Workforce Incentive Final Report – Project Access

Fall 2006

PROJECT ACCESS ACCOMPLISHMENTS

Because this grant was so diverse in its activities, the grant components were divided into three categories for committee and billing purposes. These categories were Technology, Training and Pilot Projects. The no-cost, Navigator-like positions were, in a sense, another category but their activities and monitoring were dispersed across the other three.

TECHNOLOGY RELATED

Ø Completion of an Accessibility Checklist by Each Comprehensive One-Stop

The Checklist was derived from the USDOL WIA 188 accessibility checklist and assessed programmatic as well as physical accessibility for individuals with disabilities. Training in using the checklist was given by Cerebral Palsy of NJ (CPNJ) to the Navigators (and sometimes other staff members) in each One-Stop Career Center (OSCC).

Ø Purchase of Assistive Technology Selected by the OSCC Directors

The grant funded $4500 for each OSCC in Assistive Technology (AT) purchases to expand accessibility to customers with disabilities. A list of “basic”, most useful AT items was prepared by a tech specialist and distributed to each OSCC; however, each Director was free to request items off the list. One half-day informational and hands-on program about AT was offered to the Directors. A committee, chaired by NJ Protection and Advocacy (NJP&A), reviewed the AT orders to insure items requested would not be duplicative or did not require additional products to run effectively. The lead AT specialist from CPNJ and his co-workers researched vendors and prices, completed the ordering and warehoused the AT until installation time. The AT specialist also worked closely with New Jersey Department of Labor and Workforce Development’s (LWD) Information Technology (IT) staff to prevent duplication of equipment and to acquire appropriate licenses for use.

Ø Installation of the Assistive Technology

All ordered equipment was installed by LWD Division of Information Technology and the grant AT specialist. The cooperative relationship between the Department and the AT lead facilitated this activity and the subsequent training.

Ø Training in Using the Assistive Technology

Training was provided by the AT Specialist on the date of installation or shortly thereafter. All offices that ordered AT received training. Participants were the Navigators and staff members responsible for maintaining the equipment or instructing customers in its use.

Ø Provision of a “Low Tech” AT Package

These packages were delivered directly to each OSCC’s Navigator and included videos and written materials on Disability Etiquette and working with customers with mental health disabilities, a DVD player, tape recorders, a magnifying device, and other equipment. Any installation involved could be handled by the OSCC staff.

Ø Hands-On AT In-Service for OSCC Directors

One half-day program was conducted by the AT lead from Cerebral Palsy of NJ to facilitate the Directors’ selection of equipment for their respective One-Stops.

Ø Developing AT Partnerships

Completing AT activities necessarily brought to the same table representatives from DVRS, LWD Information Technology, Division for the Deaf & Hard of Hearing, Cerebral Palsy of NJ (a community-based disability organization specializing in AT), and NJ Protection & Advocacy, a State affiliated disability rights agency. Relationships now exist that allow for more effective communication on disability issues, an expansion of technology resources and a speedier response to future OSCC Assistive Technology needs.

TRAINING RELATED

Ø Development of a Statewide Disabilities Training Coordinator

Garden State Employment & Training Association took the lead on coordinating disability-related training programs for both front line staff and staff acting in a Navigator capacity. Duties included site finding, records maintenance, class scheduling, promotion and bill paying. As operators continue to seek to train their staff in disability issues, an experienced resource now exists within the OSCC system.

Ø Identification of OSCC Staff Disability Training Needs

Thanks to feedback collected at Project Access training sessions, the relevance and usefulness of future OSCC and Navigator staff trainings are enhanced. For example, two training sessions specifically requested by front line staff were on serving customers with mental health disabilities and with Learning Differences.

Ø Provision of Training on Disability Related Issues

A program for frontline OSCC staff on communication with customers with disabilities and in disability etiquette comprised the initial training. Requirements for OSCC accessibility and methods of assessing accessibility were the topics of a program geared to Navigators, as was a multi-session course on types of disabilities and their impact on daily living and work functioning. Several Navigators chose to attend college classes on disability-related subjects, such as American Sign Language via reimbursement. Classes in working with customers with Mental Health or Learning Disabilities were mentioned above. Even OSCC Directors/Operators had the opportunity to see a variety of AT and how it worked. Guidance in using purchased AT items was provided at each AT installation site.

Ø Identification of Subject Matter Resources

In the course of performing these duties, GSETA became familiar with disability-related training resources on local (Cerebral Palsy of New Jersey, Independent Living Council), state (University of Medicine and Dentistry of New Jersey, Division of Deaf and Hard of Hearing) and national (Institute for Community Inclusion) levels. These experts are now hooked up with the OSCC system and can provide both brief and in-depth training. They also serve as contacts to other subject experts.

Ø Provision of Informational Materials

Through the various trainings, mailings, and GSETA Conference workshops, materials on disability issues are now available to all One-Stop personnel. These items act as day by day, “in the trenches” guides on working effectively with customers with disabilities. Topics include: functional and employment issues relevant to specific conditions, types of AT useful to employment and to customers’ use of OSCC facilities, disability etiquette, federal guidelines on provision of OSCC services to customers with disabilities, Universal Access, etc.

PILOT PROJECTS

The intent of these projects was to explore innovative approaches to providing One-Stop services to customers with disabilities. There were four pilot sites, each with a very different topic to explore.

Ø In Hudson County, the focus was on intensive outreach to the Social Security Administration’s (SSA) Ticket to Work (TTW) recipients. The hope was that, with one-on-one “Ambassador” contact to discuss TTW and the availability of Benefits Planners’ counseling, recipients would be more open to considering re-employment and using the local One-Stop to do this.

