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WIOA STATE PLAN FOR
THE STATE OF ARKANSAS
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OVERVIEW
Under the Workforce Innovation and Opportunity Act (WIOA), the Governor of each State must
submit a Unified or Combined State Plan to the U.S. Secretary of Labor that outlines a four-year
workforce development strategy for the State’s workforce development system. The publicly-funded
workforce system is a national network of Federal, State, regional, and local agencies and
organizations that provide a range of employment, education, training, and related services and
supports to help all jobseekers secure good jobs while providing businesses with the skilled workers
they need to compete in the global economy. States must have approved Unified or Combined State
Plans in place to receive funding for core programs. WIOA reforms planning requirements,
previously governed by the Workforce Investment Act of 1998 (WIA), to foster better alignment of
Federal investments in job training, to integrate service delivery across programs and improve
efficiency in service delivery, and to ensure that the workforce system is job-driven and matches
employers with skilled individuals. One of WIOA’s principal areas of reform is to require States to
plan across core programs and include this planning process in the Unified or Combined State
Plans. This reform promotes a shared understanding of the workforce needs within each State and
fosters development of more comprehensive and integrated approaches, such as career pathways
and sector strategies, for addressing the needs of businesses and workers. Successful
implementation of many of these approaches called for within WIOA requires robust relationships
across programs. WIOA requires States and local areas to enhance coordination and partnerships
with local entities and supportive service agencies for strengthened service delivery, including
through Unified or Combined State Plans.
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OPTIONS FOR SUBMITTING A STATE PLAN
A State has two options for submitting a State Plan — a Unified State Plan or a Combined State
Plan. At a minimum, a State must submit a Unified State Plan that meets the requirements described
in this document and outlines a four-year strategy for the core programs. The six core programs are -
• The Adult Program (Title I of WIOA),
• The Dislocated Worker Program (Title I),
• The Youth Program (Title I),
• The Adult Education and Literacy Program (Title II),
• The Wagner-Peyser Act Program (Wagner-Peyser Act, as amended by title III), and
• The Vocational Rehabilitation Program (Title I of the Rehabilitation Act of 1973, as amended
by Title IV).
Alternatively, a State may submit a Combined State Plan that meets the requirements described in
this document and outlines a four-year strategy for WIOA’s core programs plus one or more of the
Combined Plan partner programs. When a State includes a Combined State Plan partner program in
its Combined State Plan, it need not submit a separate plan or application for that particular
program.
If included, Combined State Plan partner programs are subject to the “common planning elements”
(Sections II and III of this document) where specified, as well as the program-specific requirements
for that program. The Combined State Plan partner programs are—
• Career and technical education programs authorized under the Carl D. Perkins Career and
Technical Education Act of 2006 (20 U.S.C. 2301 et seq.)
• Temporary Assistance for Needy Families Program (42 U.S.C. 601 et seq.)
• Employment and Training Programs under the Supplemental Nutrition Assistance Program
(Programs authorized under section 6(d)(4) of the Food and Nutrition Act of 2008 (7 U.S.C.
2015(d)(4)))
• Work programs authorized under section 6(o) of the Food and Nutrition Act of 2008 (7 U.S.C.
2015(o))
• Trade Adjustment Assistance for Workers Programs (Activities authorized under chapter 2 of
Title II of the Trade Act of 1974 (19 U.S.C. 2271 et seq.))
• Jobs for Veterans State Grants Program (Programs authorized under 38, U.S.C. 4100 et.
seq.)
• Unemployment Insurance Programs (Programs authorized under State unemployment
compensation laws in accordance with applicable Federal law)
• Senior Community Service Employment Program (Programs authorized under Title V of the
Older Americans Act of 1965 (42 U.S.C. 3056 et seq.))
• Employment and training activities carried out by the Department of Housing and Urban
Development
• Community Services Block Grant Program (Employment and training activities carried out
under the Community Services Block Grant Act (42 U.S.C. 9901 et seq.))*
• Reintegration of Ex-Offenders Program (Programs authorized under section 212 of the
Second Chance Act of 2007 (42 U.S.C. 17532))
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__________
* States that elect to include employment and training activities carried out under the
Community Services Block Grant (CSBG) Act (42 U.S.C. 9901 et seq.) under a Combined State
Plan would submit all other required elements of a complete CSBG State Plan directly to the Federal
agency that administers the program. Similarly, States that elect to include employment and training
activities carried by the Department of Housing and Urban Development and programs authorized
under section 6(d)(4) and 6(o) of the Food and Nutrition Act of 2008 that are included would submit
all other required elements of a complete State Plan for those programs directly to the Federal
agency that administers the program.
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HOW STATE PLAN REQUIREMENTS ARE ORGANIZED
The major content areas of the Unified or Combined State Plan include strategic and operational
planning elements. WIOA separates the strategic and operational elements to facilitate cross-
program strategic planning.
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• The Strategic Planning Elements section includes analyses of the State’s economic
conditions, workforce characteristics, and workforce development activities. These
analyses drive the required vision and goals for the State’s workforce development system
and alignment strategies for workforce development programs to support economic
growth.
• The Operational Planning Elements section identifies the State’s efforts to support the
State’s strategic vision and goals as identified in the Strategic Planning Elements section.
This section ensures that the State has the necessary infrastructure, policies, and activities
to meet its strategic goals, implement its alignment strategy, and support ongoing program
development and coordination.
Operational planning elements include:
• State Strategy Implementation,
• State Operating Systems and Policies,
• Assurances, and
• Program-Specific Requirements for the Core Programs, and
• Program-Specific Requirements for the Combined State Plan partner
programs.
When responding to Unified or Combined State Plan requirements, States must identify specific
strategies for coordinating programs and services for target populations.* While discussion of and
strategies for every target population is not expected, States must address as many as are
applicable to their State’s population and look beyond strategies for the general population.
__________
Target populations include individuals with barriers to employment, as defined in WIOA Sec. 3, as
well as veterans, unemployed workers, and youth.
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I. WIOA STATE PLAN TYPE
Unified or Combined State Plan. Select whether the State is submitting a Unified or Combined
State Plan. At a minimum, a State must submit a Unified State Plan that covers the six core
programs.
Unified State Plan. This plan includes the Adult Program, Dislocated Worker Program, Youth
Program, Wagner-Peyser Act Program, Adult Education and Family Literacy Act Program, and
Vocational Rehabilitation Program. No
Combined State Plan. This plan includes the Adult Worker Program, Dislocated Worker Program,
Youth Program, Wagner-Peyser Act Program, Adult Education and Family Literacy Act Program,
and Vocational Rehabilitation Program as well as one or more of the optional combined State Plan
partner programs identified below. Yes
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COMBINED PLAN PARTNER PROGRAM(S)
Indicate which Combined Plan partner program(s) the state is electing to include in the plan.
Career and technical education programs authorized under the Carl D. Perkins Career and Technical
Education Act of 2006 (20 U.S.C. 2301 et seq.) No
Temporary Assistance for Needy Families Program (42 U.S.C. 601 et seq.) Yes
Employment and Training Programs under the Supplemental Nutrition Assistance Program
(Programs authorized under section 6(d)(4) of the Food and Nutrition Act of 2008 (7 U.S.C.
2015(d)(4))) Yes
Work programs authorized under section 6(o) of the Food and Nutrition Act of 2008 (7 U.S.C.
2015(o))) No
Trade Adjustment Assistance for Workers Programs (Activities authorized under chapter 2 of title II
of the Trade Act of 1974 (19 U.S.C. 2271 et seq.)) Yes
Jobs for Veterans State Grants Program (programs authorized under 38, U.S.C. 4100 et. seq.)
Yes
Unemployment Insurance Programs (Programs authorized under State unemployment
compensation laws in accordance with applicable Federal law) Yes
Senior Community Service Employment Program (Programs authorized under title V of the Older
Americans Act of 1965 (42 U.S.C. 3056 et seq.)) No
Employment and training activities carried out by the Department of Housing and Urban
Development No
Community Services Block Grant Program (Employment and training activities carried out under the
Community Services Block Grant Act (42 U.S.C. 9901 et seq.)) No
Reintegration of Ex-Offenders Program (Programs authorized under section 212 of the Second
Chance Act of 2007 (42 U.S.C. 17532))] No
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II. STRATEGIC ELEMENTS
The Unified or Combined State Plan must include a Strategic Planning Elements section that
analyzes the State’s current economic environment and identifies the State’s overall vision for its
workforce development system. The required elements in this section allow the State to develop
data-driven goals for preparing an educated and skilled workforce and to identify successful
strategies for aligning workforce development programs. Unless otherwise noted, all Strategic
Planning Elements apply to Combined State Plan partner programs included in the plan as well as to
core programs.
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A. ECONOMIC, WORKFORCE, AND WORKFORCE DEVELOPMENT ACTIVITIES
ANALYSIS
The Unified or Combined State Plan must include an analysis of the economic conditions,
economic development strategies, and labor market in which the State’s workforce system and
programs will operate
1. ECONOMIC AND WORKFORCE ANALYSIS
A. ECONOMIC ANALYSIS
The Unified or Combined State Plan must include an analysis of the economic conditions and trends
in the State, including sub-State regions and any specific economic areas identified by the State.
This must include-
I. EXISTING DEMAND INDUSTRY SECTORS AND OCCUPATIONS
Provide an analysis of the industries and occupations for which there is existing demand.
II. EMERGING INDUSTRY SECTORS AND OCCUPATION
Provide an analysis of the industries and occupations for which demand is emerging.
III. EMPLOYERS’ EMPLOYMENT NEEDS
With regard to the industry sectors and occupations identified in 1 and 2 above, provide an
assessment of the employment needs of employers, including a description of the knowledge, skills,
and abilities required, including credentials and licenses.
The State of Arkansas is in many ways a reflection of the changes facing the nation as a whole.
Despite a population size of only one percent of the nation, seven of the Fortune 500 companies are
headquartered here. This list includes the largest retailer in the world (Walmart), one of the largest
food producers in the world (Tyson), and a national chain of gas stations (Murphy USA). The other
four companies making that list, Murphy Oil, Dillard’s, Windstream, and J.B. Hunt, further
demonstrate the diverse economic base of the state. Arkansas is also fortunate to be home to major
operations with companies headquartered in other states such as Baxter International, Lockheed
Martin, Hewlett-Packard, FedEx, Post Foods, Kimberly-Clark, and Nucor to name a few. Arkansas
has been fortunate to host the creation of unique information and service provider companies, such
as Acxiom, Southwest Power Pool, and the aforementioned Windstream. The Arkansas workforce is
cosmopolitan, with workers from all corners of the globe that come for the opportunities available in
the Natural State.
Arkansas has many natural wonders and is a popular tourist destination. However, its greatest
strength is in its human capital. Arkansas continues to be a leader in the extraction of energy and
minerals, timber production, and agriculture. These industries also lead to a large number of jobs in
the areas of support for these industries as well as in production of value-added products such as
Tyson and Murphy USA. However, as reflected in the national trend, the Arkansas economy will
generate most of its revenue through service industries. Much of Arkansas is rural, and the majority
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of service industries are located in metropolitan areas. This creates even greater challenges for
economic development in the state’s rural areas. Despite the challenges, rural areas of the state
continue to be home to numerous contract manufacturers as well as manufacturers of unique
products.
The Arkansas Economic Commission has identified 15 targeted industries for the state:
Advanced Food Manufacturing and Packaging; Aerospace/Aviation; Biosciences; Data Centers;
Distribution and Logistics Services; Firearms and Ammunition; Paper and Timber Products; Regional
Headquarters; Smart Grid Technologies (Power Electronics); Software Development and Data
Management Services; Steel Production; Sustainable Building Products and Fixtures; Technical
Support Services; Transportation Equipment Manufacturing; and Walmart Suppliers.
http://www.arkansasedc.com/industries
These targeted industries represent the diversity of Arkansas enterprises, a product of the natural
resources, labor force, and entrepreneurial spirit available in the state.
To prepare this report and provide workforce boards in the state with tools for development planning
in their own areas, data were downloaded and prepared from the Arkansas Department of Workforce
Services Labor Market Information (LMI) website, http://www.discover.arkansas.gov. These data
were then turned into interactive visualizations, which are available at the following websites. These
visualizations can be downloaded as an image or in PDF format. The goal is to help stakeholders at
the state and local level better understand future industry and occupational needs and to provide
workforce development boards with the tools needed to better serve their areas.
While Arkansas’s current and future industry outlook is similar to the nation, there are important
areas of distinction.
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Manufacturing employs a greater percentage of Arkansas workers, 14.12 percent, than at the
national level of 9.34 percent. Health Care and Social Assistance is also larger at 15.57 percent in
the state compared to 14.59 percent of the nation, in part because of high poverty and obesity rates
in the state. Arkansas lags the nation in the number employed in Professional, Scientific, and
Technical Services, 3.72 percent to 6.40 percent, but leads the nation in Management of Companies
and Enterprises, 2.96 percent to 1.66 percent. These two areas are of special interest in Arkansas
because they provide some of the highest wages in the state. Arkansas also leads in the percentage
of workers in Transportation and Warehousing, 4.89 percent to 3.56 percent. J.B. Hunt, the fifth
leading commercial carrier in the nation, recently announced an expansion that will create over
1,000 jobs in the next few years. Despite the large role Agriculture, Forestry, Fishing and Hunting
play in the state, there are actually a similar percentage of Arkansas workers in those industries
compared to the national level. While manufacturing and transportation play a large role in the
state’s economy and employ a large number of its workers, these industries are also subject to
increased efficiency which can lead to fewer jobs.
While Arkansas’s current workforce is somewhat similar to the nation’s, there are dramatic
differences between regions of the state. For example, Manufacturing industries employ a
dramatically different percentage of workers across the nation, state and regions.
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Within the regions, manufacturing employment as a percentage of total employment varies greatly,
ranging from 4.74 to 25.43 percent. A significant percentage of workers in the Southwest area are in
manufacturing. In fact, six of the regions (also Southeast, Northeast, Western, Northwest and West
Central) employ a higher percent than the state. North Central and Eastern fall between the state
and nation, while only Central and Little Rock have a smaller percentage of manufacturing
employees than the United States. This employment swing demonstrates that each region of the
state has something of a unique makeup of industries in its area, with its own challenges for meeting
the needs of employers in that region.
Looking at industry projections for Arkansas and its local workforce development areas, these
differences become even more readily apparent. The bubble chart below shows each of Arkansas’s
local workforce development areas. The size of the bubble represents the number of jobs expected
to be added to those local areas by 2024. The vertical axis represents the total number of jobs in
those local areas, and the horizontal axis represents the percent of growth by local area.
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The Northwest local area is projected to continue to employ the largest number of Arkansans, over
237,000, and to have robust growth of 13.3 percent. However, the Northeast local area is projected
to grow at a higher rate of 16.6 percent but will employ only about 108,000 workers. The Central
(12.84 percent) and North Central (12.44 percent) local areas are also projected to have job growth
at rates higher than the state average of 10.25 percent, while all other local areas will have below
average growth. The Southeast local area is projected to have only 2.83 percent growth in jobs. The
largest city in the Southeast, Pine Bluff, declined in population by 6.6 percent between 2000 and
2010 and declined another 4.43 percent between 2010 and 2013, earning it the title of one of the
“Fastest Shrinking Cities” in the nation.
A look at a specific industry sector such as manufacturing also demonstrates the different needs of
employers in those local areas.
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While the Northwest is projected to continue to have the most workers employed in manufacturing,
over 35,000, the projected growth of 4.3 percent and addition of 1,485 manufacturing jobs is less
than the 13.3 percent growth and addition of 2,627 jobs in the Northeast local area. The Southeast is
projected to lose 803 jobs in that sector by 2024, a decline rate of 5.7 percent.
Manufacturing in Arkansas is very diverse, with the production of guided missiles, specialty
petroleum products, railcars, heavy equipment, medical supplies, recreational boats, turbine blades,
steel pipe, commercial trucks, tires, etc. This is in addition to the manufacturing of food products
which is in virtually every region of the state, but also varies from the production of chips and cereal
products in the Northeast, poultry products in the Northwest, and beef and pork processing in the
West Central local area. What manufacturers in the state need in terms of a skilled workforce varies
greatly by region, and the same is true for all other industry sectors. It is important that workforce
development in the state be regionally focused and centered on the industry needs in those local
areas.
The industries which will have the greatest rate of growth vary some between the national and state
levels.
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In this example of the industry sectors in Arkansas which are projected to have a rate of growth of 10
percent or higher, what is most striking is that Accommodation and Food Services is not a top area
of growth for the nation, even though it is projected to grow 18.9 percent at the state level.
Arkansas’s second highest area of growth at 17.9 percent will be in Health Care and Social
Assistance, and this is similar to the 19.8 percent growth at the national level.
The industries which will have the lowest rates of growth won’t vary much.
The above graph shows industries where projected growth by 2024 is less than 3 percent, which will
be five industries in Arkansas and at the national level. While manufacturing is projected to have a
modest growth of 2.98 percent in the state, at the national level manufacturing is projected to lose
jobs with a rate of -6.7 percent.
B. WORKFORCE ANALYSIS
The Unified or Combined State Plan must include an analysis of the current workforce, including
individuals with barriers to employment, as defined in section 3 of WIOA.* This population must
include individuals with disabilities among other groups** in the State and across regions identified
by the State. This includes: Individuals with barriers to employment include displaced homemakers;
low-income individuals; Indians, Alaska Natives, and Native Hawaiians; individuals with disabilities,
including youth who are individuals with disabilities; older individuals; ex-offenders; homeless
individuals, or homeless children and youths; youth who are in or have aged out of the foster care
system; individuals who are English language learners, individuals who have low levels of literacy,
and individuals facing substantial cultural barriers; farmworkers (as defined at section 167(i) of WIOA
and Training and Employment Guidance Letter No. 35-14); individuals within 2 years of exhausting
lifetime eligibility under the Temporary Assistance for Needy Families program; single parents
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(including single pregnant women); and long-term unemployed individuals. ** Veterans,
unemployed workers, and youth, and others that the State may identify.
I. EMPLOYMENT AND UNEMPLOYMENT
Provide an analysis of current employment and unemployment data, including labor force
participation rates, and trends in the State.
II. LABOR MARKET TRENDS
Provide an analysis of key labor market trends, including across existing industries and occupations.
III. EDUCATION AND SKILL LEVELS OF THE WORKFORCE
Provide an analysis of the educational and skill levels of the workforce.
IV. SKILL GAPS
Describe apparent ‘skill gaps’.
DEMOGRAPHICS
The demographic makeup of Arkansas’s citizenry is changing in fundamental ways, as outlined in
the “Arkansas Demographic Research Brief” published by the Institute for Economic Advancement at
the Center for Economic Development at the University of Arkansas at Little Rock.
(http://www.aiea.ualr.edu/images/rokdownloads/DemoRes/Research%20Publications%20and%20Bri
ers/DemChar.pdf)
An aging workforce is the most dramatic change and the one which has the greatest implications for
workforce in the state.
The ratio of aged persons to youth is expected to rise from 49.2 percent in 2000 to 60.7 percent in
2020. This increase in the number and proportion of aged persons has big implications for health
and social services, education, available workforce, and other areas.
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Another major demographic change will be greater diversity in the state, with the non-white
population expected to rise to 30 percent by 2020, from a low of 18.4 percent in 1970. This increase
in proportion is in large part attributable to an influx of Hispanics in the state, with the Hispanic
population growing by 337 percent between 1990 and 2000.
The other area of major change in the demographics of Arkansas is increasing urbanization. In 2000,
56.7 percent of Arkansans lived in urban areas, but this portion is expected to rise to 61 percent by
2020.
The population of Arkansas grew to 2,988,248 in 2016, adding 10,395 between 2015 and 2016
and 72,330 between 2010 and 2016. Arkansas’s civilian labor force increased 10,112 between
2015 and 2016, and employment increased 23,820 over the same period. Compared to 2006,
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the size of the civilian labor force was down 22,719 while employment was down 5,912.
Unemployment decreased 13,708 between 2015 and 2016, with the unemployment rate dropping
by 1.1 percent. Compared to ten years ago, unemployment has decreased 16,807 with the
unemployment rate decreasing by one and two-tenths percent to 4.0 percent in 2016 (see the
chart below). The State’s unemployment rate continued to drop throughout 2017, with the
November 2017 not seasonally adjusted rate declining to 3.3 percent (seasonally adjusted rate
was 3.7 percent).
Arkansas Civilian Labor Force Estimates (Annual Average)
2016
2015
2006
1-Year
Ch
10-Year
Ch
Civilian Labor Force
1,342,691
1,332,579
1,365,410
10,112
-22,719
Employment
1,288,994
1,265,174
1,294,906
23,820
-5,912
Unemployment
53,697
67,405
70,504
-13,708
-16,807
Unemployment Rate
4.0
5.1
5.2
-1.1
-1.2
The chart below shows the number of employed Arkansans from January 2007 to November 2017.
Notice the decline at the start of the recession in 2008 and the steady increase that began towards the
end of 2013. The number of employed has now rebounded to pre-recession
levels.
State of Arkansas
Number of Employed (Seasonally Adjusted)
January 2007 – November 2017
The chart below shows Labor Force data calculated by the U.S. Census Bureau (based on the 2012-
2016 American Community Survey). Labor Force data is included for various demographics,
including age, race, sex, poverty status, disability status, and educational attainment.
1,140,000
1,160,000
1,180,000
1,200,000
1,220,000
1,240,000
1,260,000
1,280,000
1,300,000
1,320,000
1,340,000
1,360,000
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
Jan
May
Sep
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Arkansas
Total
Labor Force
Participation
Rate
Employ/
Population
Ratio
Unemployment
rate
Estimate
Estimate
Estimate
Estimate
2,339,307
58.3%
54.1%
6.9%
160,197
35.6%
27.5%
22.7%
205,519
72.0%
62.5%
12.5%
194,179
78.0%
71.1%
8.2%
191,137
78.4%
72.4%
7.1%
367,023
78.7%
74.1%
5.6%
385,891
74.0%
70.5%
4.6%
194,174
65.1%
62.7%
3.6%
176,200
48.1%
46.5%
3.3%
269,411
22.3%
21.6%
3.0%
195,576
6.2%
6.0%
3.5%
ORIGIN
1,859,176
58.0%
54.5%
5.8%
345,634
57.8%
50.2%
12.9%
alone
14,784
53.6%
48.4%
9.4%
32,998
65.2%
62.2%
4.4%
alone
4,017
69.9%
64.0%
8.4%
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44,047
70.6%
66.9%
5.0%
38,651
57.2%
51.2%
9.8%
132,505
68.3%
64.3%
5.4%
1,776,270
57.6%
54.1%
5.8%
1,714,123
72.1%
67.3%
6.3%
847,671
77.2%
71.7%
6.5%
866,452
67.0%
62.9%
6.1%
315,938
71.1%
66.3%
6.6%
73,820
67.6%
61.3%
9.2%
17 years
64,564
63.9%
59.5%
6.7%
only
177,554
75.2%
70.9%
5.6%
MOS
290,712
47.5%
36.1%
23.8%
1,382,442
79.0%
75.5%
4.1%
257,800
35.0%
30.5%
12.8%
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1,508,604
72.1%
67.9%
5.5%
193,099
54.7%
49.1%
10.2%
equivalency)
511,683
67.8%
63.1%
6.8%
462,146
74.8%
70.3%
5.5%
341,676
84.6%
82.4%
2.2%
Source: U.S. Census Bureau, 2012-2016 American Community Survey 5-Year Estimates
The State of Arkansas had 1,191,791 average covered employees in 2016. Of those, 83.4 percent
worked in the private sector, 1.7 percent worked in Federal Government, 5.8 percent worked in State
Government, and 9.1 percent worked in Local Government.
NONFARM PAYROLL JOB TRENDS
Between 2015 and 2016, the average number of nonfarm payroll jobs rose 18,200. Seven major
industry sectors posted over-the-year growth, three sectors declined, and one had no change.
Professional and business services added 3,800 jobs that were evenly distributed between
professional/technical (+1,300), management (+1,500) and administrative (+1,100) roles. Jobs in
trade, transportation, and utilities rose 1,300. Most of the hiring occurred in retail trade. Leisure
and hospitality added 3,700 jobs between 2015 and 2016, largely in food services (+3,400). The
largest annual decline occurred in mining and logging, down 1,700. Other losses occurred in
manufacturing (-400) and government (-300).
Compared to 2006, average nonfarm payroll employment in 2016 increased 28,900. All the growth
was in service providing industries (+81,700), which was partially offset by the losses in goods
producing industries (-52,900). Six major industry sectors expanded between 2006 and 2016, while
five sectors declined. Educational and health services reported the largest increase, adding
30,600 jobs. Most of the hiring was in health care and social assistance (+29,500). Jobs in
professional and business services rose 28,100, with growth seen across all three sub-sectors.
Leisure and hospitality added 18,000 jobs over the decade, mostly in food services (+16,400).
Government expanded by 4,800 jobs, largely attributed to gains in state government (+8,400). The
largest decline between 2006 and 2016 occ
urred in manufacturing, which lost 45,000 jobs. Most of
the loss was in durable goods manufacturing (-31,800). Smaller declines were reported in
construction (-6,600) and information (-5,100).
Arkansas Nonfarm Payroll Jobs (Annual Average)
1 Year
10 Year
Total Nonfarm
1,227,500
1,209,300
1,198,600
18,200
28,900
Goods Producing
211,400
212,400
264,300
-1,000
-52,900
Mining and Logging
6,300
8,000
7,600
-1,700
-1,300
Construction
50,300
49,200
56,900
1,100
-6,600
Specialty Trade Contractors
32,000
30,900
33,200
1,100
-1,200
Manufacturing
154,800
155,200
199,800
-400
-45,000
Durable Goods Manufacturing
74,300
76,400
106,100
-2,100
-31,800
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Non-Durable Goods Manufacturing
80,500
78,800
93,700
1,700
13,200
Service-Providing
1,016,100
996,900
934,400
19,200
81,700
Trade, Transportation and Utilities
252,200
250,900
248,700
1,300
3,500
Wholesale Trade
46,300
46,400
47,900
-100
-1,600
Retail Trade
142,000
140,500
133,300
1,500
8,700
Transport, Warehousing & Utilities
63,900
63,900
67,500
0
-3,600
Information
13,500
13,500
18,600
0
-5,100
Financial Activities
51,200
49,900
52,600
1,300
-1,400
Finance and Insurance
38,000
36,700
38,400
1,300
-400
Real Estate and Rental and Leasing
13,200
13,200
14,200
0
-1,000
Professional and Business Services
142,500
138,700
114,400
3,800
28,100
Professional and Technical Services
42,600
41,300
37,100
1,300
5,500
Management of Companies
35,000
33,500
24,200
1,500
10,800
Administrative and Support Services
64,900
63,800
53,100
1,100
11,800
Education and Health Services
181,400
175,100
150,800
6,300
30,600
Educational Services
14,800
14,100
13,700
700
1,100
Health Care and Social Assistance
166,600
161,000
137,100
5,600
29,500
Ambulatory Health Care
53,900
51,200
42,500
2,700
11,400
Social Assistance
39,600
38,500
27,100
1,100
12,500
Leisure and Hospitality
115,400
111,700
97,400
3,700
18,000
Arts, Entertainment, and Recreation
10,900
10,600
9,400
300
1,500
Accommodation and Food Services
104,500
101,100
88,000
3,400
16,500
Accommodation Services
11,200
11,100
11,100
100
100
Food Services
93,300
89,900
76,900
3,400
16,400
Other Services
47,400
44,600
44,300
2,800
3,100
Government
212,400
212,700
207,600
-300
4,800
Federal Government
20,300
20,300
20,800
0
-500
State Government
78,200
78,000
69,800
200
8,400
Local Government
113,900
114,400
117,000
-500
-3,100
The job market in Arkansas is predicted to improve between 2016 and 2018 with 41,750 new jobs,
an increase of 3.06 percent. Goods-producing industries are estimated to see a net gain of 4,466
jobs, while the services-providing industries are forecasted to increase 33,437. Arkansas’s self-
employed ranks are estimated to experience a net gain of 3,634, an increase of 2.86 percent.
Education and health services is projected to be the top growing major industry sector, adding
9,637 jobs to total 302,879.
EMPLOYMENT PROJECTIONS BY SKILL AND EDUCATION
Despite the vibrant business environment in Arkansas, it is difficult to ignore the disparity of
prosperity and opportunity between regions in the state as well as groups of workers within those
regions. This disparity among workers persists in even the most prosperous areas of the state and is
seemingly institutionalized in the poorer regions. There are three key indicators of Arkansas’s
workforce competiveness among other states in the union; it is 49
th
in the number of citizens with a
bachelor’s degree, 46
th
in terms of poverty, and number one in terms of obesity rates (2016 data).
The challenges facing Arkansas in developing a dynamic and educated workforce to compete in a
global marketplace are daunting. The barriers to prosperity are especially concentrated in historically
poor regions of the state, as well as areas of poverty even within the state’s more prosperous areas.
24 | Page
One of the greatest challenges facing Arkansas’s workforce is the fact that it has one of the lowest
levels of education in the nation. For example, the US Census Bureau has Arkansas ranked at 48th
in the number of adults with a bachelor degree or more. While nationwide 30.3 percent of Americans
age 25 and older have a bachelor’s degree or more, only 21.5 percent of Arkansans have a
bachelor’s or more. Only West Virginia at 19.6 percent and Mississippi at 21 percent are ranked
higher.
What is even more striking is the disparity in education among different groups in the state. The ACT
profile for the high school graduating class of 2017 has 27 percent of students in the nation scoring
at or above ACT’s benchmark for college readiness, but only 16 percent of Arkansas 2017
graduates met that standard. However, only 3 percent of African Americans in the state met all four
benchmarks, and only 9 percent of Latinos met those standards.
(
https://www.act.org/content/dam/act/unsecured/documents/cccr2017/P_04_049999_S_S_N00_AC
T-GCPR_Arkansas.pdf.)
Arkansas finds itself lagging in educational attainment compared to most other states in the nation,
and increasingly, the U.S. finds itself lagging behind an increasing number of nations. It is clear the
twin forces of automation and globalization continue to create more opportunities for those with
postsecondary education while the number of occupations available for those with a high school
diploma or less continues to decrease. This is a global phenomenon, which this chart from the
Organization for Economic Cooperation and Development (OECD) Skills Outlook 2013 demonstrates
(http://www.oecd-ilibrary.org/education/oecd-skills-outlook-2013_9789264204256-en
)
As a southern state, some areas of Arkansas may be in what Tony Carnevale, research professor
and director for the Georgetown University Center on Education and the Workforce, describes as in
a “low-wage/low-skill equilibrium,” where the supply of skills and demand for skills are balanced at
low-education and low wage levels (
https://cew.georgetown.edu/wp-
content/uploads/2014/11/DecadeBehind.FullReport.073112.pdf). In such areas, low educational
achievement is both a cause and consequence of the industries and occupations in those areas.
Areas where the majority of occupations require little education provide fewer incentives for those
seeking to improve their employment through education.
Areas with low levels of educational attainment in the state continue to have a higher concentration
of jobs in manufacturing, utilities, and transportation. However, long-term job growth in these
-15
-10
-5
0
5
10
15
20
25
Occupations with
college educated
workers
Occupations with
high school
educated workers
Occupations with
less than high
school educated
workers
Percent
25 | Page
Middle
11.45%
Low
67.73%
High
20.82%
Arkansas Jobs by Skill Level, 2014
Middle
11.52%
Low
67.27%
High
21.21%
Arkansas Jobs by Skill Level, 2024
industries is easily compromised by the productivity growth that increases output with fewer workers.
Manufacturing jobs are also susceptible to both global and regional competition, which have been
demonstrated by the high number of trade certified company layoffs and closures in Arkansas.
However, other companies in Arkansas have recently announced expansions which will create
thousands of jobs.
While the majority of jobs in the Arkansas economy are low-skilled jobs (those that require a high
school diploma or less), it is the high-skill jobs that are projected to be the fastest growing skill group
with a growth rate of 11.95 percent. Middle-skill jobs are defined as occupations that require more
than a high school diploma, but less than a bachelor’s degree. These jobs are estimated to increase
by 15,890 and have 4,728 openings annually between 2014 and 2024. As seen on the charts below,
the ratio of middle- and high-skill job employment to total state employment is projected to go up from
2014 to 2022. The rate for low-skilled jobs is expected to fall slightly, as a percent of total
employment.
Arkansas 2014-2024 Projections by Skill-Level
Skill 2014 2024
Net
Change
Percent
Change
Annual
Openings-
Growth
Annual
Openings-
Replacement
Annual
Openings-
Total
Middle
150,250
166,140
15,890
10.58%
1,692
3,036
4,728
Low
888,884
970,422
81,538
9.17%
8,549
21,716
30,265
High
273,311
305,968
32,657
11.95%
3,303
5,930
9,233
Source: Arkansas Department of Workforce Services, Bureau of Labor Statistics Occupational Assignments
Every education category is projected to see positive net growth between 2016 and 2018.
Occupations requiring less than a high school education are expected to add the most jobs during the
projection period, adding 13,670 jobs. Jobs requiring a high school diploma or equivalent are
estimated to increase 13,643. At 3.97 percent, jobs requiring a master’s degree are projected to be
the fastest growing educational group. Occupations requiring a bachelor’s degree are expected to
grow by 8,417 jobs or 3.45 percent. Growth in occupations requiring a doctoral or professional
degree is estimated to be 3.54 percent.
26 | Page
Projected Employment by Educational Attainment (2016-2018)
Educatio
n Title
2016 Est
Emp.
2018 Proj.
Emp.
Net Change
Percent
Change
Annual
Openings-
Growth
Annual
Openings-
Replaceme
nt
Annual
Openings-
Total
Doctoral or
professional
degree
31,545 32,663 1,118 3.54% 561 602 1,163
Master's
degree 20,254 21,058 804 3.97% 400 422 822
Bachelor's
degree 244,082 252,499 8,417 3.45% 4,266 5,049 9,315
Associate's
degree 23,834 24,587 753 3.16% 382 479 861
Postsecond
ary non-
degree
award
103,176 105,938 2,762 2.68% 1,407 2,070 3,477
Some
college, no
degree
27,800 28,383 583 2.10% 293 411 704
High school
diploma or
equivalent 549,996 563,639 13,643 2.48% 7,349 11,302 18,651
No formal
educational
credential
365,890 379,560 13,670 3.74% 7,026 11,540 18,566
In the chart below (based on employment in 2014), the workers (blue bar) are an estimate of the
number of people in the labor force who have obtained the level of education needed for the
occupation. The jobs are an estimate of the number actually employed in the occupation. For both
middle-skilled and high-skilled occupations, the number of workers trained for those occupations is
higher than those employed in the occupation. The gap for middle-skilled occupations is high, with
482,148 trained for the occupation and 150,250 actually in the occupation. For high-skilled jobs,
the gap is much lower. The gap for low-skilled jobs is reversed, where the people actually working
in these jobs is much higher than those who have trained for these jobs. This can be interpreted to
mea
n that a large number of workers trained in middle and high-skilled occupations are employed
in lower-skilled occupations. The charts below indicate roughly more than 392,000 workers are
underemployed, with the majority affecting middle-skilled occupations.
27 | Page
Skills Gap (Estimated 2014 Employment)
The chart below includes five high-demand occupations that require middle-skill training.
High Demand Middle-Skill Occupations (by Industry and Wage)
Occupation
Industry
2016 Avg.
W
Computer User Support Specialists
Information Technology
$40,350
Heavy and Tractor Trailer Truck Drivers
Trucking
$39,430
Heating, Air Conditioning, & Refrigeration Mechanics & Installers
Installation and Repair
$37,470
Licensed Practical and Vocational Nurses
Healthcare
$36,800
Hairdressers, Hairstylists, and Cosmetologists
Personal Care
$26,210
SKILL GAPS
Recent surveys of employers attending statewide regional advisory council meetings of the Career
and Technical Education program indicated that the skills needed by employers fall into four groups -
1) soft skills, 2) basic/core skills, 3) technical skills and 4) education programming and promotion. Of
the responding employers, 91 percent indicated that soft skills and basic core skills were needed and
only nine percent indicated that technical skills were an issue. Many employers indicated that if they
could find workers that had the soft, basic core skills, they could train them for the technical skills
needed.
• Soft Skills refers to areas including attendance, ownership, initiative, attitude, work ethic,
perspective, teamwork, customer service, dress code, and professionalism
• Basis /Core Skills refers to interviewing, resumes, computer skills (MS Office software),
math, problem solving, communication, writing, reading, troubleshooting, critical thinking, and
attention to detail
• Technical Skills refers to a particular job skill such as electronics, maintenance, tool & die,
certified nursing assistant, welding, technical certifications, robotics, equipment and
computer programming, computer aided design, math, biology, chemistry, and drawings and
schematics.
• Education Programming and Promotion refers to demonstrations by employers at
schools, internships, job shadowing, apprenticeships, tours, mentoring, job/career fairs,
482,148
712,127
333,183
150,250
888,884
273,311
0 200,000 400,000 600,000 800,000 1,000,000
Middle-Skill
Low-Skill
High-Skill
Jobs
Workers
28 | Page
concurrent credit, equipment donations, and work-based learning for students, teachers,
counselors, career coaches, parents, and administrators.
In addition to the data collected at the regional advisory councils, the Arkansas State Chamber
conducted a survey of business leaders in order to better understand the employment needs of
Arkansas manufacturing and trade businesses. The online survey included 168 respondents
representing manufacturing, construction, transportation, utilities, agriculture, forestry, mining,
wholesale trade, and other related industries. The results of the survey were analyzed and four key
items were identified by the Chamber:
• Lack of Qualified Workers - 82 percent of companies regularly have jobs or positions that
they are not able to fill with qualified workers based on specific skill sets.
• Reasonable Education Requirements - 84 percent of companies are looking for an
educational attainment of two-year degree or less.
• High Wage Jobs Available - 44 percent of average, entry level salaries for open positions are
between $31,000 and $50,000.
• Lack of Partnerships - Employers are aware of training programs, but too many are not
partnering with them for recruiting purposes.
The survey also collected data from the respondents related to key skills required, key recruiting
efforts, and key problem areas.
• Key skills required
• CAD
• Computer Programming
• Blueprint Reading
• Electrical
• Engineering
• Fork Lift Operation
• Machining
• Welding
• CNC Programming
• Tool & Die
• Trucking
• Key recruiting efforts
• Workforce Centers
• Word of Mouth/Employee Referrals - best employees come through this way
• Temp Agencies
• Newspaper Ads
• Training Certification Schools
• Online Advertising (Monster, Craig’s List, Career Builder)
• Key problem areas
• Attendance
• Problem Solving/Analytical Thinking
• Interpersonal Skills/Teamwork
• Following Directions/Reading & Using Information
29 | Page
• Basic Computer Skills
• Drugs
2. WORKFORCE DEVELOPMENT, EDUCATION AND TRAINING ACTIVITIES
ANALYSIS
The Unified or Combined State Plan must include an analysis of the workforce development
activities, including education and training in the State, to address the education and skill needs of
the workforce, as identified in Education and Skill Levels of the Workforce above, and the
employment needs of employers, as identified in Employers' Employment Needs above. This must
include an analysis of –
A. THE STATE’S WORKFORCE DEVELOPMENT ACTIVITIES
Provide an analysis of the State’s workforce development activities, including education and training
activities of the core programs, Combined State Plan partner programs included in this plan, and
required and optional one-stop delivery system partners.*
__________
* Required one-stop partners: In addition to the core programs, the following partner programs are
required to provide access through the one-stops: Career and Technical Education (Perkins),
Community Services Block Grant, Indian and Native American programs, HUD Employment and
Training programs, Job Corps, Local Veterans’ Employment Representatives and Disabled
Veterans’ Outreach Program, National Farmworker Jobs program, Senior Community Service
Employment program, Temporary Assistance for Needy Families (TANF) (unless the Governor
determines TANF will not be a required partner), Trade Adjustment Assistance programs,
Unemployment Compensation programs, and YouthBuild.
STATE AGENCY PROGRAM RESPONSIBILITY
Agency
Core Program
Non-Core Program
ADWS
§ Adult (Title I) § Dislocated Worker
(Title I) § Youth (Title I) § Wagner-
Peyser (Wagner-Peyser Act, as
amended by Title III)
§ Trade Adjustment Assistance for Worker Program (Chapter
2,
Title II Tract Act) § Jobs for Veterans State Grants (Title 38,
Chapter 41) § Migrant and Seasonal Farmworker Program
(Title
I) § Temporary Assistance for Needy Families (TANF)
Program (42 U.S.C.)
ADCE
§ Adult Education and Family Literacy
(WIOA Title II) § Vocational
Rehabilitation (Title I Rehabilitation, as
amended by Title IV) as of July 1, 2016
DHS
§ Vocational Rehabilitation for the Blind
(Title I Rehabilitation, as amended by
Title IV) as of July 1, 2016
§ SNAP Employment & Training
30 | Page
ARKANSAS WORKFORCE CENTERS
The Arkansas Workforce Centers are at the forefront of the workforce activities, and represent
Arkansas’s version of the American Jobs Center. There are 37 workforce centers spread across the
state providing access to many Arkansans. In addition to these locations, Arkansas has six mobile
workforce center units that travel the state and provide service locations in rural parts of the State.
The Arkansas Workforce Centers are overseen at the state level by the ADWS, and are managed
locally by each of the local workforce development boards. Local boards are comprised of local
businesses, labor, partner agencies, and other key stakeholders to create a diverse and functional
group. The boards, in alignment with the States’ vision, provide front line strategic implementation for
state-wide initiatives in addition to their locally-determined priorities. State initiatives include sector
strategies, career pathway development, and delivery of standardized business services. Local
priorities include layoff aversion, specific career pathway development, youth programs, targeted
sector partnerships, work-based learning, and others.
Local boards are tasked with procuring a one-stop operator for the daily operation of their
perspective center(s) in accordance with WIOA 121(d). These boards carry out workforce activities
by partnering locally though Memorandums of Understanding (MOU) to implement core, non-core,
and other partner programs. Arkansas Workforce Centers are fully integrated with WIOA, Wagner-
Peyser, Jobs for Veterans State Grant (JVSG), Trade Adjustment Assistance (TAA), Temporary
Assistance for Needy Families (TANF), Unemployment Insurance (UI), Adult Education and Family
Literacy, Vocational Rehabilitation. Local partnerships and integration also exist in many areas with
Supplemental Nutrition Assistance Program (SNAP) Employment and Training Programs and others.
With this foundation for service integration, Arkansas Workforce Centers operate under the “no
wrong door” philosophy, while local areas have developed their own customer flow strategies that
are unique to their areas. Typical customers entering the center are engaged by an intake process
that is designed to identify the needs of the individual by gathering information and then utilizing the
appropriate resources for those needs. In some cases, the resources are initiated by a referral to a
partner program. Customers are given solutions and next steps to their questions, barriers, and
issues by connecting directly with the appropriate workforce system partner as part of this
philosophy.
The Arkansas Department of Career Education, Adult Education Division (ACE/AED) funds 38 local
adult education programs, nine community-based and/or privately operated literacy councils, and
special projects such as the Arkansas Adult Learning Resource Center through state and federal
grants. The service delivery systems are diverse. Programs are funded through a variety of local
administrative entities, including public schools systems, community based organizations, colleges,
community colleges, technical institutes, and the Arkansas Department of Corrections. Local
programs provide adult education services such as teaching academic skills to people who function
from beginning reading through a 12.9 functioning grade level and English as a Second Language
(ESL). These services are free and provided in classes held in locations throughout each program’s
service area. Additional programs such as family literacy and Workforce Alliance for Growth in the
Economy (WAGE™) are also offered in workplaces and correctional institutions. In the 2014-2015
program year, 27,636 adult Arkansans received services from programs receiving adult education
funding; 5,484 or 20 percent were ESL students and 2,939 or 11 percent were individuals in
institutional settings such as correctional facilities or community corrections programs.
DSB continues to support its 17 accessible kiosks for consumers at Arkansas Workforce Center
locations. The original ten kiosks were placed in the same cities where DSB has offices; the second
31 | Page
set of seven kiosks was placed in cities with either two- or four-year institutions of higher education.
The kiosks provide consumers the same access to the Internet to search for jobs as a sighted
person seeking services from workforce centers. DSB provides training to workforce center staff and
clients on the use of the kiosks.
WORKFORCE SYSTEM SERVICES - UNEMPLOYED AND UNDEREMPLOYED
Arkansas Workforce Centers offer the full array of career services outlined in WIOA 134(c)(2) for
unemployed and underemployed jobseekers. Career services available at the centers vary because
of local area inflexion and needs of particular communities. Basic career services are available at
approximately 37 locations throughout Arkansas. Each center has computers, printers, copiers,
printed resources, and staff to assist jobseekers. Many of the services, including Arkansas Job Link
and Discover Arkansas LMI Portal, can be accessed virtually though the internet via computer, smart
phone, or tablet. Arkansas Job Link is the state job matching system and the virtual one-stop-shop
where Arkansans can centralize all their career search activities. It allows jobseekers to self-enter
his/her resume(s) and job search 24/7. Arkansas Job Link also provides access to a toolbox of job
search assistance links, including career exploration, training resources, self-marketing tools,
Unemployment Insurance information, and additional job banks. The built-in event calendar
communicates upcoming hiring events, job fairs, and other workforce activities.
Discover Arkansas LMI Portal allows jobseekers to make informed data-driven career decisions. This
labor market system provides a wide variety of regional labor market services, such as labor trends,
statistics, economics, demographics, salaries, and employer data. It allows jobseekers to set up a
personal page for their career exploration data to be readily accessible. Basic career services also
extend beyond the virtual world. After the initial assessment, customers, as appropriate, may be
provided with direct linkages to additional workforce activities, including multiple education and
training opportunities across the workforce system though partner referrals. Many of these partners
are housed within the workforce center.
JOBSEEKER SERVICES
Individualized career services within the Arkansas Workforce Centers vary across the state, but all
the offices offer a full line of activities to prepare jobseekers for the modern workforce. They address
many of the soft skills and technical skills training Arkansas employers require such as:
Labor exchange services must also provide labor market information to the individuals seeking
services. The information must be accurate and include information on local, regional and national
labor markets, such as:
• Job vacancies
• Skills necessary to obtain the jobs
• In-demand occupations and related earning potential
• Opportunities for advancement in those occupations
All One-Stops must provide the following career services:
• Outreach, intake and orientation
• Initial assessment
• Labor exchange services
• Eligibility determination
32 | Page
• Referrals to programs
• Performance and cost information
• Information on unemployment insurance
• Financial aid information
• Follow-up services
Additionally, One-Stops and partners must provide appropriate services for individuals to obtain or
retain employment. These services include, but are not limited to:
• Individual Employment Plan (IEP)
• Career planning and counseling (no longer called case management)
• Comprehensive assessment
• Occupational Skills Assessment
• Short-term prevocational services
• Internship and work experience, including transitional jobs and industry partnerships
• Workforce preparation
• Out-of-area job search
• English language acquisition
• Financial literacy
TRAINING SERVICES
Career services are not always enough to enable job seekers to obtain self-sufficient employment. In
some instances, formal training is required. Arkansas Workforce Centers offer multiple training
services such as:
• Occupational skills training
• On-the-job training (OJT)
• Registered Apprenticeships
• Incumbent worker training
• Skill upgrading and retaining
• Entrepreneurial training, and
• Adult education and family literacy activities
Training services are funded through WIOA programs, Pell Grants, partner programs, and state and
local grants. Local areas are responsible for establishing and implementing local polices for
eligibility, Individual Training Account (ITA) limits, and the identification of in-demand sectors or
occupations. Through multiple initiatives and projects, Arkansas has focused training and career
development activities on sector strategies/partnerships and career pathway development. At the
state level, the Eligible Training Provider List (ETPL) has been updated pursuant to WIOA Sections
122 and 134. This list ensures that Arkansans are able to make informed decisions on training
providers and programs based on accurate data including completion and placement rates; labor
market information; and wage expectations.
33 | Page
SUPPORTIVE SERVICES
In order to assist jobseekers in obtaining or retaining employment through career or training services,
Arkansas Workforce Centers offer a variety of supportive services. Local areas are responsible for
establishing a supportive service policy that outlines types, eligibility, limits, etc. Examples of
supportive services include child care; transportation; needs-related payments; tools and equipment;
uniforms; and other clothing. In addition to WIOA-funded supportive services, local areas have
developed relationships with community partners that assist with utility payments, food, shelter, and
other basic needs.
BUSINESS SERVICES
The focal point of all workforce system activities is business and industry. These activities are taking
place statewide and may include:
• Access to facilities -Use of Workforce Center facilities by a business for a variety of
purposes such as meetings, trainings, orientations, interviews, etc.;
• Assessments - Any test or assortment of tests used to measure the skills, interests and/or
personality traits of a jobseeker, potential employee, or current employee;
• Business education - Seminars, round tables, workshops, focus groups, etc.;
• Business information - Information given to a business pertaining to a variety of incentive
programs or other information requested that provides a benefit to that business;
• Hiring events - A customized event for a single employer that assists with recruiting,
interviewing, and hiring of one or more positions;
• Job fairs - Event for multiple employers that assists with the recruiting, interviewing, and
hiring of one or more positions;
• Job postings - Staff-entered or web-entered job orders approved by staff;
• Labor market information - Information on state and local labor market conditions;
industries, occupations, and characteristics of the workforce; area business identified skills
needs; employer wage and benefit trends; short and long-term industry and occupational
projections; worker supply and demand; and job vacancies survey results;
• Rapid Response - A variety of services to businesses that are facing restructuring and
downsizing including onsite workshops for employees in transition; job placement
assistance; and information on unemployment benefits;
• Screening - Any service that involves the initial evaluation of applications or resumes that
assists the employer in the recruiting process;
• Training and retraining - Any service provided to a business that involves the training or
retraining of current or future employees including OJTs, Work Experiences, Incumbent
Worker Training, etc.
The individual program services offered are detailed and provide program specific information in
Section VI and VII.
SERVICES TO DISABLED PERSONS
The Arkansas Department of Career Education, Arkansas Rehabilitation Services (ACE/ARS),
provides vocational rehabilitation services to people with disabilities. Currently, there are significant
barriers for people with disabilities in relation to attaining employment. A 2008 study (StatsRRTC[1])
indicated the employment rate for people with disabilities was 33.9 percent when compared to 79.1
percent for people without disabilities. Historically, there are significant barriers to the inclusion of
people with disabilities into the overall strategy for economic development in Arkansas. ARS in
34 | Page
partnership with the Arkansas Department of Human Services, Division of Services for the Blind
(DSB) are leading the charge for providing targeted training and education for people with disabilities
in order for them to develop the skills and abilities needed to attain competitive integrated
employment in Arkansas.
Through the Governor’s Executive Order 10-17, the Department of DSB coordinates with other state
agencies to increase employment of Arkansans with disabilities. The order also aims to focus
consumer services first toward the goal of self-sufficiency through employment.
[1] Reference: Rehabilitation Research and Training Center on Disability Demographics and
Statistics (StatsRRTC), (2008); Report on Disability Demographics for Arkansas; Retrieved
12/21/2015, URL: https://www.disabilitystatistics.org/reports/report.cfm?fips=2005000emp-state.
B. THE STRENGTHS AND WEAKNESSES OF WORKFORCE DEVELOPMENT ACTIVITIES
Provide an analysis of the strengths and weaknesses of the workforce development activities
identified in (A) above.
STRENGTHS AND WEAKNESSES OF THE WORKFORCE DEVELOPMENT ACTIVITIES
Initial analysis of the strengths and weaknesses of Arkansas’s workforce development activities
suggests that our talent development system has the right expertise and pockets of excellence.
Successfully serving common customers in our system will require continued collaboration,
coordination and re-assessment. During a strategic planning session of the Arkansas Workforce
Development Board, the following strengths, weaknesses, opportunities and challenges were
identified for the workforce development system in Arkansas.
STRENGTHS
• The State has strong workforce development programs in place; however, the state needs to
focus on outreach and education about the services available.
• The State’s business leaders are at the table as champions of the programs through input
into program design, identification of skills development, and commitment to continuous
improvement of the talent development system.
• Key industries are involved in strategic planning and committed to driving the talent
development system in Arkansas.
• Economic development is involved in planning activities at the state and local level and has
identified targeted industries.
• Partnerships at state level are strong and will enable the state to successfully and fully
implement WIOA, thereby enhancing services to the public through the State’s talent
development system.
• Despite stagnant budgets, staffing has been maintained to provide services in all 75
counties.
35 | Page
WEAKNESSES
• Arkansas has a shrinking labor force.
• Secondary education’s involvement in workforce development, strategic planning and
program design needs to be strengthened.
• Funding for community colleges is insufficient.
• While there are strong partnerships in some areas of the state with community colleges and
workforce development, involvement from all community colleges statewide should be
stronger.
• Funding models for education are inadequate.
• Marketing and outreach of the State’s talent development system is inadequate and too
many employers and jobseekers are unaware of the services and opportunities available.
• Employers’ outreach to students and their parents regarding potential occupations needs to
be increased.
• Parent and students lack knowledge of business/industry in the State.
• Government is not at the table as an employer.
• Kiosks for consumers who are blind are not available statewide and staff turnover at the
locations make it necessary to provide frequent and ongoing training.
• Staff training programs for serving the customers across agencies are not in place,
especially recognizing the special needs of serving persons with disabilities.
OPPORTUNITIES
• Current Registered Apprenticeship presents tremendous opportunities for opening workforce
development strategies.
• Strong industry/workforce partnerships exist in some areas of the State.
• The State has new leadership to drive the new current agenda of collaboration and
coordination.
• Bringing community colleges to the table to enhance the State’s talent development system.
• Opportunities for community college programs to increase capacity.
• Program-based learning needs to be explored and utilized.
• Community College partnerships should be expanded to increase credential attainment.
CHALLENGES
• Arkansas has an aging workforce and the younger generation is not skilled to replace retiring
workers.
• Regional disparities in workforce and industries make it difficult to recruit new industries.
• Misalignment of services and programs could threaten enhanced service delivery and
integrity of the talent development system.
• Duplication of efforts and programs reduces the efficiency of already stagnant or declining
budgets.
• Systemic education issues exist in secondary and higher education.
• Industries may be lost due to a lack of skilled labor.
• There is a lack of existing workforce training funds.
• Budgets for workforce development programs are stagnant or declining due to a lack of
funding from federal sources.
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• Coordination at the state level for implementation of WIOA is strong; however, this level of
collaboration and coordination is labor intensive and often takes team members away from
oversight and leadership responsibilities. Maintaining the current level of collaboration is
critical to success.
C. STATE WORKFORCE DEVELOPMENT CAPACITY
Provide an analysis of the capacity of State entities to provide the workforce development activities
identified in (A) above.
Arkansas is well-poised to provide workforce and talent development activities given the strong
knowledge base of its practitioners. Due to nationally-recognized system components, such as a
career pathway system with many bridges and stackable credentials; a robust Registered
Apprenticeship program; and training programs that meet industry demands, our pursuit becomes
one of continuous improvement. Arkansas has implemented a workforce system designed to
increase capacity to serve more customers. Led by the strategic vision set by Governor Asa
Hutchinson and the Arkansas Workforce Development Board, the functional design of the Arkansas
workforce system starts with coordination at the highest level through the Governor’s Workforce
Cabinet, which provides a common direction at the state agency level for driving workforce
development. This partnership at the highest level will increase capacity and extend the alignment of
the system to a broader and more diverse population of jobseekers across the state.
The agencies represented in this plan, some who are new to being co-located in a workforce center,
will develop a streamlined customer experience through referrals from and to core, non-core, and
program partners to coordinate workforce activities and increase the capacity of each partner by
allowing specialized services to function optimally and assist in the elimination of the duplication of
services. Furthermore, through direction by the Arkansas Workforce Development Board and one of
the objectives of this plan, the State will explore ways to increase capacity, especially in rural areas
across the state beyond bricks-and-mortar, through virtual services.
Concern continues for many of the programs of this plan, including the WIOA Title I programs,
Wagner-Peyser, TANF, and Adult Education that have experienced stagnant or declining funding
over the last several years. The lack of new funding in many programs means the State must
continue to find more efficient ways to provide services to Arkansans.
Although funding has been stagnant over the past 20 years in Adult Education, providers still serve
all 75 counties in Arkansas. Adult education currently receives $19 million in state funding and $5.2
million in federal funding to serve approximately 28,000 clients. The funding continues to be used for
Adult Education and Family Literacy activities, such as adult basic education, literacy, workplace
education, family literacy activities, English language acquisition activities, integrated English literacy
and civics education, workforce preparation, correctional education, and integrated education and
training.
The Adult Education Division has a strong working collaborative relationship with other state
agencies and organizations to help provide education, literacy, and workforce services to clients that
help reduce duplication of services and provide braided funding opportunities of approved activities.
Some of the current collaborations include:
• The Arkansas Literacy Council to increase the number of literacy councils throughout the
state
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• The Department of Workforce Services and the Department of Human Services to provide
educational support and training to Temporary Assistance to Needy Families (TANF) and
Supplemental Nutritional Assistance Program (SNAP) clients
• The Arkansas Rehabilitation Services to provide assistance for adult education students with
a documented disability(ies)
• Local courts and community corrections programs to provide academic instruction to first
time offenders and reentry individuals
• Arkansas Community Colleges (ACC) to provide career pathways that lead to a sustainable
income to students without a high school diploma
• The Arkansas Department of Corrections to continue to provide federal funding to
incarcerated adults without a high school diploma
In addition, besides the traditional classroom, one of the ways adult education is providing services is
through distance education. Currently, 64 percent of adult education and literacy providers offer
distance learning. The state office has restructured the distance learning program to provide
professional development training and certified curricula that can assist with student learning. For
students who are unable to attend an adult education or literacy council program or desire to work
independently, distance learning has been a great alternative for education access.
The capacity of the state to provide workforce development for persons with disabilities is difficult to
predict. The existing infrastructure for service provision is inadequate because of the added
responsibilities related to transition services for students with disabilities. It will take creative
partnerships with stakeholders in secondary education to be successful. It is critical for local
resources to include provisions to assist people with disabilities to develop the skills needed for
competitive integrated employment. The current staff members have designated duties above and
beyond cross-training other agencies. Direct client services are positively impacted by these
activities, so they are a priority; however, increased workloads and performance goals put a strain on
vocational rehabilitation staff.
The State has a strong partnership between the workforce development system and Registered
Apprenticeship (RA). This partnership has been strengthened through a series of USDOL RA focused
discretionary grants awarded to the Arkansas Department of Workforce Services through the
ApprenticeshipUSA Initiative. The awarded grants through the ApprenticeshipUSA Initiative include:
the Arkansas Apprenticeship Pathways Initiative (AAPI), Arkansas Expands Apprenticeship (AREA),
and the State Accelerator Planning grant. These grants promote the expansion of both the number of
registered apprentices across the State as well as the number of occupational-based RA programs to
meet employer-driven workforce needs in both traditional and non-traditional RA industries.
Additionally, these grants promote an increased diversity in the population being served across RA
programs. These grants are geared towards creating and expanding RA programs in targeted growth
industries, strengthen employer and service provider partnerships, as well as provide an opportunity
for participants to learn occupational specific skills as well as good wages while gaining college credit.
Through partnerships with the Arkansas Apprenticeship Coalition, Community Colleges, ADWS and
Local Workforce Development Area Business Services Outreach Staff, the USDOL State Office of
Apprenticeship, and the Arkansas Department of Career Education – Office of Skills Development the
State is working to utilize RA as an integrated WIOA workforce development tool to serve employer
workforce development needs. Furthermore, all Registered Apprenticeship programs that desire so
have been added to the list of approved eligible training providers
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B. STATE STRATEGIC VISION AND GOALS
The Unified or Combined State Plan must include the State’s strategic vision and goals for
developing its workforce and meeting employer needs in order to support economic growth and
economic self-sufficiency. This must include—
1. VISION
Describe the State’s strategic vision for its workforce development system.
Vision
Arkansas will have a world-class workforce that is well educated, skilled, and working in order to
keep Arkansas’s economy competitive in the global marketplace.
Mission
To promote and support a talent development system in Arkansas that offers employers, individuals,
and communities the opportunity to achieve and sustain economic prosperity. Arkansas’s Talent
Development System Philosophy
• We believe that there must be a pipeline of skilled workers for employers and a job for every
Arkansan that wants one.
• We believe that the talent development system of Arkansas must be relevant to the labor
market in order to meet the needs of employers and jobseekers, and for Arkansas to
compete globally.
• We believe that every Arkansan should have opportunity and access to training and
education that leads to a career with gainful employment.
• We believe innovation and partnerships centered on local economic priorities maximizes
effectiveness and puts the State in the best position to address local and regional workforce
needs.
• We believe Arkansas’s workforce system should be a viable resource for business and
industry.
• We believe that in order for the talent development system to be the preferred system, the
system must be accountable, flexible, and align education and training with business and
industry needs.
• We believe that in order for the talent development system to be effective, we must eliminate
overlap and duplication of resources and services and streamline investment of funds.
Vision for the Arkansas Workforce Development Delivery System
The publicly funded workforce system envisioned by the Workforce Innovation and Opportunity Act
(WIOA) is quality focused, employer-driven, customer-centered, and tailored to meet the needs of
regional economies. It is designed to increase access to, and opportunities for, the employment,
education, training, and support services that individuals need to succeed in the labor market,
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particularly those with barriers to employment. It aligns workforce development, education, and
economic development programs with regional economic development strategies to meet the needs
of local and regional employers, and provides a comprehensive, accessible and high-quality
workforce development system. This is accomplished by providing all customers access to high-
quality workforce development centers that connect them with the full range of services available in
their communities, whether they are looking to find jobs; build basic educational or occupational
skills; earn a postsecondary certificate or degree; obtain guidance on how to make career choices;
or are businesses and employers seeking skilled workers.
The Arkansas Workforce Development Board adopted a vision for the Arkansas Workforce
Development Delivery System at their regular quarterly meeting in October 2015. This vision
provides standards for a high quality workforce center including customer service, innovation and
service design, and systems integration and high-quality staffing.
