project E3 will: • Establish a state-of-the-art website for information dissemination: • Webinars; • Teleconferences; • Other virtual methods of information dissemination and technical assistance. projectE3.com Project Activities

44. National-State VR Agency Forums • During years 2 and 4, National-State VR agency forums will be dedicated to: • Discussing progress and lessons learned from targeted communities. • Meetings will be held with State VR agencies to: • Review the data collected, best practices developed, and lessons learned from the intensive intervention sites served within the 12 targeted communities. Project Activities

45. Project E3 Executive Team • National experts in the key issues affecting high-leverage groups with national applicability in targeted communities, and in the state-federal VR system • Their diverse specialties and skills, along with system and community networks, reflect the diversity of the populations served and inform project development.

46. Targeted Communities

47. Intensive Technical Assistance Targeted Communities of Focus Targeted Communities

48. TC 1: Louisiana New Orleans, LA 70112 and LA 70113 (Orleans Parish) • High Leverage Group with National Applicability • African Americans from low SES with HIV/Aids • High Leverage Group with National Applicability • African Americans from low SES with Mental Health Conditions Replication: Baton Rouge, LA 70802 (East Baton Rouge Parish) Targeted Communities

49. TC 2: Montana Glacier County and Blackfeet Reservation, MT • High Leverage Group with National Applicability • Group 1: Persons with Alcohol and Other Drug Addictions (AODA) • Group 2: Persons with Diabetes • Group 3: Persons with Depression • Group 4: Persons with Traumatic Brain Injury (TBI) Replication: Big Horne County, MT Targeted Communities

50. TC 3: Kentucky Wayne County, KY • High Leverage Group with National Applicability • Residents of economically disadvantaged rural and remote communities who: • Are transition-age youth with the most significant disabilities • Have multiple disabilities including Substance Abuse Disorders • Have multiple disabilities including Mental Health Diagnosis Replication: Jackson, Lee and Breathitt Counties Targeted Communities