Meeting with Benefits Planner at the local OSCC was the first step. Benefits Planners are a product of the TTW effort. They help SSA recipients assess the impact of earned income on SSA benefits, so people can decide whether or not re-employment was a benefit to them.

The project researchers found that recipients’ anxiety about risking their long-awaited and long-received benefits by pursuing work was extremely high, resulting in significant reluctance to participate in any employment related activities, even meetings with the Planners.

Important information learned from this project was that OSCC outreach to this group of potential customers probably would have limited response. At this time, programs to encourage SSA recipient re-employment probably need to come from a federal systems level, not a local one.

Ø In Bergen County, the focus was on introducing OSCC services to graduating high school students with disabilities as a route to employment.

In addition to expanding students’ employment opportunities, interfacing with the OSCC system afforded students additional transitioning supports (via specially developed orientation and counseling programs) and enhanced student self direction and autonomy. A particularly useful tool was a temporary work-experience initiative, which helped students to develop skills and self confidence and to maintain an employment focus. To help staff in providing the supports, in-service training in disability communication issues was provided by the local Independent Living Center (ILC). They also used the ILC consumers to review existing OSCC flyers and brochures for ways to make them more “User friendly” to customers with disabilities. Bergen has used its Project Access experience to move on to the “next level” - a Youth One-Stop.

The Bergen project demonstrated the importance of OSCC connection with both public and private organizations, such as school systems and community service groups, in promoting OSCC services in general and reaching out to underserved populations in specific.

Ø The Middlesex County Pilot focused on marketing of One-Stop services to the disability community.

About two dozen disability-related organizations listened to a presentation on these services and about 100 organizations were made aware that this presentation was available to their group. Surveys conducted at these presentations provided important information on community perceptions of OSCCs. To ensure effective communication and service delivery to customers with disabilities, the Project Coordinator provided coaching seminars in disability etiquette and disability issues to the OSCC staff. With input from an advisory committee of OSCC partners, new brochures/forms were created as well as signage advising that accommodations are available at the OSCC.

Key information gained from this project was:

1) community outreach about OSCC Services must be more intense and more consistent;

2) ongoing staff training is essential to working effectively with special needs customers;

3) collaboration with OSCC partners is imperative to sustaining 1 and 2.

Ø The Newark Pilot focused on training and placement of customers with both disabilities (especially learning problems) and low income.

Through community outreach by the Newark Literacy Foundation and Jewish Vocational Services (JVS), potential participants were identified, screened and recruited. They attended a JVS Customer Service Training program which included classes in computer use, office practices, and communication and problem-solving skills. Academic remedial support was provided by the Learning Link and vocational guidance and supportive counseling by JVS. A trial work experience was also arranged. Placement services were provided through both the OSCC and JVS. To prepare OSCC staff to work more effectively with the trainees and all customers with disabilities, staff received training in the functional and employment problems caused by several disabling conditions.

The Newark project created a model for a comprehensive, basic training and placement program that integrates state and community services. It also highlighted the importance of providing intensive supports to some customers with disabilities, including development of “soft skills” often essential to job success.

Navigator-Like Positions

Probably the most essential activity of Project Access was creation of Navigator-like positions, modeled after the Ticket to Work Navigator title.

The Project Access Navigators were existing OSCC employees who retained all of their regular work duties and took on the additional duties of a Navigator (as defined in under Project Access), for no additional compensation.

The Project Access definition of a Navigator: a person who functions as the single point of contact on disability issues for both the OSCC staff and the OSCC customers. Under this definition, and depending upon the needs of their respective OSCC directors, the Access Navigators participated in both systems-change and client-services activities.

Ø They learned and used the Accessibility Checklist to assess OSCC physical and programmatic accessibility.

Ø They assisted OSCC Directors in selecting Assistive Technology (AT) subsidized by the grant.

Ø They learned to use the technology after its installation, so they could assist customers with it or train the staff that would work directly with customers.

Ø In some cases, they assumed AT maintenance oversight.

Ø They participated in didactic training to become a resource to their offices on functional and placement issues presented by various disabling conditions.

Ø They assisted staff with disability etiquette or communications issues and supported the front-line staff training in these areas.

Ø They helped staff and administrators locate resources to answer technical questions related to disability issues.

Ø They facilitated communication (and occasionally activities) between OSCC programs and community-based disability service programs.

Ø They acted as a link to the DVRS, often helping in making DVRS referrals.

Despite their part-time, unofficial status, Navigator-like individuals 1) served as a visible reminder that direct services to customers with disabilities is an OSCC mission and

2) provided the resources and supports to implement such services. Thus, the Navigators were the linchpins in the multi-faceted program that was Project Access.

Summary

The purpose of the federal Workforce Incentive Grants (WIG) was to expand One-Stop services to customers with disabilities. New Jersey used a four pronged approach in implementing its WIG, in order to impact many areas of the OSCC system, at both local and systems levels. Creating an awareness of the need for changes was the first goal, followed by availability of resources and procedures to achieve desired changes, and finally by development of policies to sustain current changes and promote future ones. Linking of state, county and community programs was an essential element in planning and executing activities; connections now exist that will facilitate the purpose of the WIG.

Provision of technology immediately improved access to OSCC services; the Checklist process ensures ongoing assessment for future equipment. Training of staff increased both their awareness of the needs of customers with disabilities and their skills in meeting those needs. Exploration of innovative approaches to service delivery – from marketing, to training, to intensive support or outreach efforts, to focusing on special populations – resulted in important “best practices” information and the potential for new, long-term programs. In development is a Sustainability Plan, which not only will maintain the things already achieved but also will begin the planning of the “next steps” in OSCC physical and programmatic accessibility.