The publicly funded workforce system envisioned by the Workforce Innovation and Opportunity Act
(WIOA) is quality-focused, employer-driven, customer-centered, and tailored to meet the needs of
regional economies. It is designed to increase access to, and opportunities for, the employment,
education, training, and support services that individuals need to succeed in the labor market,
particularly those with barriers to employment. It aligns workforce development, education, and
economic development programs with regional economic development strategies to meet the needs
of local and regional employers, and provide a comprehensive, accessible and high-quality
workforce development system. This is accomplished by providing all customers access to high-
quality workforce development centers that connect them with the full range of services available in
their communities, whether they are looking to find jobs, build basic educational or occupational
skills, earn a postsecondary certificate or degree, or obtain guidance on how to make career
choices, or are businesses and employers seeking skilled workers.
Under WIOA, partner programs and entities that are jointly responsible for workforce and economic
development, educational, and other human resource programs collaborate to create a seamless
customer-focused workforce delivery system that integrates service delivery across all programs and
enhances access to the programs’ services. The workforce delivery system includes six core
programs (Title I adult, dislocated worker, and youth programs; Title II adult education and literacy
programs; Title III Wagner-Peyser program; and Title IV vocational rehabilitation program), as well
as other required and optional partners identified in WIOA. In Arkansas, these programs are
administered by the Arkansas Department of Workforce Services (Titles I & III), the Arkansas
Department of Career Education (Title II), Arkansas Rehabilitation Services (Title IV) and Division of
Services for the Blind of the Arkansas Department of Human Services (Title IV). Through the
Arkansas Workforce Center network, these partner programs and their service providers ensure that
businesses and job seekers—a shared client base across the multiple programs identified above—
have access to information and services that lead to positive employment outcomes. Under WIOA,
workforce centers and their partners:
• Provide job seekers with the skills and credentials necessary to secure and advance in
employment with family-sustaining wages.
• Provide access and opportunities to all job seekers, including individuals with barriers to
employment, such as individuals with disabilities, to prepare for, obtain, retain, and advance
in high-quality jobs and high-demand careers.
• Enable businesses and employers to easily identify and hire skilled workers and access
other supports, including education and training for their current workforce.
• Participate in rigorous evaluations that support continuous improvement of workforce centers
by identifying which strategies work better for different populations.
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• Ensure that high-quality integrated data inform decisions made by policy makers, employers,
and job seekers.
The management of the Arkansas workforce delivery system is the shared responsibility of States,
local boards, elected officials, the core WIOA partners, other required partners, and workforce center
operators. The Departments encourage all of these entities to integrate the characteristics below into
their work, including developing state, regional, and local strategic plans; establishing workforce
center certification criteria; examining the state, regional, and local footprint of workforce centers;
conducting competitions for selecting workforce center operators; developing local Memoranda of
Understanding (MOUs); updating other workforce center policies and procedures; and operating and
delivering services through the Arkansas Workforce Centers.
Characteristics of a High-Quality Arkansas Workforce Center
The characteristics identified below, consistent with the purpose and authorized scope of each of the
programs, are designed to reflect elements that contribute to a high-quality workforce delivery
system. They demonstrate the spirit and intent of the WIOA, and they will strengthen the successful
integration and implementation of partner programs in Arkansas Workforce Centers. For clarity and
readability the characteristics have been grouped into three functional categories: (a) Customer
Service; (b) Innovation and Service Design; and (c) Systems Integration and High-Quality Staffing.
Customer Service
Arkansas Workforce Centers provide excellent customer service to job seekers, workers and
businesses. Meeting the needs of job seekers, workers and businesses is important in developing
thriving communities where all citizens succeed and businesses prosper. High-quality workforce
centers:
• Reflect a Welcoming Environment: Reflect a welcoming environment to all customer
groups who are served by the workforce centers. All workforce center staff are courteous,
polite, responsive, and helpful to job seekers, businesses, and others who visit the workforce
centers, either in person or by telephone or e-mail. Moreover, workforce center staff are
sensitive to the unique needs of individuals with disabilities and are prepared to provide
necessary accommodations.
• Provide Career Services that Empower: Provide career services that motivate, support
and empower customers, including individuals with disabilities, to make informed decisions
based on local and regional economic demand and effectively attain their personal
employment and education goals.
• Value Skill Development: Value skill development by assessing and improving each
individual’s basic, occupational, and employability skills.
• Create Opportunities: Create opportunities for individuals at all skill levels and levels of
experience by providing customers, including those with disabilities, as much timely, labor
market, job-driven information and choice as possible related to education and training,
careers, and service delivery options, while offering customers the opportunity to receive
both skill-development and job placement services.
• Improve Job Seeker Skills: Improve the skills of job seeker and worker customers.
Workforce centers offer access to education and training leading to industry-recognized
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credentials through the use of career pathways, apprenticeships, and other strategies that
enable customers, including those with disabilities, to compete successfully in today’s global
economy. They provide businesses with access to the quantity and quality of talent they
need and support upskill/backfill strategies that expand job opportunities in the community.
• Deliver Quality Business Services: Develop, offer, and deliver quality business services
that assist specific businesses and industry sectors in overcoming the challenges of
recruiting, retaining, and developing talent for the regional economy. To support area
employers and industry sectors most effectively, workforce center staff identifies and has a
clear understanding of industry skill needs, identify appropriate strategies for assisting
employers, and coordinate business services activities across workforce center partner
programs, as appropriate. This includes the incorporation of an integrated and aligned
business services strategy among workforce center partners to present a unified voice for
the workforce center in its communications with employers. Additionally, workforce centers
use the forthcoming performance measure(s) on effectiveness in serving employers to
support continuous improvement of these services.
• Innovation and Service Design: Arkansas Workforce Centers reflect innovative and
effective service design.
Integrate Intake Process
Use an integrated and expert intake process for all customers entering the workforce centers.
Frontline staff is highly familiar with the functions and basic eligibility requirements of each program,
and can appropriately assist customers and make knowledgeable referrals to partner programs, as
needed and as appropriate given the authorized scope of the program.
• Actively Engage Industry Sectors: Design and implement practices that actively engage
industry sectors and use economic and labor market information, sector strategies, career
pathways, Registered Apprenticeships, and competency models to help drive skill-based
initiatives.
• Use Market Driven Principles: Balance traditional labor exchange services with strategic
talent development within a regional economy. This includes use of market-driven principles
and labor market information that help to define a regional economy, its demographics, its
workforce and its assets and gaps in skills and resources.
• Use Innovative Delivery Models: Incorporate innovative and evidence-based delivery
models that improve the integration of education and training, create career pathways that
lead to industry-recognized credentials, encourage work-based learning, and use state-of
the-art technology to accelerate learning and promote college and career success.
Offer Virtual and Center-Based Services: Include both virtual and center-based service
delivery for job seekers, workers, and employers. Both methods of delivery support the talent
needs of the regional economy, although each may better serve different customers with
different levels of service needs at any given time. The workforce delivery system can
expand its reach by delivering robust virtual services; and increasing the accessibility of
those services through community partners, such as libraries, community and faith-based
organizations, and other partners.
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• Ensure Access to All Customers: Ensure meaningful access to all customers. Workforce
centers must be physically and programmatically accessible to all customers, including
individuals with disabilities. In so doing, workforce centers use principles of universal design
and human-centered design, such as flexibility in space usage; the use of pictorial, written,
verbal and tactile modes to present information for customers with disabilities or limited
English proficiency; providing clear lines of sight to information for seated or standing users;
providing necessary accommodations; and providing adequate space for the use of assistive
devices or personal assistants. Workforce centers use assistive technology and flexible
business hours to meet the range of customer needs.
Systems Integration and High-Quality Staffing
Arkansas Workforce Centers operate with integrated management systems and high-quality staffing.
High-quality workforce centers:
• Reflect Robust Partnerships: Reflect the establishment of robust partnerships among
partners. The workforce center operator facilitates an integrated, co-located partnership that
seamlessly incorporates services of the core partners and other workforce center partners.
• Organize Services by Function: Organize and integrate services by function (rather than
by program); when permitted by a program’s authorizing statute and as appropriate, and by
coordinating staff communication, capacity building, and training efforts. Functional
alignment includes having workforce center staff who perform similar tasks serve on relevant
functional teams, e.g. Skills Development Team, Business Services Team. Service
integration focuses on serving all customers seamlessly (including targeted populations) by
providing a full range of services staffed by cross-functional teams, consistent with the
purpose, scope, and requirements of each program.
• Use Common Performance Indicators Use common performance indicators to ensure that
federal investments in employment and training programs are evidence-based, labor market
driven, and accountable to participants and taxpayers. Center performance is transparent
and accountable to the communities and regions served; data entry staff are trained and
understand the importance of data validation, data collection processes, and the importance
of accurate reporting.
• Offer Highly Trained Career Counselors: Staff the center with highly trained career
counselors, skilled in advising job seekers of their options, knowledgeable about local labor
market dynamics, aware of available services inside and outside the workforce center, and
skilled in developing customers’ skills for employment success.
• Implement Integrated Policies: Develop and implement operational policies that reflect an
integrated system of performance, communication, and case management, and use
technology to achieve integration and expanded service offerings.
• Cross-Train and Equip Center Staff: Train and equip workforce center staff in an ongoing
learning process with the knowledge, skills, and motivation to provide superior service to job
seekers, including those with disabilities, and businesses in an integrated, regionally focused
framework of service delivery. Center staff are cross-trained, as appropriate, to increase staff
capacity, expertise, and efficiency. Cross-training allows staff from differing programs to
understand every program and to share their expertise about the needs of specific
populations so that all staff can better serve all customers.
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• Center staff is routinely trained and are keenly aware as to how their particular function
supports and contributes to the overall vision of the local board.
• Maintain Integrated Case Management: Develop and maintain integrated case
management systems that inform customer service throughout the customer’s interaction
with the integrated system and allow information collected from customers at intake to be
captured once. Customer information is properly secured in accordance with personally
identifiable information guidelines, and facilitated as appropriate, with the necessary
memoranda of understanding or other forms of confidentiality and data sharing agreements,
consistent with federal and state privacy laws and regulations. Data, however, would be
shared with other programs, for those programs’ purposes, within the workforce system only
after the informed written consent of the individual has been obtained, where required.
2. GOALS
Describe the goals for achieving this vision based on the above analysis of the State’s economic
conditions, workforce, and workforce development activities. This must include—
• Goals for preparing an educated and skilled workforce, including preparing youth and
individuals with barriers of employment* and other populations.**
• Goals for meeting the skilled workforce needs of employers.
__________
* Individuals with barriers to employment include displaced homemakers; low-income individuals;
Indians, Alaska Natives, and Native Hawaiians; individuals with disabilities, including youth who are
individuals with disabilities; older individuals; ex-offenders; homeless individuals, or homeless
children and youths; youth who are in or have aged out of the foster care system; individuals who
are English language learners, individuals who have low levels of literacy, and individuals facing
substantial cultural barriers; eligible migrant and seasonal farmworkers (as defined at section 167(i)
of WIOA and Training and Employment Guidance Letter No. 35-14); individuals within 2 years of
exhausting lifetime eligibility under the Temporary Assistance for Needy Families Program; single
parents (including single pregnant women); and long-term unemployed individuals.
** Veterans, unemployed workers, and youth and any other populations identified by the State.
Strategic Goal 1: Develop an efficient partnership with employers, the educational system, workforce
development partners, and community -based organizations to deliver a platform that will prepare a
skilled workforce for existing and new employers.
Goal 1 Objectives:
1. Expand employer partnerships through the support of industry engagement.
2. Identify and promote best practices (private and public) for developing and sustaining
partnerships.
3. Expand partnership with economic development to refine sector strategies.
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4. Improve communication/participation between education entities, local and state boards,
government agencies, community-based organizations, and employers.
5. Increase accountability and clarity of action between all workforce related boards.
6. Increase the utilization of Registered Apprenticeship programs as viable talent development
opportunities.
7. Increase connections with employers and Vocational Rehabilitation agencies to provide
support and employment for youth and adults with disabilities.
8. Partner with K-12 education, higher education, career and technical education, and adult
education to provide consistent rules and eliminate barriers to implementing training
programs around the State.
9. Explore data sharing opportunities with non-governmental organizations that are committed
partners to the state’s workforce center system that will lead to improved intake, referral, and
case management for customers served by multiple agencies (both public and private).
10. Expand small business participation.
Strategic Goal 2: Enhance service delivery to employers and jobseekers.
Goal 2 Objectives:
1. Develop a common intake process for jobseekers and businesses that will efficiently connect
them with services available from all workforce development partner programs and identify
any barriers to employment that need to be addressed.
2. Develop an integrated data system that will enable the sharing of information between
partner agencies to more efficiently service both employers and jobseekers.
3. Promote training that leads to industry recognized credentials and certification.
4. Support transportable skill sets for transportable careers.
5. Support career pathways development and sector strategy initiatives as a way to meet
business and industry needs.
6. Expand service delivery access points by the use of virtual services.
7. Develop a common business outreach strategy with a common message that will be utilized
by all workforce system partners.
8. Develop a menu of services available at each service delivery access point that provides a
list of the services and training opportunities available through Arkansas’s talent
development system.
9. Utilize customer satisfaction surveys to ensure continuous improvement of the State’s talent
development system.
10. Explore data sharing opportunities with non-governmental organizations that are committed
partners to the state’s workforce center system that will lead to improved intake, referral, and
case management for customers served by multiple agencies (both public and private).
Strategic Goal 3: Increase awareness of the State’s Talent Development System Goal 3
Objectives:
1. Increase access to the workforce development system through a no wrong door approach to
services.
2. Change employer and jobseeker perceptions of the workforce system.
3. Develop an image-building outreach campaign that educates Arkansans about the services
and the career development opportunities available in the State.
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4. Utilize technology, including social media and search engine optimization, to better connect
jobseekers and employers with the talent development system in Arkansas.
5. Develop a user-friendly website that provides a common repository of information about
career development opportunities that are relevant to K-12 education, parents, educators,
adults, employers, government agencies, and the general public. Strategic Goal 4: Address
Skills Gaps Goal 4 Objectives:
1. Conduct a statewide skills and asset analysis to determine the skills gap present and
resources available to solve the skills issue.
2. Develop and implement an action plan to close the basic core, technical, and soft skills gaps
in Arkansas.
3. Analyze the effectiveness of currently used job readiness standards and ensure coordination
between the Arkansas Career Readiness Certificate program and the Workforce Alliance for
Growth in the Economy (WAGE) program.
The Workforce Innovation and Opportunity Act (WIOA) has a focus on helping low-income and
disadvantaged populations. Workforce development professionals operate within a highly integrated
one-stop career system, complete with co-located partners, procured service providers, and shared
resource leveraging. However, funding and available public resources are still finite and limited, so
populations with significant or multiple barriers to employment should receive priority for services.
Sometimes these populations will be referred to as “hard-to-serve” or “hard-to-employ” clients.
Some special populations the workforce system serves include, but are not limited to:
• Veterans and eligible spouses
• Individuals with disabilities, both youth and adults
• English language learners (Limited English Proficiency)
• Migrant and seasonal farmworkers
• Out-of-school youth
• Adult and youth ex-offenders (justice-involved)
• Public assistance recipients (TANF, SNAP, SSI, Medicaid, etc.)
• Youth in, or previously in, foster care
• Homeless individuals, both youth and adults
• Runaway youth
• Pregnant and parenting youth
• The long-term unemployed
• Low-income workers earning wages below self-sufficiency
• Basic skills deficient individuals
• The over 55 age group
The vision of the one-stop system is that service providers leverage all available assets, ensure
universal access, and allocate funding for low income and special populations. Many local areas
have established more inclusive priority of service policies to ensure that their hard-to-serve and
disadvantaged populations receive a focus in their service delivery.
Each of the four major goals of this plan will be implemented with the above listed special
populations in mind to increase the services and enrollment of these populations. The ultimate goal
is to find and help disadvantaged individuals, which in turn leads to greater overall economic
prosperity for the State. Persistent, incremental accommodations or assistance can often result in a
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safety net that can eventually lead to huge gains for the individuals seeking help......raising the
overall level of economic prosperity for the community, when they achieve positive labor market
outcomes. Thus, proactive intake of special populations helps the State attain a larger return on
investment for the funding, assets and staff resources employed. This requires leadership and vision
in labor market-relevant planning, including evaluation, assessments, data-driven decision-making,
and collaboration to best meet the needs of special populations, jobseekers, workers and
businesses alike. The four major goals, when implemented will achieve this outcome.
3. PERFORMANCE GOALS
Using the table provided in Appendix 1, include the State's expected levels of performance relating
to the performance accountability measures based on primary indicators of performance described
in section 116(b)(2)(A) of WIOA. (This Strategic Planning element only applies to core programs.)
WIOA ensures that Federal investments in employment and training programs are accountable to
jobseekers, employers, customers, and taxpayers. WIOA establishes common performance
measures across the four core programs and also requires other programs authorized by the Act to
report on the same indicators. In addition, WIOA requires the establishment of primary indicators on
credential attainment and skills gain and on the effectiveness of services to employers. Arkansas’s
common performance targets are located in Appendix 1.
4. ASSESSMENT
Describe how the State will assess the overall effectiveness of the workforce development system in
the State in relation to the strategic vision and goals stated above in sections (b)(1), (2), and (3) and
how it will use the results of this assessment and other feedback to make continuous or quality
improvements.
The Arkansas Workforce Development Board (AWDB)is the state board given statutory responsibility
with overseeing the State’s talent development system, evaluating effectiveness, and ensuring
continuous improvement. The Program and Performance Evaluation Committee of the Board, which
is led by a private sector chair, acts in an advisory capacity to the Board to carry out the following
functions:
• Continuous improvement of the one-stop delivery system in local areas, including providing
assistance to local boards, one-stop operators, one-stop partners, and providers with
planning and delivery of services, such as training and supportive services to workers,
jobseekers, and employers;
• Development and updating of comprehensive state performance accountability measures,
including state adjusted levels of performance, to assess the effectiveness of the core
programs in the state;
• Identification and dissemination of information on best practices, including best practices for:
• The effective operation of one-stop centers, relating to the use of business outreach,
partnerships, and service delivery strategies, including strategies for serving individuals with
barriers to employment;
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• The development of effective local boards, which may include information on factors that
contribute to enabling local boards to exceed negotiated local levels of performance, sustain
fiscal integrity, and achieve other measures of effectiveness; and
• Effective training programs that respond to real time labor market analysis; effectively use
direct assessment and prior learning assessment to measure an individual’s prior
knowledge, skills, competencies, and experiences; and that evaluate such skills; and
competencies for adaptability; to support efficient placement into employment or career
pathways;
• Objective criteria and procedures for use by local boards in assessing the effectiveness and
continuous improvement of one-stop centers;
• The preparation of an annual report;
• The development of the statewide workforce and labor market information system;
• The development of such other policies as may promote statewide objectives for, and
enhance the performance of, the workforce development system in the state; and
• The development of strategies for aligning technology and data systems across one-stop
partner programs to enhance service delivery and improve efficiencies in reporting on
performance accountability measures. This would (include the design and implementation of
common intake, data collection, case management information, and performance
accountability measurement and reporting processes and the incorporation of local input into
such design and implementation, to improve coordination of services across one-stop
partner programs).
This committee will meet at least quarterly to review progress of accomplishing state goals,
performance outcomes, and program evaluations. The committee will give direction on needed
improvements, and identify and disseminate best practices.
To date, a primary focus of the state has been the implementation of the new workforce system
strategic plan and the development of a balanced scorecard approach to system evaluation. Work
will continue on studies and reports to support the implementation of the systemic strategic plan and
to design and launch projects to strengthen the four strategic pillars that form the foundation of the
strategic plan: efficient partnerships, enhanced service delivery, increased awareness of the State’s
talent development system, and addressing skills gaps. Additionally, the AWDB will evaluate
programs to identify any gaps or duplications in planning or service delivery, and any other programs
that adversely affect the seamless delivery of services. Any problems identified by AWDB will be
included in the annual report on strategic plan implementation and the results of measures taken by
AWDB to address those problems.
Program and other data from across the workforce system are critical in evaluating the extent to
which workforce system programs, services, and products are meeting the needs of customers and
stakeholders. The collection of key data, as well as the reporting and analysis of that data, in a
consistent and useful manner are essential in demonstrating outcomes, determining if changes are
required or desired, and establishing benchmarks for future performance.
Under the new strategic plan, the AWDB will continue to work with system partners to improve and
systematize these processes. The system evaluation structure will be redesigned, yet will continue to
address all elements required by statute.
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C. STATE STRATEGY
The Unified or Combined State Plan must include the State's strategies to achieve its strategic vision
and goals. These strategies must take into account the State’s economic, workforce, and workforce
development, education and training activities and analysis provided in Section (a) above. Include
discussion of specific strategies to address the needs of populations provided in Section (a).
1. DESCRIBE THE STRATEGIES THE STATE WILL IMPLEMENT, INCLUDING
INDUSTRY OR SECTOR PARTNERSHIPS RELATED TO IN-DEMAND
INDUSTRY SECTORS AND OCCUPATIONS AND CAREER PATHWAYS, AS
REQUIRED BY WIOA SECTION 101(D)(3)(B), (D). “CAREER PATHWAY” IS
DEFINED AT WIOA SECTION 3(7). “IN-DEMAND INDUSTRY SECTOR OR
OCCUPATION” IS DEFINED AT WIOA SECTION 3(23).
The state’s workforce system is complex, comprising numerous programs, services, and initiatives
administered by state agencies, secondary and higher education, community and technical colleges,
local adult education providers, Registered Apprenticeship, and vocational rehabilitation providers.
System partners are responsible for the delivery of a wide range of workforce education and training
programs and related services, as well as education programs that support career preparation and
advancement.
The system is interrelated because the programs and agencies serve either a common customer or
are charged with achieving similar employment and education outcomes for their targeted customer
groups. Therefore, the strategic planning process is designed to identify and focus on systemic
issues that affect multiple parts of the system programs or agencies that address broad, big-picture
workforce issues. Because the system strategic plan focuses on issues that span agencies and
programs, it fulfills a unique and complementary role in the workforce system and does not duplicate
the purpose or scope of other agency or program plans.
Several priority issues were identified by the Arkansas Workforce Development Board that are being
addressed by system partners during our ongoing strategic planning activities.
Industry Sector Partnerships
The Arkansas Sector Partnership (ASP), a partnership of employers, state agencies, education
providers, Registered Apprenticeship, and community leaders, will engage project stakeholders in
ongoing regional planning efforts across the state to assess workforce development needs and job
demand. Input obtained from regional planning efforts will be used to adjust training (on an as
needed basis) to meet employer needs. The ASP will utilize a regional planning sector framework
that focuses on critical factors that include: 1) existing labor market information and other workforce
related data; 2) regional input from community stakeholders; 3) industry sector/employer input; 4)
aligned education and training activities to meet employer needs; 5) aligning business
services/workforce services/case management services to serve workforce customers (both
employers and dislocated workers); and 6) continuous improvement and sustainability after the life of
the grant.
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ASP will engage in regional planning activities, structured around WIOA regions, including assessing
the workforce development and economic landscape to identify employer training needs, industry
trends, and areas of job growth. The resulting information, data, and analysis will serve as a basis
for serving dislocated workers and employers under ASP as well as serve as the cornerstone of
WIOA regional and statewide planning activities. The regional and sector strategies planning
activities will include career pathways to design career ladders that will focus on hard to serve
individuals.
Both geographic and industry-based sector strategies are proven to be effective methods for aligning
workforce service providers and community partners to address the occupational based training
needs of employers.
The ASP regional planning process will also assess existing workforce services and community
resources infrastructure to support workforce development efforts emphasizing the needs of hard to
serve populations including those participating in career pathways. The ASP will engage in the
following activities to ensure the development of a comprehensive regional and sector plan:
• Partnership and program development with stakeholders, employers, and training programs;
• Acquisition, analysis, and utilization of LMI and workforce information to identify regional trends;
• Asset mapping and other analysis, such as SWOT (strengths, weaknesses, opportunities, and
threats);
• Developing regional plans;
• Training for staff in State and local areas necessary to facilitate regional planning and implement
regional strategies;
• Establishing social and/or peer learning networks among regions using sector strategies;
• Identifying and mapping the necessary skills and competencies for in-demand jobs;
• Assessing how well those skills and competencies are reflected in existing training programs and
curricula; and
• Identifying aligned industry credentials for those skills and competencies needed.
This structure will also ensure that employers and regional industry representatives are actively
engaged in designing and implementing strategies in five key areas: 1) serving on the project’s
leadership team; 2) helping implement program strategies and goals; 3) identifying and mapping the
necessary skills and competencies for the programs; 4) assisting with curriculum development and
designing the program; and 5) assisting with the design of an assessment and/or credential that will
address industry skill needs.
Finally, the state utilized WIOA Set-Aside funds to award additional funding to each of the state’s ten
(10) Local Workforce Development Areas. This additional funding was used for regional planning
purposes and designed to assist the areas in their ongoing broad strategic approaches.
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Career Pathways
Arkansas leaders recognize the need for an education and training system that addresses the state’s
economic challenges. Through the Arkansas Career Pathways Initiative (CPI), the state has sought
to coordinate publicly funded education with social services and workforce and economic
development programs to produce a better-trained workforce and promote economic growth. The
Arkansas Career Pathways Initiative is a series of connected education and training programs and
support services that enable individuals to secure employment within a specific industry or
occupational sector and to advance over time to successively higher level of education and
employment in that sector. Each step on a career pathway is designed explicitly to prepare workers
and students for the next level of employment and education. Using the career pathways framework,
the workforce system seeks to target jobs in industries of importance to local economies and create
avenues of advancement for current workers, jobseekers, and future labor market entrants, as well
as a supply of qualified workers for employers.
Community colleges play a linchpin role in career pathways. The career pathways framework
promotes systemic reform for community colleges -- providing a model that better aligns their various
mission areas of workforce development, academic credentialing, transfer preparation, and
remediation with the needs of employers. Pathways commonly feature community colleges working
in partnership with other educational entities, workforce and economic development agencies,
employer and labor groups, and social service providers to ensure investments in education and
training pay off for the region’s economic vitality. Students entering into adult literacy or college
remedial coursework are better able to advance to and succeed in college-level programs, and all
students can more readily earn postsecondary credentials and make progress toward a career.
Incumbent workers are provided training opportunities that help increase their skills and subsequent
wages.
CPI, which began serving clients in fall 2005, seeks to improve the earnings through postsecondary
education attainment of Arkansas’s low-income "TANF-eligible" adults by enabling them to work in
industries of regional importance. Administered by the Arkansas Department of Higher Education
(ADHE) with funding from the Department of Workforce Services (DWS), ADHE/CPI provides an
opportunity for 25 campuses to develop Career Pathways Initiatives. Through the implementation of
WIOA, the State seeks to use lessons learned and the framework created through the CPI to
educate and encourage other jobseekers to utilize career pathways as a method for preparing for
their eventual career.
CPI’s objectives for program participants are:
• Increased enrollment in college-level certificate and associate degree programs;
• Increased attainment of college-level certificates and associate degrees;
• Increased job attainment and job retention in key industries; and
• Improve the level of engagement among educators and employers to generate work opportunities
for students and serve the workforce needs of the private sector.
Finally, Arkansas has become aware that some of the WIOA program partners are currently utilizing
a software product that helps job seekers build career plans based upon their individual knowledge,
skills, and abilities from previous jobs and education. The product then recommends occupations,
career clusters, training programs, and available jobs. The software program is applicable to all
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types of workforce clients: youth, dislocated workers, TANF or SNAP E&T participants, Veterans,
individuals with disabilities, and more.
In early 2018, discussions began in earnest to implement the use of this product across all WIOA
programs and participants
Registered Apprenticeship
Many of the things that keep Arkansas’s many industries operative today were built long ago by
trade and craftsmen. Fewer people are choosing a career in the trades, even as demand and
unemployment rates continue to escalate. Arkansas, like many states in America, is suffering from a
widening skills gap that desperately needs to be filled. That means, for everyone who enjoys modern
day necessities like electricity, indoor plumbing, paved roads, air conditioning, homes, and buildings
to live and work in, things could take a downward turn, because craftsmen and tradesmen are
retiring at an alarming high rate, and not enough people are training to take their place.
Tradesmen and craftsmen are needed now more than ever. For those men and women that do step
up to fill the ever-growing expertise gap in Arkansas, big opportunities await. From work-while-you
learn apprenticeships to career-elevating college and technical courses, there are hundreds of ways
to kick start a craft career in Arkansas.
Support for Registered Apprenticeship continues to grow in the State due to the relationship between
the U.S. Department of Labor Office of Apprenticeship, the Arkansas Apprenticeship Coordination
Steering Committee (a Governor appointed committee), the Arkansas Apprenticeship
Coalition, the Arkansas Department of Career Education, the Arkansas Department of Workforce
Services, and the Arkansas Workforce Development Board who collaborate continuously to address
key issues regarding workforce development needs throughout the State of Arkansas.
As a way to attract more workers to Registered Apprenticeship, the Arkansas Apprenticeship
Coordination Steering Committee established a website to inform jobseekers who may be interested.
http://arkansasapprenticeship.com/. This website informs prospective apprentices of the
occupations, the training, and what employment opportunities exist.
Closing the Gap 2020 - A Master Plan for Higher Education in Arkansas
A master plan for improving Arkansas higher education attainment was presented to the Arkansas
Higher Education Coordinating Board on October 30, 2015. The 2015-2020 five year planning cycle
adopted in this plan is a critical component in the long-term objective to reach the 2025 goal of a 60
percent post-secondary attainment rate in Arkansas, increasing from the current estimate of 43.4
percent. By 2020, the plan is to reduce the educational attainment gap in Arkansas by increasing the
number of postsecondary credentials by 50 percent over the 2013-2014 academic year levels;
increasing the number of certificates awarded to 19,200; associate’s degrees to 12,700; and
bachelor’s degrees to 19,900.
As the State moves to the implementation stage of the Closing the Gap Master Plan, the plan has
been divided into core subsections. Each subsection has a committee tasked with finding the best
way to implement the policy that will help achieve the goals of the master plan related to their
subsection. The subsections include:
• Adult Learners
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• College Readiness
• Remediation
• Student Success Innovation
• Affordability
• Institutional Funding
• Non-Formula Funding
• Communication Strategies
Supporting Goals
Below is a summary of proposed goals from the Closing the Gap 2020 Master Plan. The Closing the
Gap 2020 Master Plan is accessible online at
https://static.ark.org/eeuploads/adhe/Closing_the_Gap_2020.pdf.
GOAL 1: Raise completion and graduation rates of colleges and universities by 10 percent.
• Reduce the percentage of students needing remediation to prepare them for college-level
course work.
• Reduce the time needed for students to complete remedial requirements.
• Raise first year retention rates of students to Southern Regional Education Board (SREB)
regional averages.
GOAL 2: By fall 2018, increase the enrollment of adult students, age 25 to 54, by 50 percent.
• Reduce the remedial course enrollments for adults by 50 percent through alternative means of
preparing adults for college-level work
• Improve communication of the value of higher education to non-traditional students
GOAL 3: Raise the attainment rates of underserved student groups in the state by 10 percent.
• Raise the overall college-going rate for all student groups by 5 percent from 50.1 percent to
55.1 percent
• Raise the underserved student college-going rate to equal that of other students
• Raise completion rates of underserved student groups equal to other students.
GOAL 4: Improve College Affordability through Effective Resource Allocation
• Reduced time to degree for students
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• Allocate 25 percent of state scholarship funds to need-based programs
• Re-allocate institutional spending to maximize efficiency and effectiveness
Jobs for Arkansas’s Graduates (JAG)
The Jobs for Arkansas’s Graduate (JAG) program is a state affiliate of the national Jobs for
America’s Graduates. Middle and high school students, who are experiencing barriers to graduation,
are provided a comprehensive set of services designed to keep them in school through graduation
and improve the rate of success in achieving their education and career goals. Along with the
academic support, JAG also provides work-based learning experiences that will assist students to
further their education and training in pursuit of a rewarding career.
The JAG model is based on and evaluated by a series of performance measures and standards,
which allow the program to report student outcomes. The data collected and reported includes
student demographics, contact hours with students, graduation rate, direct work experience, job
placement one year after graduation, and employment outcomes.
The Arkansas Department of Career Education and Arkansas Department of Workforce Services
have established a strong partnership to ensure Arkansas high students graduate and continue on
the path to success either in today’s workforce in or postsecondary education.
Arkansas Career Coach Program
The College and Career program ) is designed to motivate and support Arkansas students to
achieve their goals as it relates to college and career planning. Students may begin working with a
Career Coach in the 8th grade (7th, if enrolled in Career Orientation) with continued services through
high school graduation. Career Coaches work in partnership with the Career Orientation instructors
and school counselors to assist with the development and revision of the student’s college and
career plans. The College and Career Coach program provides assistance and information for
resources in the areas of: academic tutoring, career counseling, mentoring, financial guidance, and
other supports necessary for postsecondary education/training access, retention, and success.
The Arkansas College and Career Coach Program was introduced as a pilot initiative in January
2010. The program is administered through the Arkansas Department of Career Education and has
established partnerships with the Arkansas Department of Education, Arkansas Department of
Higher Education, and Arkansas Department of Workforce Services. During the pilot phase, the
program was designed to provide college and career planning services and activities to middle/high
school students within the twenty-one most economically challenged counties across the state of
Arkansas. After the completion of the pilot phase, the program demonstrated a positive impact in the
areas of college-going rate, ACT Scores, remediation rates, and financial aid applications and was
expanded beyond the initial twenty-one counties.
2. DESCRIBE THE STRATEGIES THE STATE WILL USE TO ALIGN THE CORE
PROGRAMS, ANY COMBINED STATE PLAN PARTNER PROGRAMS INCLUDED
IN THIS PLAN, REQUIRED AND OPTIONAL ONE-STOP PARTNER PROGRAMS,
AND ANY OTHER RESOURCES AVAILABLE TO THE STATE TO ACHIEVE
FULLY INTEGRATED CUSTOMER SERVICES CONSISTENT WITH THE
STRATEGIC VISION AND GOALS DESCRIBED ABOVE. ALSO DESCRIBE
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STRATEGIES TO STRENGTHEN WORKFORCE DEVELOPMENT ACTIVITIES IN
REGARD TO WEAKNESSES IDENTIFIED IN SECTION II(A)(2).
Center to WIOA is the integration of service delivery amongst multiple workforce and talent
development programs. Arkansas has strong partnerships among state agencies, two- and four-year
educational institutions, economic development, Registered Apprenticeship, and community-based
organizations. A priority of the Arkansas Workforce Development Board and central to the
implementation of the strategic plan is to prevent and eliminate duplication across programs and
align core programs. Alignment of core and optional programs will be made possible by the following
strategies.
Reflect Robust Partnerships Reflect the establishment of robust partnerships among partners. The
workforce center operator facilitates an integrated, co-located partnership that seamlessly
incorporates services of the core partners and other workforce center partners.
Organize Service by Function Organize and integrate services by function (rather than by program);
when permitted by a program’s authorizing statute and as appropriate, and by coordinating staff
communication, capacity building, and training efforts. Functional alignment includes having
workforce center staff who perform similar tasks serve on relevant functional teams, e.g. Skills
Development Team, Business Services Team. Service integration focuses on serving all customers
seamlessly (including targeted populations) by providing a full range of services staffed by cross-
functional teams, consistent with the purpose, scope, and requirements of each program.
Use Common Performance Indicators Use common performance indicators to ensure that federal
investments in employment and training programs are evidence-based, labor market driven, and
accountable to participants and taxpayers. Center performance is transparent and accountable to
the communities and regions served; data entry staff are trained and understand the importance of
data validation, data collection processes, and the importance of accurate reporting.
Offer Highly Trained Career Counselors Staff the center with highly trained career counselors, skilled
in advising job seekers of their options, knowledgeable about local labor market dynamics, aware of
available services inside and outside the workforce center, and skilled in developing customers’ skills
for employment success.
Implement Integrated Policies Develop and implement operational policies that reflect an integrated
system of performance, communication, and case management, and use technology to achieve
integration and expanded service offerings.
Cross-Train and Equip Center Staff Train and equip workforce center staff in an ongoing learning
process with the knowledge, skills, and motivation to provide superior service to job seekers,
including those with disabilities, and businesses in an integrated, regionally focused framework of
service delivery. Center staff are cross-trained, as appropriate, to increase staff capacity, expertise,
and efficiency. Cross-training allows staff from differing programs to understand every program and
to share their expertise about the needs of specific populations so that all staff can better serve all
customers. Center staff is routinely trained and are keenly aware as to how their particular function
supports and contributes to the overall vision of the local board.
Maintain Integrated Case Management Develop and maintain integrated case management systems
that inform customer service throughout the customer’s interaction with the integrated system and
allow information collected from customers at intake to be captured once. Customer information is
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properly secured in accordance with personally identifiable information guidelines, and facilitated as
appropriate, with the necessary memoranda of understanding or other forms of confidentiality and
data sharing agreements, consistent with federal and state privacy laws and regulations. Data,
however, would be shared with other programs, for those programs’ purposes, within the workforce
system only after the informed written consent of the individual has been obtained, where required.
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III. OPERATIONAL PLANNING ELEMENTS
The Unified or Combined State Plan must include an Operational Planning Elements section that
support the State’s strategy and the system-wide vision described in Section II.(c) above. Unless
otherwise noted, all Operational Planning Elements apply to Combined State Plan partner programs
included in the plan as well as to core programs. This section must include—
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A. STATE STRATEGY IMPLEMENTATION
The Unified or Combined State Plan must include—
1. STATE BOARD FUNCTIONS
Describe how the State board will implement its functions under section 101(d) of WIOA (i.e. provide
a description of Board operational structures and decision making processes to ensure such
functions are carried out).
The roles and responsibilities of the Arkansas Workforce Development Board (AWDB) were
established in Arkansas Act 907 of 2015 and WIOA Section 101(d). The AWDB has policy–making
and oversight responsibilities for the Arkansas Workforce Development system. Additionally,
Arkansas Act 907 of 2015 gives the AWDB responsibility for oversight of the Temporary Assistance
for Needy Families (TANF) program.
The AWDB operates under a committee structure of four standing committees, which include the
Executive Committee, Strategic Planning Committee, Program and Performance Evaluation
Committee, and TANF Oversight Committee.
The board and committees meet quarterly and may call special meetings as necessary. Each of the
statutory roles and responsibilities outlined in WIOA Section 101(d) and A.C.A. §15–4–3706 have
been assigned to the committee which best fits the function of the role or task. The chairs of the
standing committees report to the full board at each quarterly meeting their activities and progress in
accomplishing their goals.
2. IMPLEMENTATION OF STATE STRATEGY
Describe how the lead State agency with responsibility for the administration of each core program
or a Combined Plan partner program included in this plan will implement the State’s Strategies
identified in Section II(c) above. This must include a description of—
A. CORE PROGRAM ACTIVITIES TO IMPLEMENT THE STATE’S STRATEGY
Describe the activities the entities carrying out the respective core programs will fund to implement
the State’s strategies. Also describe how such activities will be aligned across the core programs
and Combined State Plan partner programs included in this plan and among the entities
administering the programs, including using co-enrollment and other strategies.
The Arkansas Department of Workforce Services shall use funds made available under WIOA Title I
to support local workforce development board activities to provide services through the adult,
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dislocated worker, and youth programs. Services through these programs include career services
such as outreach, intake, and orientation; initial assessment; labor exchange services; eligibility for
services; referrals to programs; performance and cost information; information on unemployment
insurance; financial aid information; and follow–up services. Additionally, for those who qualify,
training and supportive services will be provided. Training services may include occupational skills
training, on–the job training (OJT), Registered Apprenticeships, incumbent worker training, and skill
upgrading and retaining.
The ADWS will provide labor exchange services through funds provided under WIOA Title III
including labor market information to the individuals seeking services. The information will include
information on local, regional and national labor market areas such as:
• Job vacancies in labor market areas
• Information on job skills necessary to obtain the jobs
• Local, in–demand occupations and related earning potential
• Opportunities for advancement in those occupations
Additionally, One–Stops and partners must provide appropriate services for individuals to obtain or
retain employment. These services include, but are not limited to:
• Individual Employment Plan (IEP)
• Career planning and counseling (no longer called case management)
• Comprehensive assessment
• Occupational skills assessment
• Short–term prevocational services
• Internship and work experience including transitional jobs and industry partnerships
• Workforce preparation
• Out–of–area job search
• English language acquisition
• Financial literacy
The Arkansas Department of Career Education, Adult Education Division (ADCE–AED) shall use
funds made available under section 222(a)(2) for the following adult education and literacy activities
(Section 203 of WIOA):
• Adult Education
• Literacy
• Workplace adult education and literacy activities
• Family literacy activities
• English language acquisition activities
• Integrated English literacy and civics education
• Workforce preparation activities; or
• Integrated education and training that:
o Provides adult education and literacy activities, concurrently and contextually with both,
workforce preparation activities, and workforce training for a specific occupation or occupational
cluster, and
o Is for the purpose of educational and career advancement.
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Adult Education and Literacy Activities include instruction and education services below a
postsecondary level in reading, writing, and speaking in English, and computing and solving
problems. These services increase a student’s ability to achieve a secondary school diploma or
equivalent, transition to postsecondary education and training, and obtain employment.
Workplace Adult Education and Literacy Activities include instruction at a workplace or an off-
site location that is designed to improve the productivity of the workforce. will include contextualized
literacy, English language acquisition, and workforce preparation at Educational Functioning Levels
appropriate to learners. Successful workplace literacy activities involve strong partnerships with
employers or employee organizations in the design and delivery of the instructional program based
on workplace needs.
Family Literacy Activities include interactive literacy activities between parents or family members
and their children. To offer family literacy activities as defined in WIOA requires coordination with
other services for the children’s component.
English Language Acquisition includes adult education and literacy activities for English language
learners with an additional skill requirement, comprehension of the English language.
Integrated English Literacy and Civics Education will provide Immigrants and English learners
access to English language acquisition services and civics education and may include workforce
training. English infused with civics education helps immigrants and English learners understand the
American system of government and what it means to be a citizen and to be involved in civics
activities. To live and work in the United States means not only a command of the language, but
equally important are the civics-related skills and knowledge necessary to become involved parents,
workers, and community members. Therefore, every adult education and literacy council program
offering English language acquisition services will also include civics education.
Workforce Preparation includes activities, programs, or services designed to help individuals
acquire a combination of basic academic skills and employability skills such as critical thinking skills,
digital literacy skills, and self-management skills. These activities include competencies in utilizing
resources, using information, working with others, understanding systems, and obtaining skills
necessary for successful transition into and completion of postsecondary education or training, or
employment. Workforce preparation skills will be integrated in the adult basic education and literacy
curriculum, therefore, occurring concurrently with adult basic and literacy skills instruction
Integrated education and training activities include instruction in basic academic skills and/or
English language acquisition skills, workforce preparation activities, and workforce training
contextualized for specific occupations or occupational clusters. Education will be provided in the
context of industry-specific needs that involve employers and is integrated with occupational skills
training. Programs will provide work-relevant instruction through career pathways and integrated
education and training activities. Instruction will be offered at Educational Functioning Levels
appropriate to learners. The purpose of instruction will be education and career advancement.
Providers will assist students in their roles as parents and family members by providing foundational
skills that enable them to support their children’s learning needs and improve economic self-
sufficiency for their families.
Funds may not be used for the purpose of supporting or providing programs, services, or activities
for individuals who are under the age of 16 and are enrolled or required to be enrolled in secondary
school under State law, except for such purpose if such programs, services, or activities are related
to family literacy activities. In providing family literacy activities under this title, an eligible provider
shall attempt to coordinate with programs and services that are not assisted under this title prior to
using funds for adult education and literacy activities under this title for activities other than activities
for eligible individuals.
Allowable activities, referred to as vocational rehabilitation (VR) services, are those activities
necessary to assist individuals with disabilities to prepare for, secure, retain, or regain gainful
employment. An individualized plan for employment (IPE) is the foundation for all activities funded by
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Arkansas Rehabilitation Services (ARS) for eligible individuals. Both the outcome goal and the
services outlined on each individual’s IPE must be consistent with their respective strengths,
resources, priorities, concerns, abilities, capabilities, interests, informed choice and economic self-
sufficiency. VR services, as practicable, should likewise align with the resources of core partners,
and other stakeholders to ensure that people with disabilities meet or exceed their IPE goals. In
addition to VR counseling, IPE’s may include pre-employment transition and transition services,
rehabilitation technology, training for careers that are in demand, post-secondary education,
placement with employers, interpreters, accommodations needed for job placement or retaining
employment, restorative medical services, positive behavior supports, internships, paid work
experiences, and pre-apprenticeship training.
The Department of Human Services Division of Services for the Blind (DSB) engages in activities
similar to its partner Arkansas Rehabilitation Services. One hundred percent of DSB–funded
services are focused on the most significantly disabled, individuals who are blind or severely visually
impaired. DSB provides this population with specialized vocational rehabilitation counseling services,
which are designed to assist persons who are blind or have visual impairments to prepare for
employment that is commensurate within their abilities, interests and informed choice, and is
consistent with their strengths, resources, concerns and capabilities. Vocational Rehabilitation
Counselors in conjunction with their consumers develop employability plans, which outline the
barriers, services, and steps to reach their employment goals. Referrals are made to partner
programs to provide any additional services necessary to meet or exceed the employment goals in
their plans. In addition to vocational counseling, DSB funds transition services; training for careers
that are in demand; post–secondary education; placement with employers; accommodations needed
for job placement or retaining employment; restorative medical services; internships; paid work
experiences; pre–apprenticeship training; vending stand opportunities under the Randolph–
Shepherd Act; and business ownership opportunities under the Small Business Program. In recent
years, DSB has begun placing more emphasis on the employer as a customer.
Beginning in 2014, the core programs have worked diligently together to align services across core
programs and other program partners and are including other non–core programs such as TANF,
Trade Adjustment Assistance, Career and Technical Education, Carl D. Perkins secondary and
post–secondary programs, Registered Apprenticeship and others. Staff from the core agencies is
actively engaged in training opportunities that include all operational levels of the core partners and
key stakeholders named in the combined plan. Arkansas has a good history of core programs
alignment, but to better facilitate these activities, strategies including a common intake process,
inter–agency data sharing, case management integration, and co–location of resources when
possible, are being developed and implemented. This cross–agency team is currently in the process
of developing a state policy regarding co–enrollment and developing common intake processes. This
process will encompass all programs located in the Arkansas Workforce Centers and will not be
limited to only core programs.
B. ALIGNMENT WITH ACTIVITIES OUTSIDE THE PLAN
Describe how the activities identified in (A) will be aligned with programs and activities provided by
required one-stop partners and other optional one-stop partners and activities provided under
employment, training (including Registered Apprenticeships), education (including career and
technical education), human services and other programs not covered by the plan, as appropriate,
assuring coordination of, and avoiding duplication among these activities.
The best way to ensure that activities continue to be aligned with programs and activities provided by
mandatory one-stop partners is through communication. The purpose of the WIOA law is to ensure
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that core state agencies work together to enhance the workforce development system. As a state,
we have created a combined state plan that will serve as the blueprint of how the system will work.
Local Workforce Investment Boards have been restructured to ensure that all core agencies are
represented including employers and other optional-one stop partners. It is up to the local Workforce
Investment Board to ensure that local activities are aligned with the State Plan and the law.
To best align services and resources, core and optional programs will develop joint policies and
initiatives that spur collaboration, braiding of resources, and support the inclusion of key
stakeholders in development and implementation. In order to continue to be inclusive of other
programs and align with all workforce development resources in Arkansas, it is imperative that the
work of the WIOA Roundtable continue and transition from an implementation body to a coordination
and continuous improvement body. By doing so, we set ourselves up to more efficiently bring in
other federal, state, and private or non-profit resources to the benefit of our citizens. By utilizing this
design, the WIOA Roundtable can approach additional partner programs with a united front.
Through the WIOA Roundtable, optional partners are at the table including Temporary Assistance for
Needy Families, Trade Adjustment Assistance, Career and Technical Education, Carl D. Perkins
(secondary and post-secondary), SNAP Employment & Training, and Job for Veterans State Grant.
While these partners are optional, we consider their input as vital to making the Arkansas workforce
development system streamlined and effective. Every policy developed for statewide implementation
is reviewed by subject matter experts from both core and non-core programs.
C. COORDINATION, ALIGNMENT AND PROVISION OF SERVICES TO INDIVIDUALS
Describe how the entities carrying out the respective core programs, Combined State Plan partner
programs included in this plan, and required and optional one-stop partner programs will coordinate
activities and resources to provide comprehensive, high-quality, customer-centered services,
including supportive services to individuals including those populations identified in section
II(a)(1)(B). The activities described shall conform to the statutory requirements of each program.
All core partners will provide services to individuals within statutory requirements of the programs.
Since the implementation of WIOA, leaders from core, mandatory partners, and several optional
partners in the workforce development system have been working to better align programming to
best serve the people of Arkansas. Through the forming of the WIOA Roundtable, an interagency
team of core and non-core partner programs, opportunities for leveraging resources to better serve
the needs of people utilizing the workforce system have been developed and the shared knowledge
of programs have led to better coordination of services. This process is continuing to evolve and
within the next four years, partners anticipate new systems, policies, and networks to seamlessly
and efficiently align services for individuals. The assumption is all individuals who access the
workforce system are eligible for all services provided by workforce partners, and it is the obligation
of the system to serve these individuals to the highest level of satisfaction and outcome.
For example, currently Arkansas Rehabilitation Services has counselors that come to the Adult
Education programs to provide services to eligible students. Likewise, adult education providers
have offered classes onsite at some of the Rehabilitation offices. This has been proven to be very
beneficial for students because it reduces the barriers of transportation and increases the support
clients may need to successfully transition.
In addition, both Arkansas Rehabilitation Services and local workforce boards offer on the job
training to clients who qualify. Several adult education students have been able to gain valuable
work experience as well as a salary while working towards their high school equivalency diploma.
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Core, mandatory, and optional partners are meeting on a monthly basis to discuss implementation
and service delivery issues. Through this venue, program alignment, performance accountability,
policy integration, data integration, infrastructure funding, and streamlined services are discussed.
Committees have been established on each of these topics and the workgroups meeting at least
monthly, and oftentimes more frequently. The four core state agencies are jointly developing policy
guidance for use across programs to ensure that coordination of services and activities is occurring.
This jointly developed guidance is then shared with the Arkansas Workforce Development Board for
consideration and adoption statewide. One such jointly developed policy is the Arkansas Workforce
Centers Certification Policy, which establishes standards for use by local core, mandatory, and
optional partner personnel to ensure a high level of services in the workforce centers and to support
the coordination of services delivered by all partners. In order for centers to become certified and
eventually meet excellence standards, partners must come together to coordinate activities, align
services, and meet the needs of both jobseekers and employers.
The goal of the certification process is to develop a world-class workforce center network that goes
well beyond the minimal requirements established by the Federal Workforce Investment Act. It is
critical to make the centers user friendly and attractive, creating a public image that is inviting to
jobseekers, education seekers, and employers seeking skills and talent in the local labor markets.
The certification policy brings all the tools approved by the Arkansas Workforce Development Board
(AWDB) into a single reference for Local Workforce Investment Board members and partner
programs involved in certifying or recertifying local Arkansas Workforce Centers. It is the intent of the
AWDB to provide this instrument as a guide to what is expected, not to provide the means of how it
is to be accomplished. Ongoing organizing, implementation, and ensuring continuous improvement
of the local certification process are the responsibility of the local boards and partners.
Included are minimum core standards that must be a part of the local certification and recertification
process. In a clear, concise manner this guide documents the Arkansas Workforce Board
Certification Process needed by the local board when conducting certification site visits. It also
reviews the Quality Assurance Process to be used by the Arkansas Workforce Development Board
(AWDB) to ensure minimum standards are met and that the Arkansas Workforce Center brand name
is protected. It is expected that each local workforce investment area may supplement these core
standards with additional locally applicable criteria and performance measures to ensure continuous
improvement.
Certification is not just about a one-time designation. It is an ongoing process that keeps all parties
involved and achieving at high performance levels. As such, the certification process also allows for
achieving excellence standards as continuous improvement planning occurs. This certification
process serves as an opportunity to continually re-examine, improve, and revise procedures to
ensure that the Arkansas workforce development system is a primary asset in Arkansas’s economic
growth and subsequent high quality of life.
The certification process also requires workforce center partners to coordinate their services to
employers through the development of business service liaison teams operating under a common
message and clear menu of services among all partners.
The excellence standards of the certification criteria require the following higher levels of
coordination:
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• Coordination with economic development and social service leaders
• Coordinated marketing messages among all workforce center partners
• Coordination with other workforce centers, especially business service liaison teams from
other workforce centers
D. COORDINATION, ALIGNMENT AND PROVISION OF SERVICES TO EMPLOYERS
Describe how the entities carrying out the respective core programs, any Combined State Plan
partner program included in this plan, required and optional one-stop partner programs will
coordinate activities and resources to provide comprehensive, high-quality services to employers to
meet their current and projected workforce needs. The activities described shall conform to the
statutory requirements of each program.
Since the passage of WIOA, the Arkansas WIOA Roundtable, consisting of core partners, meets
monthly to share information, identify resources, and build relationships. Because of the large
number of members, working committees are utilized to work on specific issues and the policy
committee is tasked with the coordination, alignment and provision of services to employers. A
working group has been established that consists of leaders from each agency tasked with business
relations from all of the core programs and key workforce stakeholders. The intent of this partnership
is to allow for all business relations representatives to be versed in the services provided by all core
programs and key stakeholders in order to provide this information to employers.
In 2015, an informal study was conducted to determine all of the contact points with employers that
are made by the various agencies. These contact points were defined to include the purpose and
need for employer engagement. This information was shared with more than 250 managers,
directors, and leaders in core and non-core programs during a partners meeting in the fall of 2015.
This information will be used by the working group to establish a streamlined process for making
contact with employers that will meet requirements set forth in the Arkansas Workforce Center
Certification criteria.
The Arkansas Workforce Center Certification Criteria requires the center to have a business liaison
team as the single point of contact for business services. It is expected that staff involved with
initiating employer contacts will participate on the team in a coordinated outreach program under the
Arkansas Workforce Center name and marketing approach. The team will consist of business
contact staff from all partner programs and will, at a minimum, provide the following structure and
coordination in approaching the business community:
• A team leader to coordinate the activities of the team
• A coordinated “script” to market the system to employers
• Use of the Arkansas Workforce Center name as the primary marketing approach, with
agency specialty areas (i.e. Arkansas Rehabilitation Services, Services for the Blind,
DVOP/LVER Veterans Services) presented as a part of the overall system as needed
• An information sharing strategy that makes contact results available to all team members
• A clear menu of services across all partners
• A division of duties with employer sector specializations as deemed appropriate for quality
customer service
• Multiple agency participation with clear cost and information sharing commitments
• At a minimum, job search, employer contacts, job orders, or job development leads
performed by any center staff as a result of outreach will be entered into the Wagner-Peyser
database (Arkansas Job Link)
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Arkansas has received several discretionary grants from the U.S. Department of Labor to address
workforce development and training needs of Arkansas employers and jobseekers. Specifically
through the Arkansas Apprenticeship Pathway Initiative, Arkansas Sector Partnership, and the
Arkansas Job Driven National Emergency Grant, the State has been able to connect with numerous
employers throughout the state to identify existing and emerging occupations and training needs.
These grants have enabled to the state to be very flexible and immediately responsive to the training
needs identified by employers. Through the use of project management teams comprised of core,
mandatory, and optional partners in addition to Registered Apprenticeship, two- and four-year
educational institutions, local workforce development boards, and non-profit organizations, the State
is able to most effectively deliver services through these grants and maximize on subject matter
expertise from all involved.
Arkansas understands that the WIOA legislative mandate has changed workforce development. As
such, we are currently seeking a “business facing” workforce development solution that is a
collaborative platform to connect people, jobs, programs, and data to advance the economic viability
of our state.
The Department of Career Education, Adult Education Division offers a trademarked job readiness
program, Workforce Alignment for Growth in the Economy (WAGE™ ) in which students can earn up
to six certificates in industrial, employability, customer service I and II, office technology, and bank
teller. Adult Education WAGE Coordinators work with local employers to customize training that
meets the needs of their workforce. In order to stay abreast of employers’ needs, the WAGE
Advisory Committee is made up of 51% business and industry and chaired by an employer.
E. PARTNER ENGAGEMENT WITH EDUCATIONAL INSTITUTIONS
Describe how the State’s Strategies will engage the State’s community colleges and area career and
technical education schools, as partners in the workforce development system to create a job-driven
education and training system. WIOA section 102(b)(2)(B)(iv).
Core and non-core programs have strong partnerships with the State’s two- and four-year institutions
of higher education, especially at the community college level. Several Arkansas Workforce Centers
are located on community college campuses, which enable a streamline process to move jobseekers
into needed training or resources to upgrade their skills on the campus. Community colleges are at
the forefront of workforce development in Arkansas and have strong connections with local
employers, which enable core and non-core programs such as the WIOA Title I Youth, Adult, and
Dislocated Worker programs, Trade Adjustment Assistance, and the TANF program to connect their
customers to training that leads to occupations that are in-demand.
The TANF program funds the Arkansas Career Pathways Initiative that provides funding to the
State’s community colleges to provide post-secondary training to low-income custodial parents that
are TANF eligible. This program provides supports to eligible parents to begin training in a career
pathway that will enable them to move up the ladder of success in their chosen field.
Service delivery systems for adult education programs are funded through a variety of local
administrative entities, including public school systems, colleges, literacy councils, and one
correctional institution to name a few. In fact, fifty percent of administrative units for adult education
fall under the administration of community colleges. Many local adult education programs work
directly with colleges in supporting summer transition bridge programs to college. Others assist in
helping students increase their basic academic skills in order to reduce the need for remediation.
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The Department of Career Education, Adult Education Division (ADCE-AED) partnered with the
Arkansas Community Colleges to offer Accelerating Opportunity to four community colleges and
adult education programs in the state. Accelerating Opportunity is a community college initiative of
Jobs for the Future whose goal is to ensure that more workers have the skills needed to earn
credentials that lead to family-sustaining careers. The initiative aims to change how Adult Basic
Education is structured and delivered through a collaborative effort in which a basic skills instructor
and technical college instructor co-teach and plan the curriculum for low skill level adults in a
technical course leading to a certificate credential. For the 2016-2017 program year, 84 students
were enrolled in a college career pathways program. Nine of these students were adult education
participants. Five students earned their high school equivalency diploma and 11 certifications.
At the end of each semester, program directors evaluate the success of the career pathways
program. Program areas may include the type of career pathway chosen and the number of
certifications, retention rate, educational gains, and demographic information to name a few. In
addition, identifying and reducing barriers is another component that must be considered. Based on
the assessment, adjustments are made to ensure that the program has optimal success.
Vocational Rehabilitation partners actively engage the State’s education and training providers
including community colleges and area career and technical education schools as partners in the
workforce development system to create job-driven education and training opportunities for people
with disabilities. A transition committee of the WIOA Roundtable was formed to develop strategies
and partnership with secondary education partners. This group includes statewide leaders in
secondary and post-secondary Career and Technical Education and secondary special education. In
addition, higher education, secondary education, career and technical education, two-year colleges,
registered apprenticeship and secondary schools for the blind and deaf are represented at the WIOA
Roundtable and have access to information related to activities of the core programs and
opportunities for collaboration, coordination, and partnering.
Division of Services for the Blind (DSB) has a partnership which provides college preparatory
classes to blind and low vision students utilizing the campus of the University of Arkansas at Little
Rock. DSB has arranged for college and technical school tours for blind and low vision students, so
that the students and the institutions of higher education can interact and discuss career goals prior
to applying for admission.
F. PARTNER ENGAGEMENT WITH OTHER EDUCATION AND TRAINING PROVIDERS.
Describe how the State’s Strategies will engage the State’s other education and training providers,
including providers on the state’s eligible training provider list, as partners in the workforce
development system to create a job-driven education and training system.
The core and non-core partners have a strong partnership with the Arkansas Department of Higher
Education, Arkansas Community Colleges, Registered Apprenticeship, and the Arkansas Board of
Private Career Education, the licensing board for private education in Arkansas. This partnership will
be nurtured under the implementation of this plan and encourage training providers from both public
and private institutions to engage with the State’s workforce development system and provide
feedback for continuous improvement.
For example, one adult education provider offered an Electrical Apprenticeship program last
year. Apprentices entering the electrical trade are required to be licensed by the Arkansas
Department of Labor, Board of Electrical Examiners. This is a four-year program consisting of 640
hours of classroom instruction coinciding with 8,000 hours of on-the-job training. When a student
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completes the program, he or she will be granted a "release to test" and can submit an application to
sit for the journeyman electrician's exam. The adult education classes are offered through
partnership with the Arkansas Construction Education Foundation. Last year the adult education
program served 12 students for 448 hours (in basic math as part of the electrical program).
Through partnership with the Arkansas Apprenticeship Coalition, the State has collected necessary
data to add all Registered Apprenticeship programs desiring such to the list of approved eligible
training providers. The Arkansas Department of Workforce Services has and will continue to work
with local workforce development boards to educate training providers on the process to become
eligible training providers in an effort to increase the number of providers and customer choice in
training.
The Arkansas Department of Workforce Services has partnered with the Arkansas Research Center
and the Arkansas Department of Higher Education in an effort to compile required performance data
for the continued eligibility of training providers in an effort to offset the administrative burden to the
provider. The State anticipates that this assistance will enable many eligible training providers to
remain on the list of approved training providers that otherwise would have dropped off due to the
significant reporting requirements under WIOA.
G. LEVERAGING RESOURCES TO INCREASE EDUCATIONAL ACCESS
Describe how the State’s strategies will enable the State to leverage other Federal, State, and local
investments that have enhanced access to workforce development programs at the above
institutions, described in section (E).
Education is the key to successfully implement career pathways programs across the state. The
Adult Education and Family Literacy Act (AEFLA) federal funds support the advancement of
individuals into postsecondary education and work. The grants to eligible providers require states to
consider “whether the eligible provider’s activities provide learning in context, including through
integrated education and training, so that an individual acquires the skills needed to transition to and
complete postsecondary education and training programs, obtain and advance in employment
leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship”
(Section 231(e) (8)). The integration of literacy instruction and occupational skills training is an
allowable activity that states can use leadership and federal funds to support.
AEFLA funds may be used to support the portion of an Integrated Education and Training (IET) or
career pathways program that provides instruction in reading, writing, mathematics, or English
proficiency that is below the postsecondary level. This instruction in basic literacy skills and the
English language should be contextualized to support the occupational skills portion of the program.
Curriculum for a career pathways program should adequately address both the basic literacy skills
and the occupational competencies needed for the participant to complete the program successfully.
AEFLA funds may be used to plan, develop, and deliver the portions of the curriculum that address
basic literacy skills.
As part of the state’s Accelerating Opportunity partnership with the Arkansas Community Colleges
(ACC), adult education was able to use funds to support instruction, curriculum and development,
and training; whereas, the ACC was able to use funds to pay the tuition and fees for students without
a high school diploma. Both enrolled college students in a career pathway and participating adult
students were able to benefit from having a contextualized and basic skills instructor co-teaching
together. Lastly, as a result, over 200 credentials have been awarded to students participating in
career pathways.
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ARS’s comprehensive approach to transition services will provide increased access to education. By
working closely with students with disabilities to align their individual plans for employment with their
individual education plans; opportunities for increasing accessibility and accommodations needed for
postsecondary education increase significantly. The intent of this focus on transition is to make the
best use of resources of secondary education providers and vocational rehabilitation while facilitating
education and training that leads to careers that spur economic development of the state.
DSB researches and applies all federal and state comparable services and similar benefits available
for educational access at all institutions of higher education, career, community college, and area
career and technical schools. Once this is done, DSB provides financial support to the participants
individually, based on their goals and needs. We work in conjunction with Arkansas Department of
Workforce Services and the Arkansas Career Pathways Initiative to identify training programs that
lead to real world employment experiences to match education with obtaining employment.
Through the implementation of a co-enrollment policy for core and non-core programs, opportunities
for braided funding will be realized that will essentially “stretch” the funding available through the
programs. This is possible by each program contributing what they can instead of one program
picking up the entire cost of training and supportive services. Non-core programs will be incorporated
into this customer flow and co-enrollment process.
Furthermore, the Arkansas Community Colleges, the association representing all two-year colleges
in the State, has been a vital partner in delivering services through several discretionary grants
including the Arkansas Apprenticeship Pathway Initiative, the Arkansas Sector Partnership, and the
Arkansas Job Driven National Emergency Grant. Their leadership and partnership has assisted the
State in better connecting the workforce development center system with the State’s two-year
college system.
H. IMPROVING ACCESS TO POSTSECONDARY CREDENTIALS
Describe how the State’s strategies will improve access to activities leading to recognized
postsecondary credentials, including Registered Apprenticeship certificates. This includes
credentials that are industry-recognized certificates, licenses or certifications, and that are portable
and stackable.
A master plan for improving Arkansas higher education attainment was presented to the Arkansas
Higher Education Coordinating Board on October 30, 2015. The 2015-2020 five year planning cycle
adopted in this plan is a critical component in the long-term objective to reach the 2025 goal of a 60
percent post-secondary attainment rate in Arkansas, increasing from the current estimate of 43.4
percent. By 2020, the plan is to reduce the educational attainment gap in Arkansas by increasing the
number of postsecondary credentials by 50 percent over the 2013-2014 academic year levels;
increasing the number of certificates awarded to 19,200; associate’s degrees to 12,700; and
bachelor’s degrees to 19,900.
Title I of WIOA allows funds to be provided for adults and dislocated workers who meet WIOA Title I
eligibility requirements for occupational skills training, on-the-job training, programs that combine
workplace training with related instruction, skills upgrading and retraining, entrepreneurial training,
job-readiness training, adult education and literacy activities described in section 134(3) (D) of
WIOA. ADCE-AED is collaborating with Title I programs to combine resources, reduce duplication of
services, and provide support to Arkansans.
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During the state’s administrators’ meeting the program manager from the Office of Apprenticeships
does a workshop session on apprenticeship programs across the state and how adult education can
be a partner in the process. Apprentices who may need additional academic assistance are often
referred to adult education. One of the challenges is the availability of evening classes offered in the
adult education centers to accommodate working adults. One of the ways the state is combatting this
issue is by increasing the number of distance learning classes being offered to provide around the
clock access.
The Arkansas Adult Learning Resource Center (AALRC), adult education’s professional
development center, hired consultants, Michelle Carson and Libby Livings-Eassa, to provide over 40
hours of professional development training on Career Pathways to adult education directors, staff,
and partners. Career pathway is a new concept for many adult education providers and in order for
this to be a successful initiative, training was imperative. Administrators’ were reminded of adult
education’s role in assisting students to gain portable and stackable certificates. Programs were
encouraged to start identifying partners who can help develop career pathways for students. Adult
education directors were also reminded that career pathways is now one of the 13 considerations
that must be met in order to receive federal funds; “whether the eligible provider’s activities
coordinate with other available education, training, and social service resources in the community,
such as by establishing strong links with elementary schools and secondary schools, postsecondary
educational institutions, institutions of higher education, local workforce investment boards, one-stop
centers, job training programs, and social service agencies, business, industry, labor organizations,
community-based organizations, nonprofit organizations, and intermediaries, for the development of
career pathways Section 231(e) (8)).
Local adult education providers have been working with community colleges, apprenticeship
programs, Title I programs, and health care providers to offer industry-recognized certificates,
licenses or certifications, that are portable and stackable. Currently, some providers have offered
National Center for Construction Education and Research (NCCER) certifications, Certified Nursing
Assistant credentials, Industrial Safety, OSHA training, and Welding to name a few. Other core
partners such as Arkansas Rehabilitation Services, TANF, DHS, and DWS assist by either paying for
some of these classes and certifications or offering support services such as transportation and
childcare.
Over the last five years, ARS has worked to align resources for training and education resulting in
industry recognized postsecondary credentials. ARS first focused on its own provider of
postsecondary training, the Arkansas Career Training Institute where the training and services
provided did not result in industry recognized postsecondary credentials. Now, all training programs
meet national accreditation standards, and students are able to attain multiple industry recognized
credentials. In addition, when individual plans for employment are designed, the training and
education must result in these types of credentials demonstrating value in the attainment of
competitive integrated employment.
ARS has plans to utilize statewide registered apprenticeship training providers to facilitate placement
in registered apprenticeship and one provider has been approved as a vendor for this service.
During FFY 2016, there were plans for six 40-hour pre-apprenticeship training classes to train 90
people with disabilities. However, this plan was altered based on availability of the pre-
apprenticeship training providers. By the conclusion of FFY 2017, 42 VR consumers successfully
completed pre-apprenticeship training. For the first class in FFY 2016, of the 19 successful
completers, 14 achieved competitive integrated employment, 12 are employed in high skill, high
demand careers, and two are actively searching for employment.
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There are plans for continued expansion of the use of pre-apprenticeship for VR clients in Arkansas.
In the second quarter of FFY 2018, 100 students have registered for pre-apprenticeship training.
DSB has traditionally paid tuition for vocational and postsecondary education that will lead to
employment. DSB will increase its use of Registered Apprenticeship training opportunities for its
consumers and align its resources for training and education resulting in industry-recognized
postsecondary credentials.
It is imperative for staff from core and non-core programs to increase engagement with training
providers and programs that lead to postsecondary credentials engage to ensure that they apply and
are accepted onto the Eligible Training Provider List.
I. COORDINATING WITH ECONOMIC DEVELOPMENT STRATEGIES.
Describe how the activities identified in (A) will be coordinated with economic development entities,
strategies and activities in the State.
The State recognizes that workforce development cannot be performed in a vacuum without the
connection to economic development and the priorities established by both state and local economic
development entities. To ensure that economic development strategies are at the forefront of state,
regional, and local planning, representatives of economic development organizations are on the
state and local boards. Furthermore, economic development representatives are members of the
WIOA Roundtable, which is the interagency WIOA planning team. Seven of the ten local workforce
development boards have administrative and fiscal entities that are also local economic development
organizations.
This close connection ensures that local planning is on target with local economic development
strategies. Furthermore, in 2015, the Arkansas Department of Higher Education implemented the
Workforce Investment Initiative, which provided funding for regional workforce development
planning. To qualify and apply for funding, applicants had to have a partnership that included the
support of the local workforce development board, educational entities, and that planning was based
on local economic development strategies.
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B. STATE OPERATING SYSTEMS AND POLICIES
The Unified or Combined State Plan must include a description of the State operating systems and
policies that will support the implementation of the State strategy described in Section II Strategic
Elements. This includes—
1. THE STATE OPERATING SYSTEMS THAT WILL SUPPORT THE IMPLEMENTATION
OF THE STATE’S STRATEGIES. THIS MUST INCLUDE A DESCRIPTION OF–
A. STATE OPERATING SYSTEMS THAT SUPPORT COORDINATED IMPLEMENTATION
OF STATE STRATEGIES (E.G., LABOR MARKET INFORMATION SYSTEMS, DATA
SYSTEMS, COMMUNICATION SYSTEMS, CASE-MANAGEMENT SYSTEMS, JOB
BANKS, ETC.).
Arkansas JobLink Arkansas JobLink (AJL) is the state’s integrated web-based workforce
development management information system (MIS) used by the state and local areas to share and
manage participant data between the Wagner-Peyser program, the Trade Adjustment Assistance
program and the Workforce Innovation and Opportunity Act program. AJL provides jobseekers,
employers, and workforce development professionals with tremendous flexibility and capacity for
accessing, tracking, and reporting services: self-directed, staff-facilitated, staff-assisted, and case
management.
All staff has access to and can view all services provided to clients regardless of individual program
funding. This approach allows funding streams (regardless of specific target group) to consider the
“complete package” of services provided or made available to the client reducing duplication of effort
and maximizing outcomes. It also facilitates a single process to extract required data for the
generation and submission of performance or demographic client details as required by current
mandates. In short AJL provides all workforce partners with a “whole person view” of the services
available, or provided to, each client or group.
Arkansas Job Link provides:
• One-stop case management, data collection and reporting
• A single-job placement system, which is used by all partner agencies
• Program management and reporting for WIA adult, dislocated worker, youth programs, labor
exchange, and Trade Adjustment Assistance
• A staff assisted and a self-service job match system for jobseekers and employers
• An eligibility determination process that leads staff to identify programs for which the
individual might be eligible
• Because of this program, jobseekers and business clients receive significant benefits
affecting opportunity and success. Impacts are:
• Entry to the system from multiple locations, including home
or office
• Decreased number of times the client has to provide basic
information
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• Access to additional useful information (career preparation,
labor market, disabilities resources, support services, etc.)
• Better-prepared and more timely referrals between partner
agencies
• Jobseeker access to job listings and employer access to
resumes.
Arkansas has taken a lead in the development of a direct electronic interface between our AJL and
Unemployment Insurance (UI) systems. Through this interface we ensure that all UI claimants are
registered for work and eliminates repetitive information gathering from UI claimants. We have also
implemented a proactive approach to Reemployment Services (RES) and Reemployment and
Eligibility Assessments (REA) to claimants with the goal of reducing the average length of time a
client is out of work. This effort would have been exponentially more difficult if we were not dealing
with an integrated service delivery system. Through the use of electronic wage matching, records
are regularly updated with information received from the State and other sources to identify those
who have obtained employment and calculate average earnings.
Each quarter, quarterly wage record information is loaded into AJL to measure the progress on State
and local common performance measures. The quarterly wage information includes wages paid to
an individual, the social security account number, the name of the individual, and the Federal
employer identification number of the employer paying the wages to the individual. State wage
records are available to other member states through the Wage Record Interchange System (WRIS)
on a quarterly basis. Likewise, Arkansas is able to track participants that work or move outside of
Arkansas for performance measurement purposes through WRIS wage records from member states.
All local WIOA Title I service providers have access to the state wage record information for the
purpose of measuring local common performance measures. AJL can be found at
https://www.arjoblink.arkansas.gov.
Discover Arkansas Labor Market Information Portal Arkansas Labor Market Information (LMI) is
posted online using the Discover Arkansas web portal located at www.discoverarkansas.net and is
available to the general public.
The Arkansas Adult Education Division utilizes the Literacy, Adult and Community Education System
(LACES) for reporting purposes. All programs receiving adult education federal and state funds from
the Arkansas Department of Career Education, Adult Education Division must report student data for
both reportable individuals and participants in LACES, which is an online accessible system that
allows the state and local programs to complete reports for the Office of Career, Technical, and Adult
Education (OCTAE). Required information includes demographic measures, participation measures,
and follow-up measures. Approved users can access the website at
https://laces.literacypro.com/laces/.
The Adult Education Division implemented LACES for the 2017-18 program year. Previously, the
state used the Adult Education Reporting Information System (AERIS) from the 2005 PY through the
2016 PY.
Data collected on each adult student include demographic data (age, gender, ethnicity), barriers to
employment, county residence, entering educational functioning levels as defined by the National
Reporting System (NRS), progression through educational functioning levels, employment status at
entry, follow-up achievements, test scores, class enrollment, and daily attendance. Data collected on
each instructor/tutor include personal data, title, certification, classes, and attendance for each class.
Through the data collected above, federal, state, and local reports are generated using any and/or all
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of the data. In addition, through a memorandum of understanding between the Arkansas Department
of Higher Education and the Department of Workforce Services, follow-up measures for exited
participants that enter post-secondary education or gain employment can be tracked.
All adults who receive services from adult education and literacy programs are considered reportable
individuals. Adults who have received services, have a completed Intake Form, and have at least
one contact hour of instruction, should be entered into LACES whether an assessment has been
administered. Students who have 12 or more contact hours within a program year (July 1 to June 30)
are considered participants by the National Reporting System (NRS) of the Office of Career,
Technical, and Adult Education (OCTAE). Students should be pre-tested before they have acquired
12 instruction contact hours.
All student data must be entered into LACES by the 15th of each month for the previous month’s
data. All data must be reviewed by the 22nd of each month for the previous month’s data. This
includes post-test scores in which students do not show educational gains. Students with both a
pretest and post-test will be recorded in NRS Table 4B, which is a required federal table. In addition,
all assessment scores in the system should be dated on the exact date the test was given. Test
documentation must be available in the students’ files and is subject to monitoring during site visits
and program reviews.
Each program is required to maintain and follow a policy and procedure for data entry that includes
checks and balances for data collection steps, personnel responsible for entering data, and
personnel who checks and verifies data. The process is the same for all adult education providers
regardless of location. Verification of data is checked through desk audits and on-site visits by state
program advisors.
According to Assurance 13 of the Adult Education Division Assurances, which is signed at the time
of the adult education grant award, all programs that receive adult education funds agree to submit
student data according to schedules set by the Adult Education Division. If programs are missing
data in LACES, or have data with errors or deviations, they will be notified by a program advisor and
will be required to correct the problem within one month. According to Assurance 33, the Adult
Education Division may reduce funding or terminate agreements in part or whole if it has been
determined that a program has failed to comply with the assurances.
System 7 The Arkansas Rehabilitation Services system of record for Vocational Rehabilitation is
System 7™. System 7™ is a highly configurable and intuitive case management platform. System
7™ has built-in design-for-configurability using an XML and table-driven approach. Custom
applications can be delivered quickly and affordably as well as interface with multiple outside
sources. With HTTPS and SSL security, data will remain secure in transit and at rest. System 7™ is
web-based, does not require installation on individual user workstations, and can be used anywhere
there is an Internet connection. Its use of switch settings and role based security delivers a secure
and flexible solution. System 7™’s Report Control Center and table-driven approach also allows
custom data queries and easy ad-hoc reporting. Users can easily view and collect data in real time.
System 7™ offers an intuitive Graphical User Interface (GUI) and contains an existing VR form set
for use in implementing the case management functionality. Interactive electronic forms that mirror
an agency’s paper forms can be used to enter data directly into the system, eliminating time wasted
on transcription from paper into traditional information management systems. In addition to providing
a form set, another desirable feature of System 7™ is that tools are included that allows the VR
agency to maintain and create their own reports and letters. Also, System 7™ supports digital
signatures using multiple models of electronic signature pads. In addition, it allows for centralized
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storage of scanned documents, as well as functionality that allows forms and notes to be sent to
other users securely.
Information within System 7™ is separated into modules, each of which is integral to and enhances
the functionality of the system as a whole. The case management module tracks consumer
information, while the vendor and services module allows participating vendors to be added to the
application and linked to the services they offer. An employment module tracks employers and job
opportunities. The System 7™ voucher module provides a means for preparing, reviewing, and
controlling, and submitting fiscal information to any third party fiscal system. Budget accounts are
created and maintained within System 7™. Authorizations and invoices are used to track which
vendors provided which services to a consumer or group of consumers.
AWARE System. The DHS Division of Services for the Blind’s (DSB) case management system is
known as AWARE from Alliance Enterprises, Inc. This case-management system provides records
management software for Vocational Rehabilitation. It provides systems to monitor case
progression, program finances, and overall agency performance. It also contains a job bank of
employers who have hired blind and visually impaired clients of DSB.
DSB operates as a true web-based system, meaning it has the accessibility of Internet technology
coupled with security to provide access to case information on a need-to-know basis. Data can be
accessed, collected, and reported on the vocational rehabilitation program for the blind from any
workstation within the state’s network, or if allowed by agency policy with a secure connection from
outside the state network. Staff who works with participants at schools, job sites or other facilities
can “check out” a case(s) and use perform case work in the field. Upon returning to the office, staff
checks the case back into the central system.
DSB is also pursuing Data Sharing Agreements with the Arkansas Department of Workforce
Services and has an agreement with the Arkansas Research Center through the Department of
Health and Human Services in order to collect and report on employment outcomes.
Arkansas Workforce Integrated Networks System (ARWINS) ARWINS is an information services
platform conceived and developed by the Arkansas TANF Digital Transformation Office to support
job training and other services for TANF families. With appropriate extensions, this IT system aligns
perfectly with the desired outcomes across many unique welfare and workforce development
programs like SNAP, Medicaid and WIOA. Just as important, ARWINS is affordable with the ability to
be supported by in-house IT staff. It is built using open source software, specifically Ruby on Rails,
and it follows the service standards and conventions promoted by the Whitehall Project, (for the UK
Government) U.S. Department of Labor, Instagram and Bloomberg among others. Thus, the
software, as open source, has been used, tested, and proven by a variety of other adopters, allowing
new projects to benefit from those past experiences allows for wide-spread usage at an affordable
cost.
ARWINS is designed for digital use. It is future oriented and geared toward today’s end users. In an
effort to match the current and future needs of a variety of users, ARWINS is compatible with laptops
and mobile devices—any device size or type, enabling usage anytime, anywhere, at the full
convenience of the end user.
Because ARWINS was initially developed for managing and reporting TANF programs, it has a wide-
array of configurable assessments and supports. It is designed to analyze information provided to
support staff and consumers in overcoming barriers that prevent long term sustainable employment.
It was also designed in a format that could be modified to enable individuals, including vulnerable
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populations, to use the system as a tool to support their own growth and development, empowering
them to be engaged in their own success!
ARWINS is a Web-based suite of tools and resources that provides:
Jobseekers:
• A workforce system registration module that integrates structured work readiness
assessments to identify employment barriers across a range of factors, such as:
• Employment History
• Education
• Legal Issues
• Physical and mental health problems
• Substance Abuse
• Transportation
• Child Care
• Ability to develop a consumer and family-centric career pathway plan that incorporates an
employment preparation plan. This plan includes a wrap-around barrier reduction plan that
consists of temporary supportive services offered across traditional workforce (core WIOA
partners) and welfare reform (TANF) programs as well as social programs like SNAP, Child
Care, and Medical Services
Employers and Providers:
• A workforce system registration module that gives access to a one-stop workforce services
experience
• Insight and access to customized labor market information
• Expanded visibility to potential traditional and non-traditional jobseeker candidate databases
• Program administrators and operating partners
• Screening, intake, eligibility determination and benefits issuance (EBT)
• Initial and ongoing case management
• Single view of a consumer where appropriate and feasible vis-à-vis a single individual view
that intersects provision of contextual and behavioral consumer data
• Consumer information can be recorded once and shared across multiple programs for
integrated work readiness assessment, employment planning, cross-program eligibility
determination, and aligning provider services, referrals, and invoicing, with case
management tracking.
• An outreach and communication platform that integrates with social media channels to
organize events, partnering organizations and entities, as well as active constituent
relationship management
• The system looks for and alerts users to indicators of events that need attention prior to,
rather than following, an event that may be avoided when identified in time. For example, a
TANF case manager may become aware that a participant is nearing sanction early enough
to prevent that action.
• Program Performance - Reporting, Fraud, Overpayments and Collections, Quality Assurance
ARWINS tracks payments to education, training and service providers across all programs.
Integrated processing and tracking allows partners to share resources for payments, consolidate
payment requests, and track payments across multiple programs for each consumer across the
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entire participant budget. ARWINS tracks and identifies total costs of benefits provided to any
consumer. This information can be used to determine total costs per consumer participating in a
range of activities as well as provides data on which development paths are most effective and cost
efficient enabling outcome and expenditure planning and reporting.
ARWINS also manages the privacy and security that is needed, and within this constraint, allows
multiple professionals to record and review appropriate information about the consumers they serve.
Security can be configured in a way that allows each participant’s service team, whether collocated
or not, to stay current on what is being addressed, how, the expected outcomes, and actual results
for that participant. This provides each team member, which may include a variety of professionals
from different partnering organizations or businesses, a view of the universe of that participant,
including needs, barriers, progress, and goals. ARWINS intends to allow communities to configure
security in a way that supports the needs of the teams while protecting the privacy of the individual.
The Workforce Data Quality Initiative (WDQI) supports the development of, or enhancements to,
longitudinal administrative databases that integrate workforce data education data. WDQI also
emphasizes promoting improvements and the level of quality of these systems, in addition to
increasing the accessibility of performance data, including data reported by employment services
and training providers. Education data is being collected under the Statewide Longitudinal Data
Systems (SLDS) initiative funded by the U.S. Department of Education to which the WDQI is a
parallel effort. The SLDS emphasizes the collection of workforce data and the WDQI was created, in
part, to accompany the work being done on the education side to gather longitudinal data. WDQI is a
collaborative partnership at the Federal level between the Departments of Labor and of Education.
The long-term WDQI and Statewide Longitudinal Data Systems goal for States is to use their
longitudinal data systems to follow individuals through school and into and through their work life.
WQDI grant recipients are expected to demonstrate similarly established partnerships between state
workforce and educational agencies. High quality and consistent data that is available from service
providers about services offered, and how well their customers benefited as they enter or re-enter
the labor market, are integral to informed consumer choices. In Arkansas, the WDQI is administered
by the Arkansas Department of Workforce Services through partnership with the Arkansas
Department of Education, Arkansas Department of Higher Education, Department of Human
Services, Arkansas Department of Career Education and the Arkansas Research Center.
Data made available through the WDQI has been utilized to produce performance outcomes for
various workforce development programs and to produce the baseline performance data for the
WIOA core performance goals.
A cross agency team has been developed to review the existing data systems and to develop a plan
for integrating the data available through these systems. The Arkansas Department of Workforce
Services has been identified as the lead state agency and will be responsible for working with the
Arkansas Department of Information Systems to develop an Information Technology Plan for
implementation.
Arkansas Act 912 of 2017 established a Chief Data Officer and Chief Privacy Officer within the
Arkansas Department of Information Systems. This Act supports the state’s vision of sharing data
across state agencies, while ensuring that all data will be properly protected under the joint
leadership of the Chief Privacy Officer, Chief Security Officer, and Chief Data Officer.
It is the hope of the Governor that Arkansas will become the first state in this nation to achieve
statewide data sharing and transparency capability.
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B. DATA-COLLECTION AND REPORTING PROCESSES USED FOR ALL PROGRAMS AND
ACTIVITIES, INCLUDING THOSE PRESENT IN ONE-STOP CENTERS*.
SEE ABOVE
* For the PY 2016 state plan, descriptions of data collection and reporting processes need only
include currently known indicators.
2. THE STATE POLICIES THAT WILL SUPPORT THE IMPLEMENTATION OF THE
STATE’S STRATEGIES (E.G., CO-ENROLLMENT POLICIES AND UNIVERSAL
INTAKE PROCESSES WHERE APPROPRIATE). IN ADDITION, DESCRIBE THE
STATE’S PROCESS FOR DEVELOPING GUIDELINES FOR STATE-
ADMINISTERED ONE-STOP PARTNER PROGRAMS’ CONTRIBUTIONS TO A ONE-
STOP DELIVERY SYSTEM, INCLUDING BENCHMARKS, AND ITS GUIDANCE TO
ASSIST LOCAL BOARDS, CHIEF ELECTED OFFICIALS, AND LOCAL ONE-STOP
PARTNERS IN DETERMINING EQUITABLE AND STABLE METHODS OF FUNDING
INFRASTRUCTURE IN ACCORDANCE WITH SEC. 121(H)(1)(B). BEGINNING WITH
THE STATE PLAN MODIFICATION IN 2018 AND FOR SUBSEQUENT STATE
PLANS AND STATE PLAN MODIFICATIONS, THE STATE MUST ALSO INCLUDE
SUCH GUIDELINES.
With the passage of the Workforce Innovation and Opportunity Act of 2014, the Arkansas
Department of Workforce Services, Arkansas Department of Career Education - Adult Education and
Literacy and Rehabilitative Services divisions, and the Arkansas Department of Human Services -
Division of Services for the Blind began meeting to discuss the implication of the new legislation and
begin necessary discussions for the successful implementation of the federal law in Arkansas.
In November 2014, representatives from each of these agencies formed a WIOA Roundtable that
met monthly and soon were joined by additional representatives from Registered Apprenticeship,
higher education, secondary education, two- and four-year educational institutions, Carl D. Perkins
secondary and post-secondary programs, Career and Technical Education, Temporary Assistance
for Needy Families, human services, and elected officials to engage in discussions about integration
of services provided by a multitude of service providers. This planning team established committees
to focus on critical areas in WIOA implementation to include: finance, IT system integration, policy
development, core performance measures, sector strategies, and the development of the state
workforce development plan.
The WIOA Roundtable Policy Committee meets routinely and has engaged the use of work groups
formed from staff members across all agencies to draft policies for consideration by the policy
committee. Each agency has representation on the policy committee in order to coordinate and align
activities. After the WIOA Roundtable Policy Committee has reviewed and approved the policy, it
goes to the appropriate committee of the Arkansas Workforce Development Board for consideration
and adoption. The Arkansas Department of Workforce Services as staff support for the AWDB takes
lead on posting policies for public comment and making WIOA Title I-B policies available for all staff
to access on the WIOA page of the website www.dws.arkansas.gov/wioa.htm.
In Fall 2017, the initial WIOA Title I-B Policy Manual was presented to and approved by the Arkansas
Workforce Development Board.
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3. STATE PROGRAM AND STATE BOARD OVERVIEW
A. STATE AGENCY ORGANIZATION
Describe the organization and delivery systems at the State and local levels for the programs
covered in the plan, including the organizational structure. Include an organizational chart.
Arkansas Department of Workforce Services The Department of Workforce Services administers
nine of the thirteen programs represented in this plan. The agency goal is to provide quality
workforce services that support the development of a well–trained workforce that meets employer
needs. The Department provides many services that support both jobseekers and employers and
helps people succeed throughout their working lives. We support workers during times of
unemployment, track and analyze labor market trends, and link businesses and jobseekers to a
diverse range of employment services provided by the state’s workforce system. Through DWS’
local offices, the needs of employers and job–seeking individuals are facilitated by matching qualified
workers with an employer’s specific employment needs.
DWS avidly supports Arkansas’s employer community and is cognizant of their needs. DWS offers
many services to Arkansas jobseekers and residents including: referral to suitable employment
opportunities; job training assistance to economically disadvantaged individuals and those dislocated
due to business closings, layoffs, and natural disasters; case management for disabled veterans;
assessment of an individual’s needs and referral to supportive agencies and programs.
The agency director is appointed by the Governor and is a member of the Governor’s Workforce
Cabinet. The agency has approximately 1,000 employees and has eight divisions which include:
Unemployment Insurance, Employment Assistance, Temporary Assistance for Needy Families,
Legal Services, Financial Management and Administrative Services, New Hire Registry and Career
Readiness Certification, and Field Operations.
Below is a list of programs administered by the Department.
• Wagner–Peyser Employment Services
• Local Veterans Employment Representatives
• Disabled Veterans Outreach Program
• WIOA Youth Program
• WIOA Adult Program
• WIOA Dislocated Worker Program
• Rapid Response and Layoff Aversion
• Trade Adjustment Assistance
• Alien Labor Certification
• Workforce Opportunity Tax Credit
• Temporary Assistance for Needy Families (TANF)
• Transitional Employment Assistance
• Arkansas Work Pays Program
• Labor Market Information
• Unemployment Insurance
• Trade Readjustment Allowance
• New Hire Registry
• Career Readiness Certification
• Discretionary Grants
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The Arkansas Department of Workforce Services also serves as the Governor’s Administrative Entity
for WIOA Title I funding, provides staffing support for the Arkansas Workforce Development,
provides technical assistance to local workforce development boards, and monitors their activities.
The agency operates the above listed programs through a budget of just over $1 billion annually and
awards funding for WIOA Title services to ten local workforce development boards for delivery of
services locally in addition to numerous sub grantees for delivery of services through the TANF
program and discretionary grants awarded to the agency from multiple sources.
An organizational chart of the agency is included in Appendix 3.
The Arkansas Department of Career Education (ADCE) is under the authority and leadership of the
Career Education and Workforce Development Board. The State Board is appointed by the
Governor and is charged with the responsibility for overseeing and directing the work of ADCE. The
Director for the agency is appointed by the Governor. The agency has four divisions and includes
Adult Education, Career Technical Education, Office of Skills Development, and Rehabilitation
Services. The mission is to provide leadership and contribute resources to serve the diverse and
changing career educational needs of Arkansas youth, adults, and persons with disabilities.
Arkansas is fortunate to have two of the four required core partners under one agency along with an
optional partner, Career Technical Education.
The Arkansas Department of Career Education (ADCE), Adult Education Division funds 36 local
adult education programs and literacy councils and the Arkansas Adult Learning Resource Center
(AALRC), the adult education’s professional development training center. The adult education
programs are supported with $5.2 million received under Tittle II of the Workforce Innovation
Opportunity Act and $19 million in state funding.
The Designated State Agency for General Vocational Rehabilitation in Arkansas is the Arkansas
Department of Career Education (ACE) division of Arkansas Rehabilitation Services (ARS). Title IV
of the Federal Rehabilitation Act of 1973, and as amended in 1998, provides for states receiving
federal vocational rehabilitation funds to appoint a state director and to create a State Rehabilitation
Council (SRC). The state director of the Arkansas vocational rehabilitation program is the
Commissioner of Arkansas Rehabilitation Services and is appointed by the ACE Director. The ARS
Commissioner and the senior leadership of ARS provide oversight and coordination for three major
components including, Field Services, the Arkansas Career Training Institute, and the programs
under Access and Accommodations.
Field Services personnel provide the local level coordination and facilitation of all general vocational
rehabilitation services. This includes, but is not limited to, vocational rehabilitation counseling,
vocational case management, eligibility determination, individual employment plan development,
transition services, and job placement. The Arkansas Career Training Institute is a comprehensive
vocational rehabilitation center and provides an array of training, vocational evaluation,
accommodation, and supportive services for ARS clients. The programs organized under Access
and Accommodations provide an array of assistive technology, technical assistance, and advocacy
services for consumers with significant disabilities, and their potential employers, concerning
ergonomics and accommodations in the workplace, i.e., flashing light systems, modified keyboards,
voice activated software, and text magnification aids.
The organizational chart for the Arkansas Department of Career Education can be found in Appendix
3.
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Department of Human Services The Department of Human Services (DHS) is Arkansas’s largest
state agency, with more than 7,500 employees working to ensure citizens are healthy, safe and
enjoying a high quality of life. The agency’s skilled and passionate staff cares for Arkansans of all
ages. People needing support will find at least one local DHS office in each of the state’s 75
counties. Arkansans may apply for a vast array of services at their local county office as well as
online. Services include ARKids First health insurance for children, the Supplemental Nutrition
Assistance Program (SNAP, formerly known as food stamps), Transitional Employment Assistance
(TEA) and Medicaid. Through a blend of federal and state Medicaid funds, DHS pays for 64 percent
of the babies born in Arkansas each year and for the care of 69 percent of the state’s nursing home
patients. Additionally, DHS protects children and the elderly who have been abused or neglected;
finds adoptive homes for foster children; funds congregate and home–delivered meals for the
elderly; regulates nursing homes and childcare facilities; supports high–quality early childhood
education; treats and serves youth in the juvenile justice system; oversees services for blind
Arkansans; runs residential facilities for people with developmental disabilities; manages the
Arkansas State Hospital and Arkansas Health Center for those with acute behavioral health issues;
and supports nonprofit, community and faith–based organizations that depend on volunteers to
continue programs vital to our communities. The agency also works with a system of community
mental health care centers to provide mental health services to nearly 74,000 people each year. In
all, DHS serves more than 1.2 million Arkansans every year. To manage these services and
programs efficiently, DHS has ten divisions and five support offices headquartered in Little Rock in
addition to the 85 county offices.
Two of DHS’ programs are represented in this plan including Vocational Rehabilitation Services
provided through the Division of Services for the Blind and the Supplemental Nutrition Assistance
Program (SNAP) Employment & Training Program.
The Department of Human Services, Division of Services for the Blind is the designated State
Agency to provide services for rehabilitation and social services to blind and severely visually
impaired persons age 14 and above in Arkansas. The agency has a director appointed by the
Governor, but federal regulations stipulate the vocational rehabilitation designated state unit must
utilize a commissioner. The DSB Director and the senior leadership of DSB provide oversight and
coordination within the constraints of state and federal laws to fulfill its mission through the following
goals:
• Employment – To assist Arkansans who are blind or visually impaired to secure or maintain
employment and consistent with their skills, abilities, and interests.
• Rehabilitation – To assist Arkansans who are blind or visually impaired to live as
independently as possible through the development of skills, accommodations, or
adaptations that are necessary to perform all activities of daily living.
• Prevention of Blindness – To assist in preventing blindness stabilizing vision, and, where
possible, restoring vision.
Field Services personnel provide the local level coordination and facilitation of all general vocational
rehabilitation services for individuals with blind or visual impairment issues. This includes, but is not
limited to, vocational rehabilitation counseling, vocational case management, eligibility determination,
individual employment plan development, transition services, and job placement.
Business and Technology personnel provide assistance to educate consumers to develop
management and business ownership within the Vending Facility Program (VFP). The Vending
Facility Program Services are available to eligible blind persons who are interested in and have the
necessary skills to manage snack bars throughout the state. VFP locates the sales site, equips and
stocks the facility initially, maintains the equipment, and provides oversight and record keeping.
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The organizational chart for the DSB may be found in Appendix 4.
B. STATE BOARD
Provide a description of the State Board, including—
The Arkansas Workforce Development Board was created by Arkansas Act 907 of 2015 and serves
as the policy-making and oversight body for the State’s workforce development system. The
Arkansas Workforce Development Board is a 32-member private sector led board. Of the 32
members, 17 members are private sector business leaders from various industries from throughout
Arkansas. Also represented on the board are representatives from organized labor, Registered
Apprenticeship, chief elected officials, community-based organizations, and the directors of the state
agencies responsible for workforce services, career education, economic development, vocational
rehabilitation, education, and higher education.
The membership roster for the Arkansas Workforce Development Board can be found online at
http://dws.arkansas.gov/AWDB/BoardMembers.htm and includes the membership category of
representation as well as their professional affiliation.
The board meets on a quarterly basis and has a standard agenda layout to ensure that all of the
activities of the board are being reported consistently and that the Executive Committee is able to
monitor those activities. The order of business includes:
• Roll call
• Action on the minutes of the preceding meeting(s)
• Report of the Chairperson
• Report of the staff director
• Report of the Executive Committee
• Report of the standing committees
• Report of any ad hoc committees
• Other specified agenda items
• Communications, petitions and miscellaneous
• Adjournment
1. MEMBERSHIP ROSTER
Provide a membership roster for the State Board, including members’ organizational affiliations.
The membership roster for the Arkansas Workforce Development Board can be found online at
http://dws.arkansas.gov/AWDB/BoardMembers.htm and includes the membership category of
representation as well as their professional affiliation.
2. BOARD ACTIVITIES
Provide a description of the activities that will assist State Board members and staff in carrying out
State Board functions effectively.
Every new member is provided a thorough orientation that includes information on the following:
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• Introduction to the Workforce Innovation and Opportunity Act
• Introduction to the Arkansas Workforce System to include the purpose, guiding principles,
employer-driven focus, importance of business relationships, and services to employers and
jobseekers
• Information regarding the Arkansas Workforce Centers including the hallmarks of excellence,
goal of workforce centers, accessing services, operational and functional requirements for a
workforce center, partner programs, more detailed info on employer and jobseekers
services, employment resources, assessments, job coaching, and building toward excellence
• Information on the workforce board including the board vision, mission, role of the board,
strategic planning, using labor market information, oversight responsibilities, evaluation,
innovation, collaboration, attracting and involving employers, and targeted industries in the
State
• Information regarding how to be a successful board member including areas of responsibility,
the appointment process, key characteristics of a successful workforce board member,
networking, conflict of interest, Arkansas Freedom of Information Act, and board staff roles
The newly formed board received orientation in June 2015, had a two-day training and strategy
session on WIOA law in July 2015, and held a two-day strategic planning session in November and
December 2015 to formulate goals and objectives for the state plan. Since June 2015, the full board
and its Strategic Planning, Program and Performance Evaluation, and TANF Oversight Committees
have once per quarter.
4. ASSESSMENT AND EVALUATION OF PROGRAMS AND ONE-STOP PROGRAM
PARTNERS
A. ASSESSMENT OF CORE PROGRAMS
Describe how the core programs will be assessed each year based on State performance
accountability measures described in section 116(b) of WIOA. This State assessment must include
the quality, effectiveness, and improvement of programs broken down by local area or provider.
Such state assessments should take into account local and regional planning goals.
The State will assess its core programs through on-going continuous improvement strategies
including:
• State and local level fiscal and programmatic monitoring (on-site and/or desk reviews) of all
programs within our combined plan
• Customer Satisfaction Surveys (for both the jobseeker and employer) are conducted
annually
• State and local level data validation of all programs within our combined plan
• The Program and Performance Evaluation Committee, a subcommittee of Arkansas
Workforce Development Board, will meet quarterly to make recommendations on
performance standards for the forthcoming year and to review actual outcomes across
programs, make recommendation for improvement and/or corrective action to ensure
attainment of performance standards for all partners
• As a state agency, there are annual audits of programs conducted and specific, as needed,
audits conducted by a third party
The state also ensures that local workforce development areas meet performance accountability
measures and will provide technical assistance when needed. ADWS plans to issue a policy on
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system assessment to ensure that the current actions are being coordinated in a way that allows
core partners to review relevant information and take action to improve the system.
Each agency will be responsible for conducting an evaluation of their programs and reporting results
to the PPE Committee of the State Board.
B. ASSESSMENT OF ONE-STOP PARTNER PROGRAMS
Describe how other one-stop delivery system partner program services and Combined State Plan
partner programs included in the plan will be assessed each year. Such state assessments should
take into account local and regional planning goals.
At a minimum, workforce delivery system partner program services, and the partner programs
included in this Combined State Plan, will be assessed using performance measures they have in
common, in addition to other performance accountability measures required by each program’s
funding source(s) and grants. Performance will be reviewed at both the state and the local workforce
area level.
Each program’s performance in each of the primary indicators of performance will be a start point for
further evaluation of the quality, effectiveness and opportunities for improvement. Each partner
program will submit their performance metrics into a statewide dashboard on a quarterly basis. Each
partner program will report out to the Program and Performance Evaluation (PPE) Committee with
their accomplishments, plans, and strategies to continue to make improvements, how they address
areas that are not being met and the identification of resources or support they need to move
forward.
The state and local areas will be assessed based on a comparison of the actual performance level
with the adjusted level of performance each quarter and annually. The following definitions will be
utilized to determine if a core program exceeded, met, or failed to meet the negotiated levels of
performance. These definitions are developed based on the understanding that they are the same
definitions to be utilized by the federal agencies in determining if the State met performance. Absent
federal guidance on this subject at the time of plan development, these definitions may need to be
adjusted subsequent to the issuance of federal guidance later in 2016.
Levels of Proficiency and Actions "Exceed" Condition: If the actual performance in any indicator is
greater than 100 percent of the adjusted level, the measure will be considered to "exceed" the
measure’s adjusted rate.
Action: This is an indication that the program is providing high quality and effective services. The
state or local area is expected to, consistent with economic conditions and characteristics of the
participants continue to improve its performance. The programs are encouraged to innovate in
service delivery, processes and practices. An example is to evaluate programs through a process
improvement models, such as Lean Six Sigma, process mapping, simulation, DRIVE.
"Meet" Condition: If the actual performance in any indicator is 90 percent or more and lower than 100
percent of the adjusted level, this measure will be determined to "meet".
Action: The program is required to improve its performance to meet 100 percent of the adjusted rate.
The program will continue to improve processes, practices and to adjust strategies in order to create
a higher quality workforce system.
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"At-Risk" Condition: If the actual performance in any indicator is more than 50 percent and below 90
percent of the adjusted level, the measure will be characterized as "At-Risk ". According to the
proposed threshold outlined in §677.190(d)(1), each program is required to average at least a 90
percent average of their indicator scores in order to pass the Overall Program Score criteria.
Additionally, the second threshold in §677.190(d)(1) requires the state’s Overall Indicator Score to be
an average score of 90 percent or greater in each indicator across all core programs. In the case of
performance characterized as "At-Risk", the individual indicator does not achieve 90 percent of the
adjusted score. This may put the state or local area at risk of failing the Overall Indicator Score and
Overall Program Score criteria. Meeting the 50 percent threshold is only an indicator that the quality
and effectiveness of the program in a specific measure meets the minimum standards established by
the Federal government in a specific measure. This performance level is however, not an indication
that the overall quality and effectiveness of the program necessarily met.
Action: The program is required to improve its performance to meet the 90 percent threshold by
improving processes, practices and to adjust strategies in order to create a higher quality workforce
system.
"Fail" Condition: If the actual performance in any indicator is less than 50 percent and the adjusted
level, this measure will "fail" the proposed threshold outlined in §677.190(d) (2). This indicates a
specific measure requires improvement in order to be compliant with federal standards. It is the
minimum standard of the quality and effectiveness of services.
Action: In instances when the state or a local area falls below this threshold, immediate technical
assistance will be provided by the appropriate office to improve the proficiency of staff members in
providing WIOA services, provide an opportunity to develop strategies to improve the program’s
ability to meet performance measures.
Levels of Proficiency Requirements
• Exceeding Indicator Greater than 100 percent
• Innovate and stay on top
• Strive for national excellence
• Meet Indicator between 90-100 percent
• Process, practice improvement, adjust strategies
• At-Risk Indicator between 50-90 percent
• Technical Assistance available, process, practice improvement, adjust
strategies
• Fail Indicator Less than 50 percent
• Immediate mandatory Technical Assistance, process, practice improvement
Additional Metrics In addition to the primary indicators of performance, secondary metrics may be
created and reviewed to more fully assess the activities and performance of a program. The data
elements on the WIOA annual state and local report as well as the Eligible Training Provider reports
will be reviewed to identify strengths, weaknesses, opportunities and threats to workforce training
programs. Areas for improvement may be identified from these metrics.
C. PREVIOUS ASSESSMENT RESULTS
Beginning with the state plan modification in 2018 and for subsequent state plans and state plan
modifications, provide the results of an assessment of the effectiveness of the core programs and
other one-stop partner programs and Combined State Plan partner programs included in the Unified
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or Combined State plan during the preceding 2-year period (i.e. the 2-year period of the plan
modification cycle). Describe how the State is adapting its strategies based on these assessments.
The Arkansas Workforce Development Board has monitored the performance of WIA (now WIOA)
Title I programs as well as the Wagner-Peyser Performance. All common and supplemental
measures were met or exceeded. A formal evaluation of the Arkansas Workforce Center System has
not been conducted since before program year 2011. When the WIA State set aside funding was
reduced from fifteen percent of the total grant to only five percent, funding did not exist to conduct
formal evaluations; however, the Arkansas Department of Workforce Services has conducted annual
monitoring of programmatic and fiscal management of grants to ensure that funds are being spent in
compliance with federal and state laws and regulations.
The Arkansas Department of Career Education oversees the performance outcomes Vocational
Rehabilitation, Adult Education, and Carl Perkins funding to ensure both federal and state standards
are met.
In addition, the continuation of oversight of performance outcomes, the Program and Performance
Evaluation committee will focus on partners’ performance and eligible training providers. Not only do
they establish and monitor partner performance, they will also look at continuous improvement
strategies related to credential, skills gains, and business performance. The levels of performance
established by the Adult Education Division for each of the core indictors of performance for adult
education and literacy activities are expressed in objective, quantifiable, and measureable forms and
will show progress towards continuously improving performance.
In order to ensure optimal return on the investment of federal and state funds in adult education and
literacy activities, ADCE-AED shall reach an agreement with the Office of Career, Technical, and
Adult Education (OCTAE) on target levels of performance for each of the core indicators of
performance for each year of the grant. In addition, the state office shall submit an annual report to
OCTAE showing progress and continuous improvement. ADCE-AED will continue to conduct annual
reviews and evaluations on local programs according to goals and objectives established and
agreed upon by the AED and the local program.
Levels of Performance (Adult Education): Core Indicators (CI) of Performance - Section 116(b) of
WIOA measures the percentage of Adult Education participants (12 contact hours or more) who
complete or advance one or more educational levels in reading, writing, and speaking in the English
language; numeracy; problem solving; English language acquisition; and other literacy skills
measured by mastery of one or more competencies identified on a standardized instrument
approved by Adult Education Division (AED). For 2016-17, the achievement of a secondary school
diploma was included in these measurements. The completion percentages for each level is outlined
below.
Entering Educational
Functioning Level
2015-16 2016-17
Target Target
ABE* Level 1
48%
49%
ABE Level 2
43%
44%
ABE Level 3
41%
43%
ABE Level 4
42%
44%
ASE** Level 5
40%
48%
ASE Level 6
N/A
N/A
ESL*** Level 1
34%
32%
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ESL Level 2
43%
39%
ESL Level 3
40%
46%
ESL Level 4
42%
48%
ESL Level 5
34%
39%
ESL Level 6
27%
20%
*ABE= Adult Basic Education; ** ASE= Adult
Secondary Education; ***ESL= English as a Second
Language
Follow-up Outcome Measures were changed between the 2015-16 and 2016-17 program years due
to implementation of WIOA. For 216-17, target indicators were not implemented and actual
achievements have not yet been calculated. All follow up measures apply to those participants who
exited during the program year.
2015-16 Follow-up
Outcome Measures
2015-16
Target
2016-17 Follow-up
Outcome Measures
2016-17 Targets
Entered Employment*
67%
Employed 2
nd
Quarter after exit
Targets for the
WIOA follow-up
measures have not
been set.
Baseline data will be
submitted in the
2017-18 and 2018-
19 program years.
Retained
Employment**
76% Employed 4
th
Quarter after exit
Enter Post-Secondary
Education or
Training***
97%
Median Earning 2
nd
Quarter after
exit
GED**** 29%
Attained a Secondary School
Diploma/Recognized Equivalent and
Enrolled in Postsecondary Education
or Training within one year of exit
Attained a Secondary School
Diploma/Recognized Equivalent and
Employed within one year of exit
Attained a Postsecondary Credential
while enrolled or within one year of
exit
*Includes learners employed and not employed at time of entry and in the labor force, and attain
employment by the first quarter after exit quarter.
**Includes learners who were employed at the time of entry and who were employed the third quarter
after exit
***Includes learners who earned a secondary credential while enrolled in adult education, or had
secondary credentials at entry, or are enrolled in a class specifically designed for transition to
postsecondary education or training.
****Includes learners who took all GED tests, or enrolled in adult high school at the high ASE level.
During FY2016 and FY2017, Arkansas Rehabilitation Services (ARS) met or exceeded all
performance measures required by the Rehabilitation Services Administration. ARS increased the
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number of individuals who achieved employment outcomes from 2,412 in FY 2016 to 2,630 in FY
2017.
The above successes can be attributed to ARS’ goals and strategies to expand and improve
services offered to individuals with disabilities. ARS significantly improved its name recognition
resulting in improved referrals and increased employment outcomes. ARS provided education to
employers about disability issues and the value and experience individuals with disabilities has to
offer. Vocational rehabilitation counselors and business relations representatives were trained on
how to better reach the unserved and underserved minority populations, and how to utilize Assistive
Technology at Work (AT@Work) and the Increasing Capabilities Access Network (ICAN) to provide
individuals with disabilities with a broad range of assistive technology services and devices.
In collaboration with stakeholders, ARS developed a job coaching training certificate program and
implemented it in FY2014 through FY2015. The job coach training was offered online and through
live training throughout the state to supported employment providers. ARS worked closely with the
Arkansas Career Training Institute (ACTI), a comprehensive rehabilitation center, to place graduates
in employment. ACTI provided counseling and case management, vocational assessments and
evaluations, vocational training, and employability skills. The Arkansas Transition Program and ACTI
partnered to develop and implement the Transition Employment Program (TEP). This program
targeted high school students to provide training and work experiences during the summer following
their junior year. TEP continues to expand. Since the inception of the program in FFY 2014, over
200 students with disabilities completed the five-week program. This is remarkable since the pilot
class had only 14 successful completers. For FFY 2018, the program will be shortened to four
weeks. This is based on feedback from students and parents.
ARS, in collaboration with Arkansas Transition Services, provided guidance to high schools to
improve transition services from school to post-school activities including postsecondary educational
and employment opportunities. In addition, ARS worked with Arkansas PROMISE, a research
project, open to youth ages 14 to 16 who currently receive SSI benefits. Participants and their
families received services to support their education and career goals. Services included: intensive
case management, two paid competitive work experiences, education and employment training and
support for youth and families, health and wellness training, and benefits counseling.
ARS continued to support Project SEARCH, an international one-year internship program for
individuals with developmental disabilities who desire sustainable, competitive employment.
Pre-employment Transition
In order to improve the transition of students with disabilities from school to postsecondary education
and employment, the Department of Career Education-Arkansas Rehabilitation Services and the
Arkansas Division of Services for the Blind will support the following transition services to Vocational
Rehabilitation personnel, the Arkansas Department of Education, Special Education Unit, and the
local
education agencies by:
1. Providing direct instruction to vocational rehabilitation counselors, school transition personnel, and
other persons supporting students with disabilities through group conferences, providing
instructional materials and guidelines, reporting forms, training through webinars, and fielding
telephone/email communications;
2. Coordinating public speaking and training activities on transition services provided by local
education agencies under IDEA;
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3. Developing model transition demonstration projects, and establishing or supporting partnerships
involving the local education agencies to achieve the goals of improved transition outcomes.
ARS executed a Memorandum of Understanding (MOU) with Community Rehabilitation Programs
(CRPs) and WIOA partners to provide pre-employment transition services. Additionally, ARS has
increased the utilization of pre-employment transition training services at ACTI.
During FFY 2016 and FFY, 2017ARS received technical assistance from the Arkansas Department
of Education and the National Technical Assistance Center on Transition (NTACT). NTACT
continues to provide targeted technical assistance and professional development to a combination of
organizations including VR, LEA, and VR service providers to implement evidence based and
promising practices ensuring students with disabilities, including those with significant disabilities,
graduate prepared for success in postsecondary education and employment.
Division for Service of the Blind (DSB) previous assessment results provides the results of an
assessment of the effectiveness of the core programs and other one-stop partner programs and
Combined State Plan partner program included in the plan during the preceding 2-year period.
Describe how the State is adapting its strategies based on these assessments.
During FY2014 and FY2015, DSB increased the number of individuals who achieved employment
outcomes from 335 in FY2014 to 366 in FY2015. In FY2014, sixty-three percent of the participants
who exited the Vocational Rehabilitation (VR) program for the blind and visually impaired achieved
an employment outcome. Sixty-eight percent of individuals who exited the VR program for the blind
and visually impaired achieved an employment outcome in FY2015. All DSB clients are individuals
with significant visual impairments or blindness.
Below is a detailed report of the strategies used in FY2015 and the assessment results of those
strategies. DSB is using these strategies to strengthen and improve service delivery to visually
impaired and blind participants who want to work by focusing on independent living skills that will
allow participants to have freedom of movement, self-care skills, and the technological access they
need to compete with non-disabled individuals. Next, DSB focuses on educational preparation in
high school, career counseling and work experience situations. Youth and adult clients with no
previous work history require similar strategies. DSB has improved from FY2014 to FY2015 by
focusing on post-secondary educational preparation programs for participants, programs that are
readily available in the job market and have frequent hiring upon graduation. Participants are
encouraged to be active partners in their career selection by researching career fields, visiting job
sites, and talking to colleges. DSB clients know who is hiring and where prior to beginning a field of
study. DSB assists by making the connections and conversations happen. Moving forward DSB will
focus on improving relationships with employers so that participants have ready access to real world
situations and possibilities.
Evaluation and Reports of Progress: VR and Supported Employment Goals. An evaluation of the
extent to which the VR program goals described in the approved VR services portion of the Unified
or Combined State Plan for the most recently completed program year were achieved. The
evaluation must: • Identify the strategies that contributed to the achievement of the goals. • Describe
the factors that impeded the achievement of the goals and priorities. Evaluation of FY 2015 VR
Goals: Below are the evaluation and reports of progress for the most recently completed FY 2015
VR Goals and Priorities, covering October 1, 2014 - September 30, 2015: Goal 1: DSB will increase
the employment opportunities for people who are blind or severely visually impaired. Strategy: VR
Counselors and Rehabilitation Teachers will make job contacts with employers. Performance
Measure: • Each VR Counselor and Rehabilitation Teacher will make two face-to-face job contacts
with employers per month. • A brochure will be developed to give employers. Goal Met/Extended:
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Counselors and Rehabilitation Teachers continue to make two face-to-face contacts with employers
per month and document them in monthly reports. Development of an employer brochure is
continuing in cooperation with the Department of Career Education. Strategy: DSB will encourage
and support viable self-employment. Performance Measure: • All self-employment proposals will be
reviewed by a team composed of the Business and Technology Unit Manager, the Field Services
Administrator, and the VR Counselor to ensure that a proposal is realistic and sustainable before it is
approved and any funds are provided. • In addition to the goal and steps of self-employment being
on the IPE, the consumer must complete a written business plan with the DSB business-ownership
team described above. • A brochure will be developed to provide interested consumers with
information about DSB’s small business self-employment program. • Staff will receive training in
Operation Jumpstart, a hands-on, microenterprise development program designed to help
entrepreneurs test the feasibility of their business ideas and plan to launch new ventures. DSB’s
Operation Jumpstart’s mission is to help consumers who have expressed an interest in starting their
own business, explore the possibility, develop a business plan, and start their own business. In doing
so we help them become economically independent and be an active part of their communities. Goal
Met/Extended: This process was followed and business plans were submitted and approved.
However, the Small Business Program was restructured and moved to the Field Services unit. As a
result, plans for a small business brochure are being revised. Instead of doing an
Operation Jumpstart training in 2015, it was decided to do one-on-one assistance to consumers as
needed using the Small Business Developer. Strategy: Based upon consumer response and
effectiveness, DSB will continue to hold Job Clubs to assist participants in acquiring job seeking
skills and improving their probability of securing employment. Job Clubs also encourage peer
mentoring. Performance Measure: • Job Clubs will be held at least once a month at the DSB Tech
Lab and field offices. Goal Met: Job Clubs are being conducted as planned. Strategy: DSB will
continue to refer individuals for benefits counseling. Performance Measure: • Area Supervisors will
monitor caseloads to ensure that VR Counselors will refer at least 10 consumers per caseload for
benefits counseling. • The monthly report will be revised to capture this information. Goal Met: The
White River Area Agency on Aging continues as an employment network doing benefits counseling
for DSB consumers. Instead of revising the monthly report, a form specific to benefits counseling
referrals was developed. Strategy: DSB will continue to refer eligible Older Blind individuals to VR.
Performance Measure: • DSB will refer 100% of eligible Older Blind individuals to VR. Goal Met: All
Older Blind individuals interested in employment are referred to VR. Strategy: DSB will continue to
recognize successful consumers and their employers and will encourage peer mentoring.
Performance Measures: • Each counselor who has been in his/her position for at least a year will
nominate one individual from his/her caseload as a candidate for state Consumer of the Year and
encourage the individual to serve as a peer mentor to other people who are blind or severely visually
impaired. • DSB will award Consumer of the Year candidates and their employers with
trophies/plaques and related publicity. Goal Met: Counselors are nominating outstanding Consumers
of the Year, and the consumers and their employers are being recognized with trophies/plaques and
publicity. Strategy: DSB will continue to expand its assistive technology services and improve access
to these services and equipment. Performance Measures: • DSB will acquire specialized training to
develop the skills and credentials of Rehabilitation Teachers. • DSB will continue to assign new
Rehabilitation Teachers to assistive technology training as vacant positions are filled, so that staff
can provide basic technology support to consumers in their respective geographic areas statewide.
Supervisors will schedule veteran RTs for remedial training as a formal part of their professional
development plan. • DSB will continue to provide training to new Workforce Services staff as
vacancies occur in order to increase their knowledge of accessible technology and the needs of
consumers. • DSB staff will continue to meet consumers at Workforce Services offices, including
DSB-sponsored accessible kiosks, in order to assist consumers in their job searches and in
becoming more comfortable interacting with the public in an employment setting. Goal Met: DSB
provided new Rehabilitation Teachers with assistive technology training and continued to train
Workforce Services staffs. VR Counselors met consumers at accessible kiosks to assist them in their
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job searches. Strategy: DSB will increase the skills, credentials and professional affiliations of its
novice Vocational Rehabilitation Counselors as they move to assume senior counseling
responsibilities in connection with DSB overall succession planning. Performance Measures: •
Novice counselors will attend a specific orientation to VR issues and will participate in specialized
training, through the Arkansas Rehabilitation Association or other qualified sources. • Novice
counselors will be exposed to professional organizations each year, as documented in their
professional development plans. Goal Met: Novice counselors were given the opportunity to attend
the ARA annual conference and to apply for stipends to attend the conferences of professional
organizations. Strategy: DSB will contract with local providers to secure select VR services to
capitalize on the established relationships of such contractors with local employers, to secure
appropriate employment for DSB clients in geographic proximity to their homes. Performance
Measure: • Deliverables within the contracts will be met. Goal Met: Instead of contracting with
employment providers, DSB decided to pay private, local job placement specialists on a fee-for-
service basis. Strategy: DSB will establish multi-layered support systems for clients by developing
performance based contracts with Faith-Based Organizations (FBO’s) and other providers across
the state, as an extension of their missions, to provide depth to volunteer employment-related
transportation and other services in rural areas of the state. Performance Measure: • Deliverables
within the contracts will be met. Goal Met: Deliverables were met by CIL’s who participated in the
RFQ and contracted with DSB, but some CIL’s chose not to participate. No responses were received
from FBO’s. Strategy: DSB will establish an information clearinghouse and scheduled demonstration
lab on selected college campuses to inform Transition Partner organizations of the needs of students
with significant vision problems, and the cost-effective resources available to them. Performance
Measure: • An information clearinghouse and scheduled demonstration lab will be established on at
least one college campus. Goal Met: The Business and Technology Unit demonstrated technology to
college and high school students on a college campus. Strategy: DSB will explore ways to better
utilize the DSB central Tech Lab. Performance Measure: • DSB will redesign the technology needs
assessment and database process for the DSB central Tech Lab to better align it with RSA
guidelines on Rehabilitation Engineering. This is a specific initiative of the DSB Leadership Training
Team, in partnership with the Oklahoma Wicked Innovation: Next Generation Solutions (WINGS)
leadership training project. Goal Met: A survey about Tech Lab services was received by consumers
and DSB staff. The response rate was very low, but the WINGS project itself led to the purchase of
an instructional library for use when teaching in the Tech
Lab. This library includes tutorials for MS Word, Excel, PowerPoint, and Outlook for use with JAWS,
MAGic, Window-eyes, and Internet Explorer. The tutorials are updated on a regular basis and
additional instructional materials for other software and equipment is added as needed or available.
Strategy: DSB will convert its client data MIS system to a web-based environment. Performance
Measures: • Counselors will be able to enter client data and gather signatures during local visits,
which will streamline the flow of services. • The new system will facilitate the production of statistical
reports. Goal Met: DSB purchased the AWARE data management system and all staff are now
proficient in its use. Strategy: To augment the efforts of DSB staff, DSB will use peer mentoring in a
variety of situations to allow experienced consumers to provide information, advice, and support to
less experienced consumers, often leading and guiding by example of his/her success in an area.
Performance Measures: • Peer mentoring will be used to connect consumers interested in self-
employment with individuals who have owned small businesses and can offer advice and support. •
Consumers of the Year will be encouraged to provide peer mentoring to other individuals who are
blind and severely visually impaired that are trying to manage their rehabilitation plans, gain
marketable skills, and secure good jobs. • Participants in Job Club will be encouraged to mentor
each other in their searches for employment and development of job readiness skills. Goal Met: Peer
mentoring is occurring as planned. Goal 2: DSB will increase its services to transition students.
Strategy: DSB will support training and the exchange of information among state transition partner
organizations. Performance Measure: • DSB will sponsor or participate in at least one training or
event that will bring together transition partners for the purpose of exchanging information that will
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specifically benefit students who are blind or severely visually impaired. Goal Met: A Parent Summit
was held in Harrison and West Memphis in 2015 for transition students and their families from
throughout the state. Transition partners were invited to attend and some were asked to make
presentations. The success of the summit confirmed that additional summits will be held around the
state in coming years. Strategy: DSB will update the collaborative database of transition students as
needed. Performance Measure: • The Transition Coordinator will review the database to insure it is
being maintained by Rehabilitation Assistants, who input local information. Goal Met: The Transition
Coordinator reviewed the database and insured it was being maintained. Strategy: VR Counselors
will continue to track transition students on their caseloads to insure that the IPE is developed or
updated before a student graduates from high school. Performance Measure: • Area Supervisors will
monitor this during case reviews to insure that no transition student will graduate without a current
IPE. Goal Met: Case reviews showed no students were graduating without current IPE’s. Strategy:
DSB will hold Parent Summits around the state to assist parents and other stakeholders in becoming
more knowledgeable and better prepared to advocate for their children at Individualized Education
Plan (IEP) meetings. Performance Measure: • In FY 2015, DSB will invite ESVI Regional Certified
Vision Consultants and transition parents to Parent Summits with VR Counselors and Rehabilitation
Teachers, to provide information about students’ rights and accommodations. Goal Met: A Parent
Summits were held in West Memphis and Harrison for transition students and their families from
throughout the state. ESVI was included on the agenda. The information provided included IEP’s,
but topics extended beyond high school and into college services. The success of the summit
confirmed that additional summits will be held around the state in coming years. Strategy: VR
Counselors or Rehabilitation Teachers will make face-to-face visits to each school counselor
assigned to students who are blind or visually impaired in their territories. Performance Measure: •
VR Counselors or Rehabilitation Teachers will have from the beginning of the school year to
December 1, to complete the face-to-face visits to school counselors described above. Goal Met: VR
Counselors made face-to-face contacts within required timeframes. Strategy: DSB will continue to
provide assessments to transition students specifically focused on activities of daily living, including
but not limited to, mobility, knowledge of available transportation resources, self-advocacy, and
acquisition of a variety of reading options, awareness of job opportunities, and rights and
responsibilities as an informed consumer. Performance Measure: • All transition students will be
referred to Rehabilitation Teachers for assessment of daily living skills and needed instruction. Goal
Met: Transition students are referred for assessments in accordance with policy and the State Plan.
Strategy: DSB will continue to strengthen relationships with public schools, including Arkansas
School for the Blind and Visually Impaired. Performance Measure: • DSB will continue its system of
mail-outs and emails to public schools. Goal Met: Mail-outs and emails are sent to contacts in public
schools and have improved communication and strengthened relationships. Strategy: DSB will
continue to strengthen relationships with ESVI. Performance Measures: • DSB will continue its
system of mail-outs and emails to area ESVI representatives. In addition to the local networking
efforts, the Transition Coordinator will dialogue with ESVI at a state level to discover any transition
students that need services and should be referred to DSB. • DSB will refer young consumers to
ESVI and will encourage referrals from ESVI to DSB. Goal Met: Mail-outs and emails are sent to
ESVI Regional Certified Vision Consultants and have improved communication and strengthened
relationships. The Transition Coordinator maintains contact with ESVI at a state level. Goal 3: DSB
will expand its outreach efforts to include the general public, as well as the unserved, underserved,
minorities, and stakeholders. Strategy: DSB will use exhibit booths to educate the public about DSB
services and their availability. Performance Measure: • Each VR Counselor will man at least one
DSB exhibit at a widely attended or significantly relevant event in his/her territory. Goal Met: VR
Counselors met or exceeded this goal in each territory. Strategy: DSB will contract with CIL’s to
reach out to faith-based organizations and inform them of DSB services. Performance Measure: •
CIL’s will submit to DSB copies of minutes of meetings with faith-based groups, reports on trainings,
and monthly reports, including the number of faith-based referrals. Goal Met: DSB staff monitoring
the contract determined that CIL’s submitted program and financial documentation as required by
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the RFQ. Strategy: DSB will increase its services to minorities. Performance Measures: • DSB will
make at least one minority outreach effort to Hispanic, Asian, or other ethnic groups in each of its
geographic areas in FY 2015. Goal Met: VR Counselors met or exceeded this goal in each area.
Strategy: Area Supervisors and DSB administrative staff will continue to attend the state conferences
of blindness consumer groups, and opportunities will be offered to direct service staff as well.
Performance Measure: • DSB will continue to send at least five supervisors/administrators to these
conferences and will make presentations as requested. Goal Met: DSB exceeded the number of
supervisors and administrators that were to be sent to conferences of blindness consumer groups.
Opportunities to attend these conferences were extended to direct service staff, and some staff
chose to participate. An evaluation of the extent to which the Supported Employment (SE) program
goals described in the Supported Employment Supplement for the most recent program year were
achieved. The evaluation must: • Identify the strategies that contributed to the achievement of the
goals. • Describe the factors that impeded the achievement of the goals and priorities. Evaluation of
FY 2015 SE Goals: Below are the evaluation and reports of progress for the most recently
completed FY 2015 SE Goals and Priorities, covering October 1, 2014 - September 30, 2015:
Goal 1: Increase the number of Supported Employment Providers to better serve DSB consumers.
Strategy: DSB will provide resources to significantly expand the capacity of its partners World
Services for the Blind (WSB) and Arkansas Lighthouse for the Blind (LFB) as Community
Rehabilitation Programs to provide Supported Employment services to DSB consumers.
Performance Measure: • WSB and LFB will begin providing SE services to at least half of the DSB
consumers in supported employment during FY 2015. Goal Met: DSB referred 100 percent of its SE
consumers to WSB and LFB in 2015. DSB also established a methodology for each VR Counselor to
submit two SE referrals to WSB, so that 26 consumers would be referred each year forward of 2015.
Strategy: DSB will continue to collaborate with other agencies, such as Arkansas Chapter of APSE:
Advancing Employment, Connecting People, to expand the number of SE providers.
Performance Measure: • At least two new potential SE providers will be identified and contacted.
Goal Met: Career Links and Friendship Community Care became new SE providers for DSB.
Strategy: DSB will encourage consumers’ family members and other natural support individuals to
become SE providers. Performance Measure: • DSB will collaborate with TACE and other
organizations to develop training for the family support member and consumer. Goal Met: Training
for natural supports was developed in 2013 and finalized and held in March 2014, trainings
continued into 2015. Strategy: DSB will continue to encourage CRPs to become Employment
Networks (ENs). Performance Measure: • A meeting will have taken place with at least one CRP to
discuss the possibility of its becoming an EN. Goal Met: DSB discussed the possibility of becoming
EN’s with WSB and LFB.
Goal 2: Increase the quality of SE Providers for individuals who are blind or severely visually
impaired. Strategy: DSB will collaborate with TACE and other organizations to develop training for
the family support member and consumer. Performance Measures: • At least one training on SE will
be offered to family support personnel and SE consumers. Goal Met: DSB collaborated with TACE,
WSB and LFB to develop the training for natural supports. The first training was held in March 2014
and continued into 2015. Strategy: Orient DSB staff to new program design. Performance Measures:
• At least one staff training on SE program design will be conducted in FY 2015. Goal Met: Staff
received training on the new program design at the annual field service meeting.
DSB is transitioning into using the performance accountability measures under section 116 of WIOA.
Steps have been taken to conduct a statistical analysis over the last three years in order to develop
a baseline of performance percentages for the agency in order to move forward to set applicable
performance standards under section 116 of WIOA.
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D. EVALUATION
Describe how the state will conduct evaluations and research projects on activities under WIOA core
programs; how such projects will be coordinated with, and designed in conjunction with, State and
local boards and with State agencies responsible for the administration of all respective core
programs; and, further, how the projects will be coordinated with the evaluations provided for by the
Secretary of Labor and the Secretary of Education under WIOA.
For the federal WIOA performance accountability measures and state measures determined by
Arkansas Workforce Development Board (AWDB), each core partner will have a monitoring and
corrective action process at the state level that assures identified deficiencies, to the extent they
occur, are addressed. This process is intended to be based primarily on data analysis, but shall also
include monitoring tools at the discretion of the core program. If annual performance targets are not
met by any core program, AWDB may request that the core program submit a corrective action plan.
In the event of a corrective action plan being implemented, the partner will provide regular progress
reports to ADWS and other parties.
The AWDB will evaluate its core programs through on-going continuous improvement strategies
including:
1. Program performance effectiveness utilizing the State’s Information Management System at
the state and local level
2. Review of state and local level data presented on a performance dashboard
3. Core Program Monitoring and Compliance reviews annually
4. Local Workforce Development Area annual reports
5. State and local risk assessment evaluations to review:
o Governance
o Administrative, program/grant, and financial management systems o Program services, delivery
systems, and documentation, and o Performance accountability.
o Statewide core partner meetings held bi-annually to discuss and review program effectiveness,
best practices and provide technical assistance.
5. DISTRIBUTION OF FUNDS FOR CORE PROGRAMS
Describe the methods and factors the State will use in distributing funds under the core programs in
accordance with the provisions authorizing such distributions.
A. FOR TITLE I PROGRAMS
For Title I programs, provide a description of the written policies that establish the State's methods
and factors used to distribute funds to local areas for—
1. YOUTH ACTIVITIES IN ACCORDANCE WITH WIOA SECTION 128(B)(2) OR
(B)(3),
The Arkansas Workforce Development Board (AWDB) coordinates and establishes policy for
conducting all employment and training activities within the workforce investment system created by
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the federal Workforce Innovation and Opportunity Act of 2014 and Arkansas Code §15-4-3707
through 15-4-3713, including all activities conducted in and through Arkansas’s one-stop centers.
The criteria for funding the programs included in this plan will be consistent with the federal and state
laws governing those programs and are described in detail in the funding sections below.
The chief elected official or lead elected official in a local workforce development area will serve as
the local grant recipient for, and shall be liable for any misuse of, the grant funds allocated to the
local area for youth, adult, and dislocated worker activities under Sections 128, 129, 132, and 133 of
the Workforce Innovation and Opportunity Act.
In a case in which a local workforce development area includes more than one unit of general local
government, the chief elected officials of such units will execute an agreement that specifies the
respective roles of the individual chief elected officials, including responsibility for maintaining the
integrity of the allocated funds. If, after a reasonable effort, the chief elected officials are unable to
reach agreement about this responsibility, the Governor makes the determination. The local plan
must include the agreement concerning this responsibility.
In order to assist in the disbursement of the grant funds, the chief elected official or lead elected
official of a local workforce development area may designate an entity to serve as a local grant sub-
recipient for such funds or as a local fiscal agent. Such designation shall not relieve the chief elected
official or lead elected official of the liability for any misuse of grant funds. The local grant recipient or
sub-recipient will disburse such funds for workforce development activities at the direction of the
local board. The local grant recipient or sub-recipient will disburse the funds immediately on
receiving such direction from the local board. The local board, in partnership with the chief elected
official(s), will conduct oversight with respect to local programs of youth activities authorized under
WIOA Section 129, local employment and training activities authorized under WIOA Section 134,
and the One-Stop delivery system in the local area.
WIOA Title I Youth Funding Allocation Formula The in-state allotment of funds to local workforce
investment areas for Title I youth activities under the Workforce Investment and Opportunity Act will
be made using the formula described at Section 128(b)(2)(A)(i), as follows:
• 33 1/3 percent of the funds to the local workforce investment areas will be based on the
relative number of unemployed individuals in areas of substantial unemployment in each
workforce development area compared to the total number of unemployed individuals in all
areas of substantial unemployment in the state
• 33 1/3 percent of the funds based on the relative excess number of unemployed individuals
in each workforce development area compared with the total excess number of unemployed
individuals in the state
• 33 1/3 percent of the funds based on the relative number of disadvantaged youth in each
workforce development area compared to the total number of disadvantaged youth in the
state
To ensure that youth funds are distributed equitably and to avoid significant shifts in funding levels to
local areas, a hold-harmless provision will be applied. Under this provision, consistent with WIOA
Section 128(b)(2)(A)(ii), a local area will not receive an allocation percentage for a fiscal year that is
less than 90 percent of the average allocation percentage of the local area for the 2 preceding fiscal
years. Amounts necessary for increasing such allocations to local areas to comply with the
preceding sentence will be obtained by ratably reducing the allocations to be made to other local
areas.
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In accordance with WIOA law, Arkansas Workforce Development Board has adopted a funding
allocation methodology for those Local Areas with High Concentrations of Eligible Youth. This
methodology calculates determines each Local Area’s weighted average of “eligible youth” and, if
the average exceeds the overall state average, additional funding will be awarded.
2. ADULT AND TRAINING ACTIVITIES IN ACCORDANCE WITH WIOA SECTION
133(B)(2) OR (B)(3),
The in-state allotment of funds to local workforce investment areas for Title I adult activities under the
Workforce Innovation and Opportunity Act will be made using the formula described at Section
132(b)(1)(B)(ii), as follows:
• 33 1/3 percent of the funds to the local workforce development areas will be based on the
relative number of unemployed individuals in areas of substantial unemployment in each
workforce development area compared to the total number of unemployed individuals in all
areas of substantial unemployment in the state
• 33 1/3 percent of the funds based on the relative excess number of unemployed individuals
in each workforce development area compared with the total excess number of unemployed
individuals in the state
• 33 1/3 percent of the funds based on the relative number of disadvantaged adults in each
workforce development area compared to the number of disadvantaged adults in the state
To ensure that adult funds are distributed equitably and to avoid significant shifts in funding levels to
local areas, a hold-harmless provision also will be applied. Under this provision, consistent with
WIOA Section 132(b)(1)(B)(iv), a local area will not receive an allocation percentage for a fiscal year
that is less than 90 percent of the average allocation percentage of the local area for the 2 preceding
fiscal years. Amounts necessary for increasing such allocations to local areas to comply with the
preceding sentence will be obtained by ratably reducing the allocations to be made to other local
areas.
3. DISLOCATED WORKER EMPLOYMENT AND TRAINING ACTIVITIES IN
ACCORDANCE WITH WIOA SECTION 133(B)(2) AND BASED ON DATA AND
WEIGHTS ASSIGNED
Funds for dislocated workers will be allocated based on an allocation formula prescribed by the
Governor of Arkansas. This formula may be amended by the Governor not more than once for each
program year. The formula will use the most appropriate information available to the Governor to
distribute amounts to address Arkansas’s worker readjustment assistance needs. The in-state
allotment of funds to local workforce development areas for Title I dislocated worker activities under
the Workforce Innovation and Opportunity Act will be distributed by placing the following weights on
six factors:
• 5 percent insured unemployment
• 15 percent unemployment concentrations
• 30 percent plant closings and mass layoffs
• 15 percent declining industries
• 5 percent farmer-rancher economic hardship
• 30 percent long-term unemployment
To ensure that dislocated worker funds are distributed equitably and to avoid significant shifts in
funding levels to local areas, a hold-harmless provision also will be applied. Under this provision,
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consistent with WIOA Section 133(b)(2)(B)(iii), a local area will not receive an allocation percentage
for fiscal year 2016 or subsequent fiscal year that is less than 90 percent of the average allocation
percentage of the local area for the 2 preceding fiscal years. Amounts necessary for increasing such
allocations to local areas to comply with the preceding sentence will be obtained by ratably reducing
the allocations to be made to other local areas.
Not more than twenty-five percent of the total state allotment will be reserved for Rapid Response
activities. Rapid Response activities in Arkansas are administered by Arkansas Department of
Workforce Services as the lead agency of the Governor’s Dislocated Worker Task Force.
B. FOR TITLE II:
1. MULTI-YEAR GRANTS OR CONTRACTS
Describe how the eligible agency will award multi-year grants or contracts on a competitive basis to
eligible providers in the State, including how eligible agencies will establish that eligible providers are
organizations of demonstrated effectiveness.
(i) The Department of Career Education, Adult Education Division (ADCE-AED) will award multi-year
grants to eligible local providers through a competitive Request for Proposal (RFP) process for the
purpose of developing, implementing, and improving adult education and literacy within the state.
The grant will be for a four-year cycle that applies to all programs; however, the ADCE-AED state
office will review the performance level of providers after two years to determine whether or not to do
a new competition. All programs competed will adhere to direct and equitable provisions to award
funds under WIOA sections 225 (Corrections Education), 231 (Grants and Contracts for Eligible
Providers), and 243 (Integrated English Literacy and Civics Education). The same grant
announcement, application, and process will be used for all proposals and all proposals will be
treated the same way in evaluation, and evaluated by the 13 considerations as found in the law at
231 (e)(1-13).
A formula method is used to determine the amount of funding and takes into consideration the
literacy rate and the core indicators of performance as outlined in Title II of the WIOA law. The
formula is designed to consider the levels of performance in the local programs as compared to
established federal benchmarks as a basis for an increase or decrease in funds.
Demonstrated effectiveness of an eligible provider will be determined by provided performance data
in its application. According to Arkansas Act 892 of 2015, Section 25-30-103, “All funds that become
available for adult education shall first be distributed to those administrative units determined to be
operating effective and efficient adult education programs, under criteria established by the Career
Education and Workforce Development Board. The criteria shall include the relative efficiency of
administration of the program in the counties served and achievement of the federal performance
indicators.” The state will identify, assess, and award grants using the RFP process of providers who
have demonstrated effectiveness in providing adult education activities to eligible individuals. An
eligible individual is an individual who has attained 16 years of age; who is not enrolled or required to
be enrolled in secondary school under State law; and who is basic skills deficient; does not have a
secondary school diploma or its recognized equivalent, and has not achieved an equivalent level of
education; or is an English language learner.
In addition, other factors that will be considered in the ability of the eligible providers to meet the
literacy needs in the area may include, but not limited to, the ability to comply with WIOA and state
expectations, the ability to provide services to special populations such as an individual with barriers
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to employment as defined in WIOA Section 3 (24), past performance of the entity in providing literacy
instruction and meeting programmatic goals, overall program management, timely submission of
financial and quarterly reports to the state office, and the overall qualification and expertise of the
providers’ personnel. The list of criteria used to evaluate effectiveness and the scoring rubric has
been made available as part of the RFP process. At the end of two years, the state will reevaluate
the providers to determine whether to conduct a new Request for Proposal competition or not.
Currently, the adult education providers in the state are divided into five regions and include the
Northeast, Southeast, Southwest, Northwest, and Central Regions. Although there may be multiple
providers within an area, the state has reconfigured all 75 counties to better align with the 10
Workforce Development Boards (WDB). The purpose of restructuring the state is to help align
service delivery under WIOA and enhance the coordination and support of the overall economic
development of the State.
Adult education/literacy providers are housed under a local education agency such as a school
districts, community colleges, institutions of higher education, and literacy organizations. Other
eligible providers have been and will continue to be considered using a direct and equitable process.
Funding is awarded to local adult education/literacy providers through a competitive grant process
based on literacy rate and the core indicators of performance as outlined in Title II of the WIOA law.
Applications are competitive, open, and available to all eligible applicants. Grants/contracts are
awarded for one year, with two one–year renewals based on performance and available funding.
No less than 95% of federal funds shall be expended for carrying out adult education and literacy
activities; and the remaining amount, not to exceed 5%, shall be used for planning, administration
(including carrying out the requirements of section 116), professional development, and the activities
described in WIOA paragraphs (3) and (5) of section 232.
Applications—Title II of the Workforce Innovation an Opportunity Act (WIOA) of 2014 (Public Law
113–128) Sections 223, 225, 231, 232: Each eligible provider desiring a grant or contract shall
submit Request for Proposal (RFP) application to the Department of Career Education, Adult
Education Division containing support information and assurances that will include the following: (1)
a description of how funds awarded under this title will be spent consistent with the requirements of
this title; (2) a description of any cooperative arrangements the eligible provider has with other
agencies, institutions, or organizations for the delivery of adult education and literacy activities; (3) a
description of how the eligible provider will provide services in alignment with the local plan under
section 108, including how such provider will promote concurrent enrollment in programs and
activities under title I, as appropriate; (4) a description of how the eligible provider will meet the State
adjusted levels of performance described in section 116(b)(3), including how such provider will
collect data to report on such performance indicators; (5) a description of how the eligible provider
will fulfill one–stop partner responsibilities as described in section 121(b)(1)(A), as appropriate; (6) a
description of how the eligible provider will provide services in a manner that meets the needs of
eligible individuals; and (7) information that addresses the considerations described under section
231(e), as applicable.
Eligible Providers—WIOA Section 203 (5) The term “eligible provider” means an organization that
has demonstrated effectiveness in providing adult education and literacy activities that may include:
(A) a local educational agency; (B) a community–based organization or faith–based organization; (C)
a volunteer literacy organization; (D) an institution of higher education; (E) a public or private
nonprofit agency; (F) a library; (G) a public housing authority; (H) a nonprofit institution that is not
described in any of subparagraphs (A) through (G) and has the ability to provide adult education and
literacy activities to eligible individuals; (I) a consortium or coalition of the agencies, organizations,
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institutions, libraries, or authorities described in any of subparagraphs (A) through (H); and (J) a
partnership between an employer and an entity described in any of subparagraphs (A) through (I).
Grant Process—The Department of Career Education, Adult Education Division will run a classified
advertisement in a statewide newspaper of record for three consecutive days, including the
weekend, notifying the public of the availability of federal funds and providing information on how to
apply. This information and the Request for Proposal (RFP) application will also be posted on the
Department of Finance and Administration’s website (www.dfa.arkansas.gov) as well as the
Department of Career Education’s website
http://arcareereducation.org/Individuals may also request an application by mail or e–mail by
sending a written request to 3 Capitol Mall Little Rock, AR 72202 or AdultEd@arkansas.gov. Any
eligible provider submitting a completed application for any adult education funding by the due date
will be considered for funding.
Evaluation of Applications—Section 231 (e) (1–13) Each eligible provider submitting a completed
Request for Proposal (RFP) Application by the due date specified by the ADCE–AED will be
evaluated using a rubric. In cases where a program’s past performance is low, a meeting with the
evaluation committee may be required. The purpose of the meeting will be to discuss the eligible
provider’s proposal and past performance and to determine whether the candidate would be a viable
applicant for funds. Goals may be negotiated and educational benchmarks may be established for
the provider’s program before any funding is awarded.
In awarding grants or contracts under this section, an applicant must meet the following 13
considerations in order to be considered for funding: (1) the degree to which the eligible provider
would be responsive to: (A) regional needs as identified in the local plan under section 108; and (B)
serving individuals in the community who were identified in such plan as most in need of adult
education and literacy activities, including individuals: (i) who have low levels of literacy skills; or (ii)
who are English language learners; (2) the ability of the eligible provider to serve eligible individuals
with disabilities, including eligible individuals with learning disabilities; (3) past effectiveness of the
eligible provider in improving the literacy of eligible individuals, to meet State–adjusted levels of
performance for the primary indicators of performance described in section 116, especially with
respect to eligible individuals who have low levels of literacy; (4) the extent to which the eligible
provider demonstrates alignment between proposed activities and services and the strategy and
goals of the local plan under section 108, as well as the activities and services of the one–stop
partners; (5) whether the eligible provider’s program: (A) is of sufficient intensity and quality, and
based on the most rigorous research available so that participants achieve substantial learning
gains; and (B) uses instructional practices that include the essential components of reading
instruction; (6) whether the eligible provider’s activities, including whether reading, writing, speaking,
mathematics, and English language acquisition instruction delivered by the eligible provider, are
based on the best practices derived from the most rigorous research available and appropriate,
including scientifically valid research and effective educational practice; (7) whether the eligible
provider’s activities effectively use technology, services, and delivery systems, including distance
education in a manner sufficient to increase the amount and quality of learning and how such
technology, services, and systems lead to improved performance; (8) whether the eligible provider’s
activities provide learning in context, including through integrated education and training, so that an
individual acquires the skills needed to transition to and complete postsecondary education and
training programs, obtain and advance in employment leading to economic self–sufficiency, and to
exercise the rights and responsibilities of citizenship; (9) whether the eligible provider’s activities are
delivered by well–trained instructors, counselors, and administrators who meet any minimum
qualifications established by the State, where applicable, and who have access to high quality
professional development, including through electronic means; (10) whether the eligible provider’s
activities coordinate with other available education, training, and social service resources in the
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community, such as by establishing strong links with elementary schools and secondary schools,
postsecondary educational institutions, institutions of higher education, local workforce investment
boards, one–stop centers, job training programs, and social service agencies, business, industry,
labor organizations, community–based organizations, nonprofit organizations, and intermediaries, for
the development of career pathways; (11) whether the eligible provider’s activities offer flexible
schedules and coordination with Federal, State, and local support services (such as child care,
transportation, mental health services, and career planning) that are necessary to enable individuals,
including individuals with disabilities or other special needs, to attend and complete programs; (12)
whether the eligible provider maintains a high–quality information management system that has the
capacity to report measurable participant outcomes (consistent with section 116) and to monitor
program performance; and (13) whether the local areas in which the eligible provider is located have
a demonstrated need for additional English language acquisition programs and civics education
programs.
In addition, the eligible provider must use its own data in demonstrating past effectiveness. The state
reserves the right to implement an adult education rule or policy that is not a federal requirement;
however, if this is the case, the Department of Career Education, Adult Education Division will clearly
identify it as a State or outlying area requirement.
Demonstrated Effectiveness According to Arkansas Act 892 of, Section 25-30-103, “All funds that
become available for adult education shall first be distributed to those administrative units
determined to be operating effective and efficient adult education programs, under criteria
established by the Career Education and Workforce Development Board. The criteria shall include
the relative efficiency of administration of the program in the counties served and achievement of the
federal performance indicators.”
To be considered effective and efficient, local adult education programs and literacy councils
receiving adult education funds will be required to meet or exceed the percentage of the federal
negotiated core indicators as determined by the Deputy Director of Adult Education. Programs not
meeting percentage requirement in the first year will be required to submit an improvement plan. The
improvement plan will address each core indicator of performance that was not met and will include
measurable objectives for correcting deficiencies during the following year. State program advisors
will provide technical assistance to each program submitting an improvement plan and closely
monitor programs during the year. Core indicators of performance are defined in the federal
Workforce Innovation and Opportunity Act of 2014, Title II, the Adult Education and Family Literacy
Act (AEFLA); however, using the core indicators as criteria for effective and efficient evaluations and
imposing a minimum score is a state decision.
Programs that do not meet the percentage requirement of their negotiated core indicators of
performance for a second consecutive year will be assigned a state technical assistance team to
assist the program in addressing its deficiencies. The team members may include, but not limited to,
state and local staff, administrators, teachers and students. Quarterly progress reports will be
submitted by the program being monitored to the Adult Education Division describing the progress
being made to bring the program into compliance with core indicators. Programs not achieving
percentage requirement of their negotiated core indicators of performance for three consecutive
years will be submitted to the Career Education and Workforce Development Board for appropriate
action prior to continuation of funding.
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2. ENSURE DIRECT AND EQUITABLE ACCESS
Describe how the eligible agency will ensure direct and equitable access to all eligible providers to
apply and compete for funds and how the eligible agency will ensure that it is using the same grant
or contract announcement and application procedure for all eligible providers.
The Arkansas Department of Career Education, Adult Education Division will use the same grant
announcement and application process for all eligible providers in the state. In addition, all eligible
providers will have direct and equitable access to apply and compete for grants or contracts and will
be treated the same in evaluation. The Request For Proposal (RFP) applications will be shared in
the form of a classified advertisement in the statewide newspaper, The Arkansas Democrat Gazette,
an announcement on the Department of Finance and Administration and Department of Career
Education’s websites, and the use of other means of available communication in order to ensure that
all perspective eligible providers will have access to the same standardized information. Any
noncurrent provider inquiring about adult education and literacy grants through the state office prior
to the grant official announcement will be added to the e-mail distribution list of current adult
education providers. Once the RFP grant announcement has been officially posted on the website
and in the public newspaper, the state office will send notification out to all potential eligible providers
on the state’s e-mail distribution list. The grant application procedures will be the same for all eligible
providers.
C. TITLE IV VOCATIONAL REHABILITATION
In the case of a State that, under section 101(a)(2)(A)(i)of the Rehabilitation Act designates a State
agency to administer the part of the Vocational Rehabilitation (VR) services portion of the Unified or
Combined State Plan under which VR services are provided for individuals who are blind, describe
the process and the factors used by the State to determine the distribution of funds among the two
VR agencies in the State.
Distribution of funds between the two Vocational Rehabilitation designated state units, (Arkansas
Rehabilitation Services and the Division of State Services for the Blind) is done under written
agreement of the heads of the two DSUs in consideration of the incidence and severity of disability
and the historical cost of rehabilitation for the two populations. Such agreement distributes 88% of
the VR grant to Arkansas Rehabilitation Services (ARS) and 12% to Division of State Services for
the Blind (DSB). In accordance with section 101(a)(2)(A)(i)of the Rehabilitation Act, Arkansas state
law designates the Division of State Services for the Blind (DSB) of the Department of Human
Services as the state agency to administer the part of the Vocational Rehabilitation (VR) services
portion of the Unified or Combined State Plan under which VR services are provided for individuals
who are blind.
6. PROGRAM DATA
A. DATA ALIGNMENT AND INTEGRATION
Describe the plans of the lead State agencies with responsibility for the administration of the core
programs, along with the State Board, to align and integrate available workforce and education data
systems for the core programs, unemployment insurance programs, and education through
postsecondary education, and to the extent possible, the Combined State Plan partner programs
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included in this plan. The description of the State’s plan for integrating data systems should include
the State’s goals for achieving integration and any progress to date.
1. DESCRIBE THE STATE’S PLANS TO MAKE THE MANAGEMENT
INFORMATION SYSTEMS FOR THE CORE PROGRAMS INTEROPERABLE TO
MAXIMIZE THE EFFICIENT EXCHANGE OF COMMON DATA ELEMENTS TO
SUPPORT ASSESSMENT AND EVALUATION.
This plan represents thirteen workforce development programs that utilize seven different data
systems to determine eligibility for programs, capture case management activities and provide data
for required federal and state reporting requirements. It is the intent of the Arkansas Workforce
Development Board to integrate these data systems so that a common portal will exist to streamline
intake for programs, exchanging information for case management purposes and provide the
necessary data for required federal and state reporting.
2. DESCRIBE THE STATE’S PLANS TO INTEGRATE DATA SYSTEMS TO
FACILITATE STREAMLINED INTAKE AND SERVICE DELIVERY TO TRACK
PARTICIPATION ACROSS ALL PROGRAMS INCLUDED IN THIS PLAN.
Efforts to identify an integration method for these various data systems is ongoing, with the ultimate
goal of securing a common intake overlay for each of these legacy systems. WIOA Title I Statewide
Activities funding has been earmarked for this project and the project began in the Spring 2016 with
a formal evaluation of the systems currently being used and the data needs of each program. The
project development is led by the Arkansas Department of Workforce Services and coordinated with
the other partner agencies through the Information Technology Committee of the WIOA Interagency
Roundtable. Progress is being monitored by the Arkansas Workforce Development Board.
3. EXPLAIN HOW THE STATE BOARD WILL ASSIST THE GOVERNOR IN ALIGNING
TECHNOLOGY AND DATA SYSTEMS ACROSS REQUIRED ONE-STOP PARTNER
PROGRAMS (INCLUDING DESIGN AND IMPLEMENTATION OF COMMON INTAKE,
DATA COLLECTION, ETC.) AND HOW SUCH ALIGNMENT WILL IMPROVE SERVICE
DELIVERY TO INDIVIDUALS, INCLUDING UNEMPLOYED INDIVIDUALS.
The state board has established data systems alignment as one of its objective under the overall
goal of enhancing service delivery to workforce customers. The Board has charged staff with
researching the availability of an integrated data system that will enable the sharing of information
between partner agencies to more efficiently service both employers and jobseekers. The
identification of such a system must be in compliance with the Governor’s overall vision.
4. DESCRIBE THE STATE’S PLANS TO DEVELOP AND PRODUCE THE REPORTS
REQUIRED UNDER SECTION 116, PERFORMANCE ACCOUNTABILITY SYSTEM.
(WIOA SECTION 116(D)(2)).
Until such time that an integrated system can be built, the core program agencies will work
cooperatively to produce the required federal performance reports utilizing Unemployment Insurance
wage data and the Arkansas Longitudinal Data System, which connects data from education, higher
education and workforce programs.
Planning Note: States should be aware that Section 116(i)(1) requires the core programs, local
boards, and chief elected officials to establish and operate a fiscal and management accountability
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information system based on guidelines established by the Secretaries of Labor and Education.
Separately, the Departments of Labor and Education anticipate working with States to inform future
guidance and possible information collection(s) on these accountability systems. States should begin
laying the groundwork for these fiscal and management accountability requirements, recognizing
that adjustments to meet the elements above may provide opportunity or have impact on such a
fiscal and management accountability system.
B. ASSESSMENT OF PARTICIPANTS’ POST-PROGRAM SUCCESS
Describe how lead State agencies will use the workforce development system to assess the
progress of participants who are exiting from core programs in entering, persisting in, and completing
postsecondary education, or entering or remaining in employment. States may choose to set
additional indicators of performance.
The progress of participants who are exiting from the core programs will be assessed through follow
up by the core programs that provided service. Furthermore, the Program and Performance
Evaluation Committee (PPE) of the Arkansas Workforce Development Board will monitor outcomes
through quarterly progress reports on the WIOA core measures.
State agencies, federal agencies, private companies and non-profits collect a vast amount of data
that can be utilized by States in ensuring that their talent supply and demand are aligned. One
valuable tool that combines and translates this data into useable information is a dashboard, which
highlights important figures and visualizes large datasets in ways that users can easily digest and
use to spur action. The PPE Committee will establish a performance dashboard that will review
outcomes across core programs and eventually will include performance of all programs under this
plan and may include performance standards outside of the core WIOA targets.
C. USE OF UNEMPLOYMENT INSURANCE (UI) WAGE RECORD DATA
Explain how the State will meet the requirements to utilize quarterly UI wage records for performance
accountability, evaluations, and as a source for workforce and labor market information, consistent
with Federal and State law. (This Operational Planning element applies to core programs.)
Unemployment Insurance (UI) Wage Record Data will be utilized for data matching purposes for
assessing and reporting on state and local employment and training program performance,
evaluating training provider performance, and for other purposes allowed by state law and data
sharing agreements among state agencies. By utilizing UI Wage Data, the State can measure
entered employment, employment retention, and earnings of the individual. This will help measure
the success of the workforce development services being provided.
Furthermore, the State will utilize Wage Record Interchange System (WRIS) data to track
performance outcomes. The use of WRIS data permits state workforce program performance
agencies to secure wage data of individuals who have participated in workforce investment
programs in one state, then subsequently secured employment in another. By participating in WRIS,
the State has a more robust picture of the effectiveness of workforce development programs and is
able to report more comprehensive outcomes against their performance measures.
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D. PRIVACY SAFEGUARDS
Describe the privacy safeguards incorporated in the State’s workforce development system,
including safeguards required by section 444 of the General Education Provisions Act (20 U.S.C.
1232g) and other applicable Federal laws.
The State is aware that a key element of success to utilizing data across agencies for either
improved customer service or improved measurement and tracking of outcomes is ensuring the
integrity of all data and ensuring confidential data is treated as such. This is accomplished with
various technical safeguards and ensuring personnel handling this data are properly trained in all
relevant regulations and the fundamentals of handling personal and confidential data. Technical
safeguards may include:
• Approved processes that limit access to the data to only those personnel who require access
to carry out their daily job functions;
• Network security, monitoring, firewalls, etc. to prevent unauthorized access to data from
entities outside of State government;
• Encryption technology; and
• Secure data transport mechanisms.
Data Sharing Agreements are used when confidential information is shared with another entity. All
partners that will provide and share data in collaboration efforts will enter into a memorandum of
understanding (MOU) and/or a data sharing agreement to ensure security of sensitive information.
All partners expressly agree to abide by all applicable federal, state, and local laws regarding
confidential information and to adhere to the same standards of confidentiality as state employees,
including but not limited to: 29 U.S.C. 2935; as amended by WIOA - reports, recordkeeping, and
investigations. 29 U.S.C. 2871(f)(3); as amended by WIOA - regarding confidentiality. 20 CFR Part
603 - safeguards and security requirements regarding disclosed information under Unemployment
Compensation. 42 U.S.C. 503 - regarding state laws governing Unemployed Insurance operations.
20 CFR 617.57(b) - regarding disclosure of information under the Trade Act. 29 U.S.C. 49I-2(a)(2);
as amended under WIOA - regarding information to be confidential under the Wagner-Peyser Act.
The Privacy Act (5 U.S.C. 552). The Family Educational Rights and Privacy Act (20 U.S.C. 1232g).
}34 CFR 361.38 - protection, use, and release of personal information of Vocational Rehabilitation
Services participants. HIPAA: 45 CFR 164.500 - 164.534. 2 CFR 200.303 - regarding reasonable
measures to safeguard protected personally identifiable information.
7. PRIORITY OF SERVICE FOR VETERANS
Describe how the State will implement and monitor the priority of service provisions for veterans in
accordance with the requirements of the Jobs for Veterans Act, codified at section 4215 of 38
U.S.C., which applies to all employment and training programs funded in whole or in part by the
Department of Labor. States should also describe the referral process for veterans determined to
have a significant barrier to employment to receive services from the Jobs for Veterans State Grants
(JVSG) program’s Disabled Veterans’ Outreach Program (DVOP) specialist.
Arkansas provides veterans’ priority of service as mandated by Veterans Program Letter 07-09. ,
“Implementing Priority of Service for Veterans and Eligible Spouses in all Qualified Job Training
Programs Funded in Whole or in Part by the U.S. Department of Labor. Service is provided to
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ensure veterans and covered persons receive consideration for all opportunities, for which they
qualify. This increased focus includes the implementation of strategies and polices designed to
ensure veterans and eligible persons of veterans receive the highest level of quality service within
the framework of priority of service.
Arkansas requires that all Arkansas Workforce Center staff members provide priority of service to
veterans and eligible persons while Disabled Veteran Outreach Program (DVOP) Specialists focus
their efforts on serving veterans in most need of intensive services including disabled veterans and
the targeted veteran population identified in the State Plan.
Local offices must ensure that veterans and eligible persons are served first and that this protocol is
addressed in the functional alignment plans and customer flow process. During the registration
process, a series of questions identifies veteran status. Once the veteran or other eligible person is
identified, the first available AWC staff conducts an initial assessment. This initial assessment uses a
customized intake form, to help determine if the veteran or other eligible person has a Significant
Barrier to Employment (SBE) or that they may be a member of another special priority group. During
the initial assessment it is determined that the veteran has a SBE; they will be immediately referred
to a Disable Veterans Outreach Program Specialist (DVOP) or other trained staff for the provision of
intensive case management service and other services the veterans may need to meet their career
goals.
Arkansas’s policy for priority of service to veterans includes up to a 24 hour hold for new job orders
placed in the AJL system. Local Veteran Employment Representative (LVER) staff has access to
federal contractor job listings through VetCentral, which are fed into the AJL system. This access
provides opportunities for priority referrals of target veterans to Federal contractors. After registration
in VetCentral, the system provides automatic notifications to the veteran when a job opening occurs
in their field.
Services to veterans through the Gold Card Initiative are available at the Arkansas Workforce
Centers (AWC). The Gold Card Initiative provides unemployed post-9/11 era veterans with the
intensive and follow-up services they need to succeed in today’s job market. The Gold Card initiative
is a joint effort of the Department of Labor’s Employment and Training Administration (ETA) and the
Veterans’ Employment and Training Service (VETS).
ADWS monitors priority of service by providing guidance and reviewing policies within the Agency.
The priority of service policy VPL 07-09 was disseminated through ADWS Issuance 09-08 to ensure
that a written copy of the policy is available at the point of entry. All AWC’s are monitored for priority
of service for veterans and eligible persons using the Arkansas Joblink system 9002 series reports.
Offices are monitored for visible signage informing all veterans of priority of service offered.
Additionally, office managers are required to be notified if any discrepancies are found, and
implementation of corrective actions are undertaken. Specific programs such as referral to
Vocational Rehabilitation & Employment services through the U.S. Department of Veterans Affairs,
and job developments created through partners of the workforce system are promoted to all staff to
encourage the referral and application of veterans.
8. ADDRESSING THE ACCESSIBILITY OF THE ONE-STOP DELIVERY SYSTEM
FOR INDIVIDUALS WITH DISABILITIES
Describe how the one-stop delivery system (including one-stop center operators and the one-stop
delivery system partners), will comply with section 188 of WIOA (if applicable) and applicable
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provisions of the Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.) with regard to the
physical and programmatic accessibility of facilities, programs, services, technology, and materials
for individuals with disabilities. This also must include a description of compliance through providing
staff training and support for addressing the needs of individuals with disabilities. Describe the
State’s one-stop center certification policy, particularly the accessibility criteria.
The workforce center delivery system (including one-stop center operators and the workforce
delivery system partners) will comply with section 188 of WIOA and applicable provisions of the
Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.) with regard to the physical and
programmatic accessibility of facilities, programs, services, technology, and materials for individuals
with disabilities. The State ensures that Arkansas Workforce Center system complies with section
188 of WIOA and applicable provisions of the Americans with Disabilities Act of 1990 through the
development and implementation of a Methods of Administration Policy that outlines all requirements
of the system. Reviews are conducted annually to make sure that workforce centers meet
requirements. Furthermore, training is offered at least annually to equal opportunity officers of the
local workforce development boards. To demonstrate compliance with this provision, the one-stop
center operators and the delivery system partners will collaborate to develop and provide periodic
and new-hire staff training and system-wide support for addressing the needs of individuals with
disabilities. A rotating certification review team will be established, to provide scheduled evaluation,
certification and recertification of the physical and programmatic accessibility of facilities, programs,
services, technology, and materials for individuals with disabilities and to address any compliance
issues that arise.
According to the Arkansas Workforce Center Certification criteria, all Americans with Disabilities Act
(ADA) compliance requirements must be met before a center is eligible to receive the Arkansas
Workforce Center certification, or utilize the Arkansas Workforce Center name and logo. Both the
Methods of Administration and the Arkansas Workforce Center Certification criteria are being
updated to reflect changes in the WIOA law. The original Methods of Administration policy and
Arkansas Workforce Center Certification policies are available online at
http://dws.arkansas.gov/AWDB/Information.htm under the Policies and Procedures section.
Programs that apply for funding from the Arkansas Department of Career Education, Adult
Education Division, have access to the resources, training, and materials available from the
Arkansas Adult Learning Resource Center (AALRC). The AALRC is responsible for providing
information, materials, resources, and training to local programs to assist in ensuring equitable
access to and participation in those programs, including all students, teachers, and other program
beneficiaries.
All local programs are required to post public notices that address non-discrimination policies
regarding accessibility and participation regardless of gender, race, national origin, age, or religion,
in accordance with the Civil Rights Act. In addition, local programs are required to provide on-going
information to applicants, participants, beneficiaries, and other interested parties regarding the rights
of people under Title II of the Americans with Disabilities Act of 1990 (ADA) and Title II applications
to their particular programs, services, and activities. Methods of providing information include
publication in handbooks, manuals, and enrollment and application materials that are distributed to
the public to describe the local program and its activities. Other methods include the display of
informational posters in local programs and other public places and/or information broadcast on
television or radio. Public notice of ADA requirements must be made available in alternative formats
to meet the diverse communication needs of persons with disabilities.
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Since 1995, the AALRC has specifically addressed two major barriers to program access in
Arkansas. Steps taken to address barriers to access are listed below:
• Provide in-depth training about learning disabilities to all programs.
• Assist programs in complying with legal requirements as mandated by Section 504 of the
Rehabilitation Act of 1973, the ADA, and the Individuals with Disabilities Education Act.
Assistance includes providing information, training, and resources.
• Assist programs in coordinating with other state agencies and organizations that provide
services and resources for individuals with disabilities, such as the Office for the Deaf and
Hearing Impaired (ODHI), Increasing Capabilities Access Network (ICAN), and Arkansas
Rehabilitation Services (ARS).
• Provide training to a variety of state agencies and organizations about learning disabilities
and how to coordinate services, including screening, diagnosis, materials and resources,
strategies and accommodations, and referrals. Provide training and information to all state
GED
examiners about requesting and receiving accommodations on the GED
tests.
• Provide assistance to local programs in the administration of other tests and instructional
materials with accommodations.
• Work with publishing companies to ensure test materials used in adult education and literacy
programs are available in alternative formats e.g., CD/DVD, Braille, large-print, etc., to
accommodate students with disabilities. Also, that the tests have been field-tested and
conform to test norms for adults with disabilities populations.
• Continue to coordinate training efforts with University Affiliated Programs to provide training
in the ADA for local service providers.
• Create a seamless, statewide system which ensures that any adult education or literacy
student with possible undiagnosed learning disabilities will have access to diagnostic
assessment; that local programs providing services know how to access the statewide
system; and that the system includes an agreed-to protocol regarding gender, race, national
origin, color, disability, or age, to ensure equitable accessibility and participation.
• Assist local programs in the provision of instructional materials available in alternative
formats, as well as assisting in the implementation of accommodated instruction for students
with disabilities.
• Assist local programs in the acquisition of technology devices that assist accommodated
instruction and assessment for students with disabilities.
9. ADDRESSING THE ACCESSIBILITY OF THE ONE-STOP DELIVERY SYSTEM
FOR ENGLISH LANGUAGE LEARNERS
Describe how the one-stop delivery system (including one-stop center operators and the one-stop
delivery system partners) will ensure that each one-stop center is able to meet the needs of English
language learners, such as through established procedures, staff training, resources, and other
materials.
The One-Stop Delivery System must meet the needs of the limited English proficient (LEP)
individuals seeking services. One stop centers and system partners should provide multi-lingual
forms, brochures, and other related materials that relate to services, information, and guidance to
LEP individuals. Multi-lingual materials should reflect the common or dominate language(s) locally.
One stop centers should establish relationships with local businesses to provide employment
referrals compatible for LEP individuals. One stop centers and system partners should establish an
effective referral process to local adult education centers with English as a second language (ESL)
classes to provide LEP individuals language education and other educational services, such as
gaining a high school equivalency diploma and employability certificates. One stop center staff
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should be trained to access the appropriate materials and resources for LEP individuals. When
possible and needed, an effort to hire and train bilingual staff should be made. There are ten
workforce centers in the State that have bilingual staff members. Furthermore, the Arkansas
Department of Workforce Services has contracts with various vendors to provide interpreter services
in multiple languages. These interpreter services can be utilized by LEP individuals and staff
members in any of the State’s workforce centers.
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IV. COORDINATION WITH STATE PLAN PROGRAMS
Describe the methods used for joint planning and coordination among the core programs, and with
the required one-stop partner programs and other programs and activities included in the Unified or
Combined State Plan.
With the passage of the Workforce Innovation and Opportunity Act of 2014, the Arkansas
Department of Workforce Services, Arkansas Department of Career Education – Adult Education
and Literacy and Rehabilitative Services divisions, and the Arkansas Department of Human Services
– Division of Services for the Blind began meeting to discuss the implication of the new legislation
and begin necessary discussions for the successful implementation of the federal law in Arkansas.
In November 2014, representatives from each of these agencies formed a WIOA Roundtable that
met monthly and soon were joined by additional representatives from Registered Apprenticeship,
higher education, secondary education, two– and four–year educational institutions, Carl D. Perkins
secondary and post–secondary programs, Career and Technical Education, Temporary Assistance
for Needy Families, human services, and elected officials to engage in discussions about integration
of services provided by a multitude of service providers. This planning team established committees
to focus on critical areas in WIOA implementation to include: finance, IT system integration, policy
development, core performance measures, sector strategies, and the development of the state
workforce development plan.
The WIOA Roundtable continues to meet monthly to discuss ways to best align programs, prevent
duplication, and increase access to services for jobseekers and employers. This plan was developed
jointly by members of the Arkansas WIOA Roundtable.
In March 2015 and September 2015, a meeting of directors, managers, and supervisors from local
workforce development boards and core partners was held and attended by more than 250
individuals from across Arkansas to talk about implementation strategies at the local level.
The Arkansas Workforce Development Board, a business led board, was formed in May 2015 and
includes the directors of the core partner program agencies as members in addition to secondary
education, higher education, and economic development. The goals and strategies included in this
plan are the product of many months of strategic planning and input from various sources.
In July 2015, a statewide WIOA training and strategy session was held and was attended by 500
individuals representing state and local workforce boards members, core and optional workforce
partner programs, secondary and higher education, state and local economic development,
community–based organizations, employers, and elected officials.
In November and December of 2015, a strategic planning session was held by the Arkansas
Workforce Development Board to frame out the goals and strategies to be included in the state plan.
An invitation was extended to the Arkansas Career Education and Workforce Development Board,
the oversight board for the agency that administers the Adult Education and Vocational
Rehabilitation Services programs, to join in the planning process to ensure that both boards were
moving in the same direction as it relates to workforce development in Arkansas.
Beginning in 2016 and continuing in 2017, the biannual WIOA statewide partners meetings have
been conducted. These meetings are a continuation of the training and strategy sessions that began
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in 2015 and provide ongoing opportunities for all WIOA partner representatives to convene and
discuss the ongoing development of the state’s workforce development system.
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V. COMMON ASSURANCES (FOR ALL CORE PROGRAMS)
The Unified or Combined State Plan must include assurances that—
1. The State has established a policy identifying circumstances that may present a conflict of
interest for a State Board or local board member, or the entity or class of officials that the member
represents, and procedures to resolve such conflicts; Yes
2. The State has established a policy to provide to the public (including individuals with
disabilities) access to meetings of State Boards and local boards, and information regarding
activities of State boards and local boards, such as data on board membership and minutes; Yes
3. The lead State agencies with optimal policy-making authority and responsibility for the
administration of core programs reviewed and commented on the appropriate operational planning
elements of the Unified or Combined State Plan, and approved the elements as serving the needs of
the populations served by such programs; Yes
4. (a) The State obtained input into the development of the Unified or Combined State Plan and
provided an opportunity for comment on the plan by representatives of local boards and chief
elected officials, businesses, labor organizations, institutions of higher education, the entities
responsible for planning or administrating the core programs, required one-stop partners and the
other Combined Plan programs (if included in the State Plan), other primary stakeholders, including
other organizations that provide services to individuals with barriers to
employment, and the general public, and that the Unified or Combined State Plan is available and
accessible to the general public; (b) The State provided an opportunity for review and comment on
the plan by the State Board, including State agency official(s) for the Unemployment Insurance
Agency if such official(s) is a member of the State Board; Yes
5. The State has established, in accordance with WIOA section 116(i), fiscal control and fund
accounting procedures that may be necessary to ensure the proper disbursement of, and accounting
for, funds paid to the State through allotments made for the core programs to carry out workforce
development activities; Yes
6. The State has taken appropriate action to secure compliance with uniform administrative
requirements in this Act, including that the State will annually monitor local areas to ensure
compliance and otherwise take appropriate action to secure compliance with the uniform
administrative requirements under WIOA section 184(a)(3); Yes
7. The State has taken the appropriate action to be in compliance with WIOA section 188,
Nondiscrimination, as applicable; Yes
8. The Federal funds received to carry out a core program will not be expended for any purpose
other than for activities authorized with respect to such funds under that core program; Yes
9. The State will pay an appropriate share (as defined by the State board) of the costs of
carrying out section 116, from funds made available through each of the core programs; Yes
10. The State has a One-Stop certification policy that ensures the physical and programmatic
accessibility of all One-Stop centers with the Americans with Disabilities Act of 1990 (ADA); Yes
11. Service providers have a referral process in place for directing Veterans with Significant
Barriers to Employment (SBE) to DVOP services, when appropriate; and Yes
12. Priority of service for veterans and eligible spouses is provided in accordance with 38 USC
4215 in all workforce preparation, development or delivery of programs or services funded directly, in
whole or in part, by the Department of Labor. Yes
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VI. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS
The State must address all program-specific requirements in this section for the WIOA core
programs regardless of whether the State submits either a Unified or Combined State Plan.
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PROGRAM-SPECIFIC REQUIREMENTS FOR ADULT, DISLOCATED WORKER, AND
YOUTH ACTIVITIES UNDER TITLE I-B
The Unified or Combined State Plan must include the following with respect to activities carried out
under subtitle B--
A. GENERAL REQUIREMENTS
1. REGIONS AND LOCAL WORKFORCE DEVELOPMENT AREAS
A. IDENTIFY THE REGIONS AND THE LOCAL WORKFORCE DEVELOPMENT
AREAS DESIGNATED IN THE STATE.
The State of Arkansas consists of ten local workforce development areas and nine planning regions.
The ten local workforce development areas (LWDA) are as follows: Central LWDA, which consists of
Faulkner, Lonoke, Monroe, Prairie, Pulaski, Saline counties; the City of Little Rock LWDA, which
consists of the city limits of Little Rock, Arkansas; Eastern LWDA, which consists of Cross,
Crittenden, Lee, Phillips, Saint Francis counties; North Central LWDA, which consists of Cleburne,
Fulton, Jackson, Independence, Izard, Sharp, Stone, Van Buren, White, Woodruff counties;
Northeast LWDA, which consists of Clay, Craighead, Greene, Lawrence, Mississippi, Poinsett,
Randolph counties; Northwest LWDA, which consists of Baxter, Benton, Boone, Carroll, Madison,
Marion, Newton, Searcy, Washington counties; Southeast LWDA, which consists of Arkansas,
Ashley, Bradley, Chicot, Cleveland, Desha, Drew, Grant, Jefferson, Lincoln counties; Southwest
LWDA, which consists of Calhoun, Columbia, Dallas, Hempstead, Howard, Lafayette, Little River,
Miller, Nevada, Ouachita, Sevier, Union counties; West Central LWDA, which consists of Clark,
Conway, Garland, Hot Spring, Johnson, Montgomery, Perry, Pike Pope, Yell counties; and Western
LWDA, which consists of Crawford, Franklin, Logan, Polk, Scott, Sebastian counties.
For planning purposes, the following nine regions were identified: Central Region, which is made up
of the Central LWDA and the City of Little Rock LWDA; Eastern Region, which is made up of the
Eastern LWDA; North Central Region, which is made up of the North Central LWDA; Northeast
Region, which is made up of the Northeast LWDA; Northwest Region, which is made up of the
Northwest LWDA; Southeast Region, which is made up of the Southeast LWDA; Southwest Region,
which is made up of the Southwest LWDA; West Central Region, which is made up of the West
Central LWDA; and the Western Region, which is made up of the Western LWDA.
A visual depiction of the Local Workforce Development Areas is available at:
http://dws.arkansas.gov/WorkForcePlan/chart14.html
B. DESCRIBE THE PROCESS USED FOR DESIGNATING LOCAL AREAS,
INCLUDING PROCEDURES FOR DETERMINING WHETHER THE LOCAL
AREA MET THE CRITERIA FOR “PERFORMED SUCCESSFULLY” AND
“SUSTAINED FISCAL INTEGRITY” IN ACCORDANCE WITH 106(B)(2) AND (3)
OF WIOA. DESCRIBE THE PROCESS USED FOR IDENTIFYING REGIONS
AND PLANNING REGIONS UNDER SECTION 106(A) OF WIOA. THIS MUST
INCLUDE A DESCRIPTION OF HOW THE STATE CONSULTED WITH THE
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LOCAL BOARDS AND CHIEF ELECTED OFFICIALS IN IDENTIFYING THE
REGIONS.
The local workforce development areas were selected based on infrastructure already in place under
the previous federal law (Workforce Investment Act) and the alignment those areas have with local
economic development planning districts. Each of the previous ten local workforce investment areas
had sustained fiscal integrity as defined by the Workforce Innovation and Opportunity Act, and while
only one of the ten local areas had met 100 percent of all nine performance targets two years in a
row, the local areas did meet performance within 80 percent of targets, which is the measure of
success for the State as a whole.
All multi-county local workforce development areas are considered to be regions for the purposes of
Workforce Innovation and Opportunity Act planning. Any local workforce development area that is
smaller than two counties will be part of a region for WIOA planning purposes with the local
workforce development area(s) that closely aligns with the region’s economic development planning
district or metropolitan statistical area.
Local boards and chief elected officials were consulted during the formation of both the local
workforce development areas and regions. The opportunity for public comment was also provided
and many chief elected officials provided positive comments in support of the structure.
C. PROVIDE THE APPEALS PROCESS REFERRED TO IN SECTION 106(B)(5)
OF WIOA RELATING TO DESIGNATION OF LOCAL AREAS.
For purposes of appeal, a unit of general local government (including a combination of such units) or
grant recipient that requests but is not granted designation of an area as a local area may submit an
appeal to the Arkansas Workforce Development Board under an appeal process established in the
State plan. If the appeal does not result in such a designation, the Secretary of Labor, after receiving
a request for review from the unit or grant recipient and on determining that the unit or grant recipient
was not accorded procedural rights under the appeals process described in the State plan, may
require that the area be designated as a local area.
All appeals for reconsideration of local workforce development area designation should be submitted
to the following address:
Arkansas Workforce Development Board Attn: Appeal/Grievance Review P.O. Box 2981 Little Rock,
Arkansas 72202
D. PROVIDE THE APPEALS PROCESS REFERRED TO IN SECTION
121(H)(2)(E) OF WIOA RELATING TO DETERMINATIONS FOR
INFRASTRUCTURE FUNDING.
The State distributed a MOU template to Local Boards in Summer 2017. This template included the
requirements for funding infrastructure costs. In part, the template provided guidance that local
boards, with the agreement of chief elected officials of the area, must develop and enter into
memorandums of understanding (MOU’s) with statutorily required one–stop partners for operation
and funding of a one–stop delivery system in the local area. Local boards may also enter into MOU’s
with other optional partners, as described by WIOA. Among several required provisions, the MOU
must include a final plan, or an interim plan if needed, on how the infrastructure costs of the one–
stop centers will be funded.
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The template included a dispute resolution that if a one–stop partner appeals to the state regarding
infrastructure costs and the appeal results in a change to the one–stop partner’s infrastructure cost
contributions, the MOU must be updated to reflect the final one–stop partner infrastructure cost
contributions.
2. STATEWIDE ACTIVITIES
A. PROVIDE STATE POLICIES OR GUIDANCE FOR THE STATEWIDE
WORKFORCE DEVELOPMENT SYSTEM AND FOR USE OF STATE FUNDS
FOR WORKFORCE INVESTMENT ACTIVITIES.
All policies for use by local workforce development boards in administration of WIOA Title I programs
and for information on statewide activity programs are posted online on the Arkansas Department of
Workforce Services website at www.dws.arkansas.gov/wioa.htm.
B. DESCRIBE HOW THE STATE INTENDS TO USE GOVERNOR’S SET ASIDE
FUNDING. DESCRIBE HOW THE STATE WILL UTILIZE RAPID RESPONSE
FUNDS TO RESPOND TO LAYOFFS AND PLANT CLOSINGS AND
COORDINATE SERVICES TO QUICKLY AID COMPANIES AND THEIR
AFFECTED WORKERS. STATES ALSO SHOULD DESCRIBE ANY LAYOFF
AVERSION STRATEGIES THEY HAVE IMPLEMENTED TO ADDRESS AT
RISK COMPANIES AND WORKERS
The State intends to use the funding set aside for statewide activities for the required and allowable
activities. Since Arkansas is a small state, the state set aside funding is smaller in comparison to
larger states. The majority of the funding will be used for administration of the WIOA Title I grant,
grants management, monitoring, support of state board activities, evaluations, technical assistance
to local boards and training providers, training for case managers, capacity building for local boards
and partners, and the integration of data systems, to include intake and case management systems.
Not more than 25 percent of the total state allotment will be reserved for Rapid Response activities.
Rapid Response activities in Arkansas are administered by Arkansas Department of Workforce
Services as the lead agency of the Governor’s Dislocated Worker Task Force.
C. IN ADDITION, DESCRIBE THE STATE POLICIES AND PROCEDURES TO
PROVIDE RAPID RESPONSES IN CASES OF NATURAL DISASTERS
INCLUDING COORDINATION WITH FEMA AND OTHER ENTITIES.
Arkansas’s Department of Workforce Services Rapid Response protocols are designed to address
adverse economic and / or community impacts resulting from actual or imminent natural or
manmade crisis or disaster. These protocols include maintaining communications, close coordination
and establishment of appropriate partnership arrangements with other entities and resources,
including FEMA if necessitated by the situation. Protocols also dictate appropriate oversight
arrangements to ensure requisite scope, design speed, monitoring and supervision of emergency
operations.
Rapid Response partners with government agencies and with disaster response entities to ensure it
fulfills its obligation to deliver services and transition workers to new employment as quickly as
possible. In the event of a disaster, Rapid Response will utilize its partnerships with Emergency
management organizations (i.e., state emergency management agencies and FEMA); Chief Elected
Officials (CEO); Chambers of Commerce; Economic development organizations; Labor and industry
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organizations; USDOL, to stay on top of the events as they occur to make sure we are in place to
assist areas and workers affected by disaster. In addition, partnerships are in place with the
Arkansas Workforce Centers and local workforce development boards. Rapid Response is a key
convener to plan a state’s response to a disaster and has a role in the delivery of reemployment and
transition services to those impacted by a disaster.
Rapid Response will ensure the Arkansas Department of Workforce Services website is updated
with needed information, and the team will secure access for affected areas to utilize Mobile
Workforce Centers that are ready to be deployed when needed. These units can assist with
communications, emergency unemployment, insurance claim assistance, etc. These preparations,
combined with flexibility and creativity in responding to the truly unexpected events of a disaster,
allow Rapid Response to quickly and effectively respond to major events.
As stated above, Mobile Workforce Centers are part of Rapid Response’s resources, the Arkansas
Department of Workforce Services maintains a fleet of Mobile Workforce Centers consisting of three
RV style vehicles and two 5th wheel trailers which are supported by a 2008 Ford F-350 Pickup. The
Mobile Centers contain multiple computer stations (with full internet connectivity), public
announcement systems, printers, copiers and fax machines. These units are also equipped with flat-
televisions, DVD/VCR players, Smart-boards, JAWS (Jobs Application with Speech) software for
visually impaired jobseekers and are handicap accessible. These units supplement local office
resources, support opportunity and job fairs, promote employer hiring initiatives and facilitate
numerous training endeavors designed to assist jobseekers across the state. Additionally, the Mobile
Centers have been utilized for Rapid Response Worker Transition Centers. The Mobile Workforce
Centers have become very popular at various Community Outreach events and have been deployed
several times to aid in disaster response initiatives both in Arkansas and in neighboring states.
These units have been identified as an asset for natural disaster response by the State Arkansas
Department of Emergency Management (ADEM).
D. DESCRIBE HOW THE STATE PROVIDES EARLY INTERVENTION (E.G.,
RAPID RESPONSE) TO WORKER GROUPS ON WHOSE BEHALF A TRADE
ADJUSTMENT ASSISTANCE (TAA) PETITION HAS BEEN FILED. (SECTION
134(A)(2)(A).) THIS DESCRIPTION MUST INCLUDE HOW THE STATE
DISSEMINATES BENEFIT INFORMATION TO PROVIDE TRADE-AFFECTED
WORKERS IN THE GROUPS IDENTIFIED IN THE TAA PETITIONS WITH AN
ACCURATE UNDERSTANDING OF THE PROVISION OF TAA BENEFITS
AND SERVICES IN SUCH A WAY THAT THEY ARE TRANSPARENT TO
THE TRADE-AFFECTED DISLOCATED WORKER APPLYING FOR THEM
(TRADE ACT SEC. 221(A)(2)(A) AND SEC. 225; GOVERNORSECRETARY
AGREEMENT). DESCRIBE HOW THE STATE WILL USE FUNDS THAT
HAVE BEEN RESERVED FOR RAPID RESPONSE TO PROVIDE SERVICES
FOR EVERY WORKER GROUP THAT FILES A TAA PETITION.
Arkansas’s Rapid Response protocols and the partnership with the Trade Adjustment Assistance
(TAA) Program have been recognized by Department of Labor.
• If there is the slightest possibility that reduction in workforce is trade affected the necessary
info is gathered by Rapid Response personnel and a petition is submitted to the DOL;
• Once DOL issues a petition number Rapid Response notifies the Company representatives
and TAA staff;
• Petition progress is monitored by both Rapid Response and Trade Program staff on the DOL
website;
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• Upon Certification, If the Company is unwilling or unable to provide a workers list then UI
data is engaged to establish eligibility for workers;
• Trade Program staff prepares Eligibility Letters which are mailed to every client listed on the
workers list (workers list vetted through Rapid Response). Notices of Eligibility may also be
placed in local newspapers of general circulation;
• TAA Information Sessions are scheduled and invitation letters are mailed to eligible clients.
The purpose of these Information Sessions is to meet with the dislocated workers and
convey information about the benefits for which they may be eligible along with important
timelines and information on other supportive services that may be available to them.
Arkansas’s Rapid Response will continue to utilize its allocated funding to provide services to all
companies experiencing a workforce reduction and affected workers including those for whom a
Trade Petition is filed with the U.S. DOL. These services include Worker Assistance Workshops,
Transition Assistance, Referral Services and Trade Petition preparation and submission. During the
DOL’s investigation process, Rapid Response serves as the primary point of contact pending
certification, at which time Trade Program staff is engaged and continue to partner with Rapid
Response staff to facilitate provision of services to identified workers.
ADWS’ Rapid Response Unit developed and maintains a Rapid Response Tracking System (RRTS)
which is used by Agency personnel to monitor and track all dislocation events including certification
status of Companies for whom a Trade Petition was submitted to the U.S. Department of Labor.
B. ADULT AND DISLOCATED WORKERS PROGRAM REQUIREMENTS
1. IF THE STATE IS UTILIZING WORK-BASED TRAINING MODELS (E.G. ON-
THEJOB TRAINING, INCUMBENT WORKER TRAINING, TRANSITIONAL
JOBS, AND CUSTOMIZED TRAINING) AS PART OF ITS TRAINING
STRATEGY AND THESE STRATEGIES ARE NOT ALREADY DISCUSSED IN
OTHER SECTIONS OF THE PLAN, DESCRIBE THE STATE’S STRATEGIES
FOR HOW THESE MODELS ENSURE HIGH QUALITY TRAINING FOR BOTH
THE PARTICIPANT AND THE EMPLOYER.
Through the use of work-based training models, training objectives will be aligned with employer
goals in such a way that when the participant meets objectives, they will also be meeting the
employer goals. This process will begin with new employee orientation training where participants
will learn workplace ethics and acquire soft skills training. While doing work-based training,
participants will be introduced to new production models and technologies. The state will also
strengthen partnerships with Registered Apprenticeship systems to help jobseekers immediately
start working and increase their work literacy and earnings.
2. DESCRIBE HOW THE STATE WILL INCORPORATE REGISTERED
APPRENTICESHIP INTO ITS STRATEGY AND SERVICES.
The Arkansas Department of Workforce Services (ADWS) has a strong partnership with Registered
Apprenticeship (RA) and consistently includes Registered Apprenticeship training as a training
option in discretionary grant proposals and encourages local workforce development boards to utilize
RA as a workforce development tool serving both employers and job seekers. The ADWS is working
with local workforce development boards to more fully integrate RA and other work-based learning
options into WIOA Title I.
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Under the USDOL awarded ApprenticeshipUSA State Accelerator grant, ADWS is working with RA
partners and stakeholders to develop a State Plan for RA Expansion and Diversification. A major
component in the development of the State Plan for RA Expansion and Diversification includes an
asset mapping analysis that will identify assets and funding streams associated with RA and look for
opportunities to leverage resources for potential expansion to serve both employers and job seekers
within growth industry and occupational fields. The State Plan for RA Expansion and Diversification
is due to be completed by May 31, 2018.
Information on RA is shared with dislocated workers that attend information sessions while preparing
for or recovering from a layoff. Trade Adjustment Assistance (TAA) staff routinely notify TAA eligible
clients of the option to pursue RA as a viable training option. Registered Apprenticeships are
presented to clients as a training option at both the TAA Information Sessions and during one-on-
one assessments. If a client expresses interest in an Apprenticeship program, they are provided with
the appropriate RA program contact information for follow-up purposes to learn more about RA
training and employment opportunities.
The partnership between the Workforce system and RA programs will serve to increase options for
both youth and adults. The RA “earn while you learn” model provides job seekers with a USDOL
recognized skill attainment credential while allowing for an upwardly mobile career pathway.
Likewise, RA benefits employers by developing highly skilled employees, reducing turnover rates,
increasing productivity, and lowering the cost employee recruitment efforts. Adults, dislocated
workers and youth have opportunities under RA to increase their earnings, skill sets, and will receive
training in a high demand industry. Apprentices in Arkansas Registered Apprenticeships are co-
enrolled in Title-I programs, when appropriate. ITAs and supportive services will be provided as wrap
around support to participants in Registered Apprenticeships. On-the-Job-Training (OJT) contracts
may be written with registered apprenticeship providers for the training portion of the program.
Registered Apprenticeship program, OJT contracts must follow the State and local policies on OJT
and depending on the length of the program, these funds may cover some or all of the registered
apprenticeship training. Attainment of a credential, employment, retention of employment and wages
of apprentices will be counted in performance measures for those who meet program eligibility
requirements.
The Arkansas Apprenticeship Pathway Initiative (AAPI) provides $4,000,000 of grant funds from the
U.S. Department of Labor to create and expand registered apprenticeships in targeted H-1B growth
industries, strengthen employer and service provider partnerships, as well as provide an opportunity
for participants to learn occupational specific skills as well as good wages while gaining college
credit.
The industries of focus for this grant include advanced manufacturing and the construction trades
with opportunities for expansion into other industry growth sectors based on employer demand. A
primary goal under the AAPI is to enroll 600 RA’s over the life the grant. The grant has an end date
of September 30, 2020.
Arkansas Expands Apprenticeship (AREA) provides $900,000 of grant funds from the U.S.
Department of Labor to create, expand, and diversify registered apprenticeships in growth industries.
The industries of focus for this grant include advanced manufacturing, construction trades, and
transportation with opportunities for expansion into other industry growth sectors based on employer
demand. A primary goal under the AREA is to enroll 100 RA’s and 100 pre-apprentices over the life
the grant. The grant has an end date of April 30, 2019.
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3. PROVIDE THE PROCEDURE, ELIGIBILITY CRITERIA, AND INFORMATION
REQUIREMENTS FOR DETERMINING TRAINING PROVIDER INITIAL AND
CONTINUED ELIGIBILITY, INCLUDING REGISTERED APPRENTICESHIP
PROGRAMS (WIOA SECTION 122).
To be included on the Eligible Training Provider List (ETPL), providers must submit an online
application to the Local Workforce Development Board (LWDB) for the area where they wish to
provide training services. A separate electronic application must be submitted for each training
program, and the training program must be on the current Projected Employment Opportunities List.
An application can be made online through the Arkansas Consumer Report System. The Arkansas
Consumer Report System, or ACRS for short, is an interactive web site that contains a
comprehensive listing of training providers and programs within the State of Arkansas. However,
ACRS is best known as the web site that houses the WIOA Eligible Training Provider List (ETPL).
This list is a subset of providers and programs that have been certified by Local Workforce
Development Boards (LDBs) as eligible providers of training under the Workforce Innovation and
Opportunity Act. Through this website, training providers who wish to be included on the ETPL can
submit an electronic application and LDBs can evaluate the applications.
Providers who may apply to be included on the ETPL include:
• An institution of higher education that provides a program that leads to a recognized
postsecondary credential;
• Another public or private provider of a program of training services, which may include joint
labor-management organizations, and eligible providers of adult education and literacy
activities, if such activities are provided in combination with occupational skills training.
These providers must have all appropriate licenses to operate in the State of Arkansas and
will be required to submit copies of such licenses. The information will then be verified by the
Arkansas Department of Workforce Services (ADWS).
• An entity that carries out programs under the National Apprenticeship Act will be included
and maintained on the ETPL for so long as their program remains registered. These
providers will be required to contact ADWS to make known their desire to be listed and
provide documentation that verifies their program is a registered apprenticeship program
certified by the U.S. Department of Labor, Office of Apprenticeship.
The procedures for initial and continued eligibility for the Eligible Training Provider List are available
online at: www.dws.arkansas.gov/wioa.htm
As of July 1, 2015, the TAA program for the State of Arkansas utilizes the WIOA Eligible Training
Provider (ETP) List for enrollment of TAA participants in training in demand occupations.
4. DESCRIBE HOW THE STATE WILL IMPLEMENT AND MONITOR THE
PRIORITY FOR PUBLIC ASSISTANCE RECIPIENTS, OTHER LOW-INCOME
INDIVIDUALS, AND INDIVIDUALS WHO ARE BASIC SKILLS DEFICIENT IN
ACCORDANCE WITH THE REQUIREMENTS OF WIOA SEC. 134(C)(3)(E),
WHICH APPLIES TO INDIVIDUALIZED CAREER SERVICES AND TRAINING
SERVICES FUNDING BY THE ADULT FORMULA PROGRAM.
The requirements of priority of service that apply to adult recipients of public assistance, other low
income individuals and individuals who are basic skills deficient as described in WIOA 3(5)(B) will be
included in a directive to the local workforce development boards. The state management
information system (MIS) will be utilized to identify adults who have been designated as meeting this
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definition. Specific allowable documentation to be stored in the case manager’s participant folder will
be itemized and communicated to the local boards, and will be reviewed during regular monitoring
visits.
5. DESCRIBE THE STATE’S CRITERIA REGARDING LOCAL AREA TRANSFER
OF FUNDS BETWEEN THE ADULT AND DISLOCATED WORKER
PROGRAMS.
A local board may transfer, up to and including 100 percent of the funds allocated to the local area
for a fiscal year between the adult employment and training activities and the dislocated worker
employment and training activities. Under the Workforce Investment Act, the State had a waiver that
increased the level of transfer between the adult and dislocated worker funding streams. The waiver
provided greater flexibility in the design of local area adult and dislocated worker service delivery
plans and enhanced the ability of local boards to respond to changing workforce and economic
dynamics. Local boards were able to provide targeted assistance in response to customer needs.
In order to transfer funds between programs, the local workforce development board shall submit a
funds transfer request to the Arkansas Department of Workforce Services, stating the amount of the
requested transfer, the percentage of funds the transfer represents, the reason for the transfer, and
an assurance that adequate funds still remain in the contributing program to support existing and
future enrollments. The Arkansas Department of Workforce Services, as the Governor’s
Administrative Entity, will review the transfer request and issue a determination on the request.
C. YOUTH PROGRAM REQUIREMENTS
With respect to youth workforce investment activities authorized in section 129 of WIOA,—
1. IDENTIFY THE STATE-DEVELOPED CRITERIA TO BE USED BY LOCAL BOARDS IN
AWARDING GRANTS FOR YOUTH WORKFORCE INVESTMENT ACTIVITIES AND
DESCRIBE HOW THE LOCAL BOARDS WILL TAKE INTO CONSIDERATION THE
ABILITY OF THE PROVIDERS TO MEET PERFORMANCE ACCOUNTABILITY
MEASURES BASED ON PRIMARY INDICATORS OF PERFORMANCE FOR THE
YOUTH PROGRAM AS DESCRIBED IN SECTION 116(B)(2)(A)(II) OF WIOA IN
AWARDING SUCH GRANTS.*
* Sec. 102(b)(2)(D)(i)(V)
Arkansas’s strategy for providing comprehensive services for youth calls for a collaborative approach
with local boards to prepare youth for success in a global, demand-driven economy. The state will
issue policy guidance regarding the competitive sub-grant award process for youth workforce
investment activities. In an effort to meet the needs specific to the local area, local boards will
develop a process of review to determine if providers are able to meet performance accountability
measures based on the criteria below. Consequently, state monitors will review local area polices
and processes so as to ensure compliance.
1. Vision, Mission and Philosophy
2. Management Plan
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3. Financial Plan
4. Employer Services
5. Individual Customers
6. Marketing
7. Partner Coordination Service Plan
8. Site/Location Plan
9. Organizational Qualifications
10. Performance/Experience
11. Anticipated Program Deliverables
12. Anticipated Program Outcomes
13. Budget Procedures
2. DESCRIBE THE STRATEGIES THE STATE WILL USE TO ACHIEVE IMPROVED
OUTCOMES FOR OUT-OF-SCHOOL YOUTH AS DESCRIBED IN 129(A)(1)(B),
INCLUDING HOW IT WILL LEVERAGE AND ALIGN THE CORE PROGRAMS,
AND COMBINED STATE PLAN PARTNER PROGRAMS INCLUDED IN THIS
PLAN, REQUIRED AND OPTIONAL ONE-STOP PARTNER PROGRAMS, AND
ANY OTHER RESOURCES AVAILABLE.
In order to improve the outreach and recruitment of out-of-school youth, the Arkansas Department of
Workforce Service will partner with the Arkansas Department of Career Education, the Department
of Health and Human Services, and other community-based organizations to create a streamline
pathway and align services to meet the needs of youth participants. Core programs will no longer
serve out-of-school youth in siloes, but rather through a referral system leveraged within these
partnerships. Local Workforce Development Boards will work with referrals of able bodied young
adults in the SNAP Employment & Training sector of the Department of Human Services, juvenile
offenders within the juvenile justice system, clients receiving housing assistance through the local
housing authority agencies and community organizations assisting homeless youth to boost
enrollment and performance in the out-of-school youth core programs. These partners may prove
beneficial in addressing persons with identified and unidentified disabilities, high school equivalency
credentials, leadership development and supportive service needs.
As part of the State’s overarching outreach strategy, we will hire a Targeted Populations Advisor who
will be solely devoted to developing our comprehensive outreach plan to reach certain populations,
including Out-of-School youth.
3. DESCRIBE HOW THE STATE WILL ENSURE THAT ALL 14 PROGRAM ELEMENTS
DESCRIBED IN WIOA SECTION 129(C)(2) ARE MADE AVAILABLE AND EFFECTIVELY
IMPLEMENTED.*
* Sec. 102(b)(2)(D)(i)(I)
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A state issued directive listing the 14 elements will require that all are made available to individuals in
each local area. During their regular visits state monitors will review local policies, participant folders,
conduct interviews with participants and staff, and review literature containing information relating to
available services.
4. PROVIDE THE LANGUAGE CONTAINED IN THE STATE POLICY FOR
“REQUIRING ADDITIONAL ASSISTANCE TO ENTER OR COMPLETE AN
EDUCATIONAL PROGRAM, OR TO SECURE AND HOLD EMPLOYMENT”
CRITERION FOR OUT-OF-SCHOOL YOUTH SPECIFIED IN WIOA SECTION
129(A)(1)(B)(III)(VIII) AND FOR “REQUIRING ADDITIONAL ASSISTANCE TO
COMPLETE AN EDUCATION PROGRAM, OR TO SECURE AND HOLD
EMPLOYMENT” CRITERION FOR INSCHOOL YOUTH SPECIFIED IN WIOA
SECTION 129(A)(1)(C)(IV)(VII).
The definition and requirements for the youth additional assistance high risk category are specific to
the local area. A state issued directive will require each local area to establish a policy that is specific
to their area of service that applies to the predominant population of youth within their service
boundaries.
5. INCLUDE THE STATE DEFINITION, AS DEFINED IN LAW, FOR NOT
ATTENDING SCHOOL AND ATTENDING SCHOOL AS SPECIFIED IN WIOA
SECTION 129(A)(1)(B)(I) AND SECTION 129(A)(1)(C)(I). IF STATE LAW DOES
NOT DEFINE “NOT ATTENDING SCHOOL” OR “ATTENDING SCHOOL”
INDICATE THAT IS THE CASE.
Mandatory school attendance is required for individuals between the age of five and 17. The statute
requires enrollment in an approved school including private, public, parochial or home school that
meets the requirements for legal operation. The individual must attend school each day the school is
open unless:
• The child has received a high school diploma or its equivalent,
• A child 16 years of age or older who is enrolled in a post-secondary vocational-technical
institution, a community college, or two-year or four-year institution of higher education, or
• Any child 16 years of age or older who is enrolled in an adult education program.
A specific definition for “not attending school” is not available other than an individual who does not
comply with the above.
6. IF NOT USING THE BASIC SKILLS DEFICIENT DEFINITION CONTAINED IN
WIOA SECTION 3(5)(B), INCLUDE THE SPECIFIC STATE DEFINITION.
The state definition of basic skills aligns with the definition at WIOA 3(5)(B) and is used in
conjunction with the priority categories for adult eligibility to receive individualized career services
and/or training services. Additionally out-of-school youth who have attained a secondary diploma
and are low-income must also be basic skills deficient or an English language learner.
D. SINGLE-AREA STATE REQUIREMENTS
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In States where there is only one local workforce investment area, the governor serves as both the
State and local chief elected official. In such cases, the State must submit any information required
in the local plan (WIOA section 106(d)(2)). States with a single workforce area must also include:
1. ANY COMMENTS FROM THE PUBLIC COMMENT PERIOD THAT REPRESENT
DISAGREEMENT WITH THE PLAN. (WIOA SECTION 108(D)(3).)
2. THE ENTITY RESPONSIBLE FOR THE DISBURSAL OF GRANT FUNDS, AS
DETERMINED BY THE GOVERNOR, IF DIFFERENT FROM THAT FOR THE
STATE. (WIOA SECTION 108(B)(15).)
3. THE TYPE AND AVAILABILITY OF WIOA TITLE I YOUTH ACTIVITIES,
INCLUDING AN IDENTIFICATION OF SUCCESSFUL PROVIDERS OF SUCH
ACTIVITIES. (WIOA SECTION 108(B)(9).)
Arkansas is not a single-area State.
E. WAIVER REQUESTS (OPTIONAL)
States wanting to request waivers as part of their Title I-B Operational Plan must include a waiver
plan that includes the following information for each waiver requested:
1. IDENTIFIES THE STATUTORY OR REGULATORY REQUIREMENTS FOR
WHICH A WAIVER IS REQUESTED AND THE GOALS THAT THE STATE OR
LOCAL AREA, AS APPROPRIATE, INTENDS TO ACHIEVE AS A RESULT OF
THE WAIVER AND HOW THOSE GOALS RELATE TO THE UNIFIED OR
COMBINED STATE PLAN;
2. DESCRIBES THE ACTIONS THAT THE STATE OR LOCAL AREA, AS
APPROPRIATE, HAS UNDERTAKEN TO REMOVE STATE OR LOCAL
STATUTORY OR REGULATORY BARRIERS;
3. DESCRIBES THE GOALS OF THE WAIVER AND THE EXPECTED
PROGRAMMATIC OUTCOMES IF THE REQUEST IS GRANTED;
4. DESCRIBES HOW THE WAIVER WILL ALIGN WITH THE DEPARTMENT’S
POLICY PRIORITIES, SUCH AS:
A. SUPPORTING EMPLOYER ENGAGEMENT;
B. CONNECTING EDUCATION AND TRAINING STRATEGIES;
C. SUPPORTING WORK-BASED LEARNING;
D. IMPROVING JOB AND CAREER RESULTS, AND
E. OTHER GUIDANCE ISSUED BY THE DEPARTMENT.
5. DESCRIBES THE INDIVIDUALS AFFECTED BY THE WAIVER, INCLUDING
HOW
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THE WAIVER WILL IMPACT SERVICES FOR DISADVANTAGED
POPULATIONS OR INDIVIDUALS WITH MULTIPLE BARRIERS TO
EMPLOYMENT; AND
6. DESCRIBES THE PROCESS USED TO:
A. MONITOR THE PROGRESS IN IMPLEMENTING THE WAIVER;
B. PROVIDE NOTICE TO ANY LOCAL BOARD AFFECTED BY THE WAIVER;
C. PROVIDE ANY LOCAL BOARD AFFECTED BY THE WAIVER AN OPPORTUNITY TO
COMMENT ON THE REQUEST;
D. ENSURE MEANINGFUL PUBLIC COMMENT, INCLUDING COMMENT BY BUSINESS
AND ORGANIZED LABOR, ON THE WAIVER.
E. COLLECT AND REPORT INFORMATION ABOUT WAIVER OUTCOMES IN THE
STATE’S WIOA ANNUAL REPORT
The State of Arkansas has no existing waiver requests.
TITLE I-B ASSURANCES
The State Plan must include assurances that:
1. The State has implemented a policy to ensure Adult program funds provide a priority in the
delivery of training services and individualized career services to individuals who are low income,
public assistance recipients and basic skills deficient; Yes
2. The state has implemented a policy to ensure local areas have a process in place for referring
veterans with significant barriers to employment to career services provided by the JVSG
program’s Disabled Veterans’ Outreach Program (DVOP) specialist; Yes
3. The state established a written policy and procedure that set forth criteria to be used by chief
elected officials for the appointment of local workforce investment board members. Yes
4. The state established written policy and procedures to ensure local workforce investment boards
are certified by the governor every two years in accordance with WIOA section 107(c)(2). Yes
5. Where an alternative entity takes the place of a State Board, the State has written policy and
procedures to ensure the alternative entity meets the definition under WIOA section 101(e) and
the legal requirements for membership. No
6. The State established a written policy and procedure for how the individuals and entities
represented on the State Workforce Development Board help to determine the methods and
factors of distribution, and how the state consults with chief elected officials in local areas
throughout the state in determining the distributions. Yes
7. The State will not use funds received under WIOA Title I to assist, promote, or deter union
organizing in accordance with WIOA section 181(b)(7). Yes
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8. The State distributes adult and youth funds received under WIOA equitably throughout the State,
and no local area suffers significant shifts in funding from year-to-year during the period covered
by this plan. Yes
9. If a State Workforce Development Board, department, or agency administers state laws for
vocational rehabilitation of persons with disabilities, that board, department, or agency
cooperates with the agency that administers Wagner-Peyser services, Adult and Dislocated
Worker programs and Youth Programs under Title I. Yes
10. The State agrees to report on the impact and outcomes of its approved waivers in its WIOA
Annual Report. Yes
11. The State has taken appropriate action to secure compliance with the Uniform Guidance at 2
CFR 200 and 2 CFR 2900, including that the State will annually monitor local areas to ensure
compliance and otherwise take appropriate action to secure compliance with the Uniform
Guidance under section WIOA 184(a)(3); Yes
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PROGRAM-SPECIFIC REQUIREMENTS FOR WAGNER-PEYSER PROGRAM
(EMPLOYMENT SERVICES)
All program-specific requirements provided for the WIOA core programs in this section must be
addressed for either a Unified or Combined State Plan.
A. EMPLOYMENT SERVICE PROFESSIONAL STAFF DEVELOPMENT.
1. DESCRIBE HOW THE STATE WILL UTILIZE PROFESSIONAL
DEVELOPMENT ACTIVITIES FOR EMPLOYMENT SERVICE STAFF TO
ENSURE STAFF IS ABLE TO PROVIDE HIGH QUALITY SERVICES TO BOTH
JOBSEEKERS AND EMPLOYERS.
The state will use professional development activities for Employment Services staff such as
targeted training activities to cross-train in specific program areas (Veterans and Workforce
Innovation and Opportunity Act (WIOA), Unemployment Insurance) to ensure staff is able to provide
quality services to both jobseekers and employers. These training activities will enable staff to assist
jobseekers with knowing and improving their skills, obtaining the best job possible, and progressing
in a career pathway. Staff will be provided with the required information about programs and hear a
consistent message regarding expected levels of performance, service delivery and service quality.
Training will be provided throughout the state to promote consistency.
2. DESCRIBE STRATEGIES DEVELOPED TO SUPPORT TRAINING AND
AWARENESS ACROSS CORE PROGRAMS AND THE UNEMPLOYMENT
INSURANCE PROGRAM, AND THE TRAINING PROVIDED FOR
EMPLOYMENT SERVICES AND WIOA STAFF ON IDENTIFICATION OF UI
ELIGIBILITY ISSUES AND REFERRAL TO UI STAFF FOR ADJUDICATION.
In contrast to most states, Arkansas continues to maintain unemployment insurance staff members
in each of the State’s workforce centers. The continuing presence of unemployment insurance staff
members in local workforce centers enables ADWS to be poised to provide in-depth assistance to UI
claimants and its workforce partners. UI Administration will continue to utilize the UI Technical Unit to
provide staff training to unemployment insurance staff. UI Technical will provide necessary training to
Employment Services and WIOA staff concerning general concepts related to the unemployment
insurance program and potential issue identification.
B. EXPLAIN HOW THE STATE WILL PROVIDE INFORMATION AND MEANINGFUL
ASSISTANCE TO INDIVIDUALS REQUESTING ASSISTANCE IN FILING A CLAIM FOR
UNEMPLOYMENT COMPENSATION THROUGH ONE-STOP CENTERS, AS
REQUIRED BY WIOA AS A CAREER SERVICE.
The presence of UI staff in all of ADWS’ local offices will significantly lessen the need to rely on
Employment Service and WIOA staff to provide information and meaningful assistance to individuals
seeking to file unemployment compensation claims through the one–stop centers. However, UI
Technical will provide basic training to Employment Services and WIOA staff to enable them to
125 | Page
provide basic information and meaningful assistance to UI claimants. Furthermore, the
interconnectivity of the electronic interface that exists between the UI data system and the Wagner–
Peyser data system enable the immediate registration of UI claimants to register and apply for jobs
through the Arkansas JobLink system.
C. DESCRIBE THE STATE’S STRATEGY FOR PROVIDING REEMPLOYMENT
ASSISTANCE TO UNEMPLOYMENT INSURANCE CLAIMANTS AND OTHER
UNEMPLOYED INDIVIDUALS.
The Arkansas Reemployment Services (RES) program uses claimant demographic data to
mathematically identify Unemployment Insurance (UI) claimants that are most at risk of exhausting
benefits before finding employment. The Department of Workforce Services, through the Arkansas
Workforce Centers, provides additional assistance to these participants, and requires completion of
a job search workshop to maintain their UI benefits. The goal of the program is to keep these
claimants from exhausting their benefits before they move on to gainful employment.
A job search workshop that lasts four to six hours is held once a month in each of the workforce
centers that handle unemployment insurance claims. The workshop provides:
• An orientation to the Arkansas Workforce Center system
• Partner Program Information
• An overview of program requirements
• Labor market information
• Career Readiness Certification information
• Job search assistance
• Proper resume and application preparation
• Interviewing skills information Reemployment Services and Eligibility Assessment (RESEA)
Program. The RESEA program enhances the current RES process by removing barriers to
employment for those receiving UI benefits, including transitioning veterans receiving UI
compensation for ex-service members to assist them in reentering the workforce more quickly.
The RESEA program requires additional services for selected claimants to maintain benefits
including the Career Readiness Certificate, an occupational skills assessment and an individual
reemployment plan contract.
The goal of the RESEA program is not only to keep claimants from exhausting their benefits before
moving on to employment, but also to reduce the number of weeks claimed and to reduce the total
benefits paid to result in a new savings for the Unemployment Insurance Trust Fund. Additional
requirements for the RESEA program include:
• One-on-one assessment appointments to assist with
§ Resume creation and review o Job search techniques
§ Proper application completion o Interview skills and techniques
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• Basic skills testing utilizing Career Ready 101 online curriculum as a first step to obtain a Career
Readiness Certificate
Presently we have five RESEA locations throughout the state.
D. DESCRIBE HOW THE STATE WILL USE W-P FUNDS TO SUPPORT UI CLAIMANTS,
AND THE COMMUNICATION BETWEEN W-P AND UI, AS APPROPRIATE, INCLUDING
THE FOLLOWING:
1. COORDINATION OF AND PROVISION OF LABOR EXCHANGE SERVICES
FOR UI CLAIMANTS AS REQUIRED BY THE WAGNER-PEYSER ACT;
Currently claimants who file initial, additional or reopened claims for unemployment insurance
benefits through ADWS’ EZARC system simultaneously create registrations through the Arkansas
Job Link “AJL” system. Once registered, jobseekers have access to all of the online features, such
as searching for jobs, identifying employment occupational information, using the virtual recruiter to
automatically receive alerts of new jobs that match the job skills in their resume, and having the
resume viewable by employers registered in the system.
2. REGISTRATION OF UI CLAIMANTS WITH THE STATE'S EMPLOYMENT
SERVICE IF REQUIRED BY STATE LAW;
Per Ark. Code Ann. 11-10-507 and Regulation 14, claimants who file initial, additional or reopened
claims for unemployment insurance benefits through ADWS’ EZARC system simultaneously create
registrations through the Arkansas Job Link “AJL” system. The filing of an initial, additional or
reopened claim for unemployment insurance benefits through ADWS’ EZARC system creates a
unique “AJL” registration for all applicants. These registrations are then monitored and utilized by
Employment Service staff to provide job finding and placement services.
3. ADMINISTRATION OF THE WORK TEST FOR THE STATE
UNEMPLOYMENT COMPENSATION SYSTEM, INCLUDING MAKING
ELIGIBILITY ASSESSMENTS (FOR REFERRAL TO UI ADJUDICATION, IF
NEEDED), AND PROVIDING JOB FINDING AND PLACEMENT SERVICES
FOR UI CLAIMANTS; AND
UI claimants must submit weekly certifications through ArkNet (Internet) or via ArkLine (Telephone)
that they satisfied the continuing eligibility requirements of the unemployment insurance program.
Those requirements are: continue to be totally unemployed or working part-time; able to work;
available for work; and actively seeking work as demonstrated by contacting a specific number of
employers each week based on their labor market. Claimants who fail to meet all of the eligibility
requirements are referred to unemployment insurance staff members for further analysis and if
applicable, to adjudication staff. UI Technical staff will provide necessary training to Employment
Services and WIOA staff concerning general concepts related to the unemployment insurance
program and potential issue identification.
4. PROVISION OF REFERRALS TO AND APPLICATION ASSISTANCE FOR
TRAINING AND EDUCATION PROGRAMS AND RESOURCES.
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Currently jobseekers are provided information on the Wagner-Peyser services available at the
Workforce centers. Customers needing further information about training are referred to register in
the Arkansas JobLink system to begin self-service activities by using resources such as computers
and phones to conduct job searches, create a resume, and respond to employment opportunities
through Arkansas JobLink system. Jobseekers can manage their UI claim through the ArkNet
website. In addition, to self-service options, claimants can also receive staff-assisted services, such
as job search workshops, assistance with access and navigating the Arkansas JobLink system,
referral to veteran services, and referral to education, and training.
E. AGRICULTURAL OUTREACH PLAN (AOP). EACH STATE AGENCY MUST DEVELOP AN
AOP EVERY FOUR YEARS AS PART OF THE UNIFIED OR COMBINED STATE PLAN
REQUIRED UNDER SECTIONS 102 OR 103 OF WIOA. THE AOP MUST INCLUDE--
1. ASSESSMENT OF NEED
Provide an assessment of the unique needs of farmworkers in the area based on past and projected
agricultural and farmworker activity in the State. Such needs may include but are not limited to:
employment, training, and housing.
A. AN ASSESSMENT OF THE AGRICULTURAL ACTIVITY IN THE STATE
MEANS: 1) IDENTIFYING THE TOP FIVE LABOR-INTENSIVE CROPS,
THE MONTHS OF HEAVY ACTIVITY, AND THE GEOGRAPHIC AREA OF
PRIME ACTIVITY; 2) SUMMARIZE THE AGRICULTURAL EMPLOYERS’
NEEDS IN THE STATE (I.E. ARE THEY PREDOMINANTLY HIRING
LOCAL OR FOREIGN WORKERS, ARE THEYEXPRESSING THAT THERE
IS A SCARCITY IN THE AGRICULTURAL WORKFORCE); AND 3)
IDENTIFYING ANY ECONOMIC, NATURAL, OR OTHER FACTORS THAT
ARE AFFECTING AGRICULTURE IN THE STATE OR ANY PROJECTED
FACTORS THAT WILL AFFECT AGRICULTURE IN THE STATE.
The main agricultural crops in Arkansas are rice, cotton, soybeans, corn and sweet potatoes, with an
estimated projected harvest of more than six million acres that were harvested in program year
2017.Most of these main agricultural crops are concentrated in Central, Eastern, and Northeastern
Arkansas.
These are seasonal jobs requiring over two thousand migrant and seasonal workers to cultivate and
plant, till and harvest these crops. Because of the lack of domestic labor willing and able to do these
long and hard jobs outdoors in all kinds of weather, the majority of these seasonal workers are
foreign born workers entering the country on H2-A Visas (temporary agriculture) and most of the
returning workers are coming from Mexico and a few are traveling from South Africa. Free housing is
included for these workers and any domestic worker than is unable to return to his/her home each
day.
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Agricultural Activity in Arkansas
CROPS
ESTIMATE
D ACRES
PY16
ESTIMATE
D ACRES
PY17
DURATION
OF
HARVEST
GEOGRAPH
IC
AREA/CNTY
WORKERS
PY16
WORKERS
PY17
COTTON
900
1,200
August 15
thru
October 21
Mississippi,
Craighead,
Crittenden
400
500
RICE
1,110
1,375
August 10
Thru
October 1
Arkansas,
Monroe,
Prairie
600
600
SOYBEANS
3,300
3,500
July 15
Thru
November 15
Lee,
Phillips, St.
Francis,
Cross
500
600
WINTER
WHEAT
650
660
November 30
Thru
March 1
Lonoke,
Prairie
Lee,
St. Francis
700
800
CORN
1,300
1,500
June 25
Thru
August 31
Lee,
Phillips,
Cross
800
900
B. AN ASSESSMENT OF THE UNIQUE NEEDS OF FARMWORKERS
MEANS SUMMARIZING MIGRANT AND SEASONAL FARM WORKER
(MSFW) CHARACTERISTICS (INCLUDING IF THEY ARE
PREDOMINANTLY FROM CERTAIN COUNTRIES, WHAT LANGUAGE(S)
THEY SPEAK, THE APPROXIMATE NUMBER OF MSFWS IN THE
STATE DURING PEAK SEASON AND DURING LOW SEASON, AND
WHETHER THEY TEND TO BE MIGRANT, SEASONAL, OR YEAR-
ROUND FARMWORKERS). THIS INFORMATION MUST TAKE INTO
ACCOUNT DATA SUPPLIED BY WIOA SECTION 167 NATIONAL
FARMWORKER JOBS PROGRAM (NFJP) GRANTEES, OTHER MSFW
ORGANIZATIONS, EMPLOYER ORGANIZATIONS, AND STATE AND/OR
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FEDERAL AGENCY DATA SOURCES SUCH AS THE U.S.
DEPARTMENT OF AGRICULTURE AND THE U.S. DEPARTMENT OF
LABOR (DOL) EMPLOYMENT AND TRAINING ADMINISTRATION.
Although there are estimated to be fewer than 500 migrant and seasonal farmworkers (MSFWs) in
the state at any time, the overall majority of H2-A workers enter from Mexico and Spanish is the
native language spoken. Over 295 new jobs are entered into the Arkansas JobLink system each
year requesting roughly 3,000 workers for the work needed in the coming year.
2. OUTREACH ACTIVITIES
The local offices outreach activities must be designed to meet the needs of MSFWs in the State and
to locate and contact MSFWs who are not being reached through normal intake activities. Describe
the State agency's proposed strategies for:
A. CONTACTING FARMWORKERS WHO ARE NOT BEING REACHED BY
THE NORMAL INTAKE ACTIVITIES CONDUCTED BY THE
EMPLOYMENT SERVICE OFFICES.
The Arkansas Department of Workforce Services has a cooperative agreement with the Arkansas
Human Development Corporation (AHDC), a National Farmworker Jobs Program (NFJP) grantee,
which is co-located in several Arkansas Workforce Centers. These Arkansas Workforce Centers are
part of the State’s WIOA one-stop system, serving either a comprehensive one-stop center or an
affiliate one-stop. Through this partnership, efforts continue to be made to make outreach contacts
with migrant and seasonal farmworkers to assist with training for anyone wishing to break the
farming cycle. Outreach staff establishes a list of available resources and develops partnerships
with other organizations serving MSFWs.
B. PROVIDING TECHNICAL ASSISTANCE TO OUTREACH WORKERS.
TECHNICAL ASSISTANCE MUST INCLUDE TRAININGS,
CONFERENCES, ADDITIONAL RESOURCES, AND INCREASED
COLLABORATION WITH OTHER ORGANIZATIONS ON TOPICS SUCH
AS ONE-STOP CENTER SERVICES (I.E. AVAILABILITY OF REFERRALS
TO TRAINING, SUPPORTIVE SERVICES, AND CAREER SERVICES, AS
WELL AS SPECIFIC EMPLOYMENT OPPORTUNITIES), THE
EMPLOYMENT SERVICE COMPLAINT SYSTEM, INFORMATION ON
THE OTHER ORGANIZATIONS SERVING MSFWS IN THE AREA, AND A
BASIC SUMMARY OF FARMWORKER RIGHTS, INCLUDING THEIR
RIGHTS WITH RESPECT TO THE TERMS AND CONDITIONS OF
EMPLOYMENT.
AHDC has a full staff available for assisting with outreach to workers and they attend national
training conferences each year for important updates provided by the U.S. Department of Labor and
other farmworker and MSFW organizations. When a MFSW client is identified in the local office, staff
works with them to assist with job referrals on listed openings or job developments where an
employer may need workers that are not listed with the state. They are afforded the opportunity to be
referred to supportive services that they may need while in the area. Also MSFW Complaint Posters
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are in all offices and staff is trained on how to assist with the complaint process, which includes
follow-up by the State Monitor Advocate.
C. INCREASING OUTREACH WORKER TRAINING AND AWARENESS
ACROSS CORE PROGRAMS INCLUDING THE UNEMPLOYMENT
INSURANCE (UI) PROGRAM AND THE TRAINING ON IDENTIFICATION OF
UI ELIGIBILITY ISSUES.
AHDC is available for training in all local offices and farming communities across the state.
Furthermore, information is relayed to local office managers at their meetings throughout the year to
ensure that staff is aware of the services. Through the implementation of WIOA in Arkansas, core
partners will be educated on the Migrant and Seasonal Farmworker services available through the
Arkansas Workforce Centers.
The State Monitor Advocate (SMA) provides technical assistance and support on outreach and
awareness to state staff in an effort to increase the level of services to MSFWs.
D. PROVIDING STATE MERIT STAFF OUTREACH WORKERS PROFESSIONAL
DEVELOPMENT ACTIVITIES TO ENSURE THEY ARE ABLE TO PROVIDE
HIGH QUALITY SERVICES TO BOTH JOBSEEKERS AND EMPLOYERS.
The State Monitor Advocate attends several state and national training and professional seminars
and conferences each year for important DOL updates related to MSFWs.
E. COORDINATING OUTREACH EFFORTS WITH NFJP GRANTEES AS
WELL AS WITH PUBLIC AND PRIVATE COMMUNITY SERVICE
AGENCIES AND MSFW GROUPS.
The State Monitor Advocate usually attends many of the same conferences that AHDC staff attends.
The State Monitor Advocate is also an active Board Member of AHDC.
The NFJP grantee, AHDC, provides career and training services and related assistance for MSFWs.
The cooperative agreement between ADWS and AHDC was developed to coordinate and enhance
service delivery to MSFWs. This partnership provides for the sharing of labor market information,
basic, individualized, and career services, training, supportive services and job-related resources
available to MSFWs.
Additionally, LWDBs and community partners are focusing on integrated service strategies to better
meet the needs of MSFWs as well as reduce duplication of effort and ensure that resources are used
effectively for the benefit of customers.
3. SERVICES PROVIDED TO FARMWORKERS AND AGRICULTURAL
EMPLOYERS THROUGH THE ONE-STOP DELIVERY SYSTEM.
Describe the State agency's proposed strategies for:
(A) PROVIDING THE FULL RANGE OF EMPLOYMENT AND TRAINING SERVICES TO THE
AGRICULTURAL COMMUNITY, BOTH FARMWORKERS AND AGRICULTURAL
EMPLOYERS, THROUGH THE ONE-STOP DELIVERY SYSTEM. THIS INCLUDES:
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I. HOW CAREER AND TRAINING SERVICES REQUIRED UNDER WIOA
TITLE I WILL BE PROVIDED TO MSFWS THROUGH THE ONE-STOP
CENTERS;
II. HOW THE STATE SERVES AGRICULTURAL EMPLOYERS AND HOW IT
INTENDS TO IMPROVE SUCH SERVICES.
Employment and Training Services
MSFWs are provided access to the full range of employment services, benefits, information, and
protection available in the state’s one-stop system. Outreach materials are disseminated throughout
the state, especially in the areas of the state where MSFWs are likely to gather and work.
Through the Arkansas Job Link (AJL) job matching system, agricultural jobs are listed statewide and
are available to all jobseekers in the state as well of out of state by creating an account and
searching for suitable employment. An AJL employer account provides the ability to post job
openings, search resumes for qualified employees, receive emails on new jobseeker resumes and
receive assistance listing the agricultural job opening. ADWS will provide agricultural employers with
applicants who meet the job-related selection criteria established by the employers.
This year’s objectives are: to increase the percentage of referrals to agricultural employers; to
increase the percentage of agricultural openings filled; to enhance employer/worker job match
through the interstate clearance process. ADWS will participate in meetings and conferences of
agricultural employers and inform them of employment services and the agricultural recruitment
system. Nearly 287,000 Arkansas workers, or 20% of the state’s jobs, were employed as a result of
agriculture production and processing, receiving $8.9 billion in wages and salaries – about 19% of
the state’s total employee income. The farms in Arkansas are highly mechanized and few require a
significant number of manual laborers. Although Arkansas has a relatively large number of
farmworkers, many of them are job attached and work year after year for the same employers. They
are usually on lay-off during the winter months and return to work in the spring.
(B) MARKETING THE EMPLOYMENT SERVICE COMPLAINT SYSTEM TO
FARMWORKERS AND OTHER FARMWORKER ADVOCACY GROUPS.
The Monitor Advocate keeps posters and updated literature available for all of the Arkansas
Workforce Centers in the state.
(C) MARKETING THE AGRICULTURAL RECRUITMENT SYSTEM TO AGRICULTURAL
EMPLOYERS AND HOW IT INTENDS TO IMPROVE SUCH PUBLICITY.
The State Monitor Advocate receives training from the Regional and National Monitor Advocates
regarding the Agricultural Recruitment System (ARS) and how it is used to assist employers get
domestic labor prior to the introduction of H2-A workers requested.
4. OTHER REQUIREMENTS
(A) COLLABORATION
Describe any collaborative agreements the state workforce agency (SWA) has with other MSFW
service providers including NFJP grantees and other service providers. Describe how the SWA
intends to build upon/increase collaboration with existing partners and in establishing new partners
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over the next four years (including any approximate timelines for establishing agreements or building
upon existing agreements).
Arkansas will continue its collaborative agreement with the Arkansas Human Development
Corporation and continue to collaborate with other agencies in the state, such as the Arkansas Farm
Bureau, OSHA, Wage & Hour and the Office of Foreign Labor Certification.
(B) REVIEW AND PUBLIC COMMENT.
The WIOA Section 402 Program Operator has reviewed the state Agricultural Service Plan and
AHDC, State and Federal Departments of Labor, Wage and Hour, OSHA, and the Southern Migrant
Legal Services will all be given the opportunity to comment on the State AOP. ADWS will coordinate
activities with AHDC, State and Federal Departments of Labor, Wage and Hour, OSHA, Migrant
Education, and other organizations to gain and share information, which should enhance ADWS’s
ability to more effectively provide technical assistance to employers. To provide for an effective
labor exchange service delivery system for agricultural communities across the state, the Monitor
Advocate will develop strategies to enhance and measure employment services provided through
One-Stop centers. Activities will include assessing the needs of agricultural employers and job
seekers, providing outreach services to inform customers of services being provided through One-
Stop centers, and developing customer orientations on the use of electronic self- assistance tools in
the One-Stop resource centers. .
In accordance with 20 CFR Subpart B, 653.107(d)(1), (2), and (3), Commerce has given the
opportunity to SER Corporation, WIA Section 167 grantee, Local Workforce Investment Boards,
appropriate MSFW groups, public agencies, and other interested organizations to comment on this
Agricultural Services Plan.
(C) DATA ASSESSMENT.
Review the previous four years Wagner-Peyser data reports on performance. Note whether the State
has been meeting its goals to provide MSFWs quantitatively proportionate services as compared to
non-MSFWs. If it has not met these goals, explain why the State believes such goals were not met
and how the State intends to improve its provision of services in order to meet such goals.
Arkansas expects to meet at least four of the five MSFW service equity indicators. The counseling
indicator is the possible exception. Due to decreased funding levels and the elimination of trained
counselors in the local offices, ADWS is not able to assure a significant amount of counseling.
ADWS believes that by using veteran representatives with counseling experience in the local offices
to identify MSFW veterans, it will make an improvement in the level of counseling effort to MSFWs.
This also will increase the other four indicators.
DATA SUBJECT
PY17 ACTUAL
PY18 ACTUAL
Number of Agricultural job orders
295
310
Openings received
3,439
3,500
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Number of Agricultural job orders filled
0
0
Number of interstate clearance orders
received
75
80
Number of interstate clearance initiated
295
310
(D) ASSESSMENT OF PROGRESS
The plan must include an explanation of what was achieved based on the previous AOP, what was
not achieved and an explanation as to why the State believes the goals were not achieved, and how
the State intends to remedy the gaps of achievement in the coming year.
The State Monitor Advocate has met with all of the local office managers to continually advise and
inform them and their staff on any new issues or regulations that are relevant to service to
farmworkers and their families in Arkansas.
(E) STATE MONITOR ADVOCATE
The plan must contain a statement confirming the State Monitor Advocate has reviewed and
approved the AOP.
The State Monitor Advocate participated in the preparation of the agricultural plan and has been
afforded the opportunity to approve and comment on the plan. Such review indicates that the plan
has been prepared properly, omitting none of the prescribed requirements and properly describing
the activities planned for providing services to both agricultural employers and migrant and seasonal
farmworkers.
All recommendations were included as the State Monitor Advocate presented them in the annual
MSFW summary developed under 20CFR 653.108(t) in the preparation of this plan.
F. WAGNER-PEYSER ASSURANCES
The State Plan must include assurances that:
1. The Wagner-Peyser Employment Service is co-located with one-stop centers or a plan and
timeline has been developed to comply with this requirement within a reasonable amount of time.
(sec 121(e)(3)); Yes
2. The State agency is complying with the requirements under 20 CFR 653.111 (State agency
staffing requirements) if the State has significant MSFW one-stop centers; Yes
3. If a State Workforce Development Board, department, or agency administers State laws for
vocational rehabilitation of persons with disabilities, that board, department, or agency
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cooperates with the agency that administers Wagner-Peyser services, Adult and Dislocated
Worker programs and Youth Programs under Title I; and Yes
4. State agency merit-based public employees provide Wagner-Peyser Act-funded labor exchange
activities in accordance with Department of Labor regulations. Yes
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PROGRAM-SPECIFIC REQUIREMENTS FOR ADULT EDUCATION AND FAMILY
LITERACY ACT PROGRAMS
The State Plan must include a description of the following as it pertains to Adult Education and
Literacy programs under Title II, the Adult Education and Family Literacy Act (AEFLA).
A. ALIGNING OF CONTENT STANDARDS
Describe how the eligible agency will, by July 1, 2016, align its content standards for adult education
with State-adopted challenging academic content standards, as adopted under section 1111(b)(1) of
the Elementary and Secondary Education Act of 1965, as amended (20 U.S.C. 6311(b)(1)).
The Arkansas Department of Career Education, Adult Education Division (ADCE-AED) adopted the
U.S. Department of Education’s Office of Career, Technical and Adult Education (OCTAE)’s College
and Career Readiness (CCR) Standards for Adult Education developed by Susan Pimentel. A task
force was created to focus on the CCR standards and the updated high school equivalency test, the
computer based GED® assessment. The Task Force was comprised of program directors, resource
center personnel, teachers and state staff. On May 22, July 10, and July 11, 2014, the task force met
and developed a plan to assist teachers in meeting CCR Standards. The framework was sent out to
the field in draft mode on October 16, 2014. The CCR standards were implemented along with
Common Core, which is the state standard that has been adopted by the Arkansas Department of
Education for K-12 schools by the end of the 2013-2014 program year.
The process of the state’s adoption of adopting the CCR with common core included forming a task
force and scheduling meetings twice a month to discuss the research and progress towards a
framework that could be used statewide. The CCR standards were studied as well as the Common
Core State Standards that have been adopted by the Arkansas Department of Education, for k-12
schools. The taskforce consisted of approximately 18 people, which included five state staff
members, two professional development members, four adult education directors and seven adult
education teachers. Various task force members researched frameworks and curriculum guides
created by other states to find the best practices. Some of the Common Core Standards from other
states examined included Kentucky, New York, Georgia and Florida. Each CCR standard was
examined closely and the committee held a two-day “retreat” where activities and resources were
aligned with each standard. Task force members searched through online and printed curriculum to
provide examples of each of the skills that students needed to master at each level. The task force
decided to address sample activities and the framework for grade levels 6.0 - 12.9 during the initial
phase of this project. Once the framework was completed, the task force set a date for the lower
levels to be completed after the document was sent out to all of the programs in the state so that
teachers could begin using the tool and provide feedback.
Leadership funds were used to support the task force meetings and included webinars, conference
calls, and face to face meetings. State office technical assistance was also provided to support the
project and include site visits, conference calls, and regional trainings. The framework was
presented as a break-out session at the State’s Spring Administrators’ Meeting and the Arkansas
Association of Continuing Adult Education Conference. Participants were given the opportunity to
provide additional input.
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Lastly, the Arkansas Adult Learning Resource Center (AALRC), the state’s professional development
training center, was created to provide a source for identification, evaluation, and dissemination of
materials and information to adult education/literacy programs. Several workshops were held such
as Career & College Readiness Mathematics, Language Arts, Integrating Technology in the
Classroom, and Regional GED® training to help prepare teachers to teach to a more rigorous
curriculum.
B. LOCAL ACTIVITIES
Describe how the State will, using the considerations specified in section 231(e) of WIOA, fund each
eligible provider to establish or operate programs that provide the adult education and literacy
activities, including programs that provide such activities concurrently. The Unified or Combined
State Plan must include at a minimum the scope, content, and organization of local activities.
ADULT EDUCATION AND LITERACY ACTIVITIES (SECTION 203 OF WIOA)
• Adult education;
• Literacy;
• Workplace adult education and literacy activities;
• Family literacy activities;
• English language acquisition activities;
• Integrated English literacy and civics education;
• Workforce preparation activities; or
• Integrated education and training that—
1. Provides adult education and literacy activities, concurrently and contextually with both,
workforce preparation activities, and workforce training for a specific occupation or
occupational cluster, and
2. Is for the purpose of educational and career advancement.
The Department of Career Education, Adult Education Division provides Adult Basic Education
(ABE), Adult Secondary Education (ASE), and English Second Language (ESL) services to all
eligible adult education and literacy programs in Arkansas. Using the thirteen considerations, eligible
programs will be funded as stated in “Distribution of Funds for Core Programs” using the previously
stated competitive processes. Eligible provider’s activities include reading, writing, speaking,
mathematics, and English language acquisition instruction delivered by the eligible provider, will be
based on the best practices derived from the most rigorous research available and appropriate,
including scientifically valid research and effective educational practice. In addition, adult education
and literacy providers work collaboratively with other agencies to enhance services. For example,
Arkansas Rehabilitation Services use federal funding to provide services to individuals with
disabilities. The Department of Workforce Services provide funds to those individuals seeking to
enter or retain employment or receive specialized training after completing basic skills acquisition
through Arkansas Adult Education.
All providers receiving state and/or federal funding from the Department of Career Education, Adult
Education Division will be required to provide the following services in year one: adult education and
literacy activities which include, English language acquisition, integrated English literacy and civics
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education, workplace education, workforce preparation activities or integrated education and
training. Details of these activities will be provided in each program’s proposal.
1. Adult Education and Literacy Activities include instruction and education services below a
postsecondary level in reading, writing, and speaking in English, and computing and solving
problems. These services increase a student’s ability to achieve a secondary school diploma or
equivalent, transition to postsecondary education and training, and obtain employment.
1a. Scope: All organizations receiving WIOA Title II funds, hereinafter “local providers,” will offer
Adult Education and Literacy Activities.
1b. Organization: The organization of Adult Education and Literacy Activities may vary according to
the population served and the resources available, but all programs will follow the state’s Adult
Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines
enrollment, orientation, assessment, instruction, and test taking.
2. English Language Acquisition includes adult education and literacy activities for English
language learners with an additional skill requirement, comprehension of the English language.
Note: Eligible providers with less than 500 adults in their counties that speak English “less than very
well,” based on the most current census data, are not required to offer English language acquisition
programs.
2a. Scope: All providers will offer English Language Acquisition activities if there is a sufficient
number of adult English language learners in their service areas.
2b. Organization: The organization of English Language Acquisition Activities may vary according to
the populations served and the resources available, but all programs will follow the state’s Adult
Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines
enrollment, orientation, assessment, instruction, and test taking.
3. Family Literacy Activities include interactive literacy activities between parents or family
members and their children. To offer family literacy activities as defined in WIOA requires
coordination with other services for the children’s component. Family literacy defined in WIOA
must integrate all of the following activities:
• Parent or family adult education and literacy activities that lead to readiness for postsecondary
education or training, career advancement, and economic self-sufficiency.
• Interactive literacy activities between parents or family members and their children.
• Training for parents or family members regarding how to be the primary teachers for their
children and full partners in the education of their children.
• Age-appropriate education to prepare children for success in school and life experiences.
3a. Scope: Local providers may offer Family Literacy Activities in partnership with other agencies or
organizations such as schools. The scope of family literacy activities will be determined by the
interest of external partners.
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3b. Organization: Family literacy activities will be organized collaboratively between local providers
and their partners, but all programs will follow the state’s Adult Education Policies, the Assessment
Policy and Distance Learning Guidelines, which outlines enrollment, orientation, assessment,
instruction, and test taking.
4. Integrated English Literacy and Civics Education will provide Immigrants and English
learners access to English language acquisition services and civics education and may include
workforce training. English infused with civics education helps immigrants and English learners
understand the American system of government and what it means to be a citizen and to be involved
in civics activities. To live and work in the United States means not only a command of the language,
but equally important are the civics-related skills and knowledge necessary to become involved
parents, workers, and community members. Therefore, every adult education and literacy council
program offering English language acquisition services will also include civics education
4a. Scope: Local providers who can demonstrate adequate numbers of adult English language
learners in their service areas may apply to offer Integrated English Literacy and Civics Education
Activities. In addition, providers who meet the criteria and demonstrate effectiveness in performing
the integrated English literacy and civics education in combination with integrated education and
training activities will be awarded. Depending upon the amount of funding from the Office of Career,
Technical, and Adult Education, the State will fund between 4-6 providers in areas of greatest need
using Integrated English Literacy and Civics Education funds.
4b. Organization: The organization of Integrated English Literacy and Civics Education Activities may
vary according to the populations served and the resources available, but all programs will follow the
state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which
outlines enrollment, orientation, assessment, instruction, and test taking.
5. Workforce Preparation includes activities, programs, or services designed to help individuals
acquire a combination of basic academic skills and employability skills such as critical thinking skills,
digital literacy skills, and self-management skills. These activities include competencies in utilizing
resources, using information, working with others, understanding systems, and obtaining skills
necessary for successful transition into and completion of postsecondary education or training, or
employment. Workforce preparation skills will be integrated in the adult basic education and literacy
curriculum, therefore, occurring concurrently with adult basic and literacy skills instruction. Per grant
assurances, teachers will integrate technology use in their lesson plans and all students will have
access to and use computers and technology to enhance their learning and digital literacy skills.
Each program will also be required to have a Career Development Facilitator to assist students in
transitioning into the workforce and/or postsecondary education or training (state requirement).
5a. Scope: All providers will offer Workforce Preparation Activities.
5b. Organization: The organization of workforce preparation activities may vary according to the
populations served and resources available, but all programs will follow the state’s Adult Education
Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment,
orientation, assessment, instruction, and test taking.
6. Workplace Adult Education and Literacy Activities include instruction at a workplace or an
off-site location that is designed to improve the productivity of the workforce. Instruction will include
contextualized literacy, English language acquisition, and workforce preparation at Educational
Functioning Levels appropriate to learners. Successful workplace literacy activities involve strong
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partnerships with employers or employee organizations in the design and delivery of the instructional
program based on workplace needs.
6a. Scope: Local providers may offer Workplace Adult Education and Literacy Activities in
partnership with employers or employee organizations. The scope of Workplace Adult Education and
Literacy Activities will be determined by the interest of external partners.
6b. Organization: Workplace Adult Education and Literacy Activities will be organized at a workplace
or an off-site location in collaboration between local providers and their partners, but will follow the
state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which
outlines enrollment, orientation, assessment, instruction, and test taking.
7. Integrated education and training activities include instruction in basic academic skills and/or
English language acquisition skills, workforce preparation activities, and workforce training
contextualized for specific occupations or occupational clusters. Education will be provided in the
context of industry-specific needs that involve employers and is integrated with occupational skills
training. Programs will provide work-relevant instruction through career pathways and integrated
education and training activities. Instruction will be offered at Educational Functioning Levels
appropriate to learners. The purpose of instruction will be education and career advancement.
Providers will assist students in their roles as parents and family members by providing foundational
skills that enable them to support their children’s learning needs and improve economic self-
sufficiency for their families.
7a. Scope: At least 50% of the current local providers, which will be chosen using an RFP process
that gives a high value consideration to Integrated Education and Training Activities, will offer
Integrated Education and Training Activities in a career pathways model
7b. Organization: Integrated Education and Training Activities will follow the state’s Adult Education
Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment,
orientation, assessment, instruction, and test taking. Instruction for learners who enroll in pathways
available in the Accelerating Opportunity Arkansas model will include co-enrollment in
postsecondary career technical education courses team-taught by basic skills and career technical
instructors. Some programs will provide expanded transition services including career development
facilitators and college success classes.
During the next four years, the state will continue to pilot and refine the integrated education and
training model based on the Integrated Basic Education and Skills Training (I-BEST) model from the
state of Washington. Arkansas has been participating in the Accelerating Opportunity program since
2014-2015 program year. The initial pilot includes four programs with adult basic education students
that are simultaneously enrolled in the GED® and a career and technical certificate program.
Students will learn about career ladders and how to earn stackable credentials. This will provide
options for accelerated learning for those adults that are motivated to move ahead as quickly as
possible. The goal is to increase the number of students that earn their high school diploma or
equivalent and earn entry level industry recognized certification/credential. State wide
implementation of career pathways will occur in phases as additional programs begin the planning
and design activities. Support will be provided in planning and implementation grants as funds are
available.
To ensure adult education and literacy council providers are utilizing a standardized approach to
teaching and student learning, the Department of Career Education, Adult Education Division has
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developed the Arkansas College and Career Readiness Framework (ACCRF) based on OCTAE’s
College and Career Readiness (2013). The ACCRF for the educational functioning level (EFL) 6.0-
12.9 was finalized and distributed to all Arkansas Adult Education programs in 2014. The ACCRF
Committee has since expanded the ACCRF EFLs to 0.0 – 5.9. The ACCRF is designed to be used
by instructors for classroom instruction for all levels of ABE and ASE students. Arkansas Adult
Education teachers will be able to expand and adapt ACCRF to meet the local and student needs.
The updated ACCRF will be distributed to all Arkansas Adult Education programs within the 2016
program year. The Department of Career Education, Adult Education Division is also currently
preparing an ESL Curriculum based on the CCR, which will be finalized and distributed no later than
July 1, 2017. These standards form the foundation of lessons where career oriented analogies are
presented for students to solve in efforts of developing skills in job related career clusters.
The ACCRF contains OCTAE standards and skill levels along with sample activities and resources
developed by the ACCRF Committee, which consisted of state office representatives, instructors,
and program directors from across the state. The scope of the ACCRF project included creating
sample activities and a list of resources designed to prepare students for the high school
equivalency exam and entering post-secondary training or the workforce.
Programs are expected to adhere to all standards and align with the ACCRF by July 1, 2017.
Between August 2016 and July 2017, programs will receive local and regional training on the
implementation and use of the ACCRF with special emphasis on rigor, text complexity, evidence,
building knowledge, application, process, fluency, concept and understanding. Programs will then
use the framework to select curriculum that meets the standards set in the framework and will
discuss their curriculum during their regional or statewide training. In addition, as an extension of the
ACCRF Committee, a statewide Curriculum Committee will be established to provide leadership in
curriculum development, review and recommend curriculum, and evaluate curriculum in a systematic
manner on a regular basis to ensure that they are current and relevant to the state office.
Due to WIOA standards, The Department of Career Education, Adult Education Division has
encouraged Adult Education programs in Arkansas to develop career pathways with business and
industry in each local program area. These partnerships will address the needs of both
business/industry and ABE, ASE and ESL students. Local Adult Education programs and Literacy
Councils have established local boards that consist of representatives from business and industry.
Each adult education and literacy provider is required to have someone trained as a Career
Development Facilitator. At each local program, a Career Development Facilitator is either on staff or
available to visit with students to reinforce the career focused skills and activities being taught at the
centers. These facilitators use career assessment results and career plans with short-term and long-
term goals to assist students in transitioning to the workforce. Career Development Facilitators are
trained to study each local job market and review data from the Workforce Development office to
communicate high demand openings and career options to students.
Programs also invite representatives from business and industry to present to students and assist
with their transition into the workforce. Students who have a desire to study specific trades that offer
apprenticeships receive relevant training in these occupational clusters that are vital to each local
community. Each of these activities and goals are incorporated into adult education and literacy
activities, family literacy classes, English language acquisition classes, workplace adult education
and literacy classes, integrated English language and literacy classes as well as Workforce
preparation activities. This makes the relationship between Adult Education and the workforce that
much more valuable because career pathway initiatives are woven into all aspects of our educational
services.
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Funding is awarded to local adult education/literacy providers through a competitive grant process
based on the literacy rate and core indicators of performance as outlined in Title II of the WIOA law.
State funds are allocated annually using a predetermined formula approved by the State Board of
Career Education and Workforce Development and included in the department’s appropriation law.
Federal funds are allocated using a competitive process. Applications will be competitive, open, and
available to all eligible applicants. Grants/contracts are awarded for one year, with two one–year
renewals based on performance and available funding.
Not less than 95% of federal funds shall be expended for carrying out adult education and literacy
activities; and the remaining amount, not to exceed 5%, shall be used for planning, administration
(including carrying out the requirements of section 116), professional development, and the activities
described in WIOA paragraphs (3) and (5) of section 232.
The Arkansas Department of Career Education, Adult Education Division will coordinate services
with state and local agencies to leverage funds and services to maximize the effectiveness of such
resources and expand the participation of business and industry along with individuals in the
statewide workforce development system.
The Department of Career Education, Adult Education Division shall use funds made available under
section 222(a)(2) to eligible providers (Section 231 of WIOA) for the following adult education and
literacy activities (Section 203 of WIOA);
Adult Education;
Literacy;
Workplace adult education and literacy activities;
Family literacy activities
English language acquisition activities
Integrated English literacy and civics education
Workforce preparation activities; or
Integrated education and training that__
1. Provides adult education and literacy activities, concurrently and contextually with both, workforce
preparation activities, and workforce training for a specific occupation or occupational cluster, and
2. Is for the purpose of educational and career advancement
I. Applications—Title II of the Workforce Innovation an Opportunity Act (WIOA) of 2014 (Public Law
113–128) Sections 223, 225, 231, 232:
Each eligible provider desiring a grant or contract shall submit Request for Proposal (RFP)
application to the Department of Career Education, Adult Education Division containing support
information and assurances that will include the following:
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(1) A description of how funds awarded under this title will be spent consistent with the requirements
of this title;
(2) A description of any cooperative arrangements the eligible provider has with other agencies,
institutions, or organizations for the delivery of adult education and literacy activities;
(3) A description of how the eligible provider will provide services in alignment with the local plan
under section 108, including how such provider will promote concurrent enrollment in programs
and activities under title I, as appropriate;
(4) A description of how the eligible provider will meet the State adjusted levels of performance
described in section 116(b)(3), including how such provider will collect data to report on such
performance indicators;
(5) A description of how the eligible provider will fulfill one–stop partner responsibilities as described
in section 121(b)(1)(A), as appropriate;
(6) A description of how the eligible provider will provide services in a manner that meets the needs
of eligible individuals; and
(7) Information that addresses the considerations described under section 231(e), as applicable.
II. Grant Process
Adult Education Division will run a classified advertisement in a statewide newspaper of record for
three consecutive days, including the weekend, notifying the public of the availability of federal funds
and providing information on how to apply. This information and the Request for Proposal (RFP)
application will also be posted on the Department of Finance and Administration’s website
(www.dfa.arkansas.gov) as well as the Department of Career Education’s website
(www.ace.arkansas.gov). Individuals may also request an application by mail or e–mail by sending a
written request to 3 Capitol Mall Little Rock, AR 72202 or AdultEd@arkansas.gov.
Any eligible provider submitting a completed application for any adult education funding by the due
date will be considered for funding.
III. Evaluation of Applications—Section 231 (e) (1–13)
Each eligible provider submitting a completed Request for Proposal (RFP) Application by the due
date specified by the ADCE–AED will be evaluated using a rubric. In cases where a program’s past
performance is low, a meeting with the evaluation committee may be required. The purpose of the
meeting will be to discuss the eligible provider’s proposal and past performance and to determine
whether the candidate would be a viable applicant for funds.
Goals may be negotiated and educational benchmarks may be established for the provider’s
program before any funding is awarded.
In awarding grants or contracts under this section, an applicant must meet the following 13
considerations in order to be considered for funding:
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(1) The degree to which the eligible provider would be responsive to— (A)
Regional needs as identified in the local plan under section 108; and
(B) Serving individuals in the community who were identified in such plan as most in need of adult
education and literacy activities, including individuals—
(i) Who have low levels of literacy skills; or
(ii) Who are English language learners;
(2) The ability of the eligible provider to serve eligible individuals with disabilities, including eligible
individuals with learning disabilities;
(3) Past effectiveness of the eligible provider in improving the literacy of eligible individuals, to meet
State–adjusted levels of performance for the primary indicators of performance described in section
116, especially with respect to eligible individuals who have low levels of literacy;
(4) The extent to which the eligible provider demonstrates alignment between proposed activities
and services and the strategy and goals of the local plan under section 108, as well as the
activities and services of the one–stop partners;
(5) Whether the eligible provider’s program—
(A) Is of sufficient intensity and quality, and based on the most rigorous research available so that
participants achieve substantial learning gains; and
(B) Uses instructional practices that include the essential components of reading instruction;
(6) Whether the eligible provider’s activities, including whether reading, writing, speaking,
mathematics, and English language acquisition instruction delivered by the eligible provider, are
based on the best practices derived from the most rigorous research available and appropriate,
including scientifically valid research and effective educational practice;
(7) Whether the eligible provider’s activities effectively use technology, services, and delivery
systems, including distance education in a manner sufficient to increase the amount and quality of
learning and how such technology, services, and systems lead to improved performance;
(8) Whether the eligible provider’s activities provide learning in context, including through
integrated education and training, so that an individual acquires the skills needed to transition to and
complete postsecondary education and training programs, obtain and advance in employment
leading to economic self–sufficiency, and to exercise the rights and responsibilities of citizenship;
(9) Whether the eligible provider’s activities are delivered by well–trained instructors, counselors,
and administrators who meet any minimum qualifications established by the State, where applicable,
and who have access to high quality professional development, including through electronic means;
(10) Whether the eligible provider’s activities coordinate with other available education, training,
and social service resources in the community, such as by establishing strong links with elementary
schools and secondary schools, postsecondary educational institutions, institutions of higher
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education, local workforce investment boards, one–stop centers, job training programs, and social
service agencies, business, industry, labor organizations, community–based organizations, nonprofit
organizations, and intermediaries, for the development of career pathways;
(11) Whether the eligible provider’s activities offer flexible schedules and coordination with
Federal, State, and local support services (such as child care, transportation, mental health services,
and career planning) that are necessary to enable individuals, including individuals with disabilities
or other special needs, to attend and complete programs;
(12) Whether the eligible provider maintains a high–quality information management system that
has the capacity to report measurable participant outcomes (consistent with section 116) and to
monitor program performance; and
(13) Whether the local areas in which the eligible provider is located have a demonstrated need
for additional English language acquisition programs and civics education programs.
The state may implement an adult education rule or policy that is not a federal requirement; however,
it must clearly identify it as a State or outlying area requirement.
SPECIAL RULE
Each eligible agency awarding a grant or contract under this section shall not use any funds made
available under this title for adult education and literacy activities for the purpose of supporting or
providing programs, services, or activities for individuals who are under the age of 16 and are
enrolled or required to be enrolled in secondary school under State law, except that such agency
may use such funds for such purpose if such programs, services, or activities are related to family
literacy activities. In providing family literacy activities under this title, an eligible provider shall
attempt to coordinate with programs and services that are not assisted under this title prior to using
funds for adult education and literacy activities under this title for activities other than activities for
eligible individuals.
C. CORRECTIONS EDUCATION AND OTHER EDUCATION OF INSTITUTIONALIZED
INDIVIDUALS
Describe how the State will establish and operate programs under section 225 of WIOA for
corrections education and education of other institutionalized individuals, including how it will fund, in
accordance with the requirements of Title II, subtitle C, any of the following academic programs for:
a. Adult education and literacy activities;
b. Special education, as determined by the eligible agency;
c. Secondary school credit;
d. Integrated education and training;
e. Career pathways;
f. Concurrent enrollment;
g. Peer tutoring; and
h. Transition to re-entry initiatives and other post release services with the goal of reducing
recidivism.
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Each eligible agency using funds provided under Programs for Corrections Education and Other
Institutionalized Individuals to carry out a program for criminal offenders within a correctional
institution must give priority to serving individuals who are likely to leave the correctional institution
within 5 years of participation in the program.
(c) Allocated funds from section 222 (a)(1) shall be used to support correctional education programs.
Allowable correctional activities are: • Adult education and literacy activities; • Special education, as
determined by the eligible agency; • Integrated education and training; • Career pathways; •
Concurrent enrollment; • Peer tutoring; and • Transition to re-entry initiatives and other post release
services with the goal of reducing recidivism.
Funds will be distributed on a competitive basis that is direct and equitable through the RFP process
as described in section III “Distribution of Funds for Core Programs”. Funds available under section
225 (a) (1) of the WIOA will be for a four year cycle, however, the ADCE-AED state office will review
the performance level of providers after two years to determine whether or not do conduct a new
competition. All programs competed will adhere to direct and equitable provisions to award funds
under WIOA sections 225 (Corrections Education). The same grant announcement, application, and
process will be used for all proposals and all proposals will be treated the same way in evaluation,
and evaluated by the 13 considerations as found in the law at 231 (e)(1-13). The Arkansas
Department of Career Education shall use not less than 82.5 percent of the grant funds to award
grants and contracts under section 231 and to carry out section 225, of which not more than 20
percent of such amount shall be available to carry out section 225.
The activities for the correctional education programs are the same as those for regular programs of
instruction for adults. In addition, programs are encouraged to use guidance and supportive services
where possible and to provide education and training through cooperative efforts with providers in
correctional settings. Special education as determined through the intake process will provide
appropriate and effective instructional and testing accommodations for students who are identified as
having a disability. Integrated education and training will include more job skills training. Career
pathways will include apprenticeship opportunities. Peer tutoring is a tutoring arrangement in which
students work in pairs to help one another learn material or practice an academic task.
A correctional institution includes any prison; jail; reformatory; work farm; detention center; halfway
house; community-based rehabilitation center; or any other similar institution designed for
confinement or rehabilitation of criminal offenders. A criminal offender is any individual who is
charged with or convicted of any criminal offense.
For programs serving criminal offenders in a correctional institution, priority is given to serving
individuals who are likely to leave these institutions within five years of participation in the program.
Eligible providers who offer classes for incarcerated adults must consult with facility staff about
expected release dates of potential students to assess eligibility and to determine class locations.
Programs are asked to address this requirement in their applications, and the Adult Education
Division monitors compliance.
Each eligible correctional institution seeking funds submits an application responding to the
requirements of the ADCE-AED. Allocation of the available funds is based on each eligible
correctional institution’s enrollment, performance, and demonstrated effectiveness. In addition to any
reports required by Adult Education, each eligible correctional institution receiving funds under this
section shall annually prepare and submit a report of progress. Reports of progress shall include, but
not limited to, activities carried out under this section, relative rate of recidivism, enrollment,
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educational gains and/or High School Equivalency outcomes, employment (sustainable wage) and
employment retention (length of employment).
D. INTEGRATED ENGLISH LITERACY AND CIVICS EDUCATION PROGRAM
1. DESCRIBE HOW THE STATE WILL ESTABLISH AND OPERATE
INTEGRATED ENGLISH LITERACY AND CIVICS EDUCATION PROGRAMS
UNDER SECTION 243 OF WIOA, FOR ENGLISH LANGUAGE LEARNERS WHO
ARE ADULTS, INCLUDING PROFESSIONALS WITH DEGREES AND
CREDENTIALS IN THEIR NATIVE COUNTRIES.
The Arkansas Department of Career Education, Adult Education Division (ACE/AED) will establish
and operate Integrated English Literacy and Civics Education (IEL/CE) under Section 243 to provide
educational services to adult English language learners (ELLs), including professionals with degrees
and credentials in their native countries to acquire English language skills necessary to function
effectively as parents, workers, and citizens. IEL/CE program providers will be established through
an open and competitive process that is direct and equitable as outlined in section III “Distribution of
Funds for Core Programs”. Funds available under section 225 (a) (1) of the WIOA will be for a four
year cycle, however, the ADCE-AED state office will review the performance level of providers after
two years to determine whether or not do conduct a new competition. The providers who meet the
criteria and demonstrate effectiveness in performing the integrated English literacy and civics
education in combination with integrated education and training activities will be awarded. Services
will include instruction in the following areas: literacy, English language acquisition, rights and
responsibilities of citizenship, civic participation, and workforce training.
In order to prepare and place adult ELL in employment and integrate with the local workforce,
IEL/CE courses must provide content-based and integrated instruction on topics proposed by the
United States Citizenship and Immigration Service (UCIS), local workforce/employer needs and
requests as well as ELL needs within Arkansas. Programs are highly encouraged to involve students
in activities.
The topics are as follows:
1. English Language Instruction • Reading • Writing • Listening • Speaking
2. Civics activities: (4 Pillars of Civics): • Naturalization & Citizenship • Civic Participation • US
History • Government
3. Workforce Training • Soft Skills: Completing Employment Applications, Interview Techniques,
Computer Literacy, Workplace Culture • Employability Certificates: CRC, WAGE™ • Training
Programs: Accelerated Opportunity, Apprenticeships, Employer requested Training
IEL/CE programs will operate in combination with integrated education and training activities through
Career Pathways, including partnerships with business and industry and other educational
institutions, and language instruction to address local needs. Partnerships provide opportunity for
students to participate in employment training through accelerated opportunities, internships, and
apprenticeships. IEL/CE programs can actively and specifically engage students by hosting guest
speakers from and organizing field trips to local agencies and businesses as well as guiding
students through language, civic, and employment education.
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IEL/CE programs will provide English language instruction within a content-based Civics curriculum
based on topics and guidelines provided by the US Citizenship and Immigration Services (UCIS) as
well as OCTAE’s Civics Education. In addition to English language instruction, workforce skills will
be emphasized and integrated. Workforce skills include soft skills development; industry recognized
credentials; and, training opportunities, such as apprenticeships and national programs such as
Accelerated Opportunity. In addition to partnerships with workforce agencies, local programs will
foster employers and vocational training service providers. The IEL/CE content and activities are
aimed to be delivered through effective practices that enable ELLs to increase their English
language proficiency in reading, writing, speaking, and listening in combination with civics and
workforce education in order to better understand and navigate governmental, educational, and
workplace systems and key American institutions. In addition to classroom instruction, programs are
encouraged to involve students in activities supported by IEL/CE funds, such as field trips to civic or
historic related venues; guest speakers to expand and enhance classroom instruction; and,
organized visits to local workplaces.
Along with explicit content-based classroom instruction, partnerships with other agencies, such as
Department of Workforce Services (DWS) and Arkansas Rehabilitation Services (ARS), as well as
Business and Industry should aim for ELLs to obtain, retain, and/or upgrade employment. Workforce
training should be developed based on student and local employment needs. These may include,
but are not limited to, soft skill development internships, apprenticeships, or employer on-site training
for employment and language skills.
The State has developed a prescribed list of topics and objectives based on UCIS guidelines and
suggestions for Civics Education. Employment was added to be in accordance with WIOA guidelines
regarding IEL/CE. Programs that are supported with IEL/CE grant funds should cover the following
topics and objectives. Programs are encouraged to add or further develop these topics and
objectives.
Topic Objective Consumer Economics •Banking/Finance: types of accounts, budgeting, check
cashing, paychecks, taxes •Consumer Rights: filing complaints •Housing: types of housing,
lease/rent, housing assistance, tenant rights, utility providers
Community Resources •Advocacy: civic- oriented organizations, community issues •Directory: career
services, important places and services available in the city, county, state, and national level (library,
city hall, DMV) •Education: post-secondary institutions, K-12 school system, parent involvement,
organizations, job work training opportunities •Family: childcare, parenting, senior services, family
activities and resources in the community •Immigrant Resources: rights, organizations, and services
•Safety/Security: emergency services, personal safety, household safety, victim rights, workplace
safety
Health •Emergencies: emergency services, procedures •Healthcare: nutrition, resources, providers,
cost, insurance, drugstores, pharmacies, mental illness, substance abuse, patient rights
Employment •Employment Services: career centers, DWS, requirements, certifications/licenses,
WAGE™ •Workplace Skills: job applications and interviews, job training programs, , workplace
culture, computer skills •Rights: worker rights, safety
Government and Law •Citizenship Preparation: structure and role of government on local, state, and
federal levels, voting laws and rights •Enforcement: role of police, how to speak and behave when
interacting with police •Identifications: obtaining a driver’s license, state identification, permanent
resident card •Laws: domestic violence laws. child abuse laws, right to a lawyer
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Programs that receive IEL/Civics Education grant funds must complete an annual report that
includes the number of students served with funds (both ESL and ABE/ASE) and the lessons and
materials used in the following areas: *US History and government *Agency Partnerships and
Business & Industry *Language instruction *Rights and Responsibilities of citizenship *Civic
participation *Naturalization procedures *Employability skills
2. DESCRIBE HOW THE STATE WILL FUND, IN ACCORDANCE WITH THE
REQUIREMENTS OF TITLE II, SUBTITLE C, INTEGRATED ENGLISH
LITERACY AND CIVICS EDUCATION SERVICES AND HOW THE FUNDS
WILL BE USED FOR THOSE SERVICES.
IEL/CE funds will be allocated to providers based on a direct and equitable, competitive process
based on the 13 considerations. Funds will be distributed on a competitive basis that is direct and
equitable through the RFP process as described in section III “Distribution of Funds for Core
Programs”. Funds available under section 243 of the WIOA will be for a four year cycle, however, the
ADCE-AED state office will review the performance level of providers after two years to determine
whether or not do conduct a new competition. Funds will be allocated using a model that references
adult ELL demographics and immigration patterns for the state. It is anticipated that the Arkansas
ADE will receive at least the established and historical minimum of $60,000 per year. In accordance
with the requirements of Title II, programs requesting IEL/CE grant-based funds through the RFP
process will be awarded based on a local program’s ELL enrolled population; ELL enrolled
population growth; and, performance in educational gains and outcomes. Programs requesting funds
through the RFP will include a budget and narrative describing the program’s plans for funds; the
ELL population enrolled for the previous fiscal year; and, actual or anticipated ELL population growth
based on the Department of Labor statistics. Each RFP will be evaluated based on a rubric provided
by the state and funds will be distributed based on need and services provided.
E. STATE LEADERSHIP
1. DESCRIBE HOW THE STATE WILL USE THE FUNDS TO CARRY OUT THE
REQUIRED STATE LEADERSHIP ACTIVITIES UNDER SECTION 223 OF
WIOA.
The Department of Career Education, Adult Education Division will use no more than 12.5% of
federal funds for the following adult education and literacy activities to develop or enhance the adult
education system of the state:
(A) The alignment of adult education and literacy activities with other core programs and one-stop
partners, including eligible providers, to implement the strategy identified in the unified State plan
under section 102 or the combined State plan under section 103, including the development of
career pathways to provide access to employment and training services for individuals in adult
education and literacy activities.
(A) Response: The Adult Education Division has either met or is in the process of meeting the
requirements of Section 223 of WIOA and funds will be used accordingly. The Adult Education
Division continues to have monthly meetings with other state agencies and divisions including the
Department of Workforce Services, Arkansas Rehabilitation Services, Workforce Investment Board,
and Services for the Blind and Deaf. In addition, some adult education programs are located within
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workforce centers or have a satellite program located there, and all of the adult education programs
across the state provide services to one-stop participants.
The Arkansas Career Readiness Certificate involves collaboration between ADCE-AED, the
Arkansas Department of Workforce Services, Arkansas Workforce Centers, the Arkansas
Department of Higher Education, the Arkansas Community Colleges, the Arkansas Economic
Development Commission, and the Arkansas Department of Education, with the governor signing
the official Arkansas CRC certificates. Adult education programs provide basic skills improvement
through regular adult education services as well as the Key Train software. Several adult education
centers also provide the WorkKeys assessment which an individual must pass to receive an
Arkansas Career Readiness Certificate. Recently, this initiative has begun offering the Platinum
CRC, which takes higher skill levels to earn. It is hoped that this move will increase the number of
people who come to adult education to improve their skills in order to earn this credential.
The Department of Career Education, Adult Education Division will continue its partnership with the
Arkansas Community Colleges to offer Accelerating Opportunity, a career pathway program, to
adults without a high school diploma. Accelerating Opportunity is a community college initiative of
Jobs for the Future whose goal is to ensure that more workers have the skills needed to earn
credentials that lead to family-sustaining careers. The initiative aims to change how Adult Basic
Education is structured and delivered through a collaborative effort in which a basic skills instructor
and technical college instructor co-teach and plan the curriculum for low skill level adults in a
technical course leading to a certificate credential. Arkansas will be in its third year as an
Accelerating Opportunity program and plans to continue the program in the future.
(B) The establishment or operation of high quality professional development programs to improve the
instruction provided pursuant to local activities required under section 231(b), including instruction
incorporating the essential components of reading instruction as such components relate to adults,
instruction related to the specific needs of adult learners, instruction provided by volunteers or by
personnel of a State or outlying area, and dissemination of information about models and promising
practices related to such programs.
(B) Response: Arkansas has its own professional development resource center, The Arkansas
Adult Learning Resource Center (AALRC). The AALRC is funded through the Southeast Arkansas
Education Service Cooperative by the Department of Career Education, Adult Education Division. It
was established in 1990 to provide a source for identification, evaluation, and dissemination of
materials and information to adult education/literacy programs. The AALRC is located in Little Rock,
Arkansas and has seven full-time employees, which include a Director, Professional Development
Coordinator, Information Technology Specialist, Disabilities Project Manager, Media Coordinator,
Secretary, and Administrative Assistant. State funds support employee salaries while federal funds
are used for the fulfillment of our mission.
In order to teach adult education classes in Arkansas, teachers must hold an Arkansas teacher
license. Teachers must have at least 60 hours of professional development to keep their license
current. In addition, Arkansas requires adult education directors, full-time instructors and counselors
to be certified in adult education within four years of initial full-time employment. The AALRC
supports this effort by providing tuition reimbursement for these individuals. The AALRC supports the
ACE/AED agency goal of “providing and effective communication system that is involved,
informative, and interactive,” by holding statewide directors meetings, numerous committee
meetings, publishing a statewide newsletter, publishing a directory of literacy services, and
maintaining a web-site (http://www.aalrc.org).
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The AALRC also supports practitioners and trainers through professional development opportunities
at state and national conferences. Those include:, AR Association for Continuing and Adult
Education & Arkansas Literacy Council, Inc. Conference (AACAE/ALC), Learning Disabilities
Association (LDA), Commission on Adult Basic Education Conference (COABE), Hot Springs
Institute for Technology, Project Ideal, LINCS Region 2 Regional Resource Center Training, ATIA
Conference, and Teaching English to Speakers of Other Languages (TESOL).
The AALRC also supports local programs by maintaining a current library of materials, providing
research support/information, purchasing/distributing software and materials, and
upgrading/redistribution of equipment.
The Department of Career Education, Adult Education Division has adopted the College and Career
Readiness (CCR) Standards set forth by the Office of Career, Technical, and Adult Education by
Susan Pimentel. State staff along with teachers and directors from the field developed a standard
curriculum teachers could use to inform instruction that was based on best practices and research.
Each CCR standard was examined closely and resources were aligned with each standard. Task
force members searched through online and printed curriculum to provide examples of each of the
skills that students needed to master at each level. The task force decided to address sample
activities and the framework for grade levels 6.0 - 12.9 during the initial phase of this project. At the
request of the field, lower educational functioning levels will be added to the document.
(C) The provision of technical assistance to eligible providers of adult education and literacy activities
receiving funds under this title, including—
(i) The development and dissemination of instructional and programmatic practices based on
the most rigorous or scientifically valid research available and appropriate, in reading, writing,
speaking, mathematics, English language acquisition programs, distance education, and staff
training;
(ii) The role of eligible providers as a one-stop partner to provide access to employment,
education, and training services; and
(iii) Assistance in the use of technology, including for staff training, to eligible providers,
especially the use of technology to improve system efficiencies.
(C) Response: The Adult Education Division will continue to offer technical assistance to eligible
providers. Many program directors have registered with the Literacy Information and Communication
System (LINCS), which offers a plethora of resources, professional development, and an opportunity
to connect with other practitioners. During administrators’ meetings and through the AALRC,
trainings by experts in the field of English as a Second Language, Learning Disabilities, Math,
Literacy, Distance Education, and much more continue to be offered.
As mentioned earlier, adult education programs provide basic skills improvement through regular
adult education services as well as the Key Train software to the Department of Workforce (DWS)
clients as well as our own. Several adult education centers also provide the WorkKeys assessment
which an individual must pass to receive an Arkansas Career Readiness Certificate. Eligible clients
from DWS may enroll in adult education classes. Since most adult education programs are
collocated at one-stop centers, the referral process for clients is much smoother.
The Adult Education Division staff provides technical training on our management information
system, AERIS. We developed an AERIS 101 and 201 training, and most recently AERIS for
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Teachers. The AERIS 101 training is for the very basics of how to enter data, what the federal tables
mean, and how to extract the information you need from the system. The 201 training session is
more intense. In this training, programs look at their data and analyze by teacher performance and
student gains and the participants create a program performance report card. We conducted about
eight trainings and have had about 95% participation from at least one provider. For those providers
who failed to attend, we have required them to send at least one representative in the next few
months to the next training or risk sanctions. We provide about 10 trainings a year to local programs,
which last approximately 6 hours.
The state staff has an Administrative Assistant III along with regional Program Advisors who help
provide technical assistance to the field. The state has a data management e-mail,
aeris.help@arkansas.gov, in which local programs can send in help tickets. Assistance is also
provided over the phone as well as face to face. Help tickets are tracked and logged to see common
issues and are either passed on to the host company of the system or used to hone in on technical
assistance and training that need to be provided to the field. In addition, AERIS contains a message
screen so state staff can contact all AERIS users at one time. There is also an email distribution list
for AERIS users and a listserv where users can post questions and get answers from state staff.
(D) The monitoring and evaluation of the quality of, and the improvement in, adult education and
literacy activities and the dissemination of information about models and proven or promising
practices within the State.
(D) Response: Each year the staff from the Arkansas Department Career Education, Adult
Education Division (ADCE-AED) will conduct a number of Technical Assistance Program Reviews
evaluations. These evaluations address issues in the implementation of Title II of the Workforce
Investment and Opportunity Act (WIOA) of 2014, the Adult Education and Family Literacy Act
(AEFLA), the Arkansas Adult Education Program Policies, the Arkansas National Reporting System
for Adult Education Guidelines, and the Learning Disabilities Policy Manual, including: accountability,
compliance, promising practices, program improvement processes, learning disabilities and technical
assistance needs. Extensive three day program reviews are conducted in the following areas every
five years for each provider: management, finances, personnel, student intake and orientation,
program instruction, technology, recruitment and retention.
• The AED staff will update the following items included in the program review packet annually:
• The questions to be used to guide the review
• Checklist that goes back to the program
• Corrective Action Plan (CAP) template
• Local program notification letter
• Letter that goes out with the evaluation report
• Letter closing the CAP, and the
• Compilation of commendation; recommendations; and findings.
The ADCE-AED staff determines which programs will be reviewed. Programs that have never had a
state program review are chosen first. This ensures that all programs will have at least one program
visit from the state before any program is seen twice. The ADCE-AED staff determines the dates of
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the reviews and a technical assistance team is formed with two other staff members to determine
tentative dates to conduct program reviews.
Transmittal letters are sent to the local program director and local education administrator (LEA) that
will be reviewed informing them of the review, dates, and format of the review. If there is a conflict,
the director will communicate that to the program advisor who then tries to be flexible in finding an
agreeable date. The local program director will be sent a list of program review questions in advance
to prepare for the visit. The director should provide supporting documents or evidence in a notebook
that answers each of the program review questions. Notebooks will be prepared for each team
member including the local director.
A team from ADCE-AED goes to local program and conducts the review. The team uses the
questions and checklist to conduct the review. The checklist with the additional spaces is used to
record notes during the review. The ADCE-AED team meets each evening to compare notes and
record answers on the checklist. The choices on the checklist consists of Yes, No, or not applicable
(N/A). The team will also choose the appropriate comments from the comment document compiled
from previous program reviews. Writing a new comment is acceptable also. The areas to comment
on may contain Commendations, Recommendations, and Findings. The commendations will be on
accomplishments of the local program. Recommendations are strategies that the local program may
wish to implement to improve program quality and accountability standards. The Findings are areas
of noncompliance requiring actions that the local program must address in the form of a CAP.
The program advisor for that particular program is responsible for compiling the report. Each team
member will double check the report before it is mailed to the local program and returns it to the
program advisor in time to meet the four week deadline of return to the program.
The letter that will be sent with the report to the local program is prepared. The Deputy Director and
the Associate Director will review the letter and the program review report before it is mailed to the
local program.
The evaluation report will be mailed to the local program administrator and adult education contact
person within four weeks of the program review. The report will include:
• Report transmittal letter
• Program Review Report
• Program Review Checklist
• Technical Assistance Program Review Report (comments, etc.),
• CAP template, and
• CAP template example.
The CAP template will also be sent electronically to the local program. The LEA has 45 days to
complete and submit the CAP by mail (snail mail) and e-mail to the Adult Education Division Office.
When the CAP is received in the Adult Education Division Office, it is date stamped and a copy
made and put in the CAP notebook for that program year. All program review CAPs (reviews
conducted for that year) will be kept in the same notebook and a copy in the program’s individual
green folder.
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The program advisor for that region will approve the CAP. The CAP will be monitored by the program
advisor for that region. The program advisor works with the local program in order to close the
different areas of the CAP as information is submitted to the Adult Education Division Office from the
local program until the CAP has been closed completely.
After the CAP is closed, a letter is mailed to the LEA administrator and director informing them that
the CAP has been closed. This letter is signed by the Deputy Director of adult education. Also, all
deadlines such as the review date, date report sent, number of findings, date CAP due, etc. will be
kept on an Excel sheet by the administrative specialist.
Site visits is another monitoring tool used by the state. Site visits are conducted annually on all
providers. During site visits, program advisors, monitor student folders, make classroom
observations, randomly check Personnel Activity Reports, review program self and staff evaluations,
check inventory, and go over the program’s current and prior year performance in meeting
negotiated benchmarks.
Another monitoring and evaluation tool we use to determine whether a program is meeting the
performance requirements is using our Effective and Efficient (E&E) calculations. To be considered
effective and efficient, local adult education programs and literacy councils receiving adult education
funds will be required to meet or exceed the percentage of the federal negotiated core indicators as
determined by the Deputy Director of Adult Education. Programs not meeting percentage
requirement, in the first year will be required to submit an improvement plan. The improvement plan
will address each core indicator of performance that was not met and will include measurable
objectives for correcting deficiencies during the following year. State program advisors will provide
technical assistance to each program submitting an improvement plan and closely monitor programs
during the year. Core indicators of performance are defined in the federal Workforce Innovation and
Opportunity Act of 2014, Title II, the Adult Education and Family Literacy Act (AEFLA); however,
using the core indicators as criteria for effective and efficient evaluations and imposing a minimum
score is a state decision.
Programs that do not meet the percentage requirement, of their negotiated core indicators of
performance for a second consecutive year will be assigned a state technical assistance team to
assist the program in addressing its deficiencies. The team members may include but not be limited
to state and local staff, administrators, teachers and students. Quarterly progress reports will be
submitted by the program being monitored to the Adult Education Division describing the progress
being made to bring the program into compliance with core indicators. Programs not achieving
percentage requirement, of their negotiated core indicators of performance for three consecutive
years will be submitted to the Career Education and Workforce Development Board for appropriate
action prior to continuation of funding.
In addition, Mandatory Administrators’ Meetings are held twice a year where policies and procedures
are discussed and information is disseminated. During the administrators’ meeting providers share
best practices with one another as well as gain additional professional development training from
staff or guest speakers.
2. DESCRIBE HOW THE STATE WILL USE THE FUNDS TO CARRY OUT
PERMISSIBLE STATE LEADERSHIP ACTIVITIES UNDER SECTION 223 OF
WIOA, IF APPLICABLE.
B. Describe how the State will use the funds to carry out permissible State Leadership Activities
under section 223 of WIOA, if applicable.
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B) In addition, continued emphasis will be place on developing and maintaining linkages with
postsecondary institutions so that students can be place in post-secondary education and or career
pathways training programs.
Permissible activities from Section 223 (2) that the state will support include the following from the
law:
(2) The development and implementation of technology applications, translation technology, or
distance education, including professional development to support the use of instructional
technology.
(4) Developing content and models for integrated education and training and career pathways.
(6) The development and implementation of a system to assist in the transition from adult education
to postsecondary education, including linkages with postsecondary educational institutions or
institutions of higher education.
(8) Activities to promote workplace adult education and literacy activities.
(9) Identifying the curriculum frameworks and aligning rigorous content standards that—
(a) Specify what adult learners should know and be able to do in the areas of reading and language
arts, mathematics, and English language acquisition; and (b) Take into consideration the following:
(i) State adopted academic standards.
(ii) The current adult skills and literacy assessments used in the State or outlying areas.
(iii) The primary indicators of performance described in section 116 of WIOA.
(iv) Standards and academic requirements for enrollment in non-remedial, for-credit courses in
postsecondary educational institutions or institutions of higher education supported by the state
or outlying area.
(v) Where appropriate, the content of occupational and industry skill standards widely used by
business and industry in the State or outlying area.
(10) Developing and piloting strategies for improving teacher quality and retention.
F. ASSESSING QUALITY
Describe how the eligible agency will assess the quality of providers of adult education and literacy
activities under title II and take actions to improve such quality, including providing the activities
described in section 223(a)(1)(B) of WIOA.
The Arkansas Department of Career Education, Division of Adult Education evaluates programs
quarterly through a desk audit process in which measures such as average attendance hours,
educational functioning level (EFL) gains, number of students post–tested, etc. are reported and
reviewed. The desk audits also allow programs to review operational aspects of the program such as
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the percentage of funds expended, completion of required professional development, and completed
personnel activity reports.
Arkansas Department of Career Education, Division of Adult Education also performs an annual site
visit for each adult education and literacy program to ensure that state and federal laws and policies
are followed, to review program performance, and to connect with Local Education Agency
Administrators. Based upon the findings during the site visit, regional program advisors provide
technical assistance to program directors and staff to ensure continuous improvement.
Additionally, approximately every five years, a team of program advisors conducts an intensive
program review through which Division staff assesses each program in the following areas:
1. Program Management and Reporting
2. Financials
3. Advisory Committees
4. Personnel and Professional Development
5. Student Intake, Documentation, and Orientation
6. Program Policies
7. Instruction
8. Teaching/Classroom Observation
9. Technology
10. Recruitment/Retention
11. Collaboration
12. Facilities
13. Americans with Disabilities Act of 1990
This program review process allows program advisors and the State Disabilities Project Manager to
thoroughly assess program operations, observe classroom instruction, and review state and federal
laws and policies. Each program review is accompanied by a full financial review by the state finance
department.
Once each program is reviewed, the program receives a report which indicates all findings,
recommendations, and commendations. The program then develops and submits a Corrective
Action Plan (CAP) which details how each finding will be remedied. The program director and
program advisor work together to ensure that each finding is corrected, at which time the program
and Local Education Agency are notified.
Evaluating Professional Development
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In addition to the technical assistance provided through the evaluation processes, The Arkansas
Department of Career Education, Adult Education Division provides varied professional development
through the efforts of the Arkansas Adult Learning Resource Center (AALRC). Through the AALRC,
program directors, faculty and staff have access to training in educational technology, student
assessments, and assisting students with disabilities along with many other topics. The AALRC uses
a state-wide assessment of professional development needs of educators to plan professional
development for the field in order to improve instructional and programmatic practices.
The establishment or operation of professional development programs to improve the quality of
instruction pursuant to local activities will continue to be a top priority for the state in order to
increase the success of student outcomes. Training will continue for local adult education/literacy
providers on the use of resources available electronically, for accessing curricula and for sharing
locally produced curricula with other providers. In addition, a stronger emphasis will be placed on
ensuring that materials and training will incorporate the research-based components of phonemic
awareness, system phonics, fluency, and reading comprehension.
In order to promote continuous improvement of professional development activities and the impact
on student learning outcomes, The Department of Career Education, Adult Education Division
through the AALRC will include ongoing and systematic needs assessment and evaluation
processes to not only provide information about the impact of professional development, but to
provide data for refining and adjusting professional development activities.
1. Participant evaluations/surveys will be collected for all professional development activities. These
evaluations will reflect the response of participants to the objectives, material, presentation and the
trainer providers. 2. Evaluations/surveys will be aggregated and evaluated to determine quality of
training and adjustments will be made according to the results. These results will be analyzed for
areas in need of improvement and changes will be made accordingly.
To support local programs and instructors, a combination of methods will be used to assess the
effectiveness of professional development training. Classroom observations, student educational
gains of teacher participants, focus groups, and overall self-reporting tools will be utilized to
determine professional development effectiveness. Data from the adult education management
information system will be utilized to evaluate and determine if the professional development
activities impact student learning outcomes.
In order to assess the quality of its professional development programs, the AALRC will use
Guskey’s model for the Five Critical Levels of Professional Development Evaluation. The main
evaluation levels include Participants’ Reactions, Participants Learning, Organization support and
change, Participants’ use of new knowledge or skills, and Student Learning Outcomes. The data
from the evaluations will be used to analyze the effectiveness of the professional development
program and the impact on student learning outcomes.
CERTIFICATIONS
States must provide written and signed certifications that
1. The plan is submitted by the State agency that is eligible to submit the plan. Yes
2. The State agency has authority under State law to perform the functions of the State under the
program. Yes
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3. The State legally may carry out each provision of the plan. Yes
4. All provisions of the plan are consistent with State law. Yes
5. A State officer, specified by title in the certification, has authority under State law to receive, hold,
and disburse Federal funds made available under the plan. Yes
6. The State officer who is submitting the plan, specified by the title in the certification, has authority
to submit the plan. Yes
7. The agency that is submitting the plan has adopted or otherwise formally approved the plan.
Yes
8. The plan is the basis for State operation and administration of the program. Yes
CERTIFICATION REGARDING LOBBYING
Certification for Contracts, Grants, Loans, and Cooperative Agreements
The undersigned certifies, to the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the
undersigned, to any person for influencing or attempting to influence an officer or employee of an
agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of
Congress in connection with the awarding of any Federal contract, the making of any Federal grant,
the making of any Federal loan, the entering into of any cooperative agreement, and the extension,
continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or
cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any
person for influencing or attempting to influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a Member of Congress in
connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall
complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its
instructions.
(3) The undersigned shall require that the language of this certification be included in the award
documents for all sub-awards at all tiers (including subcontracts, sub-grants, and contracts under
grants, loans, and cooperative agreements) and that all sub-recipients shall certify and disclose
accordingly. This certification is a material representation of fact upon which reliance was placed
when this transaction was made or entered into. Submission of this certification is a prerequisite for
making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person
who fails to file the required certification shall be subject to a civil penalty of not less than $10,000
and not more than $100,000 for each such failure.
STATEMENT FOR LOAN GUARANTEES AND LOAN INSURANCE
The undersigned states, to the best of his or her knowledge and belief, that:
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If any funds have been paid or will be paid to any person for influencing or attempting to influence an
officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or
an employee of a Member of Congress in connection with this commitment providing for the United
States to insure or guarantee a loan, the undersigned shall complete and submit Standard FormLLL,
''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement
is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S.
Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less
than $10,000 and not more than $100,000 for each such failure.
Applicant’s Organization Arkansas Department of Career Education
Full Name of Authorized Representative: Dr. Charisse Childers
Title of Authorized Representative: Director
SF LLL Form – Disclosure of Lobbying Activities (only if applicable)
(http://www2.ed.gov/fund/grant/apply/appforms/appforms.html). If applicable, please print, sign, and
email to OCTAE_MAT@ed.gov
ASSURANCES
The State Plan must include assurances that:
1. The eligible agency will expend funds appropriated to carry out title II of the Workforce
Innovation and Opportunity Act (WIOA) only in a manner consistent with fiscal requirements
under section 241(a) of WIOA (regarding supplement and not supplant provisions). Yes
2. The eligible agency will ensure that there is at least one eligible provider serving each local area,
as defined in section 3(32) of WIOA. Yes
3. The eligible agency will not use any funds made available under title II of WIOA for the purpose
of supporting or providing programs, services, or activities for individuals who are not “eligible
individuals” within the meaning of section 203(4) of WIOA, unless it is providing programs,
services or activities related to family literacy activities, as defined in section 203(9) of WIOA.
Yes
4. The Integrated English Literacy and Civics Education program under section 243(a) of WIOA will
be delivered in combination with integrated education and training activities; Yes
5. The Integrated English Literacy and Civics Education program under section 243(a) of WIOA will
be designed to (1) prepare adults who are English language learners for, and place such adults
in, unsubsidized employment in in-demand industries and occupations that lead to economic
self-sufficiency and (2) integrate with the local workforce development system and its functions
to carry out the activities of the program; and Yes
6. Using funds made available under title II of WIOA to carry out a program for criminal offenders
within a correctional institution, the eligible agency will give priority to serving individuals who are
likely to leave the correctional institution within five years of participation in the program. Yes
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PROGRAM-SPECIFIC REQUIREMENTS FOR VOCATIONAL REHABILITATION
(GENERAL)
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan* must
include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation
Act of 1973, as amended by WIOA:
__________
* Sec. 102(b)(D)(iii) of WIOA
A. INPUT OF STATE REHABILITATION COUNCIL
All agencies, except for those that are independent consumer-controlled commissions, must
describe the following:
1. INPUT PROVIDED BY THE STATE REHABILITATION COUNCIL, INCLUDING INPUT
AND RECOMMENDATIONS ON THE VR SERVICES PORTION OF THE UNIFIED OR
COMBINED STATE PLAN, RECOMMENDATIONS FROM THE COUNCIL'S REPORT,
THE REVIEW AND ANALYSIS OF CONSUMER SATISFACTION, AND OTHER COUNCIL
REPORTS THAT MAY HAVE BEEN DEVELOPED AS PART OF THE COUNCIL’S
FUNCTIONS;
The Arkansas State Rehabilitation Council (SRC) is a key partner with Arkansas Rehabilitation
Services (ARS) in the administration of the State’s Vocational Rehabilitation (VR) Program. The
Arkansas SRC is a citizen advisory council, appointed by the Governor, to provide guidance to ARS
to help individuals with disabilities, including individuals with the most significant disabilities, to
obtain, maintain and regain competitive integrated employment, promote full inclusion and
integration into society, and to maximize independence and economic self-sufficiency. Its
membership helps ARS to develop and operationalize the VR State Plan, develop and
operationalize ARS’ state goals and priorities, shape and review policy, engage in strategic planning,
evaluate the effectiveness of the VR Program, analyze consumer satisfaction and provide guidance,
including development and review of cooperative agreements.
The SRC met quarterly during the last two fiscal years, and was updated on important events
affecting ARS. The SRC reviewed the agency’s service planning and goals. SRC members were
informed about the various programs within the agency, and received refresher training on its roles
and responsibilities. The SRC also received training on the Arkansas Freedom of Information Act
with emphasis on its implications to members, and specifically regarding meetings and required
notification of meetings to the public. The following initiatives were implemented in collaboration with
the SRC’s analysis and guidance.
• Arkansas Career Training Institute (ACTI) renovations
• ARS Budget
• ARS Business Leadership Network development plan
• ARS Expos
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• Business Relations Representative job placement activities
• Comprehensive System of Personnel Development and CRC training
• VR State Plan
• Project SEARCH
• PROMISE Grant
2. THE DESIGNATED STATE UNIT'S RESPONSE TO THE COUNCIL’S INPUT
AND RECOMMENDATIONS; AND
ARS welcomes and appreciates SRC input and recommendations. For example during the June
2014 quarterly meeting, members of the ACTI Behavior Management Team (BMT) provided an
overview to the SRC on its recently developed Positive Behavior Support Program (PBSP) which is
known as the Professional Career Performance Plan (PCPP), which was currently under
consideration for implementation. The ACTI BMT is comprised of the PCPP coordinator, the
supervisor of psychological counseling, the Director of Student Life, the Director of Admissions, and
the Chief of Campus Safety and Security. The PCPP is designed to support positive behaviors
needed for employment and effective social interaction. The supports are based on six pillars:
accountability, respect, work performance, hygiene, customer service, and legal issues. Each
student is evaluated daily based on these pillars as part of their programming at ACTI.
For students that do not demonstrate optimal levels of performance in these areas, interventions are
conducted. The interventions may or may not be documented based on frequency or severity of the
behaviors. A majority of the initial interventions are conducted by instructors, counselors, Student
Life staff, and security. All ACTI staff members are trained on positive behavior supports and
techniques for conducting interventions.
Most students respond positively to the supports offered through periodic intervention, however,
based on the severity of actions or repetitive behaviors students may be referred to the PCPP
coordinator for a formal intervention with the PCPP coordinator and/or review by the Behavior
Management Team.
Two SRC members provided expertise in the development and implementation of these types of
programs. SRC recommendations were acknowledged with plans to incorporate them into both the
program guidelines and rollout strategy for implementation. Program development and
implementation updates were provided to the SRC as part of subsequent quarterly meetings. In
addition to the PCPP Program, BMT staff are responsible for directing admissions and business
relations, providing psychological services to students, directing residential services and providing
safety and security services at the center.
In August 2015, the SRC provided recommendations regarding the new ARS Policy Governing the
Rates of Payment for Purchased VR Services.
3. THE DESIGNATED STATE UNIT’S EXPLANATIONS FOR REJECTING ANY OF
THE COUNCIL’S INPUT OR RECOMMENDATIONS.
No input or recommendation from the SRC was rejected by ARS.
B. REQUEST FOR WAIVER OF STATEWIDENESS
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When requesting a waiver of the Statewideness requirement, the designated State unit must identify
the types of services to be provided by the program on a non-statewide basis. The waiver request
must also include written assurances that:
1. A LOCAL PUBLIC AGENCY WILL PROVIDE THE NON-FEDERAL SHARE OF
COSTS ASSOCIATED WITH THE SERVICES TO BE PROVIDED IN
ACCORDANCE WITH THE WAIVER REQUEST;
Not applicable to ARS.
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2. THE DESIGNATED STATE UNIT WILL APPROVE EACH PROPOSED SERVICE
BEFORE IT IS PUT INTO EFFECT; AND
Not applicable to ARS.
3. ALL STATE PLAN REQUIREMENTS WILL APPLY
Requirements of the VR services portion of the Unified or Combined State Plan will apply to the
services approved under the waiver.
Not applicable to ARS.
C. COOPERATIVE AGREEMENTS WITH AGENCIES NOT CARRYING OUT ACTIVITIES
UNDER THE STATEWIDE WORKFORCE DEVELOPMENT SYSTEM.
Describe interagency cooperation with and utilization of the services and facilities of agencies and
programs that are not carrying out activities through the statewide workforce development system
with respect to:
1. FEDERAL, STATE, AND LOCAL AGENCIES AND PROGRAMS;
ARS collaborates and coordinates services with federal, state, and local agencies that contribute to
the vocational rehabilitation and independent living of Arkansans with disabilities. ARS cooperates
with agencies in carrying out activities including planning and coordinating services to people with
disabilities in order to build capacity in communities, improve the quality and quantity of services,
and avoid duplication of services.
Collaborating agencies include:
• Arkansas Assistive Technology Alternative Financing Program
• Arkansas Department of General Education, Special Education - Transition
• Arkansas Governor’s Employment First Taskforce
• Arkansas Kidney Disease Commission
• Centers for Independent Living
• Community Rehabilitation Programs
• Developmental Disability Providers
• DHS - Division of Aging and Adult Services
• DHS - Division of Services for the Blind
• DHS - Working Disabled Medicaid Program
• DHS - Division of Behavioral Health Services
• DHS - Division of Developmental Disabilities Services
• Supported Employment Vendors
• Social Security Administration Ticket to Work
• Spinal Cord Commission
• Telecommunication Access Program
• PROMISE Grant
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2. STATE PROGRAMS CARRIED OUT UNDER SECTION 4 OF THE ASSISTIVE
TECHNOLOGY ACT OF 1998;
ARS is the lead agency for Arkansas’s Assistive Technology Act of 1998 program, Increasing
Capabilities Access Network (ICAN). ARS counselors as well as ICAN and Alternative Financing
Program (AFP) staff are informed of the various services available through each program.
3. PROGRAMS CARRIED OUT BY THE UNDER SECRETARY FOR RURAL
DEVELOPMENT OF THE UNITED STATES DEPARTMENT OF AGRICULTURE;
ARS has no cooperative agreements with programs carried out by the Under Secretary for Rural
Development of the United States Department of Agriculture.
4. NONEDUCATIONAL AGENCIES SERVING OUT-OF-SCHOOL YOUTH; AND
ARS maintains an active presence on numerous councils and committees, including:
• Arkansas Association on Higher Education and Disability
• Arkansas Interagency Transition Partnership
• Arkansas Workforce Development Board
• Building Better Futures
• Central Arkansas Workforce Development Board Youth Advisory Council
• Governor’s Developmental Disabilities Council
• Interagency Steering Committee on Integrated Employment
• Behavioral Health Planning and Advisory Council
• SoundStARt
• The Arkansas Independent Living Council
• The Governor’s Commission on People with Disabilities
• Arkansas Trauma Rehabilitation Program
• Employment First State Leadership Mentoring Program
• Youth Leadership Forum
• Accessible Parking Taskforce
• The State’s Local Workforce Development Boards
• National Consortium of State Operated Comprehensive Rehabilitation Centers
5. STATE USE CONTRACTING PROGRAMS.
ARS has no state use contracting programs.
D. COORDINATION WITH EDUCATION OFFICIALS
Describe:
1. DSU'S PLANS
The designated State unit's plans, policies, and procedures for coordination with education officials
to facilitate the transition of students with disabilities from school to the receipt of VR services,
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including pre-employment transition services, as well as procedures for the timely development and
approval of individualized plans for employment for the students.
ARS assigns VR counselor liaisons to each high school statewide. VR counselors work
collaboratively with combined plan partners.
ARS will set aside 15 percent of federal VR program funding to provide pre–employment transition
services such as job exploration counseling, and work–based learning experiences including
internships in integrated environments. ARS will provide counseling on opportunities for enrollment
in comprehensive transition or postsecondary educational programs, will provide workplace
readiness training to develop social skills and independent living skills, and will provide instruction in
self–advocacy and peer mentoring.
Transition students/youth will be determined eligible for vocational rehabilitation within 60 days after
application and the Individual Plan for Employment (IPE) will be completed within 90 days after
eligibility.
ARS was noncompliant in FY 2015 with regards to the 15% pre-employment transition reserve. ARS
reported a pre-employment transition shortfall of $4,755,143 in FY 2015. RSA records indicate ARS
expended merely $1,200,000 of its required $5,955,143 in pre-employment transition services in FY
2015 (based upon a total VR award of $39,700,955).
The MOUs with the LEAs essentially mirrors the MOU with Special Education. ARS is in the process
of updating its MOU with Special Education to include Section 511 requirements. Once this is
completed, ARS will update MOUs with LEAs statewide. ARS will amend the current agreement to
provide information and awareness about Section 511. Furthermore, ARS will provide the following:
training to schools on Section 511 to make them aware of the section in WIOA and the activities they
can provide in areas, such as self-advocacy and career counseling; training through ARS CRP staff
to the providers on referrals and related provider information; training to ARS Managers and ARS VR
counselors on providing and understanding the assessment and evaluation process; and will provide
training on Trial Work Experience in the community to determine potential work skills if applicable.
Section 511
ARS in collaboration with the SRC and in consultation with its RSA State Liaison proposes to
implement the following strategies to address the requirements of Section 511. ARS will:
1. Develop and provide training for all VR Counselors on what section 511 is/does, its
requirements, and agency/counselor responsibilities.
2. Revise it’s MOU with Developmental Disabilities to include how both agencies will develop
policy/procedure to address clients effected or might potentially be affected by Section 511.
3. Revise it’s MOU with Behavioral Health to include how both agencies will develop
policy/procedure to address clients effected or might potentially be affected by Section 511.
4. Revise it’s MOU with Special Education to include how both agencies will develop
policy/procedure to address students effected or might potentially be affected by Section 511.
The MOU will address the issue of referring students to CRPs for services while the student is
still enrolled in school or referring the student to a CRP upon graduation as part of transition
planning.
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5. Work with Special Education to develop/provide training to special education teachers and
special education supervisors regarding Section 511.
6. Work with colleges and universities within the state that train special educators and VR
Counselors to include in their curriculum information on section 511.
7. Attempt to revise language in each MOU to include language that specifically addresses section
511. ARS currently has MOU’s with 155 individual school districts across the state.
8. Revise its contracts with CRP’s to include language that addresses the presence of
policies/procedures that Section 511 issues. This may include an assurance signed by the CRP
that the program will inform clients, family/caregivers, and where applicable school districts of
Section 511 requirements. This may also include a form signed by the client or legal guardian to
affirm the sharing of information.
Pre-Employment Transition
ARS in collaboration with the SRC and in consultation with its RSA State Liaison proposes to
implement the following strategies to address the RSA requirements related to pre-employment
transition.
1. ARS recognizes some of the services provided through its piloted ATP program apply to pre-
employment transition. ARS will evaluate the program’s strengths and weaknesses and apply
lessons learned as it implements its pre-employment transition program.
2. ARS also recognizes clients served through the PROMISE Grant may also qualify for pre-
employment transition services. ARS will work with PROMISE leadership and other PROMISE
partners to identify opportunities to partner/provide pre-employment services to PROMISE
participants.
3. ARS will develop and provide training for all VR Counselors on what pre-employment transition
is/does, its requirements, and agency/counselor responsibilities.
4. ARS will develop and implement a means to track clients served through pre-employment
transition, including pre-employment expenditures thus ensuring funds earmarked address the
15% requirement
5. ARS will revise its MOU with Special Education to include pre-employment transition. As part of
the MOU, ARS will request Special Education’s assistance in gaining access to all students in
the state age 14 an older who have an IEP or 504 plan.
6. ARS will work with Special Education to develop/provide training to special education teachers
and special education supervisors on pre-employment transition.
7. ARS will work with colleges and universities within the state that train special educators and VR
Counselors to include in their curriculum information on pre-employment transition.
8. ARS realizes providing pre-employment services to all Arkansas students with IEPs or 504 plans
may require utilization of outside resources. ARS proposes to develop and issue a request for
qualifications to determine potential outside providers of pre-employment transition services. It
envisions the provider list of eligible programs might include CRPs or even educational
cooperatives.
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2. INFORMATION ON THE FORMAL INTERAGENCY AGREEMENT WITH THE STATE
EDUCATIONAL AGENCY WITH RESPECT TO:
A. CONSULTATION AND TECHNICAL ASSISTANCE TO ASSIST EDUCATIONAL
AGENCIES IN PLANNING FOR THE TRANSITION OF STUDENTS WITH
DISABILITIES FROM SCHOOL TO POST-SCHOOL ACTIVITIES, INCLUDING VR
SERVICES;
ARS maintains interagency agreements with the Arkansas Department of Education, Special
Education Unit (ADE SEU) and provides transition services to students in public schools. ARS
maintains an interagency agreement with the Arkansas Department of Higher Education (ADHE)
with the objective of seamless provision of vocational rehabilitation services and access to higher
education. The parties agree to participate in technical assistance and in–service training to assist
educational agencies in planning, and to coordinate services to ensure timely and appropriate
supports and services are provided to eligible individuals. ARS Transition policy requires ARS
counselors to engage school personnel to generate referrals of students to ARS and to develop an
IPE for each student determined eligible. ADE is financially responsible for secondary education and
ARS is responsible for taking applications, determining eligibility, and providing VR services to those
determined eligible for transition services. ARS participates in the state level Arkansas Interagency
Transition Partnership (AITP). AITP is a task–force made up of representatives of state agencies,
including ARS, Department of Human Services (DHS)–Division of Services for the Blind (DSB),
Arkansas Department of Education, Special Education–Transition, Arkansas Workforce
Development Board, DHS–Division of Behavioral Health Services, and parent advocates. ARS will
develop a Memorandum of Understanding (MOU) with Community Rehabilitation Programs (CRPs)
and WIOA partners to provide pre–employment transition services. ARS will expand and increase
utilization of pre–employment transition training services at ACTI.
ARS has initiated contact with the appropriate parties and progress is underway to re–negotiate its
interagency agreements with ADE, ADHE, DHS agencies, and Workforce Services during FY 2016.
B. TRANSITION PLANNING BY PERSONNEL OF THE DESIGNATED STATE AGENCY
AND EDUCATIONAL AGENCY THAT FACILITATES THE DEVELOPMENT AND
IMPLEMENTATION OF THEIR INDIVIDUALIZED EDUCATION PROGRAMS;
ARS agrees to provide eligibility determination according to ARS policy, and consultation and
technical assistance to assist educational agencies in planning for the transition of students with
disabilities from school to post–school activities, including VR services when requested and
appropriate. ARS counselors will provide information to schools about VR services, meet with
special education teachers during the school year, and ensure schools have appropriate forms and
information for students to apply for services. ARS will work with schools to assist the student with
significant disabilities in identifying, selecting, and pursuing appropriate career objectives.
Partner high schools agree to work cooperatively with ARS to provide appropriate transition services
to students to assure the student’s entry into suitable employment, postsecondary education or
training, and independent living. Schools will carry out all required transition planning provisions
mandated by IDEA and state regulations, will conduct regular staff development training regarding
transition requirements and include ARS counselors in the training when appropriate, will provide
referrals to ARS counselors, will provide private meeting space for ARS counselors to meet with
students, will include ARS counselors in students IEP meetings with authorization by parents or
guardians and student knowledge, will communicate regularly with ARS counselors, and will provide
ARS with copies of school records.
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ARS will ensure each student with a significant disability enrolled in a vocational education program
receives an interest assessment, and identifies capabilities. ARS will provide accommodations as
needed to ensure successful completion of the vocational education program for VR eligible youth in
accordance with their respective IPEs; unless these accommodations are the responsibility of the
LEA pursuant to FAPE regulations. ARS will provide technical assistance to local education
agencies to ensure equal educational opportunities including full opportunity to participate in
programs, to ensure activities and job opportunities are provided to all youth and students, and to
analyze, identify, and change policies and activities that impede the achievement of equal
opportunities for all individuals.
C. ROLES AND RESPONSIBILITIES, INCLUDING FINANCIAL RESPONSIBILITIES, OF
EACH AGENCY, INCLUDING PROVISIONS FOR DETERMINING STATE LEAD
AGENCIES AND QUALIFIED PERSONNEL RESPONSIBLE FOR TRANSITION
SERVICES;
The Interagency Agreement between the Arkansas Department of Education, Special Education Unit
– Arkansas Transitions Services, Arkansas Department of Career Education, and ARS is set forth to
define each party’s responsibilities with regard to ensuring a free and appropriate public education
(FAPE) for eligible students, ages 16–21, and younger when appropriate, which are identified as
having a disability in accordance with the Individuals with Disabilities Education Act (IDEA).
This agreement between ADE, ACE, and ARS is based on the following principles:
• The parties have a common and concurrent interest in providing a free appropriate public
education to eligible individuals with disabilities, ages 16 to 21, and younger when
determined appropriate by the IEP team.
• The parties have a common and concurrent interest in working cooperatively to ensure
individuals with disabilities have access to the skills, training, and necessary supports to
transition successfully from school to work.
• The parties have a common interest in assisting local agencies in developing and initiating
vocational programs and services to individuals with disabilities.
• The Special Education/ATS has general supervisory responsibility over the educational
program of any public agency providing FAPE to individuals with disabilities ages birth to 21
as defined in state and federal statutes.
• The parties agree to facilitate provision for the development and approval of an individualized
plan for employment before each student determined to be eligible for vocational
rehabilitation services leaves the school setting.
• The parties agree to promote from their respective agencies the development and
implementation of appropriate services for persons with disabilities and to provide outreach
to and identification of students with disabilities who need transition services.
D. PROCEDURES FOR OUTREACH TO AND IDENTIFICATION OF STUDENTS WITH
DISABILITIES WHO NEED TRANSITION SERVICES.
ARS counselors will provide information to schools about VR services, meet with special education
teachers during the school year, and ensure schools have appropriate forms and information for
students to apply for services. ARS will work with schools to assist the student in identifying,
selecting, and pursuing appropriate career objectives.
In addition, ARS has a Transition Coordinator that will assist with managing transition services as an
agency, and will also ensure services are appropriate and efficient for the clients, schools, and
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partnerships. Additionally, the Transition Coordinator will work directly with the schools to provide
education on section 511of the Rehabilitation Act. Furthermore, the agency will be providing detailed
information about pre-employment transition services for students with IEP and 504 plans.
The Agency will work directly with the National Technical Assistance Center on Transition (NTACT),
Intensive Technical Assistance Partnerships. NTACT may provide staff time for phone, email, web-
based, on-line, and on-site training and consultation.
Arkansas’s implementation team will participate in NTACT’s sponsored capacity building activities
(i.e., Capacity Building Institute and related regional or national meetings) by sending a team
representing at least the SEA and State VR Agency, as well as stakeholders such as parent centers
or local agencies to these events.
The state implementation team will support personnel development opportunities for educators and
service providers across Arkansas annually, structured on the mode of convening interdisciplinary
teams from local communities for personnel development, data review, problem solving, and
facilitated strategic planning. The state implementation team will explore the use of NTACT’s data
analysis and planning tools (i.e., transitionprogramtool.org, STEPSS) for use in this process.
The Transition Employment Project (TEP) is designed to give high school students the skills,
knowledge, and attitude necessary to successfully transition to adult life through engaging in a
variety of instructional assessments and training activities. Through TEP students participated in a
five-week project the previous year to prepare them for paid work experiences in the summer of
2016. During the project they completed assessments and had opportunities to participate in on the
job training site and receive their Career Readiness Certificate (CRC).
Project SEARCH assists with adult VR services, and transition. A new high school model is planned
for the Hot Springs area. The Fayetteville site was recognized as 1 of 53 sites recognized for 80 -
90% competitive integrated employment outcomes.
The Promise Grant is the 32.5 million dollar five-year research grant designed to promote the
readiness of minors on SSI (Supplemental Security Income) for success beyond high school.
Arkansas is one of five single states and one collaborative group of states to be awarded this grant.
Currently, 1,367 AR Promise youth have been recruited as of 8/17/15, and 164 employers provided
work experiences from 25 counties. The goal for 2016 is 550 employer provided work experiences.
E. COOPERATIVE AGREEMENTS WITH PRIVATE NONPROFIT ORGANIZATIONS
(Formerly known as Attachment 4.8(b)(3)). Describe the manner in which the designated State
agency establishes cooperative agreements with private non-profit VR service providers.
ARS has cooperative agreements with Community Rehabilitation Programs (CRPs) throughout the
state as part of the Purchased Service Agreements. ARS and representatives from CRPs developed
and implemented standard procedures for the referral process and outcome indicators resulting in a
fee for service schedule for individuals served by CRPs.
ARS’s standard procedures for external Employment First private non–profit and public VR service
providers and CRPs are standards of compliance ensuring VR consumers achieve acceptable
outcomes related to employment. The procedures for a CRP to be accredited as a vendor and to
maintain accreditation are:
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(1) The CRP submits a vendor application documenting required experience in working with
consumers with disabilities and employers. (2) ARS reviews the application to assure ARS
requirements are met, and submits a certificate and agreement documents to the ARS
Commissioner for signature. (3) The CRP is required to sign certification agreement documents
assuring the ARS requirements as a vendor will be met. (4) Once accredited, ARS provides a
current vendor packet and provides training to the entity, as needed. ARS informs the ARS district
manager and the VR counselors of the vendor. (5) The VR counselor refers the consumer to the
CRP and monitors the consumer’s progress. (6) A VR counselor liaison is assigned to each CRP
and provides monthly reports to the appropriate ARS personnel. (7) ARS case review personnel
from Program Planning, Development and Evaluation perform a standardized audit of CRP
consumer files to ensure training criteria is met, the CRP demonstrates acceptable consumer
progress/plans, appropriate documents are in the file, and the amount billed meets accepted
guidelines of cost to value. CRP personnel files are reviewed to assure performance standards are
acceptable and staff training requirements are met.
ARS will initiate new cooperative agreements focused on moving CRPs from fee for service to
performance based outcomes.
ARS, in partnership with the Department of Human Services (DHS) Division of Developmental
Disabilities Services, will establish pilot projects focused on transitioning from facility based services
to community based services.
F. ARRANGEMENTS AND COOPERATIVE AGREEMENTS FOR THE PROVISION OF
SUPPORTED EMPLOYMENT SERVICES
(Formerly known as Attachment 4.8(b)(4)). Describe the designated State agency’s efforts to identify
and make arrangements, including entering into cooperative agreements, with other State agencies
and other appropriate entities in order to provide supported employment services and extended
employment services, as applicable, to individuals with the most significant disabilities, including
youth with the most significant disabilities.
ARS maintains written cooperative agreements with private non–profit and for profit agencies in the
state that provide supported employment (SE) services and extended services to ARS consumers
with the most significant disabilities. The service providers commit to funding extended services for
as long as the consumers remain employed on the original job.
ARS will continue to work with the Department of Human Services agencies to recruit
Developmental Disabilities Centers, Behavioral Health Centers, and other related programs serving
individuals with the most significant disabilities to seek certification to provide SE services.
ARS will create new agreements based on technical assistance received from RSA; in consultation
with the Arkansas State Rehabilitation Council and the Department of Labor, Office of Department of
Employment Services experts in Employment First and WIOA.
The MOUs with the LEAs essentially mirrors the MOU with Special Education. ARS is in the process
of updating its MOU with Special Education to include Section 511 requirements. Once this is
completed, ARS will update MOUs with LEAs statewide. ARS will amend the current agreement to
provide information and awareness about Section 511. Furthermore, ARS will provide the following:
training to schools on Section 511 to make them aware of the section in WIOA and the activities they
can provide in areas, such as self-advocacy and career counseling; training through ARS CRP staff
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to the providers on referrals and related provider information; training to ARS Managers and ARS VR
counselors on providing and understanding the assessment and evaluation process; and will provide
training on Trial Work Experience in the community to determine potential work skills if applicable.
Section 511
ARS in collaboration with the SRC and in consultation with its RSA State Liaison proposes to
implement the following strategies to address the requirements of Section 511. ARS will:
1. Develop and provide training for all VR Counselors on what section 511 is/does, its
requirements, and agency/counselor responsibilities.
2. Revise it’s MOU with Developmental Disabilities to include how both agencies will develop
policy/procedure to address clients affected or might potentially be affected by Section 511.
3. Revise it’s MOU with Behavioral Health to include how both agencies will develop
policy/procedure to address clients affected or might potentially be affected by Section 511.
4. Revise it’s MOU with Special Education to include how both agencies will develop
policy/procedure to address students affected or might potentially be affected by Section 511.
The MOU will address the issue of referring students to CRPs for services while the student is
still enrolled in school or referring the student to a CRP upon graduation as part of transition
planning.
5. Work with Special Education to develop/provide training to special education teachers and
special education supervisors regarding Section 511.
6. Work with colleges and universities within the state that train special educators and VR
Counselors to include in their curriculum information on section 511.
7. Attempt to revise language in each MOU to include language that specifically addresses section
511. ARS currently has MOU’s with 155 individual school districts across the state.
8. Revise its contracts with CRP’s to include language that addresses the presence of
policies/procedures that Section 511 issues. This may include an assurance signed by the CRP
that the program will inform clients, family/caregivers, and where applicable school districts of
Section 511 requirements. This may also include a form signed by the client or legal guardian to
affirm the sharing of information.
Pre-Employment Transition
ARS in collaboration with the SRC and in consultation with its RSA State Liaison proposes to
implement the following strategies to address the RSA requirements related to pre-employment
transition.
1. ARS recognizes some of the services provided through its piloted ATP program apply to pre-
employment transition. ARS will evaluate the program’s strengths and weaknesses and apply
lessons learned as it implements its pre-employment transition program.
2. ARS also recognizes clients served through the PROMISE Grant may also qualify for pre-
employment transition services. ARS will work with PROMISE leadership and other PROMISE
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partners to identify opportunities to partner/provide pre-employment services to PROMISE
participants.
3. ARS will develop and provide training for all VR Counselors on what pre-employment transition
is/does, its requirements, and agency/counselor responsibilities.
4. ARS will develop and implement a means to track clients served through pre-employment
transition, including pre-employment expenditures thus ensuring funds earmarked address the
15% requirement
5. ARS will revise its MOU with Special Education to include pre-employment transition. As part of
the MOU, ARS will request Special Education’s assistance in gaining access to all students in
the state age 14 an older who have an IEP or 504 plan.
6. ARS will work with Special Education to develop/provide training to special education teachers
and special education supervisors on pre-employment transition.
7. ARS will work with colleges and universities within the state that train special educators and VR
Counselors to include in their curriculum information on pre-employment transition.
8. ARS realizes providing pre-employment services to all Arkansas students with IEPs or 504 plans
may require utilization of outside resources. ARS proposes to develop and issue a request for
qualifications to determine potential outside providers of pre-employment transition services. It
envisions the provider list of eligible programs might include CRPs or even educational
cooperatives.
G. COORDINATION WITH EMPLOYERS
(Formerly known as Attachment 4.8(b)(5)). Describe how the designated State unit will work with
employers to identify competitive integrated employment and career exploration opportunities in
order to facilitate the provision of:
1. VR SERVICES; AND
ARS employs an agency to business and business to VR consumer relationship strategy that is
designed to foster improved competitive and integrated employment opportunities for people with
disabilities.
The strategy permits ARS to become an integral employment/recruitment stakeholder in business
and industry and the business and industry partner to become an integral part of the VR program’s
service delivery model. The following goals reflect this strategy:
• Strategically collaborate with ARS district managers and VR counselors in an effort to
develop employer relationships that can lead to improved employment outcomes.
• Increase employer outreach and disability awareness through networking and marketing
activities, which include but are not limited to activities such as the Society for Human
Resource Management (SHRM) meetings, professional organization conferences, business
coalition seminars, and updating and incorporating a business section on the agency
website, etc.
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• Expand disability awareness and/or sensitivity training that is developed, conducted, and
organized to target the disability inclusion managers of corporate customers.
• Increase consumer contact visits to employers who are federal contractors and/or federal
subcontractors to identify specific jobs and workforce needs pertaining to federal mandate for
above entry level positions.
• Increase consumer contact with companies headquartered in Arkansas and make the
business case for hiring ARS consumers into competitive, integrated employment at the
middle and upper management levels.
• Improve the quality of candidate screening activities to provide business customers a higher
caliber candidate thus increasing the opportunity for ARS consumers to be given higher
consideration for key positions.
• Increase utilization of labor market analysis to gain a comprehensive understanding of target
occupational environments by increased analyzing of job trends and factors to promote
strategic placement activities for ARS consumers.
• With the passage of WIOA, a greater emphasis is being placed on ARS partnering with
businesses, workforce partners, and other stakeholders. To achieve this outcome, ARS
created Partners in Progress (PIP) to engage businesses and to provide them with qualified
applicants while securing competitive jobs for ARS consumers. The PIP initiative provides
job seekers and workers access to employment, education, training, and support services in
the labor market. Matching employers with skilled workers creates a mutual benefit for both
stakeholders. Additionally, ARS holds business career symposiums around the state in local
field offices.
• ARS will continue to utilize the Talent Acquisition Portal (TAP) system, which allows the
agency to update consumer resumes and backgrounds in an electronic system that can be
utilized by employers nationally. This increases the opportunities for consumers to a national
level since a company may have a location in Arkansas but the recruiting and hiring authority
is located in another state. This also may open doors to integrated employment and
competitive wages and benefits.
• ARS will host a business employment summit to coincide with National Disability
Employment Awareness month. The conference will bring business and industry leaders
together with other stakeholders to increase awareness regarding hiring people with
disabilities, and will provide opportunities to establish relationships with federal contractors
that may result in hiring ARS consumers.
ARS is working diligently to expand the state’s Business Leadership Network, which is made up of
major employers in the state with a long–standing history of supporting employment of people with
disabilities. This network will help in finalizing MOUs with employers as well as formalizing the
relationship to ensure mutually beneficial business relationships.
The Business Relations Section meets with businesses, chambers of commerce, and stakeholders
to provide education about the Business Leadership Network (BLN) and the benefits of hiring
individuals with disabilities. To date ARS has signed MOUs with 118 employers and will continue to
market and provide education to business and industry to increase collaborative partnerships.
ARS works directly with employers to develop and modify its services. ARS utilizes a mobile app to
provide information about ARS as well as a follow–up form used by staff to interact with employment
leaders so business relations representatives are able to provide more convenient follow–up.
ARS will work with Career Workforce Boards and Local Workforce Boards to identify potential skill
deficits that may serve as barriers to employment, while identifying the most appropriate training to
assist consumers in obtaining employment.
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ARS will work with business and industry to establish on–the–job training agreements, job
shadowing opportunities, and paid/unpaid work experiences.
Access and Accommodations provides presentations (Worker’s Comp conference, U of A
Conference, etc.), expertise, and assistance to employers seeking to provide workplace
accommodations to current and potential employees; such programs as AT@Work, Stay at
Work/Return to Work.
2. TRANSITION SERVICES, INCLUDING PRE-EMPLOYMENT TRANSITION
SERVICES, FOR STUDENTS AND YOUTH WITH DISABILITIES.
Beginning in 2015, ARS has partnered with the National Apprenticeship Training Foundation (NATF)
to provide pre–employment training, job development, and placement for ARS consumers. In
addition, NATF is working with Arkansas Career Technical Institute (ACTI) to develop a week–long
pre–apprenticeship training program that includes interviewing with employers for both placement
and for feedback for those needing additional training or vocational rehabilitation services
Access and Accommodations provides assistive technology assessments and presentations,
expertise and assistance to students, therapists, educators, and employers seeking to provide
school and workplace accommodations.
ARS, in collaboration with Increasing Capabilities Access Network (ICAN, State AT Program) and
community partners, provides assistive technology training, demonstrations, and loans as it relates
to transition to school or work.
ARS will pursue other opportunities currently under development with CRPs around the state to
provide pre–employment transition services and other transition services.
ARS will collaborate with employers by fostering integrated systems, coordinating services, and
providing career pathways for adults and youth/students with disabilities.
ARS will collaborate with secondary education institutions to coordinate partnerships with employers
to provide summer and non–seasonal employment, apprenticeship programs, and internships for
students with significant disabilities. ACTI works directly with potential employers to provide
internship sites for students nearing the completion of their training programs; all of whom have
significant disabilities. To date ten employers provide paid and non–paid internship and work–based
learning opportunities. Supervisors from the businesses provide weekly feedback on the interns’
quality of work and the students are graded based on the measures included on the employer
feedback form. Additionally, ACTI offers internship opportunities at ACTI to prepare students with
significant disabilities for employment opportunities available in the Hot Springs area.
Field Services and business relations representatives will continue to work with employers to identify
competitive integrated employment opportunities for students with disabilities, including internships
as part of the Transition Employment Program (TEP).
H. INTERAGENCY COOPERATION
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Describe how the designated State unit will collaborate with the State agency responsible for
administering each of the following programs to develop opportunities for competitive integrated
employment, to the greatest extent practicable:
1. THE STATE MEDICAID PLAN UNDER TITLE XIX OF THE SOCIAL SECURITY
ACT;
ARS serves on the Department of Labor, Office of Disability Employment Policy, AR Employment
First State Leadership team with the Department of Human Services Divisions of Developmental
Disabilities Services (DDS), Behavioral Health Services (DBHS), Services for the Blind (DSB),
Medical Services (DMS), Aging and Adult Services (DAAS), Department of Workforce Services
(DWS), University of Arkansas PROMISE Grant, and the Arkansas Department of Education,
Special Education Unit (ADE SEU). The team in consultation with both the Arkansas State
Rehabilitation Council and the Rehabilitation Services Administration (RSA) State Liaison will be
updating the current interagency agreements to fund braided services and apply for combined
waiver programs related to opportunities where individuals participated in employment related
activities under WIOA.
2. THE STATE AGENCY RESPONSIBLE FOR PROVIDING SERVICES FOR
INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES; AND
ARS serves on the Department of Labor, Office of Disability Employment Policy, AR Employment
First State Leadership team with the Department of Human Services Divisions of Developmental
Disabilities Services (DDS), Behavioral Health Services (DBHS), Services for the Blind (DSB),
Medical Services (DMS), Aging and Adult Services (DAAS), Department of Workforce Services
(DWS), University of Arkansas PROMISE Grant, and the Arkansas Department of Education,
Special Education Unit (ADE SEU). The team in consultation with both the Arkansas State
Rehabilitation Council and the RSA State Liaison will be updating the current interagency
agreements to fund braided services and apply for combined waiver programs related to
opportunities where individuals participated in employment related activities under WIOA.
3. THE STATE AGENCY RESPONSIBLE FOR PROVIDING MENTAL HEALTH
SERVICES.
ARS serves on the Department of Labor, Office of Disability Employment Policy, AR Employment
First State Leadership team with the Department of Human Services Divisions of Developmental
Disabilities Services (DDS), Behavioral Health Services (DBHS), Services for the Blind (DSB),
Medical Services (DMS), Aging and Adult Services (DAAS), Department of Workforce Services
(DWS), University of Arkansas PROMISE Grant, and the Arkansas Department of Education,
Special Education Unit (ADE SEU). The team in consultation with both the Arkansas State
Rehabilitation Council and the RSA State Liaison will be updating the current interagency
agreements to fund braided services and apply for combined waiver programs related to
opportunities where individuals participated in employment related activities under WIOA.
I. COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT; DATA SYSTEM ON
PERSONNEL AND PERSONNEL DEVELOPMENT
(Formerly known as Attachment 4.10)). Describe the designated State agency's procedures and
activities to establish and maintain a comprehensive system of personnel development designed to
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ensure an adequate supply of qualified State rehabilitation professional and paraprofessional
personnel for the designated State unit, including the following:
1. DATA SYSTEM ON PERSONNEL AND PERSONNEL DEVELOPMENT
A. QUALIFIED PERSONNEL NEEDS.
Describe the development and maintenance of a system for collecting and analyzing on an annual
basis data on qualified personnel needs with respect to:
i. The number of personnel who are employed by the State agency in the provision of VR services in
relation to the number of individuals served, broken down by personnel category;
ARS currently is serving 14,402 clients and employs a total of 432 staff, including 5, 188, 170, and
69 respectively, identified to Access and Accommodations, ACTI, Field Services, and Central Office.
15 of the 21 staff, previously assigned to Access and Accommodation, were reclassified as ACTI
staff in September of 2015.
Access and Accommodations – 5
Occupational Therapists (2), Program Manager (1), Speech Language Pathologist (1),
Administrative Assistant (1)
ACTI – 188
Administration – 4
Director (2), Administrative Specialist (2)
Campus Safety and Security – 11
Director (1), Public Safety Security Officer (2), Security Officer (7), Administrative Specialist (1)
Finance – 1
Radiology Technician (works part time as RT and then part time in Finance)
Admissions – 5
Administrative Specialist (2) Rehabilitation Program Coordinator (1), Counselor (1), Extra Help –
Receptionist – (1)
Maintenance – 32
Maintenance Manager (1), Maintenance Supervisor (1), Skilled Tradesman Supervisor (1),
Stationary Engineer (5), Skilled Tradesman (12), Equipment Operator/Technician (7), Inventory
Control Technician (1), Mail Services Assistant (1), Storeroom Supervisor (1), Administrative
Specialist (1), Extra Help – Equipment Operator (1)
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Therapeutic Recreation – 4
Rehabilitation Program Manager (1), Recreational Activity Leader (2), Administrative Specialist (1)
Student Living – 10
Rehabilitation Program Manager (1), Residential Care Technician (6), Administrative Specialists (2),
Certified Nursing Assistant (1)
Vocational Training – 20
Rehabilitation Director of Vocational Training (1), Certified Vocational Teacher (16), Vocational
Instructor (1), Licensed Practical Nurse (1), Administrative Specialist (1)
Evaluation and Counseling – 13
Rehabilitation Program Manager (1), Vocational Rehabilitation Evaluator (2), Fiscal Support Analyst
(1), Social Worker (2), Vocational Rehabilitation Placement Specialist (2), Certified Vocational
Rehabilitation Counselor (2), Administrative Specialist (3)
Short-Term Industry/Talent Development – 6
Rehabilitation Program Manager (1), Certified Vocational Teacher (3) Vocational Instructor (1),
Career Planning and Placement (1)
Medical – 19
Medical Services Director (1), Physician (1), Dentist – part time (.5), Pharmacist (1), LPN (3), RN
Supervisor (1), Nursing Services Unit Manager (1), Medical Records Supervisor (1), Certified
Vocational Teacher (1), Occupational Therapist (1), Physical Therapist (1), Medical Technologist (1),
Administrative Specialist (5)
Food Services – 21
Dietary Services Director (1), Food Preparation (15), Baker (1), Cook (3), Administrative Specialist
(1)
Environmental Services – 22
Institutional Services Supervisor (4), Institutional Assistant (15), Maintenance Coordinator (1),
Administrative Specialist (1), Inventory Control Technician (1)
RIDAC – 19
Psychologist (3), Physician (2), Psychological Examiner (13), Administrative Specialist (1)
Other
Extra Help (1)
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Field Services 170
Counselor (78), Administrative Specialist, AKA VR Assistants (63), District Manager (10), Business
Relations Representatives (10), Interpreters (4), Extra Help – Administrative Specialist (3)
Central Office - 69
Accounting/Finance – 20
Fiscal Division Manager (1), Accounting Coordinator (3), Buyer (2), Fiscal Support (4), Inventory
Control (1), Procurement Coordinator (1), Warehouse (2), Purchasing (2), Administrative Specialist
(3), Extra Help (1) Field
Services – 8
Chief of Field Services (1), Rehabilitation Director (1), Vocational Education Coordinator (2),
Rehabilitation Program Manager (1), Records Management (2), Administrative Specialist (1)
Human Resources – 10
Human Resources Administrator (1), Assistant Personnel Manager (2), HR Analyst (1), Business
Operations Specialist (1), Staff Development (1), Rehabilitation Program Coordinator (1), Human
Resources Representative/Specialist (2), Administrative Specialist (1)
Commissioner’s Office/Administration – 6
Commissioner (1), Executive Assistant (1), Institutional Services Assistant (2), Administrative
Assistant/Specialist (2)
IT – 3
Software Analyst (2), Administrative Specialist (1)
Program Planning, Development and Education – 10
Director (1), Program Manager (2), Quality Assurance Manager (1), Rehabilitation Services Facility
Specialist (1), Quality Assurance Coordinator (4), Administrative Specialist (1)
Communications – 3
Public Information Coordinator (1), Public Information Manager (1), Public Information Specialist (1)
Security – 1
Extra Help (1) Other
- 8
Extra Help (1)
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Contract – (7)
UA – Contract – Program Evaluator (1), CAI – Contract – Database Administrator (1), CAI – Contract
– Lead/Supervisory Technician (2), CAI – Contract – Desktop Field Technician (3)
ii. The number of personnel currently needed by the State agency to provide VR services, broken
down by personnel category; and
ARS currently employs 432 individuals. The number of personnel currently needed is 503. It includes
6, 222, 193, and 82 respectively, identified to Access and Accommodations, ACTI, Field Services,
and Central Office. Accordingly, approximately one (1) out of every 6 (six) needed positions, or 16.43
percent, of ARS’ currently needed positions, are unfilled, including, 1, 34, 23, and 13 unfilled
positions, respectively, for Access and Accommodations, ACTI, Field Services, and the Central
Office. ARS attributes these vacancies to attrition due to low salaries and the required compliance
with the hiring freeze process within state government.
Access and Accommodations – 6
Occupational Therapists (3), Program Manager (1), Speech Language Pathologist (1),
Administrative Assistant (1)
ACTI – 222
Administration – 4
Director (2), Administrative Specialist (2)
Campus Safety and Security – 11
Director (1), Public Safety Security Officer (2), Security Officer (7), Administrative Specialist (1)
Finance – 1
Radiology Technician (works part time as RT and then part time in Finance)
Admissions – 6
Rehabilitation Program Manager (1), Administrative Specialist (2) Rehabilitation Program
Coordinator (1), Counselor (1), Extra Help – Receptionist (1)
Maintenance – 36
Maintenance Manager (1), Maintenance Supervisor (2), Skilled Tradesman Supervisor (1),
Stationary Engineer (5), Skilled Tradesman (14), Equipment Operator/Technician (8), Inventory
Control Technician (1), Mail Services Assistant (1), Storeroom Supervisor (1), Warehouse Specialist
(1), Administrative Specialist (1)
Therapeutic Recreation – 6
Rehabilitation Program Manager (1), Recreational Activity Leader (3), Administrative Specialist (1),
Recreational Activity Supervisor (1)
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Student Living – 18
Rehabilitation Program Manager (1), Residential Care Technician (12), Administrative Specialists
(4), Certified Nursing Assistant (1)
Vocational Training – 24
Rehabilitation Director of Vocational Training (1), Certified Vocational Teacher (18), Vocational
Instructor (1), Licensed Practical Nurse (1), Administrative Specialist (1), Nurse Instructor (2)
Evaluation and Counseling – 16
Rehabilitation Program Manager (1), Vocational Rehabilitation Evaluator (3), Fiscal Support Analyst
(1), Social Worker (2), Vocational Rehabilitation Placement Specialist (2), Certified Vocational
Rehabilitation Counselor (4), Administrative Specialist (3)
Short-Term Industry/Talent Development – 9
Rehabilitation Program Manager (1), Certified Vocational Teacher (3) Vocational Instructor (1),
Career Planning and Placement (1), Vocational Rehabilitation Evaluator (1), Administrative
Specialist (2)
Medical – 22
Medical Services Director (1), Physician (1), Dentist – part time (1), Pharmacist (1), LPN (4), RN
Supervisor (1), Nursing Services Unit Manager (1), Medical Records Supervisor (1), Certified
Vocational Teacher (1), Occupational Therapist (1), Physical Therapist (2), Administrative Specialist
(5), Medical Technologist (1), Therapy Assistant (1)
Food Services – 25
Dietary Services Director (1), Food Preparation (17), Baker (1), Cook (5), Administrative Specialist
(1)
Environmental Services – 23
Institutional Services Supervisor (5), Institutional Assistant (15), Maintenance Coordinator (1),
Administrative Specialist (1), Inventory Control Technician (1)
RIDAC – 20
Psychologist (3), Physician (2), Psychological Examiner (13), Administrative Specialist (2)
Other
Extra Help (1)
Field Services - 193
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Counselor (95), Administrative Specialist, AKA VR Assistants (72), District Manager (10), Business
Relations Representatives (13), Interpreters (5), Extra Help – Administrative Specialist (3)
Central Office - 81
Accounting/Finance – 24
Fiscal Division Manager (1), Accounting Coordinator (3), Buyer (2), Fiscal Support (5), Inventory
Control (2), Procurement Coordinator (1), Warehouse (2), Purchasing (3), Administrative Specialist
(4), Extra Help (1)
Field Services – 11
Chief of Field Services (1), Rehabilitation Director (2), Vocational Education Coordinator (2),
Rehabilitation Program Manager (1), Records Management (2), Administrative Specialist (3)
Human Resources – 11
Human Resources Administrator (1), Assistant Personnel Manager (2), HR Analyst (1), Business
Operations Specialist (1), Staff Development (1), Rehabilitation Program Coordinator (1), Human
Resources Representative/Specialist (3), Administrative Specialist (1)
Commissioner’s Office/Administration – 8
Commissioner (1), Executive Assistant (1), Institutional Services Assistant, (2), Administrative
Assistant/Specialist (2), Attorney (1), Deputy Commissioner (1)
IT – 4
Software Analyst (2), Administrative Specialist (1), Chief Information Officer (1)
Program Planning, Development and Education – 11
Director (1), Program Manager (2), Quality Assurance Manager (1), Rehabilitation Services Facility
Specialist (2), Quality Assurance Coordinator (4), Administrative Specialist (1)
Communications – 4
Public Information Coordinator (1), Public Information Manager (1), Public Information Specialist (1).
Web Developer (1)
Security – 1
Extra Help (1) Other
- 8
Extra Help (1)
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Contract – (7)
UA – Contract – Program Evaluator (1), CAI – Contract – Database Administrator (1), CAI – Contract
– Lead/Supervisory Technician (2), CAI – Contract – Desktop Field Technician (3)
iii. Projections of the number of personnel, broken down by personnel category, who will be needed
by the State agency to provide VR services in 5 years based on projections of the number of
individuals to be served, including individuals with significant disabilities, the number of personnel
expected to retire or leave the field, and other relevant factors.
ARS currently employs 432 individuals. The number of personnel projected over the next five years
is 547. It includes 8, 235, 219, and 85 respectively, identified to Access and Accommodations, ACTI,
Field Services, and Central Office. Accordingly, ARS projects that it will need approximately 115
additional staff (26.7 percent) to provide VR services in 5 years based on projections of the number
of individuals to be served, including individuals with significant disabilities, the number of personnel
expected to retire or leave the field, and other relevant factors. ARS attributes this substantial
increase to the need for additional personnel to adequately serve VR clients needing pre-
employment transition, transition, and supported employment services as required by WIOA.
Access and Accommodations – 8 Occupational Therapists (4), Program Manager (2), Speech
Language Pathologist (1), Administrative Assistant (1)
ACTI – 235 Administration – 4 Director (2), Administrative Specialist (2)
Campus Safety and Security – 11 Director (1), Public Safety Security Officer (2), Security Officer (7),
Administrative Specialist (1)
Finance – 1 Radiology Technician (works part time as RT and then part time in Finance)
Admissions – 6 Rehabilitation Program Manager (1), Administrative Specialist (2) Rehabilitation
Program Coordinator (1), Counselor (1), Extra Help – Receptionist (1)
Maintenance – 36 Maintenance Manager (1), Maintenance Supervisor (2), Skilled Tradesman
Supervisor (1), Stationary Engineer (5), Skilled Tradesman (14), Equipment Operator/Technician (8),
Inventory Control Technician (1), Mail Services Assistant (1), Storeroom Supervisor (1), Warehouse
Specialist (1), Administrative Specialist (1)
Therapeutic Recreation – 6 Rehabilitation Program Manager (1), Recreational Activity Leader (3),
Administrative Specialist (1), Recreational Activity Supervisor (1)
Student Living – 18 Rehabilitation Program Manager (1), Residential Care Technician (12),
Administrative Specialists (4), Certified Nursing Assistant (1)
Vocational Training – 32 Rehabilitation Director of Vocational Training (1), Certified Vocational
Teacher (26), Vocational Instructor (1), Licensed Practical Nurse (1), Administrative Specialist (1),
Nurse Instructor (2)
Evaluation and Counseling – 20 Rehabilitation Program Manager (1), Vocational Rehabilitation
Evaluator (5), Fiscal Support Analyst (1), Social Worker (2), Vocational Rehabilitation Placement
Specialist (2), Certified Vocational Rehabilitation Counselor (6), Administrative Specialist (3)
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Short-Term Industry/Talent Development – 11 Rehabilitation Program Manager (1), Certified
Vocational Teacher (5) Vocational Instructor (1), Career Planning and Placement (1), Vocational
Rehabilitation Evaluator (1), Administrative Specialist (2)
Medical – 22 Medical Services Director (1), Physician (1), Dentist – part time (1), Pharmacist (1),
LPN (4), RN Supervisor (1), Nursing Services Unit Manager (1), Medical Records Supervisor (1),
Certified Vocational Teacher (1), Occupational Therapist (1), Physical Therapist (2), Administrative
Specialist (5), Medical Technologist (1), Therapy Assistant (1)
Food Services – 25 Dietary Services Director (1), Food Preparation (17), Baker (1), Cook (5),
Administrative Specialist (1)
Environmental Services – 23 Institutional Services Supervisor (5), Institutional Assistant (15),
Maintenance Coordinator (1), Administrative Specialist (1), Inventory Control Technician (1)
RIDAC – 20 Psychologist (3), Physician (2), Psychological Examiner (13), Administrative Specialist
(2)
Field Services - 219 Counselor (105), Administrative Specialist, AKA VR Assistants (77), District
Manager (12), Business Relations Representatives (15), Interpreters (7), Extra Help – Administrative
Specialist (3)
Central Office - 85
Accounting/Finance – 24: Fiscal Division Manager (1), Accounting Coordinator (3), Buyer (2), Fiscal
Support (5), Inventory Control (2), Procurement Coordinator (1), Warehouse (2), Purchasing (3),
Administrative Specialist (4), Extra Help (1)
Field Services – 11 Chief of Field Services (1), Rehabilitation Director (2), Vocational Education
Coordinator (2), Rehabilitation Program Manager (1), Records Management (2), Administrative
Specialist (3)
Human Resources – 12 Human Resources Administrator (1), Assistant Personnel Manager (2), HR
Analyst (1), Business Operations Specialist (1), Staff Development (1), Rehabilitation Program
Coordinator (1), Human Resources Representative/Specialist (3), Administrative Specialist (1),
Recruiter (1)
Commissioner’s Office/Administration – 8 Commissioner (1), Executive Assistant (1), Institutional
Services Assistant, (2), Administrative Assistant/Specialist (2), Attorney (1), Deputy Commissioner
(1)
IT – 6 Software Analyst (4), Administrative Specialist (1), Chief Information Officer (1)
Program Planning, Development and Education – 11 Director (1), Program Manager (2), Quality
Assurance Manager (1), Rehabilitation Services Facility Specialist (2), Quality Assurance
Coordinator (4), Administrative Specialist (1)
Communications – 4 Public Information Coordinator (1), Public Information Manager (1), Public
Information Specialist (1). Web Developer (1)
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Security – 1
Extra Help (1) Other
- 8
Extra Help (1)
Contract (7)
UA – Contract – Program Evaluator (1), CAI – Contract – Database Administrator (1), CAI – Contract
– Lead/Supervisory Technician (2), CAI – Contract – Desktop Field Technician (3)
B. PERSONNEL DEVELOPMENT
Describe the development and maintenance of a system for collecting and analyzing on an annual
basis data on personnel development with respect to:
i. A list of the institutions of higher education in the State that are preparing VR professionals,
by type of program;
ARS maintains and annually updates a list of higher education institutions in Arkansas that prepare
rehabilitation professionals. ARS monitors students enrolled in vocational rehabilitation and related
programs at each of the institutions by category, the number of students graduating the previous
year, and certification or licensure. ARS works with the institutions to provide internship and
practicum opportunities for students and the universities are notified when job openings become
available within the agency. The following institutions are preparing VR professionals:
• University of Arkansas Fayetteville (UAF) MRC
• University of Arkansas Little Rock (UALR) MRC • Arkansas State University (ASU) MRC
ii. The number of students enrolled at each of those institutions, broken down by type of
program; and
• University of Arkansas Fayetteville (UAF) MRC – 32 (FT) and 4 (PT)
iii. The number of students who graduated during the prior year from each of those institutions
with certification or licensure, or with the credentials for certification or licensure, broken down by the
personnel category for which they have received, or have the credentials to receive, certification or
licensure.
o University of Arkansas Fayetteville (UAF) MRC – 30 (FT) and 2 (PT)
o University of Arkansas Little Rock (UALR) MRC – 32 (FT) and 0 (PT)
o Arkansas State University (ASU) MRC – 2 (FT) and 0 (PT)
2. PLAN FOR RECRUITMENT, PREPARATION AND RETENTION OF QUALIFIED
PERSONNEL
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Describe the development and implementation of a plan to address the current and projected needs
for qualified personnel including, the coordination and facilitation of efforts between the designated
State unit and institutions of higher education and professional associations to recruit, prepare, and
retain personnel who are qualified, including personnel from minority backgrounds and personnel
who are individuals with disabilities.
A comprehensive and well–managed personnel development program is critical to ARS’s efforts to
expand and enhance customer services, and to ensure consumers receive quality rehabilitation
services from qualified professional personnel. ARS is strongly committed to providing training
programs to all staff, especially those providing direct services to consumers. ARS maintains training
records for all staff, updated annually, to reflect training requests and completions specifying the
training source, name, credit hours, and attendance date. Professional qualifications for counselors
are monitored to ensure current certification and to track educational progress for those achieving
certification.
The Human Resources (HR) department shapes ARS’s strategies by understanding workforce
trends, identifying potential resource opportunities and gaps, and developing effective initiatives. HR
takes the initiative and delivers results on strategic business issues, such as, new development,
talent management, training, and mobility.
To meet ARS’s goals, HR ensures successful recruitment, preparation, and retention of qualified
personnel. HR maintains a working relationship with colleges, universities, and higher education
programs within the state, partners in job fairs, maintains a positive relationship with the community
and its representatives, and utilizes online recruitment efforts. In addition, ARS is involved with all
major social media, newspapers, and industry driven communication.
The Arkansas Legislature authorized special language to ARS for a waiver of the Continuing
Professional Education policy prohibiting state agencies from providing college courses to
employees. The special language allows ARS to provide college level coursework in degree
programs designed to result in a Master’s in Rehabilitation Counseling (MRC) for eligible employees
selected by the agency. The special language assists the agency in assuring qualified professional
personnel are in place to provide quality rehabilitation services to Arkansans with disabilities.
ARS set an effective date of October 1, 2016, for all rehabilitation counselor positions to meet the
standard of having a Master’s degree and to be Certified Rehabilitation Counselor (CRC) certified.
Those who do not meet the standard have a prescribed time period to achieve the designation per
the CRC policy. Rehabilitation counselors who do not meet the standard are cross–graded in
position and must be working towards meeting the standard. Counselors working towards meeting
the standard will continue to perform counseling functions.
Counselors who do not meet requirements and are not working towards meeting the standard will
perform limited case management functions and will not be authorized to perform the following
functions: (a) Determination the applicant requires vocational rehabilitation services to prepare for,
secure, retain, or regain employment, i.e., eligibility determination and Certification of Eligibility
and/or Certificate of Ineligibility; (b) Development and approval of all components of the
Individualized Plan for Employment (IPE) including annual review; (c) Amendments to IPE; and (d)
Determination of a satisfactory outcome that the employment outcome is satisfactory and the
individual is performing well in the employment, i.e., Closure Amendment.
During the 2009 Arkansas Legislative Session, ARS received permission to institute a graduated pay
incentive to counselors who progress toward an MRC/CRC, which aids ARS in recruitment efforts to
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obtain the best candidates for present and future needs. Additionally ARS continues to utilize the
Student Loan Forgiveness Incentive Program, which has resulted in enhanced counselor
recruitment. Under this program newly hired VR counselors can be provided up to $2,000 per year
repayment to the student loan creditor. Counselors who participate in the Student Loan Forgiveness
Program agree to continue working for the agency for two years in return for each year of
repayment.
Effective July 1, 2009, all ARS vocational rehabilitation counselors were reclassified as either grade
level C117 Rehabilitation Counselor or C119 Certified Rehabilitation Counselor. The C119 Certified
Rehabilitation Counselor classification requires CRC certification. According to state Office of
Personnel Management (OPM) requirements, ARS now advertises for a C117 position with the
preferred qualification being a Master’s degree in Rehabilitation Counseling and CRC certification.
ARS was able to establish an internal salary grid with OPM approval. This grid allows the agency to
hire VR counselors in the counselor C117 series under different salary ranges based on qualification
and certification and allows for cost of living rates for counselors in the C119 classification. State
hiring policy authorized by OPM allows ARS to hire graduates with Bachelor’s degrees in
Rehabilitation for C117 positions when there is no suitable applicant with a Master’s degree with the
condition the person will seek and obtain a Master’s degree in Rehabilitation Counseling within four
years of employment and will meet CRC certification or become eligible to sit for CRC certification
within one year of receipt of the Master’s degree.
Bachelor’s degree or Non–MRC Master’s degree – L051C Rehabilitation Counselor/C117 – $32,249
(annual) – $15.5044 (hourly)
Master’s in Rehabilitation Counseling (MRC)/No CRC – L051C Rehabilitation Counselor/C117 –
$34,234 (annual) – $16.4586 (hourly)
MRC and CRC with less than five (5) years VR experience – E034C Certified Vocational Rehab
Counselor/C119 – $35,554 –(annually – $17.0933 (hourly)
MRC and CRC with five (5) or more years VR experience – E034C Certified Vocational Rehab
Counselor/C119 – $37,743 –(annually) – $18.1456
ARS was approved for a labor market rate increase for district managers with a starting salary of
$48,000 per year. The increase helps with recruitment and retention within the field program.
The Staff Development section reviews the current training levels of all personnel, and develops and
monitors agency policy and procedure for training and retaining qualified personnel including ACTI
staff to meet standards required by the Department of Education and other federal/state
requirements. All ARS employees receive an annual personnel performance evaluation from their
immediate supervisor, which is reviewed and approved by their respective senior manager. The
evaluation considers the training each employee needs to fulfill job duties in providing services to our
consumers.
ARS works closely with the universities to provide internship and practicum opportunities for
students, and notifies universities when job openings become available. Students are recruited from
university and college rehabilitation programs within the state to seek employment with ARS upon
graduation. ARS maintains staff liaisons with the university programs including the University of
Arkansas at Fayetteville (UAF), the University of Arkansas at Little Rock (UALR), the University of
Arkansas at Pine Bluff (UAPB), Arkansas State University (ASU), and Arkansas Tech University
(ATU). In addition, ARS meets quarterly with the universities to provide updates within the vocational
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rehabilitation field and ARS, to give practitioner input, and to receive first–hand information regarding
graduates from the MRC programs.
The agency actively recruits minorities and students with disabilities. Students, including minorities,
are encouraged to join professional rehabilitation organizations such as the National Rehabilitation
Association (NRA) and the National Association of Multicultural Rehabilitation Concerns (NAMRC).
These rehabilitation professional organizations provide scholarship opportunities to individuals,
including minorities, who major in the field of rehabilitation.
ARS is currently working on revising VR Counselor job descriptions to update roles and
responsibilities due to increasing duties, and also to assist with increasing salaries for ARS VR
Counselors competitive to surrounding regions. Additionally, leadership is reviewing training and
development opportunities to help with retention of counselors.
ARS Leadership is working with the Arkansas Executive Branch to facilitate timely hiring freeze
exceptions.
3. PERSONNEL STANDARDS
Describe the State agency's policies and procedures for the establishment and maintenance of
personnel standards consistent with section 101(a)(7)(B) and 34 CFR 361.18(c) to ensure that
designated State unit professional and paraprofessional personnel are adequately trained and
prepared, including:
A. STANDARDS THAT ARE CONSISTENT WITH ANY NATIONAL
OR STATE-APPROVED OR -RECOGNIZED CERTIFICATION,
LICENSING, REGISTRATION, OR OTHER COMPARABLE
REQUIREMENTS THAT APPLY TO THE PROFESSION OR
DISCIPLINE IN WHICH SUCH PERSONNEL ARE PROVIDING VR
SERVICES; AND
ARS reviews policies and procedures in all areas of personnel standards to ensure all personnel,
including professionals, instructors, and paraprofessionals, receive appropriate and adequate
training for their recognized certifications, licensures, and job requirements set out by their
performance evaluations. Because there is no standard established by the State of Arkansas, ARS
bases its personnel standards for VR counselors on the degree needed to meet the national CRC
requirements through the Commission on Rehabilitation Counseling Certification (CRCC). ARS
requires a Master’s degree in rehabilitation counseling or a closely related field, as defined by the
CRCC eligibility criteria, and to be CRC certified. The Staff Development Section reviews the current
training levels of all personnel, and will continue to ensure training is not only updated but elevates
experience levels for VR counselors and required standards, evaluation of training needs, and
timelines are established. Human Resources is responsible for ensuring all VR counselors and
support staff receive training on the DSU’s policies and procedures and consequently meet the
required standards set out therein.
B. THE ESTABLISHMENT AND MAINTENANCE OF EDUCATION
AND EXPERIENCE REQUIREMENTS, IN ACCORDANCE WITH
SECTION 101(A)(7)(B)(II) OF THE REHABILITATION ACT, TO ENSURE
THAT THE PERSONNEL HAVE A 21ST CENTURY UNDERSTANDING
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OF THE EVOLVING LABOR FORCE AND THE NEEDS OF
INDIVIDUALS WITH DISABILITIES.
To ensure ARS employees have a 21st century understanding of the evolving labor force and the
needs of individuals with disabilities, the Deputy Chief of Field Services will continue to periodically
meet with Rehabilitation Counseling higher education programs to review curriculum (i.e., case
management) and provide input on current educational needs for incoming ARS counselors. ARS
utilizes as a resource for addressing the evolving labor force, the Career Education and Workforce
Development Board, which is composed of 13 members appointed by the Governor in conjunction
with Act 892, to provide a wealth of resources and leadership to the agency. Board members are
leaders in business, industry, education, economic development, and rehabilitation services across
the state, and are charged with creating a comprehensive statewide program of career education
and workforce development focused on educational opportunities retention with the goal of economic
development.
ARS will utilize the Career Development Enhancement Program to establish and maintain education
and experience requirements to ensure staff have an understanding of the labor force and the needs
of individuals with disabilities. A chief component of this program is the National Career Development
Association (NCDA) Career Development Facilitator (CDF) Training program. Internationally
recognized, the NCDA Career Development Facilitator Training provides individuals with relevant
skills and knowledge to assist others in planning careers and obtaining meaningful work. The 120–
hour program enhances the knowledge and skills of individuals working in a variety of career
development settings. The Career Development Facilitator may serve as a career group facilitator,
job search trainer, career resource center coordinator, career coach, career development case
manager, intake interviewer, occupational and labor market information resource person, human
resource career development coordinator, employment/placement specialist, or workforce
development staff person.
As of 2015, 148 ARS employees have completed the CDF training, and each year will increase the
number of staff selected for the program by 25 percent. Annually, a refresher course will be
presented to update staff on the latest information on labor force and employment for persons with
disabilities. Additionally, HR will focus on training all staff to improve conflict management skills,
constructive communication skills, time management, and diversity. HR will conduct intense training
for supervisors and managers.
4. STAFF DEVELOPMENT.
Describe the State agency's policies, procedures, and activities to ensure that, consistent with
Section101(a)(7)(C) of the Rehabilitation Act, all personnel employed by the designated State unit
receive appropriate and adequate training in terms of:
A. SYSTEM OF STAFF DEVELOPMENT
A system of staff development for professionals and paraprofessionals within the designated State
unit, particularly with respect to assessment, vocational counseling, job placement, and rehabilitation
technology, including training implemented in coordination with entities carrying out State programs
under section 4 of the Assistive Technology Act of 1998; and
Staff Development monitors the current training levels of all personnel for required standards and
training needs. Staff Development will implement the ARS Career Development Enhancement
Program (CDE), a competency–based program. Employees will successfully complete job related
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requirements such as, but not limited to, meeting experience requirements, completing mandated
job–related training, demonstrating satisfactory job performance, and exhibiting appropriate conduct.
The Program will include all ARS staff, and will be conducted in six phases with the first three phases
targeting all staff; phases four and five focusing on subject matter specific training in the area of
expertise such as counselors, administrative staff, instructors, etc.; and phase six targeting
managers and supervisors.
Other opportunities for training are provided to all staff via the Arkansas Rehabilitation Association
Training Conference, Special Topics Training, Administrative Assistants Training Conference, online
training, and webinars. Training is also available through the state Interagency Training Agency,
CRC training, CEU training for purposes of certification or licensure in the professions, and training
provided internally by the agency in case management and compliance with policy and procedures.
Internal policy and procedures are developed and monitored for the agency in terms of hiring,
training, or retraining personnel to meet agency standards. The universities are utilized to provide
training opportunities.
Access and Accommodations sections will work with counselors in collaboration with Increasing
Capabilities Access Network and community partners to provide quarterly trainings in the area of
assistive technology as it relates to home, work or school.
To ensure training provided at ACTI remains relevant to current business and industry standards, the
Vocational Training Staff attend quarterly instructor workshops.
B. ACQUISITION AND DISSEMINATION OF SIGNIFICANT KNOWLEDGE
Procedures for the acquisition and dissemination of significant knowledge from research and other
sources to designated State unit professionals and paraprofessionals.
ARS ensures all personnel receive appropriate and adequate continuing education. The agency
enables employees to attend classes, seminars, and conferences, and disseminates information
through newsletters, in–service training, workshops, and training conferences. The field program
conducts district meetings in their respective districts where the latest techniques for providing
services to consumers are discussed. The Deputy Chief of Field Services provides best practice
training on various VR and ARS procedures throughout the state. The Deputy Chief of Field Services
also provides a seminar for CRC candidates and best practice training in periodic Special Topics
Training. The Chief of Field Services meets monthly with district managers to provide updates and
training regarding policy and procedures with client services and day–to–day operations.
5. PERSONNEL TO ADDRESS INDIVIDUAL COMMUNICATION NEEDS
Describe how the designated State unit has personnel or obtains the services of other individuals
who are able to communicate in appropriate modes of communication with or in the native language
of applicants or eligible individuals who have limited English speaking ability.
ARS provides access and continues to employ personnel who communicate in the native languages
of applicants and consumers with limited English speaking ability. ARS also provides special
communication modes such as interpreters, captioned videos, specialized telecommunications
services, and materials for individuals who are deaf and deaf–blind, as well as other specialized
media systems for individuals with disabilities. Interpreters are provided for the deaf or hearing
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impaired. Sign language skills are included as a minimum qualification for positions providing
services to persons who are deaf or hearing impaired.
Arkansas continues to experience a large influx of Spanish speaking citizens requesting VR
services, and promotes hiring employees with Spanish language skills. ARS requested and the
Arkansas General Assembly granted permission to the agency to compensate employees who
demonstrate relevant foreign language skills at enhanced levels when using their skill set for the
benefit of VR consumers. The agency provides assistance to our employees in order to help them
accommodate consumer needs.
6. COORDINATION OF PERSONNEL DEVELOPMENT UNDER THE
INDIVIDUALS WITH DISABILITIES EDUCATION ACT
As appropriate, describe the procedures and activities to coordinate the designated State unit's
comprehensive system of personnel development with personnel development under the Individuals
with Disabilities Education Act.
ARS staff participates in state, regional, and national transition meetings and conferences. ARS Field
Program staff serves on the Arkansas Interagency Transition Partnership (AITP) Team and attends
the annual National Secondary Transition Technical Assistance Center (NSTTAC) Conference. In
addition, they help plan, coordinate, and facilitate the bi–annual State Transition
Summit, and help lead the planning and coordination of local transition fairs and parent’s nights with
assistance from district managers and local VR counselors. AITP promotes personnel development
through online–based educational vignettes for teachers, students, and families, and through an
annual Summer Agency Connection, which includes ARS district managers, Arkansas Career
Training Institute (ACTI), Access and Accommodations in collaboration with Increasing Capabilities
Access Network (ICAN) personnel, and representatives from high schools. AITP also developed a
directory of services that includes ARS and other stakeholders.
For FY 2016 the Staff Development and Training Unit will coordinate and meet with focus groups
representing counselors, managers, transition counselors, administrative support staff, and other
work groups to determine their training needs. The Staff Development and Training Unit will evaluate
the information gathered and make required adjustments to the Career Development Enhancement
Program. Training modules may be delivered via online, webinar, or classroom.
J. STATEWIDE ASSESSMENT
(Formerly known as Attachment 4.11(a)).
1. PROVIDE AN ASSESSMENT OF THE REHABILITATION NEEDS OF
INDIVIDUALS WITH DISABILITIES RESIDING WITHIN THE STATE,
PARTICULARLY THE VR SERVICES NEEDS OF THOSE:
A. WITH THE MOST SIGNIFICANT DISABILITIES, INCLUDING
THEIR NEED FOR
SUPPORTED EMPLOYMENT SERVICES;
The most recent Comprehensive Statewide Needs Assessment (CSNA) for Arkansas was completed
in December 2015. ARS contracted with Dan Hopkins & Associates, Inc. who worked collaboratively
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with the State Rehabilitation Council (SRC), key stakeholders and ARS to complete a CSNA of
rehabilitation needs of individuals with disabilities in Arkansas. Multiple strategies to gather data and
information were used including: (a) A focus group discussion with participants from ARS, SRC, key
stakeholders, and vendors; (b) A structured survey of all ARS counselors; (c) A structured survey of
a random sample of ARS consumers throughout Arkansas; (d) Focus groups of consumers; (e) An
ACTI focus group of administrators and staff; (f) Interviews and surveys of the agency leadership; (g)
Questionnaire and an abbreviated focus group with district managers; (h) Review of 2014 RSA 911
data; and (i) Review of data from the American Community Survey and 2014 Current Population
Survey.
Implications
1. The WIOA and Rehabilitation Act requirements for SE services for individuals with the most
significant disabilities not only includes a significant expansion of SE services, but also includes
an increase in the number of consumers, including students and youth, who are eligible for SE
services. The mandate for expansion of SE services and consumers served requires a
significant increase in the resources necessary to meet those requirements in terms of
manpower and service providers.
2. The Arkansas Department of Education data indicates there is a large potentially eligible
population along with a high demand for SE services within the state.
3. There are many geographical areas within the state where there are no SE services or a lack of
SE services.
4. According to the survey, ARS district managers state many CRPs indicate they do not have the
financial resources to provide supported employment services.
Recommendations
1. The agency should determine the geographical areas and communities within its districts where
there are no SE services.
2. The agency’s leadership should consider its overall priorities, including the availability of
resources, and an increase in the number of counselors that provide SE services in order to
build capacity to provide SE services by utilizing the available resources of WIOA partners,
CRPs, agency field services counselors, support staff, management, business relations
representatives, ICAN, ACTI, and others for the benefit of SE consumers.
3. The agency leadership should explore the possibility of providing start–up funds for the
development and implementation of innovative approaches to expand the provision of SE
services to individuals with the most significant disabilities. CRPs should collaborate and form
cooperative partnerships in those areas where services are lacking.
4. The agency leadership should explore the feasibility of ACTI providing SE services directly to
consumers with the most significant disabilities. Potential SE services might include assessment,
planning, job development, job placement, job coaching, and other services necessary in a
multidisciplinary approach to meet the needs of individuals with the most significant disabilities.
Close collaboration with ARS Field Services’ counselors is necessary to provide SE services at
ACTI especially when consumers contemplate returning to their local communities.
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B. WHO ARE MINORITIES;
Implications
1. As the number of minority individuals and emerging disability populations continues to increase,
a broad range of topics and issues for agency consideration are presented, these include:
outreach and marketing strategies; diversity of language and culture; availability of appropriate
services; and the availability of trained personnel to address these issues and meet the needs of
individuals with disabilities.
2. The high number of consumers exiting the system without an employment outcome has
significant implications for the agency and the issue suggests the need to assess the
effectiveness of services provided during the service delivery process, for example,
assessment/evaluation planning; counseling and support; the nature and scope of services
provided; and job development and placement strategies. Large caseloads and a perceived limit
on time the counselor spends in direct contact with consumers, coupled with the delays in
services, contribute to the number of consumers exiting without a positive employment outcome.
3. The agency should examine the high degree of emphasis on numbers and services as opposed
to a focus on quality employment outcomes when analyzing consumers who leave the program
with an employment outcome.
4. As indicated the growing number of individuals with a mental disability being referred by multiple
sources suggests the need for examination of referral sources, availability of effective services,
and trained personnel to serve this consumer population.
5. The large number of consumers being referred/coded as having a mental disability has at least
three major implications for consideration: (1) The accuracy of coding of the disability; (2) The
nature and scope of services required to adequately serve this population; and (3) The
availability of trained personnel to adequately meet their needs.
6. Counselor time devoted to case recording, documentation, and data entry, along with the
consumer’s need for employment–related assistance, suggests these factors may impede the
agency’s ability to adequately serve its consumers and retain qualified counselors.
Recommendations
1. The agency should consider developing strategies for effective outreach and marketing in order
to reach the unserved and underserved populations around the state.
2. The agency should explore the feasibility of increasing the role and function of the district
managers in the areas of outreach, marketing, and stimulating local community resource
involvement.
3. The agency should enhance its comprehensive training and continuing education program for
district managers, counselors, and other appropriate personnel to effectively and efficiently serve
consumers from diverse and emerging populations.
4. Current and potential referral sources and strategies should be examined to ensure the referral
of all individuals with disabilities be expedited.
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5. The effectiveness of the services provided during the service delivery process be studied
(including assessment, planning, counseling, job development/employment services), with the
goal of achieving quality employment outcomes.
6. Consideration should be given to strategies that enable counselors to devote additional time to
direct consumer contact and provision of services. These include a reduction of caseload sizes,
training in caseload management, and improved utilization of support personnel and technology.
7. The agency should consider developing strategies for personnel training that lead to increasing
the number of consumers exiting the system with quality employment outcomes.
8. The agency should make every attempt to recruit qualified professionals who are culturally
competent serving multi–cultural and Spanish speaking consumers along with other emerging
disability populations.
C. WHO HAVE BEEN UNSERVED OR UNDERSERVED BY THE VR
PROGRAM;
Implications
1. As the number of minority individuals and emerging disability populations continues to increase,
a broad range of topics and issues for agency consideration are presented, these include:
outreach and marketing strategies; diversity of language and culture; availability of appropriate
services; and the availability of trained personnel to address these issues and meet the needs of
individuals with disabilities.
2. The high number of consumers exiting the system without an employment outcome has
significant implications for the agency and the issue suggests the need to assess the
effectiveness of services provided during the service delivery process, for example,
assessment/evaluation planning; counseling and support; the nature and scope of services
provided; and job development and placement strategies. Large caseloads and a perceived limit
on time the counselor spends in direct contact with consumers, coupled with the delays in
services, contribute to the number of consumers exiting without a positive employment outcome.
3. The agency should examine the high degree of emphasis on numbers and services as opposed
to a focus on quality employment outcomes when analyzing consumers who leave the program
with an employment outcome.
4. As indicated the growing number of individuals with a mental disability being referred by multiple
sources suggests the need for examination of referral sources, availability of effective services,
and trained personnel to serve this consumer population.
5. The large number of consumers being referred/coded as having a mental disability has at least
three major implications for consideration: (1) The accuracy of coding of the disability; (2) The
nature and scope of services required to adequately serve this population; and (3) The
availability of trained personnel to adequately meet their needs.
6. Counselor time devoted to case recording, documentation, and data entry, along with the
consumer’s need for employment–related assistance, suggests these factors may impede the
agency’s ability to adequately serve its consumers and retain qualified counselors.
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Recommendations
1. The agency should consider developing strategies for effective outreach and marketing in order
to reach the unserved and underserved populations around the state.
2. The agency should explore the feasibility of increasing the role and function of the district
managers in the areas of outreach, marketing, and stimulating local community resource
involvement.
3. The agency should enhance its comprehensive training and continuing education program for
district managers, counselors, and other appropriate personnel to effectively and efficiently serve
consumers from diverse and emerging populations.
4. Current and potential referral sources and strategies should be examined to ensure the referral
of all individuals with disabilities be expedited.
5. The effectiveness of the services provided during the service delivery process be studied
(including assessment, planning, counseling, job development/employment services), with the
goal of achieving quality employment outcomes.
6. Consideration should be given to strategies that enable counselors to devote additional time to
direct consumer contact and provision of services. These include a reduction of caseload sizes,
training in caseload management, and improved utilization of support personnel and technology.
7. The agency should consider developing strategies for personnel training that lead to increasing
the number of consumers exiting the system with quality employment outcomes.
8. The agency should make every attempt to recruit qualified professionals who are culturally
competent serving multi–cultural and Spanish speaking consumers along with other emerging
disability populations.
D. WHO HAVE BEEN SERVED THROUGH OTHER COMPONENTS
OF THE STATEWIDE WORKFORCE DEVELOPMENT SYSTEM;
AND
Implications
1. The low percentage of ARS consumers exiting the Program with an employment outcome
suggests a need for the increased utilization of Workforce Center services in preparing
consumers for employment and to assist in job placement.
2. The lack of a well–developed working relationship with Workforce Centers in some Districts
indicates programs and services available within the Workforce System are not being fully
utilized by ARS to assist individuals with disabilities to achieve employment outcomes.
3. The current working relationship between ARS and Workforce Centers limits ARS’s knowledge
of local labor market trends, job requirements, and employment opportunities within the state.
4. ARS has limited familiarity with WIOA implementation requirements and the requirements and
methods for collaboration and cooperation with Workforce partners.
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Recommendations
1. Training is recommended to familiarize ARS leadership and counselors with the state Workforce
System, the Workforce Centers, and the resources available in the ARS Districts.
2. ARS should conduct follow–up meetings with Workforce Centers to increase and improve
working relationships and collaborative efforts.
3. ARS should consider surveying the availability of services within the ARS Districts with the goal
of utilizing the Workforce Centers as a resource to prepare consumers for employment and to
assist in job placement, especially in those areas lacking services.
4. ARS should provide training on WIOA requirements and appropriate policy and procedure to
implement the Act.
E. WHO ARE YOUTH WITH DISABILITIES AND STUDENTS WITH
DISABILITIES, INCLUDING, AS APPROPRIATE, THEIR NEED FOR
PRE-EMPLOYMENT TRANSITION SERVICES OR OTHER
TRANSITION SERVICES.
Implications
1. Study results indicate the WIOA and Rehabilitation Act requirements for pre–employment and
other Transition services for students and youth are at a much higher level and require a
significant increase in resources in terms of manpower and services in order to meet those
mandates.
2. ARS has two approaches to Transition services with different outcome goals. One is the
Arkansas Transition Program (ATP), formerly the Pilot Transition Project, which operates in six
school districts in Crittenden, Jefferson, Pulaski, and Washington counties. The second is a
more general/traditional approach of the Field Program provided by the caseload counselors
throughout the state.
3. One of the limitations of the ATP is it only works with a small number of schools and the
outcomes vary from school to school; in addition, there are a limited number of referrals to the
Field Program.
4. Study findings indicate there is a varying level of appreciation of the ATP by ARS managers and
counselors throughout the state. The level of acceptance by VR counselors and managers is
dependent upon the effectiveness of the ATP transition counselor and the number of referrals to
ARS counselors.
5. Another critical issue affecting both programs is the varying responses encountered in the
different school districts. Many school districts or schools within a district do not want the ATP
transition or VR counselors to provide services.
Recommendations
1. ARS leadership should convene a transition task force to consider the overall priorities of the
agency, including the available resources; to increase the number of counselors and positions to
provide Transition services as mandated; to build capacity to provide Transition services by
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utilizing the available resources of WIOA partners and CRPs; and to utilize all components of the
agency including not only Field Services counselors, but support staff, management, business
relations representatives, ICAN, ACTI, and others to provide direct services to Transition
consumers.
2. The transition task force should review the activities and outcomes of the Arkansas Transition
Program and the VR Field Services Transition program in order to identify best practices that can
be implemented throughout the state.
3. ARS should explore combining the efforts of the two programs to seek economies of scale and
efficiency in providing Transition services to consumers.
4. ARS district managers and management should collaborate with the state’s school districts in
order to facilitate the working relationship between the school districts, the agency, and local VR
counselors.
5. ARS leadership and management should work with the State Department of Education to insure
rehabilitation counselors have ready access to all students with disabilities.
6. ARS should develop a protocol wherein students reporting a disability, and any student with an
IPE, be contacted by a transition or rehabilitation counselor prior to or during middle school/junior
high.
7. ARS should develop a protocol wherein all students with an IPE have a Plan or be determined
ineligible for rehabilitation services by the time they reach the age of 16.
8. ARS Field Services should form a Transition Committee to survey and assess the schools and
resources in the community and within the DSU, including providers and funding, in order to set
goals, objectives, and activities for the assessment and the provision of Transition services in the
ARS Districts.
2. IDENTIFY THE NEED TO ESTABLISH, DEVELOP, OR IMPROVE
COMMUNITY REHABILITATION PROGRAMS WITHIN THE STATE;
AND
Implications
1. As indicated by study results, the lack of a sufficient number of CRPs together with the need for
some CRPs to expand and improve services, have significant negative consequences for
individuals with disabilities in their achievement of timely and relevant services and positive
rehabilitation outcomes.
2. The lack of consistency in provision of services among CRPs around the state limits the
counselor’s and agency’s ability to provide equal access to services for consumers.
3. The continued emphasis of CRPs on providing workshop type services limits ARS’s ability to
utilize them for achieving acceptable outcomes according to RSA regulations.
4. Vocational rehabilitation services are not available in certain areas of the state, particularly in
rural areas, thus consumers do not have access to many services needed for successful
completion of their vocational goals.
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Recommendations
1. District managers and agency Leadership should assume a more active role with the CRPs for
purposes of (a) Conducting a survey of the CRPs and other service providers to assess and
evaluate the availability of critical rehabilitation services; (b) Services needed, but not provided;
and (c) To develop a more positive working relationship with CRPs and local service providers.
2. ARS should consider promoting the expansion of needed services in all areas of the state,
especially the expansion and establishment of CRPs in those geographical areas identified.
3. ARS should seek out innovative ways to encourage CRPs to provide the essential services
needed by consumers. This might be accomplished by providing innovative approaches to
funding such as providing seed funds to CRPs to partner together to provide supported services
in a combined geographical service area.
4. ARS should enhance communications with CRPs to explore the possibility of developing a more
open and coordinated effort to expand the availability of services in all areas of the state.
Arkansas Career Training Institute
Implications
1. Study results indicate the need to more closely align the mission of ACTI and the Field Program
with the new WIOA requirements. With additional emphasis on integrated competitive
employment, as well as Pre–employment Transition, Supported Employment, and expansion of
services to students and youth with disabilities, there is a need for enhanced communication,
training, and provision of services at ACTI and close collaboration with Field Services.
2. ACTI is being underutilized because counselors do not feel appropriate services are available for
many of their consumers. This is especially true for the lower functioning and special disability
groups, such as those with mental health issues. In addition, the Field Program states the
referral and admission process takes too long, requires unneeded action by the counselors, and
rejects the acceptance of many consumers who need services. Recommendations
3. ARS and ACTI administrators and leadership should review the current and future role and
function of ACTI in the provision of services designed to assist in meeting the needs of
individuals with disabilities. Special consideration should be given to: (1) The emerging trends in
disability populations; (2) The unserved and underserved disability groups; (3) The lack of
service resources available throughout the state, especially in rural areas; (4) The absence of
local services and programs; (5) The large number of geographical areas without CRPs; (6) The
limited services and trained personnel in CRPs; (7) The emerging ethnic minority populations; (8)
The nature and scope of services mandated for Transition; and (9) The processes used for
referral and admission from the Field to the Institute.
4. ARS should design and implement strategies to improve the working relationship between ACTI
and the Field Program.
5. ACTI and the Field Program should streamline the referral and admission process.
6. ACTI should improve marketing activities to prospective consumers, schools, employers, and
other partners.
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7. ARS and ACTI leadership should explore the feasibility and opportunities for ACTI to provide
agency training/continuing education and other organizational development needs by providing
the facilities and accommodations for these and related activities which may contribute to the
development of needed resources related to Supported Employment and Transition personnel
and other needs related to WIOA implementation
3. INCLUDE AN ASSESSMENT OF THE NEEDS OF INDIVIDUALS
WITH DISABILITIES FOR TRANSITION CAREER SERVICES AND
PRE-EMPLOYMENT TRANSITION SERVICES, AND THE EXTENT
TO WHICH SUCH SERVICES ARE COORDINATED WITH
TRANSITION SERVICES PROVIDED UNDER THE INDIVIDUALS
WITH DISABILITIES EDUCATION ACT
Implications
1. Study results indicate the WIOA and Rehabilitation Act requirements for pre–employment and
other Transition services for students and youth are at a much higher level and require a
significant increase in resources in terms of manpower and services in order to meet those
mandates.
2. ARS has two approaches to Transition services with different outcome goals. One is the
Arkansas Transition Program (ATP), formerly the Pilot Transition Project, which operates in six
school districts in Crittenden, Jefferson, Pulaski, and Washington counties. The second is a
more general/traditional approach of the Field Program provided by the caseload counselors
throughout the state.
3. One of the limitations of the ATP is it only works with a small number of schools and the
outcomes vary from school to school; in addition, there are a limited number of referrals to the
Field Program.
4. Study findings indicate there is a varying level of appreciation of the ATP by ARS managers and
counselors throughout the state. The level of acceptance by VR counselors and managers is
dependent upon the effectiveness of the ATP transition counselor and the number of referrals to
ARS counselors.
5. Another critical issue affecting both programs is the varying responses encountered in the
different school districts. Many school districts or schools within a district do not want the ATP
transition or VR counselors to provide services.
Recommendations
1. ARS leadership should convene a transition task force to consider the overall priorities of the
agency, including the available resources; to increase the number of counselors and positions to
provide Transition services as mandated; to build capacity to provide Transition services by
utilizing the available resources of WIOA partners and CRPs; and to utilize all components of the
agency including not only Field Services counselors, but support staff, management, business
relations representatives, ICAN, ACTI, and others to provide direct services to Transition
consumers.
198 | Page
2. The transition task force should review the activities and outcomes of the Arkansas Transition
Program and the VR Field Services Transition program in order to identify best practices that can
be implemented throughout the state.
3. ARS should explore combining the efforts of the two programs to seek economies of scale and
efficiency in providing Transition services to consumers.
4. ARS district managers and management should collaborate with the state’s school districts in
order to facilitate the working relationship between the school districts, the agency, and local VR
counselors.
5. ARS leadership and management should work with the State Department of Education to insure
rehabilitation counselors have ready access to all students with disabilities.
6. ARS should develop a protocol wherein students reporting a disability, and any student with an
IPE, be contacted by a transition or rehabilitation counselor prior to or during middle school/junior
high.
7. ARS should develop a protocol wherein all students with an IPE have a Plan or be determined
ineligible for rehabilitation services by the time they reach the age of 16.
8. ARS Field Services should form a Transition Committee to survey and assess the schools and
resources in the community and within the DSU, including providers and funding, in order to set
goals, objectives, and activities for the assessment and the provision of Transition services in the
ARS Districts.
K. ANNUAL ESTIMATES
(Formerly known as Attachment 4.11(b)). Describe:
1. T
HE NUMBER OF INDIVIDUALS IN THE STATE WHO ARE ELIGIBLE
FOR SERVICES;
In Arkansas, out of a total of 1,762,235 non–institutionalized population aged 18 to 64, there are
264,645 individuals with disabilities. Source: U.S. Census Bureau, 2014 American Community
Survey.
2. T
HE NUMBER OF ELIGIBLE INDIVIDUALS WHO WILL RECEIVE
SERVICES UNDER:
A. THE VR PROGRAM;
Arkansas estimates 17,700 eligible individuals with disabilities will receive vocational rehabilitation
services, including approximately 250 as students at ACTI, a state owned and operated CRP. ACTI,
pursuant to the services provided by 3 psychologists and 12 psychological examiners (all of whom
are stationed at the central office or regional offices), and were considered staff of ARS’ Access and
Accommodations Division through September of 2015, will likewise provide approximately 6,000
evaluations for applicants and consumers referred by ARS’ field staff. ARS’ Access and
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Accommodations Division, per services provided by its occupational therapists, physical therapists
and speech pathologist, is estimated to serve approximately 400 individuals with disabilities referred
by ARS’ field staff.
B. THE SUPPORTED EMPLOYMENT PROGRAM; AND
400
C. EACH PRIORITY CATEGORY, IF UNDER AN ORDER OF
SELECTION;
Arkansas Rehabilitation Services is not under an Order of Selection for FY 2016.
3. THE NUMBER OF INDIVIDUALS WHO ARE ELIGIBLE FOR VR SERVICES, BUT
ARE NOT RECEIVING SUCH SERVICES DUE TO AN ORDER OF SELECTION; AND
Arkansas Rehabilitation Services is not under an Order of Selection for FY 2016.
4. THE COST OF SERVICES FOR THE NUMBER OF INDIVIDUALS ESTIMATED TO BE
ELIGIBLE FOR SERVICES. IF UNDER AN ORDER OF SELECTION, IDENTIFY THE
COST OF SERVICES FOR EACH PRIORITY CATEGORY.
$1,173
L. STATE GOALS AND PRIORITIES
The designated State unit must:
1. IDENTIFY IF THE GOALS AND PRIORITIES WERE JOINTLY DEVELOPED
Identify if the goals and priorities were jointly developed and agreed to by the State VR agency and
the State Rehabilitation Council, if the State has a Council, and jointly agreed to any revisions.
ARS and the State Rehabilitation Council (SRC) developed and agreed upon goals and priorities
based on the most recent Comprehensive Statewide Needs Assessment completed December
2015, and RSA recommendations from the most recent 107 Monitoring Review.
ARS in collaboration with the SRC proposes to implement the following to fulfill its RSA requirement
of allotting 50% of its supported employment funds to serve youth with disabilities:
ARS will attempt to identify early on youth with disabilities that can benefit from supported
employment services. ARS recognizes that a number of individuals with disabilities served through
the Promise Grant will be potential candidates for supported employment services and that as it
develops an effective pre-employment transition program a number of individuals serviced will also
benefit from supported employment services. Developing an effective referral system for individuals
served through Promise and pre-employment transition will be a priority. ARS also recognizes that in
some areas CRPs have established an arrangement with local school districts to provide services.
ARS will make it a priority to work with local CRPs and local school districts to help identify and refer
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to ARS potential supported employment candidates. This will also be in line with ARS’s efforts to
address Section 511 requirements. In addition, as ARS revises its MOU’s with Developmental
Disabilities Services and Behavioral Health a priority will be established to include language
addressing the provision of supported employment services to youth with disabilities.
With the effective implementation of the activities identified above and with additional guidance
provided by the RSA Liaison, ARS and the SRC fully expect to meet the SE requirement.
ARS in collaboration with the SRC and in consultation with its RSA State Liaison proposes to
implement the following strategies to address the requirements of Section 511. ARS will:
1. Develop and provide training for all VR Counselors on what section 511 is/does, its
requirements, and agency/counselor responsibilities.
2. Revise it’s MOU with Developmental Disabilities to include how both agencies will develop
policy/procedure to address clients effected or might potentially be affected by Section 511.
3. Revise it’s MOU with Behavioral Health to include how both agencies will develop
policy/procedure to address clients effected or might potentially be affected by Section 511.
4. Revise it’s MOU with Special Education to include how both agencies will develop
policy/procedure to address students effected or might potentially be affected by Section 511.
The MOU will address the issue of referring students to CRPs for services while the student is
still enrolled in school or referring the student to a CRP upon graduation as part of transition
planning.
5. Work with Special Education to develop/provide training to special education teachers and
special education supervisors regarding Section 511.
6. Work with colleges and universities within the state that train special educators and VR
Counselors to include in their curriculum information on section 511.
7. Attempt to revise language in each MOU to include language that specifically addresses section
511. ARS currently has MOU’s with 155 individual school districts across the state.
8. Revise its contracts with CRP’s to include language that addresses the presence of
policies/procedures that Section 511 issues. This may include an assurance signed by the CRP
that the program will inform clients, family/caregivers, and where applicable school districts of
Section 511 requirements. This may also include a form signed by the client or legal guardian to
affirm the sharing of information.
ARS in collaboration with the SRC and in consultation with its RSA State Liaison proposes to
implement the following strategies to address the RSA requirements related to pre-employment
transition.
1. ARS recognizes some of the services provided through its piloted ATP program apply to pre-
employment transition. ARS will evaluate the program’s strengths and weaknesses and apply
lessons learned as it implements its pre-employment transition program.
2. ARS also recognizes clients served through the PROMISE Grant may also qualify for pre-
employment transition services. ARS will work with PROMISE leadership and other PROMISE
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partners to identify opportunities to partner/provide pre-employment services to PROMISE
participants.
3. ARS will develop and provide training for all VR Counselors on what pre-employment transition
is/does, its requirements, and agency/counselor responsibilities.
4. ARS will develop and implement a means to track clients served through pre-employment
transition, including pre-employment expenditures thus ensuring funds earmarked address the
15% requirement
5. ARS will revise its MOU with Special Education to include pre-employment transition. As part of
the MOU, ARS will request Special Education’s assistance in gaining access to all students in
the state age 14 an older who have an IEP or 504 plan.
6. ARS will work with Special Education to develop/provide training to special education teachers
and special education supervisors on pre-employment transition.
7. ARS will work with colleges and universities within the state that train special educators and VR
Counselors to include in their curriculum information on pre-employment transition.
ARS realizes providing pre-employment services to all Arkansas students with IEPs or 504 plans
may require utilization of outside resources. ARS proposes to develop and issue a request for
qualifications to determine potential outside providers of pre-employment transition services. It
envisions the provider list of eligible programs might include CRPs or even educational cooperatives.
2. IDENTIFY THE GOALS AND PRIORITIES IN CARRYING OUT THE VR AND
SUPPORTED EMPLOYMENT PROGRAMS.
The goals and priorities for Arkansas Rehabilitation Services are as follows:
Goal 1: Establish baselines and meet benchmarks for performance accountability measures of
section 116 of WIOA.
Goal 2: Increase the availability of Supported Employment (SE) services to youth and adults with
significant disabilities.
Goal 3: Improve public relations, marketing, information, outreach, and referrals.
Goal 4: Increase collaboration with business that leads to increased employment outcomes.
Goal 5: Expand and improve the transition services program.
Goal 6: Develop and improve Community Rehabilitation Programs including the ARS Arkansas
Career Training Institute (ACTI).
Goal 7: Improve training, resources, and continuing education.
Goal 8: Improve ARS’s ability to act as a resource when assisting individuals with disabilities and
employers in addressing accommodation needs.
Goal 9: Increase the efficiency and effectiveness of service delivery for agency customers.
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3. ENSURE THAT THE GOALS AND PRIORITIES ARE BASED ON AN ANALYSIS OF THE
FOLLOWING AREAS:
Goals and priorities have been based on the most recent comprehensive statewide assessment,
performance accountability measures of section 116 of WIOA, and monitoring activities conducted
under section 107.
A. THE MOST RECENT COMPREHENSIVE STATEWIDE ASSESSMENT, INCLUDING ANY
UPDATES;
ARS and the State Rehabilitation Council (SRC) developed and agreed upon goals and priorities
based on the most recent Comprehensive Statewide Needs Assessment completed December
2015, and RSA recommendations from the most recent 107 Monitoring Review.
B. THE STATE'S PERFORMANCE UNDER THE PERFORMANCE ACCOUNTABILITY
MEASURES OF SECTION 116 OF WIOA; AND
Arkansas Rehabilitation Services’ first goal is to establish baselines and meet benchmarks for
performance accountability measures of section 116 of WIOA.
C. OTHER AVAILABLE INFORMATION ON THE OPERATION AND EFFECTIVENESS OF THE
VR PROGRAM, INCLUDING ANY REPORTS RECEIVED FROM THE STATE
REHABILITATION COUNCIL AND FINDING AND RECOMMENDATIONS FROM
MONITORING ACTIVITIES CONDUCTED UNDER SECTION 107.
ARS and the State Rehabilitation Council (SRC) developed and agreed upon goals and priorities
based on the most recent Comprehensive Statewide Needs Assessment completed December
2015, and RSA recommendations from the most recent 107 Monitoring Review.
M. ORDER OF SELECTION
Describe:
1. WHETHER THE DESIGNATED STATE UNIT WILL IMPLEMENT AND ORDER OF
SELECTION. IF SO, DESCRIBE:
A. THE ORDER TO BE FOLLOWED IN SELECTING ELIGIBLE INDIVIDUALS TO BE
PROVIDED VR SERVICES.
This agency is not operating under an Order of Selection.
B. THE JUSTIFICATION FOR THE ORDER.
This agency is not operating under an Order of Selection.
C. THE SERVICE AND OUTCOME GOALS.
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This agency is not operating under an Order of Selection.
D. THE TIME WITHIN WHICH THESE GOALS MAY BE ACHIEVED FOR INDIVIDUALS
IN EACH PRIORITY CATEGORY WITHIN THE ORDER.
This agency is not operating under an Order of Selection.
E. HOW INDIVIDUALS WITH THE MOST SIGNIFICANT DISABILITIES ARE
SELECTED FOR SERVICES BEFORE ALL OTHER INDIVIDUALS WITH DISABILITIES;
AND
This agency is not operating under an Order of Selection.
2. IF THE DESIGNATED STATE UNIT HAS ELECTED TO SERVE ELIGIBLE
INDIVIDUALS, REGARDLESS OF ANY ESTABLISHED ORDER OF SELECTION, WHO
REQUIRE SPECIFIC SERVICES OR EQUIPMENT TO MAINTAIN EMPLOYMENT.
This agency is not operating under an Order of Selection.
N. GOALS AND PLANS FOR DISTRIBUTION OF TITLE VI FUNDS.
1. SPECIFY THE STATE'S GOALS AND PRIORITIES FOR FUNDS RECEIVED UNDER
SECTION 603 OF THE REHABILITATION ACT FOR THE PROVISION OF SUPPORTED
EMPLOYMENT SERVICES.
Expanding and enriching the availability of Supported Employment (SE) Services to consumers
through technical assistance, specifically intense training to vendors and increase the number of
referrals for SE services is the DSU’s targeted result via the distribution of section 603 SE funds. The
strategy employs technical assistance and key incentives to SE providers, including CRPs, designed
to increase the availability of SE services to consumers. At the same time, the agency will place
greater emphasis on proven and innovative supported employment outcomes and community
integrated services, which result in performance based outcomes. The strategy involves an
increased focus on SE outcomes resulting in a competitive wage in integrated employment
culminating in a career outcome in contrast to the traditional sheltered employment.
Based on WIOA, ARS will update interagency agreements with the state agencies serving
individuals with the most significant disabilities including Division of Developmental Disabilities
Services, Special Education, Behavioral Health Services, and the Division of Services for the Blind.
These agreements place an emphasis on competitive employment as a desirable outcome for
individuals with the most significant disabilities including those with developmental disabilities, and
the partnership, roles, and responsibilities between the agencies. ARS is developing marketing
strategies to increase additional certification for rural SE service providers.
ARS will maximize the ability of individuals with most significant disabilities to achieve competitive
employment through customized employment, supported employment, and other individualized
services.
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ARS will collaborate with WIOA partners, private funding, and other state agencies to help
individuals with most significant disabilities to receive extended services to increase employability in
an integrated environment.
Based on the success rate for competitive employment outcomes in the inaugural Project SEARCH
initiative, ARS in collaboration with ACCESS Group, Inc., other community partners, and Project
SEARCH International will expand the Arkansas Project SEARCH.
2. DESCRIBE THE ACTIVITIES TO BE CONDUCTED, WITH FUNDS RESERVED
PURSUANT TO SECTION 603(D), FOR YOUTH WITH THE MOST SIGNIFICANT
DISABILITIES, INCLUDING:
A. THE PROVISION OF EXTENDED SERVICES FOR A PERIOD NOT TO EXCEED 4
YEARS; AND
ARS will determine methods for funding extended services for youth with disabilities not to exceed
four years through the Employment First Vendors (CRPs, SE providers, and other external
employment).
ARS will set aside 50 percent of supportive employment funds specifically for youth programs that
support competitive integrated employment.
B. HOW THE STATE WILL LEVERAGE OTHER PUBLIC AND PRIVATE FUNDS TO
INCREASE RESOURCES FOR EXTENDED SERVICES AND EXPANDED
SUPPORTED EMPLOYMENT OPPORTUNITIES FOR YOUTH WITH THE MOST
SIGNIFICANT DISABILITIES.
ARS will determine methods for funding extended services for youth with disabilities not to exceed
four years through the Employment First Vendors (CRPs, SE providers, and other external
employment).
ARS will develop new service components or agreements with partners of state agencies for braided
funding of extended services to assure youth with disabilities have successful employment
opportunities.
ARS will provide education and instruction of WIOA expectations to providers, and will establish
Memorandums of Understanding or contract services to providers to initiate services to potentially
eligible consumers.
O. STATE'S STRATEGIES
Describe the required strategies and how the agency will use these strategies to achieve its goals
and priorities, support innovation and expansion activities, and overcome any barriers to accessing
the VR and the Supported Employment programs (See sections 101(a)(15)(D) and (18)(B) of the
Rehabilitation Act and section 427 of the General Education Provisions Act (GEPA)):
Arkansas Department of Career Education- Arkansas Adult Education (DEC-AED) will ensure
equitable access and participation in the federally funded Title II programs and meet the
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requirements of Section 427 of the General Education Provisions Act (GEPA). DCE-AED will
provide training on and access to tools that addresses the barriers to education, including
gender, race, national origin, color, disability, or age. These trainings are focused on particular
issues and topics related to each of the barriers. For example, DCE-AED has and will continue
to provide training on Learning Disabilities that includes assessment tools, accommodations,
and instructional materials; Diversity Awareness on various topics, such as age, socioeconomic
status, gender, sexual orientation, and race; trainings on recruiting, retaining, and instructing
English Language Learners. See Section III.b.8 for additional and detailed information on
Learning Disability trainings and accommodations.
1. THE METHODS TO BE USED TO EXPAND AND IMPROVE SERVICES TO
INDIVIDUALS WITH DISABILITIES.
• ARS will meet all the corrective actions required to address ARS’ remaining FY 2011
compliance findings by no later than the completion of the first quarter of FY 2017.
• The agency will host or participate in business conferences including Chamber of Commerce
events, Society of Human Resource Managers annual statewide meetings, and Industry
Liaison Group business symposiums to promote the hiring of people with disabilities. These
conferences will provide information and education on the value added services offered by
ARS and will provide opportunities to establish relationships that result in hiring of
consumers.
• ARS will enhance relationships with businesses whose corporate offices are headquartered
in Arkansas, and will build partnerships with senior corporate officers and managers to gain
support for hiring consumers.
• ARS will develop performance-based contracts with supported employment providers across
the state to increase the percentage of sustainable employment outcomes.
• ARS will implement a marketing plan to increase awareness of ARS VR services to private
citizens, service providers, and business and industry, and that will more clearly identify
underserved communities and transition and pre-employment transition consumers as
recommended in the Statewide Comprehensive Needs Assessment.
• ARS will work with other interested parties and organizations to educate employers and
businesses regarding disability issues and to provide outreach to increase opportunities for
consumers to attain competitive employment. As part of this effort, Access and
Accommodations will target business related conferences including Arkansas Workers’
Compensation Educational Conference, Arkansas Self-insurers Association Conference,
etc., to provide information and training as it relates to accommodating employees with
disabilities in the workplace.
• ACTI will begin, expand, and offer training and evaluation services in local communities
beyond Hot Springs. This will include Rehab Initial Diagnosis and Assessment for Clients
(RIDAC) and Learning and Evaluation Center (LEC) evaluations.
• ACTI will work with statewide partners to facilitate pre-apprenticeship training for registered
apprenticeships.
• ARS will focus additional efforts toward placement of ACTI graduates. This includes working
with employers in automobile collision repair, automobile service repair, cosmetology, and
construction technology. In addition, ACTI will continue to offer short-term programs
including: Transition Employment Program, Career Readiness Certificate training, OSHA
certification, Professional Career Performance Program (Positive Behavior Support), forklift
operation certification, logistics training block (Basic Logistics, Certified Logistics Technician,
and Certified Production Technician), and call center training to address skills gaps identified
by employers from across the state.
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• ARS will, in consultation with RSA, complete necessary improvements to the Army Reserve
Building adjacent to ACTI in order to improve VR services and to increase employment
outcomes.
• ARS/ACTI will coordinate with local and statewide higher education institutions,
independently and respectively, to provide continuing education and training for VR
consumers wishing to pursue higher accreditation in skilled trades and to enhance
employment outcomes.
• ACTI will realign vocational evaluation services to better serve ARS consumers. These
services will focus on identifying accommodations, evaluating skills and abilities needed for
in-demand careers in Arkansas, and providing comprehensive feedback to consumers and
ARS counselors to facilitate more effective individual plans for employment.
• ACTI will increase use of the electronic case management system to streamline the referral
process and provision of feedback to vocational counselors and managers in the field.
• ACTI staff will provide face to face meetings with field staff to supplement electronic
notifications of programming changes.
2. HOW A BROAD RANGE OF ASSISTIVE TECHNOLOGY SERVICES AND DEVICES
WILL BE PROVIDED TO INDIVIDUALS WITH DISABILITIES AT EACH STAGE OF THE
REHABILITATION PROCESS AND ON A STATEWIDE BASIS.
• Field Services will offer the Access and Accommodations’ Stay at Work/Return to Work and
Assistive Technology at Work (AT@Work) services through all field offices for assessment
and consultation as it relates to the adequacy of assistive technology equipment. Field
Services will also collaborate with Increasing Capabilities Access Network (ICAN, the State
AT Program) to promote the demonstration, loan, and reuse of assistive technology
equipment and related devices including assisting in the opening of a satellite office located
in Fayetteville to promote Statewideness.
• Field Services will collaborate with the Arkansas Alternative Financing Program (AFP), and
the Telecommunications Access Program regarding assistive technology services and
supports available to all Arkansans with disabilities.
• ARS will continue to collaborate with Career Technical Education and Adult Education, for
VR eligible consumers with disabilities, in accordance with their respective IPEs, to provide
basic and advanced skill based services and resources.
3. THE OUTREACH PROCEDURES THAT WILL BE USED TO IDENTIFY AND SERVE
INDIVIDUALS WITH DISABILITIES WHO ARE MINORITIES, INCLUDING THOSE
WITH THE MOST SIGNIFICANT DISABILITIES, AS WELL AS THOSE WHO HAVE BEEN
UNSERVED OR UNDERSERVED BY THE VR PROGRAM.
• ARS will continue to provide outreach activities to individuals from minority backgrounds,
individuals with the most significant disabilities, and others who are unserved or
underserved.
• ARS will provide training to improve outreach activities to unserved and underserved minority
populations in order to improve performance on the performance accountability indicators.
• ARS will utilize its network of Community Rehabilitation Programs to identify individuals with
disabilities who are minorities and/or have the most significant disability. These individuals,
who because of rural living, a lack of transportation, or English as a second language, can be
referred to ARS and other support service networks needed to reach employment.
4. THE METHODS TO BE USED TO IMPROVE AND EXPAND VR SERVICES FOR
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STUDENTS WITH DISABILITIES, INCLUDING THE COORDINATION OF SERVICES
DESIGNED TO FACILITATE THE TRANSITION OF SUCH STUDENTS FROM
SCHOOL TO POSTSECONDARY LIFE (INCLUDING THE RECEIPT OF VR SERVICES,
POSTSECONDARY EDUCATION, EMPLOYMENT, AND PREEMPLOYMENT
TRANSITION SERVICES).
• ARS will meet with school designees prior to the close of the 2015/2016 school year to
review referral procedures and to identify students who may benefit from SE and VR
services, including pre-employment transition services.
• ARS will provide a liaison to the schools to provide education about VR services and to meet
with school staff and students.
• ARS will assist students with disabilities in transitioning from school into employment,
postsecondary education, and training.
• ARS will provide all of the required WIOA Section 113 pre-employment transition through job
exploration counseling, work based learning experiences in integrated work settings and
workplace readiness training, i.e., internships.
5. IF APPLICABLE, PLANS FOR ESTABLISHING, DEVELOPING, OR IMPROVING
COMMUNITY REHABILITATION PROGRAMS WITHIN THE STATE.
ARS is working with a design professional to develop a long-term critical maintenance plan for the
ACTI campus; a State owned and operated CRP which is supported by approximately one third
ARS’ overall annual allocation of VR funds from RSA.
6. STRATEGIES TO IMPROVE THE PERFORMANCE OF THE STATE WITH
RESPECT TO THE PERFORMANCE ACCOUNTABILITY MEASURES UNDER SECTION
116 OF WIOA.
• ARS has developed a data sharing agreement and is working with the Arkansas Research
Center to develop baselines for the performance accountability measures using historical
data from the DSU’s case management system along with corresponding employment data.
• ARS will work with the other core programs in consultation with the Arkansas SRC and
RSA’s State Liaison, to facilitate a common intake process and electronic protocols that will
allow for near real-time evaluation of performance accountability measures.
• ARS will provide training and establish performance goals for VR counselors and business
relations representatives to improve outreach activities to unserved and underserved
minority populations.
• To improve outreach to unserved and underserved minority populations, ARS will continue to
participate in Community Connection and Partners in Progress events targeted in regions
with a distressed economy and poor performing school systems. Representatives from every
service component including Field Services, ACTI, Special Programs, and Business
Relations participate in these events. Employers are encouraged to participate in mini-job fair
activities.
• Access and Accommodations in collaboration with Increasing Capabilities Access Program
(ICAN), State AT Program, will provide and disseminate brochures printed in Spanish to
reach more Arkansas residents and inform them of the benefits of assistive technology.
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• District managers and business relations consultants will continue to promote VR services on
morning radio and TV talk shows to increase consumer awareness of services and to
educate businesses about the availability of the qualified and dependable workforce
represented by ARS consumers.
• ARS will recruit qualified rehabilitation counselors, including bi-lingual English Sign
Language VR counselors, to fill vacancies to meet or exceed past performance in
employment outcomes.
• ARS will increase performance in Supported Employment for adults and youth with
disabilities with emphasis on serving an increased number of individuals with
developmental/intellectual disabilities, behavioral health concerns, and cognitive disabilities.
• ARS will use the comprehensive monitoring instrument for CRPs, including ACTI, developed
in response to RSA compliance findings from the FY 2011 monitoring review that remain
unresolved as of date. The monitoring instrument will establish performance indicators
including substantial increases in employment outcomes. The recently developed monitoring
instrument will likewise evaluate if Field Services’ needs are met for service provision to ARS
consumers.
• Access and Accommodations in collaboration with Increasing Capabilities Access Network
will work with the Division of Services for the Blind to develop a certification review team for
compliance of the one stop delivery system with section 188 of WIOA and applicable
provisions of the ADA.
7. STRATEGIES FOR ASSISTING OTHER COMPONENTS OF THE STATEWIDE
WORKFORCE DEVELOPMENT SYSTEM IN ASSISTING INDIVIDUALS WITH
DISABILITIES.
• ARS will integrate the use of CSAVR’s Talent Acquisition Portal (TAP) to connect VR
consumers with business partners, and will continue to recruit businesses to list employment
opportunities in the TAP.
• ARS will collaborate with the Workforce Center staff to increase the ability of ARS staff to
conduct intake interviews and take applications in a confidential manner while located at a
Workforce Center site.
• ARS district managers will conduct presentations to Workforce employees to increase and
improve working relationships and collaborative efforts.
• ARS will collaborate with Workforce Centers to identify potential employers to provide
employment opportunities, apprenticeships, and on the job training for transition students.
• Access and Accommodations, AT@Work will provide an AT professional housed in the
Fayetteville office to assist ARS counselors, consumers, and employers to increase access
to Stay at Work and Return to Work programs. In addition, Access and Accommodations in
collaboration with Increasing Capabilities Access Network (ICAN), State AT Program, will
open a satellite office in Northwest Arkansas to support state wideness and access to
assistive technology.
8. HOW THE AGENCY'S STRATEGIES WILL BE USED TO:
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A. ACHIEVE GOALS AND PRIORITIES BY THE STATE, CONSISTENT WITH THE
COMPREHENSIVE NEEDS ASSESSMENT;
Strategies to Achieve Goals and Priorities
Goal 1: To establish baselines and meet benchmarks for state with respect to the
performance accountability measures under section 116 of WIOA.
• ARS will increase referrals, enhance job development and placement services, and recruit
qualified rehabilitation counselors to fill vacancies to meet or exceed past performance in
employment outcomes.
• ARS will increase performance in Supported Employment for youth and adults with
disabilities with emphasis on serving an increased number of individuals with the most
significant disabilities, including developmental/intellectual, behavioral health concerns and
cognitive disabilities.
• ARS will develop performance-based contracts with supported employment providers to
increase the percentage of supported employment closures.
• ARS will provide training to improve outreach activities to unserved and underserved minority
populations in order to improve performance.
Goal 2: Increase the availability of Supported Employment (SE) services to youth and adults
with significant disabilities.
• ARS, in partnership with the AR Employment First State Leadership Mentoring Program
team, is receiving technical assistance from the Department of Labor, Office of Disability
Employment Policy subject matter experts on methods to use Medicaid Waivers and other
partners’ funds in restructuring to expand and improve SE services. The team includes: The
Department of Human Services Divisions of Developmental Disabilities Services (DDS),
Behavioral Health Services (DBHS), Services for the Blind (DSB), Medical Services (DMS),
Aging and Adult Services (DAAS), Department of Workforce Services (DWS), and the
Arkansas Department of Education, Special Education Unit (ADE SEU).
• ARS, in partnership with the AR Employment First State Leadership Mentoring Program, will
initiate revised MOUs based on the WIOA, including new rates and reimbursement
methodology for braiding services.
• ARS, in partnership with the AR Employment First State Leadership Mentoring Program, will
provide technical assistance to the pilot projects focused on transitioning from facility based
services to community based services.
Goal 3: Improve public relations, marketing, information, outreach, and referrals.
• ARS will continue the marketing plan to increase awareness of VR services to citizens,
service providers, and business and industry, and to increase employment outcomes to
improve performance accountability measures.
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• Access and Accommodations in collaboration with Increasing Capabilities Access Network
(ICAN, State AT Program) will provide a new informational website to provide resources for
accommodation and assistive technology as it relates to home, education, and employment.
• ARS will develop outreach strategies designed to improve access to VR services for the
state’s Hispanic residents with disabilities. Field personnel will distribute materials and
information in a variety of formats designed to reach and serve the growing diverse
population in Arkansas.
• ARS will develop educational and informational materials designed to inform potential
referral sources about the referral process and the scope of ARS.
• ARS will utilize its network of Community Rehabilitation Programs to identify individuals with
disabilities who are minorities and/or have the most significant disability. These individuals,
who because of rural living, a lack of transportation, or English as a second language, can be
referred to ARS and other support service networks needed to reach employment.
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ARS Communications will work with ACTI to increase education and outreach about programs
and services provided at ACTI. This includes strategies for internal and external stakeholders.
Goal 4: Increase collaboration with business that leads to increased employment outcomes.
• ACTI will work to expand the success of registered apprenticeships, internships, and part-time
employment opportunities for ARS clients.
• ARS has developed the statewide business and industry advisory board and implemented the
Talent Acquisition Portal (TAP). ARS will expand and grow TAP to increase job potential for
agency customers.
• ARS will increase the number of business relations representatives to provide job placement
services in all Field Services offices and ACTI.
• A statewide advisory group will be established and composed of individuals from business and
industry, counselors, job placement specialists, and other appropriate professionals to explore
participating in the National Employment Team.
• ARS will actively support the development of the Arkansas Business Leadership Network. ARS
will continue to meet with companies from across the state throughout the year to garner
support and identify an anchor employer(s) to facilitate the application process. • The local
business advisory group at ACTI will be integrated into the statewide ARS business advisory
group with the goal of expanding job placement and employment outcomes.
• ARS will enhance relationships with businesses whose corporate offices are headquartered in
Arkansas and partner with senior corporate officers and managers. Through a dedicated full
time corporate business relations consultant, ARS will be positioned to build relationships with
key decision makers as well as connect with the State Chamber of Commerce to solidify its
status as an economic contributor and not just a social service provider. • ARS will actively
market ARS’s Business Relations services to companies seeking qualified applicants with
disabilities.
• ARS will develop and initiate activities and events to recognize individuals who have overcome
their disabilities, and give recognition to employers and businesses, who have demonstrated
“best practices,” hired people with disabilities, and made unique and cost-effective reasonable
accommodations.
• ARS will develop a presentation to advocate the benefits of hiring and retaining individuals with
disabilities.
• ARS will update promotional/educational videos, brochures, mailers, etc., and target
businesses.
• Area managers will partner with business relations representatives to effectively market ARS
services to business and industry, performing an intentional and active role on the business
relations team.
• ARS will evaluate the efficiency and effectiveness of current marketing strategies and how ARS
is currently engaging employers.
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Through the Stay at Work/Return to Work program, the Access and Accommodations team will
continue to be a resource for employers and employees for expertise in seeking information on
providing accommodation and comprehensive assistive technology evaluations.
Goal 5: Expand and improve transition services program.
• ARS has been actively engaged in the development of legislation to implement comprehensive
transition and postsecondary education programs in institutions of higher education, and will
continue to act as a resource in the development and implementation of postsecondary
education programs. ARS will also provide information to consumers about these programs.
• ARS will conduct an assessment of transitional services statewide and implement policy and
procedures consistent with WIOA.
• ARS will explore combining both transition programs and establish one vision for transition
services.
• ARS will develop a transition committee to initiate a statewide plan to provide innovative
transition services to students.
• ARS will provide pre-employment transition services such as job exploration counseling, work-
based learning experiences including internships that provide integrated environments.
• ARS will provide counseling on opportunities for enrollment in comprehensive transition or
postsecondary educational programs.
• ARS will provide workplace readiness training to develop social skills and independent living.
• ARS will provide instruction in self-advocacy and peer mentoring.
• ARS rehab area managers will work with WIOA partners, school districts, and educational co-
ops to enhance working relations to effectively provide transitional services.
• ARS will explore hiring a Transitional Coordinator who will implement strategies of enhancing
transitional services and providing statewide training to counselors.
• ARS will work with business and industry to establish on-the-job training, apprenticeships, and
paid work experiences to prepare students for the workforce.
• ARS will collaborate with WIOA partners and other state agencies to utilize braided funding for
services.
• ARS leadership will work with the State Department of Education to strengthen relationships
between schools and rehabilitation district managers and counselors.
• ARS leadership will work with school districts throughout the state to facilitate and enhance the
working relationships between the local high schools and local rehabilitation district managers
and counselors.
ARS will host Transition Expos across the state to market ARS transition services. ARS will
continue to partner with Arkansas Transition Services (ATS) to provide technical assistance with
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transition planning, and will support the bi-annual state Transition Summit for local transition
teams to identify local resources and continue to increase awareness of ARS services.
• ARS will refer consumers to College Bound Arkansas to prepare transition students with
disabilities for college, will continue to sponsor the annual Youth Leadership Forum (YLF), and
will support the annual Disability Awareness activities.
• ARS counselors will contact all special education teachers of students with an IEP prior to or
during the junior year, and when there is staff turnover will notify schools as soon as a new
counselor is assigned.
• ARS leadership will promote all students with an IEP be provided eligibility determination for VR
services before they graduate high school.
• The ARS Field Program and the Arkansas Career Training Institute (ACTI) will continue to
expand opportunities for young people with disabilities to participate in the five-week jointly
developed Transition Employment Program (TEP) in which students receive a comprehensive
assessment/evaluation, OSHA certification training, job readiness and soft skill development,
and three internship rotations at ACTI.
• ARS will continue to partner with the University of Arkansas for Medical Sciences (UAMS), and
ACCESS Group, Inc. to increase the number of young adults served in the UAMS Project
SEARCH site. In addition, ARS will look for opportunities to increase the number of Project
SEARCH sites by partnering with other community partners. ARS will continue to support the
youth model site in Fayetteville in partnership with Lifestyles, Inc., Fayetteville Public Schools,
and Washington Regional Medical Center.
• Access and Accommodations will work with counselors, educators and employers to assist
students with disabilities who utilize assistive technology by providing assessments,
consultation, and acquisition as part of the transition process from secondary education to
postsecondary education and work.
• Access and Accommodations (AT@Work) in collaboration with Increasing Capabilities Access
Program (ICAN, State AT Program) and community partners will provide training to appropriate
staff as it relates to the legal provisions of assistive technology as an accommodation in
education and employment settings.
Goal 6: Develop and improve Community Rehabilitation Programs.
• ARS will continue assigning a rehabilitation counselor as a liaison to each CRP in each
District.
• ARS district managers will assume a more active role with CRPs to develop more positive
working relationships.
• ARS will train CRPs on the WIOA requirements for services to youth and students with
disabilities as it relates to Section 511 Limitations on Sub-Minimum Wage.
ARS will initiate purchased service agreements focused on moving CRPs from fee for service to
performance based outcomes payments.
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• ARS, in partnership with the AR Employment First State Leadership Mentoring Program, the
Arkansas SRC and the RSA State Liaison, will establish technical assistance guidelines focused
on CRPs transitioning from facility based services to community based services.
• ARS and ACTI administrators will review the current and future role and function of ACTI in the
provision of services designed to assist in meeting the needs of individuals with disabilities.
• ARS will, in consultation with RSA, develop short-term and long-range maintenance plans for
ACTI, a State owned and operated CRP that annually utilizes approximately one third of ARS’
total VR allotment from RSA.
• ACTI will continue to utilize the Professional Career Performance Program designed to reinforce
positive behaviors essential to attaining and maintaining employment.
• ARS will expand the OSHA ten-hour training as a weeklong stand-alone program.
• A Call Center Training program will be designed and implemented to help students gain the
foundational skills needed for immediate placement with call centers. ACTI is working with
several call centers who have recruited students completing the customer service training. This
program will address the challenges some students are experiencing when navigating entrance
competency examinations and evaluations.
• A Heavy Equipment Operation program will include a collaborative training agreement with a
local two-year college to provide CDL training and licensing as well as a six-week hands-on
training on hydraulic excavator simulator.
• ACTI will conduct an annual assessment in conjunction with the triennial needs assessment to
determine the optimum adequacy of its programs and infrastructure as a state operated CRP.
This includes necessary and critical upgrades to infrastructure and accessibility.
Goal 7: Improve training, resources, and continuing education.
• ARS will review the needs identified in the Training Needs Assessment conducted by ARS Staff
Development and Training to identify significant training and continuing education activities.
• Staff Development and Training will coordinate and conduct task force meetings representing a
cross section of agency personnel to analyze the identified needs submitted. Information from
the task force will be incorporated, if appropriate, into the proposed Career Development
Enhancement Program and the employees’ training and education plans. Training delivery
method will vary depending on the subject matter and all resources available will be considered.
• ARS will train staff on the new services and standards for Community Rehabilitation Programs
beginning July 1, 2016.
• ARS will train staff to increase awareness related to Employment First (E1st) Provider
Transformation and Integrated Community Based Services as it relates to Community
Rehabilitation Programs, Supported Employment Programs, and External Job Placement
vendors.
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• ARS/ACTI will undertake a feasibility study and memoranda of agreement with Higher
Education providers to further the agency’s desire to provide continuing education and training
for VR consumers wishing to pursue higher accreditation in skilled trades and to enhance
employment outcomes.
• Access and Accommodations (AT@Work) in collaboration with Increasing Capabilities Access
Program (ICAN, State AT Program) and community partners will provide training to appropriate
staff as it relates to the legal provisions of assistive technology in education and employment
settings.
Goal 8: Improve ARS’s ability to act as a resource when assisting individuals with disabilities
and employers in addressing accommodation needs.
• ARS will reorganize/realign its Special Programs section to better communicate the availability
of resources to assist in the accommodation process. As part of this change Special Programs
will be renamed Access and Accommodations.
• ARS will rename its Retaining a Valued Employee (RaVE) program to Stay at Work/Return to
Work (SAW/RTW). This language is consistent with programs/practices in private/public sector
employment and communicates functional intent.
• As part of the Governor’s Employment First Task Force, ARS will assume a lead role in the
implementation of a SAW/RTW program within Arkansas state government.
• ARS will work with WIOA partners at both the state and local level to support SAW/RTW efforts
in both public and private sector employment.
• ARS will sufficiently staff its Assistive Technology at Work (AT@Work) program to meet referral
demands from the ARS Field Program and SAW/RTW initiative. Staff will have expertise to
address accommodation needs in training and employment settings.
Goal 9: Increase the efficiency and effectiveness of service delivery for agency consumers.
• ARS will ensure the development and implementation of comprehensive training for district
managers and counselors to effectively serve consumers.
• ARS will adequately staff the field program to reduce caseloads and allow counselors to devote
additional time to direct consumer contact and provision of services.
• ARS will examine the agency referral sources and ensure counselors are trained to provide
effective services to consumers with mental health concerns and intellectual/developmental
disabilities.
• ARS will increase the role of the rehab area manager in the areas of outreach and marketing at
local levels statewide to cultivate positive working relationships with employers, partners, and
stakeholders.
• ARS will implement training that will focus on increasing the number of individuals exiting the
system with quality employment outcomes.
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• ARS will evaluate the Supported Employment services provided statewide and focus on
expansion in rural areas.
• ARS will strengthen the relationships with WIOA partners such as Workforce Services, Services
for the Blind, Adult Education, and Department of Human Services to better serve agency
customers with resources.
• ARS will implement and develop policies for WIOA and provide statewide training for the field
program.
• ACTI will evaluate programs on effectiveness and implement new short term programs that give
student’s competitive training for the 2020 workforce.
• ACTI will implement efficient communication processes with the field program to ensure
counselors are aware of ACTI programs.
• ACTI will improve marketing and outreach to employers, schools, and prospective consumers.
B. SUPPORT INNOVATION AND EXPANSION ACTIVITIES; AND
ARS commits to driving innovation and expansion of activities directly provided or facilitated by the
agency that lead to competitive integrated employment while harnessing the unique talents and
abilities of the people we serve.
ARS will invest in innovative services and programming tied to industry sectors with projected short
and long term growth. ARS leadership will focus its efforts on expanding programing and services
that lead to increases in the performance accountability measures. This includes opportunities to
better collaborate with other core programs and to forge mutually beneficial partnerships with
business and industry partners.
Another high priority for ARS is efficiency. The driving forces are leveraging resources through
committed partnerships and maximizing the results of each dollar spent to serve people with
disabilities.
C. OVERCOME IDENTIFIED BARRIERS RELATING TO EQUITABLE ACCESS TO
AND PARTICIPATION OF INDIVIDUALS WITH DISABILITIES IN THE STATE VR SERVICES
PROGRAM AND THE STATE SUPPORTED EMPLOYMENT SERVICES PROGRAM.
Overcoming barriers to equitable access and the full participation of Arkansans with disabilities is an
essential and indispensable goal of Arkansas Rehabilitation Services’ statewide needs assessment.
While the general population is well served, the statewide needs assessment recommends a greater
emphasis be placed on providing state VR services and supported employment services in rural
areas of the state. As part of a comprehensive strategy to address the need, ARS has instituted a
program called Community Connections, is partnering with more local service provider agencies,
and hosts career fairs that targets individuals with disabilities - especially the youth. Additionally, the
implementation of programs like the Transition Employment Program and Project Search provide
opportunities to acquire employability training and independent living skills to individuals with
intellectual and developmental disabilities while ensuring equitable access to VR consumers
throughout the state. Moreover, ARS has identified specific areas of the state that have historically
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been underserved primarily as a result of the small number of supported employment vendors
located in the rural areas of the state.
ARS is working diligently to expand the service areas of existing supported employment vendors
while concomitantly developing incentives to establish new supported employment vendors for the
express purpose of ensuring equitable access and greater opportunities for participation for
individuals with disabilities.
P. EVALUATION AND REPORTS OF PROGRESS: VR AND SUPPORTED
EMPLOYMENT GOALS
Describe:
1. AN EVALUATION OF THE EXTENT TO WHICH THE VR PROGRAM GOALS
DESCRIBED IN THE APPROVED VR SERVICES PORTION OF THE UNIFIED OR
COMBINED STATE PLAN FOR THE MOST RECENTLY COMPLETED PROGRAM YEAR
WERE ACHIEVED. THE EVALUATION MUST:
A. IDENTIFY THE STRATEGIES THAT CONTRIBUTED TO THE ACHIEVEMENT OF THE
GOALS.
The goals and strategies for FY 2014 and FY 2015 are:
Goal 1: To meet or exceed the benchmarks for the state performance accountability
indicators under section 116 of WIOA.
Strategy
• ARS successfully employed 3,077 consumers to competitive integrated employment.
• ARS hosted Community Connection Events at each local office, which provided an overview
of VR services to business and industry. ARS partnered with local businesses and industry
to answer consumer’s questions and provide an overview of the labor needs.
• ARS promoted services through radio, newspaper, and other activities to reach potential
consumers, which increased the number of referrals.
ARS Performance Standards and Indicators for FY 2014 and FY 2015
Performance Indicator 1.1 The data indicates the number of individuals in Arkansas who achieved
an employment outcome increased from 2,917 in FY 2013 to 3,044 in FY 2014 and to 3,077 in FY
2015. This met the federal benchmark of equaling or exceeding performance in the last two fiscal
years.
Performance Indicator 1.2 In FY 2014 the data indicates 65.8 percent of the individuals in Arkansas
who exited the VR program after receiving services achieved an employment outcome. In FY 2015
the data indicates 72.4 percent of the individuals in Arkansas who exited the VR program after
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receiving services achieved an employment outcome. This exceeded the federal benchmark of 55.8
percent in both years.
Performance Indicator 1.3 The data indicates the percentage of individuals determined to have
achieved an employment outcome, which exited the VR program in competitive, self-employment, or
Business Enterprise Program (BEP) employment with earnings equivalent to at least the minimum
wage in Arkansas is 98.6 percent for FY 2014 and 99.5 percent for FY 2015, which exceeded the
federal benchmark of 72.6 percent.
Performance Indicator 1.4 The data indicates of all individuals who exited the VR program in
competitive, self-employment, or Business Enterprise Program (BEP) employment, with earnings
equivalent to at least the minimum wage, the percentage who are individuals with significant
disabilities in Arkansas is 97.9 percent in FY 2014 and 98 percent in FY 2015, which exceeded the
federal benchmark of 62.4 percent.
Performance Indicator 1.5 The data indicates the result for Performance Indicator 1.5 in Arkansas is
the ratio of 0.66 in FY 2014 and 0.64 in FY 2015, which exceeded the federal benchmark of 0.52.
Performance Indicator 1.6 The data indicates the mathematical difference between the percentage
reporting their own income as the largest single source of economic support at exit and the
percentage reporting their own income as the largest single source of economic support at
application in Arkansas is 53.4 for FY 2014 and 56.7 in FY 2015, which met and exceeded the
federal benchmark of 53.0.
Standard 2: Equal Access to Services
Performance Indicator 2.1 The data indicates the service rate for all individuals with disabilities from
minority backgrounds, as a ratio to the service rate for all non-minority individuals with disabilities in
Arkansas is 0.88 for FY 2014 and 0.91 for FY 2015, which exceeded the federal benchmark of 0.80.
ARS Evaluation and Progress on Goal 1 ARS met or exceeded the minimum performance required
on all performance standards and indicators during FY 2014 and FY 2015. Performance on standard
1.1 employment outcomes went from 2,917 to 3,044, a 4.2 percent increase for FY 2014 and from
3,044 to 3,077, a 2 percent increase for FY 2015. Performance on standard 2.1 Minority Background
Service Rate went from 0.84 to 0.88 in FY 2014 and from 0.88 to 0.91 in FY 2015, which exceeded
the minimum standard.
Section 116 WIOA Performance Accountability Measures
ARS is working with the Arkansas Research Center to perform an analysis of historical data to
develop baselines for the performance accountability measures, which should be completed in
January 2016. These baselines will be used to negotiate benchmarks for the performance
accountability measures as listed under section 116 of WIOA, which include:
1. The percentage of program participants who are in unsubsidized employment during the second
quarter after exit from the program;
2. The percentage of program participants who are in unsubsidized employment during the fourth
quarter after exit from the program;
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3. The median earnings of program participants who are in unsubsidized employment during the
second quarter after exit from the program;
4. The percentage of program participants who obtain a recognized postsecondary credential, or a
secondary school diploma or its recognized equivalent (subject to clause (iii)), during
participation in or within 1 year after exit from the program;
5. The percentage of program participants who, during a program year, are in an education or
training program that leads to a recognized postsecondary credential or employment and who
are achieving measurable skill gains toward such a credential or employment; and 6. The
indicators of effectiveness in serving employers established pursuant to clause (iv).
7. Any additional state identified performance accountability indicators.
Youth
1. The percentage of program participants who are in education or training activities, or in
unsubsidized employment, during the second quarter after exit from the program;
2. The percentage of program participants who are in education or training activities, or in
unsubsidized employment, during the fourth quarter after exit from the program; and
3. The primary indicators of performance described in sub-clauses (III) through (VI) of
subparagraph (A)(i)(iii) Indicator Relating to Credential. For purposes of clause (i)(IV), or clause
(ii)(III) with respect to clause (i)(IV), program participants who obtain a secondary school diploma
or its recognized equivalent shall be included in the percentage counted as meeting the criterion
under such clause only if such participants, in addition to obtaining such diploma or its
recognized equivalent, have obtained or retained employment or are in an education or training
program leading to a recognized postsecondary credential within 1 year after exit from the
program.
Goal 2: ARS will use a portion of the funds in compliance with Section 101(a)(18) for the
development and implementation of innovative approaches to expand and improve
vocational rehabilitation services to individuals with disabilities.
Strategy
• ARS will use a portion of the funds under Section 101(a)(18) for the support of the SRC
and/or the SILC.
• ARS will continue Expos across the state to provide marketing of ARS services and outreach
to local communities targeting individuals with minority backgrounds and individuals with
disabilities who have been unserved or underserved.
ARS Evaluation and Progress on Goal 2
ARS hosted open houses statewide to provide awareness and education of agency services to
potential consumers with disabilities, vendors, stakeholders, and business and industry.
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ARS hosted Partners in Progress events statewide, which focused on business and industry’s needs
for personnel. ARS invited employers into local offices to answer questions about potential jobs and
openings for ARS consumers who were trained and ready for work.
ARS established On-the-Job Training (OJT) cooperative agreements with business and industry to
provide career readiness and real life work experiences for consumers. ARS’s marketing strategy
significantly improved the VR program’s name recognition and resulted in improved referrals and
markedly increased employment outcomes over past years.
Goal 3: Increase the availability of Supported Employment (SE) Services to consumers by
providing technical assistance to vendors and increasing the number of referrals for SE
services.
Strategy
• ARS will continue to collaborate with the Developmental Disabilities Services and Behavioral
Health Services agencies to explore methods to use Medicaid Waiver and Medicaid
restructuring to expand and improve SE services.
• ARS will continue to provide technical assistance and access to certification for SE providers
and standards for job coaches to expand and improve SE services.
ARS Evaluation and Progress on Goal 3
Over a two year period, ARS has increased the number of certified SE vendors by 52 percent from
35 to 67. In addition, some vendors have satellite SE offices (29) around the state. ARS has assisted
241 individuals in successful competitive integrated employment, which is an increase in successful
closures by 78 percent.
ARS trained 343 participants for job coach certification statewide. The training venue options were
in-person or through the new free online job coach training. Some individuals certified were
employed by Workforce Development entities. The online training is hosted on the Arkansas Waiver
Association website, and includes testing with results forwarded to ARS to certify job coaches and
track job coaches by certified vendors.
ARS, in partnership with Vision Quest and the AR Employment First State Leadership Mentoring
Program team, developed standard definitions for supported employment services, plus rates and
reimbursement methodology through technical assistance received from the Department of Labor,
Office of Disability Employment Policy subject matter experts on methods to use Medicaid Waivers
and other partners’ funds in restructuring for expansion and improvement of SE services. The team
includes: The Department of Human Services Divisions of Developmental Disabilities Services
(DDS), Behavioral Health Services (DBHS), Services for the Blind (DSB), Medical Services (DMS),
Aging and Adult Services (DAAS), Department of Workforce Services (DWS), and the Arkansas
Department of Education, Special Education Unit (ADE SEU).
ARS collaborated with a group of stakeholders (20) to develop and update the job coach training
certificate program. The stakeholders group included new and long standing SE leadership who
represented large, small, and rural providers, potential SE providers of developmental disabilities,
the Developmental Disabilities Providers Association, the Arkansas Waiver Association, and the
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Arkansas APSE Association. ARS developed a training program and updated the testing
requirements for job coaches. The job coach training website went live in FY 2015
ARS provided training on updates to SE policy requirements in the agency manual updated January
2014, Basic SE, and 21st Century Supported Employment to 380 participants.
Goal 4: Improve public relations, marketing, information, outreach, and referrals.
Strategy
• ARS will implement the marketing plan to increase awareness of ARS VR services to both
private citizens, service providers, and business and industry as recommended in the
Comprehensive Statewide Needs Assessment. The goal of the marketing program is to
increase employment outcomes to improve performance on the Standards and Indicators.
• ARS will develop outreach strategies designed to improve access to VR services for the
state’s Hispanic residents living with a disability. Materials and information will be provided in
a variety of formats for field personnel to distribute at the local community level. The
materials will provide special attention to strategies designed to reach and serve a growing
diverse population in the state.
• ARS Expos will provide marketing of ARS services and outreach to local communities
targeting individuals with minority backgrounds and individuals with disabilities who have
been unserved or underserved.
• ARS will develop educational and informational materials designed to inform potential
referral sources about the referral process and the scope of ARS services as recommended
in the Comprehensive Statewide Needs Assessment.
ARS Evaluation and Progress on Goal 4
ARS’s marketing strategy significantly improved ARS’s name recognition and resulted in improved
referrals and markedly increased employment outcomes over past years. The ARS Expos, a
community centered manifestation of the marketing approach, contributed significantly to the
increase in employment outcomes, including the minority communities. ARS will utilize Partners in
Progress and Community Connections for outreach in the future.
Goal 5: Improve and expand job development, placement, and employment.
Strategy
• ARS will increase the number of business relations representatives placement specialists
employed within the state from 14 to 20 in order to have them available at all Field Services
offices and ACTI.
• A statewide advisory group will be established composed of individuals from business and
industry, counselors, job placement specialists, and other appropriate professionals to
explore participating in the National Employment Team.
• The local business advisory group at ACTI will collaborate with the statewide ARS business
advisory group with the goal of expanding job placement and employment outcomes.
ARS Evaluation and Progress on Goal 5
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Over FY 2014 and FY 2015, ARS deployed 14 business relations representatives.
The local ACTI business advisory group has successfully assisted with job placement at ACTI.
Beginning in July 2013, several members of the advisory group began facilitating internships for
ACTI students. Success at these first internship locations has allowed for expansion to other
employers in the area. To date over 150 students have been placed in local internships; the program
has clearly demonstrated to local employers the viability of consumers served at ACTI to fill
competitive employment vacancies; and has resulted in additional closures.
However, the number and percentage of ACTI’s consumers receiving competitive integrated
employment outcomes remains particularly low given ACTI’s annual budget of approximately
$13,000,000. For example, 80 of ARS’ total of 3,044 competitive integrated employment outcomes in
Fiscal Year (FY) 2014 were secured by individuals served by ACTI. Likewise 102 of ARS’ total of
3,077 competitive integrated employment outcomes in FY 2015 were secured by individuals served
by ACTI. The average hourly earnings reported by ACTI for these consumers with competitive
integrated employment outcomes in FY 2014 and FY 2015 was, respectively $8.58 and $8.88.
Over the past two years, ARS certified 61 external job placement vendors to assist in the expansion
of employment opportunities around the state, which is a 75 percent increase.
ARS’s Project SEARCH employment success rate was 91.7 percent with the participants receiving
employer benefits.
Goal 6: Expand and improve transition services program.
Strategy
• ARS leadership will work with the State Department of Education to insure rehabilitation
counselors have ready access to all students with disabilities as recommended by the
Comprehensive Needs Assessment.
• ARS leadership will work with the school districts throughout the state to facilitate and enhance
the working relationship between the school districts and local rehabilitation district managers
and counselors.
• ARS will promote all students reported to have a disability and an IEP be contacted by a
transition or rehabilitation counselor prior to or during their junior year of school.
• ARS will promote all students with an IEP will be provided eligibility determination for VR
services before they graduate high school.
• ARS policy indicates an IPE will be developed for all eligible students before they exit the school
setting.
ARS Evaluation and Progress on Goal 6
• ARS worked in collaboration with Arkansas Transition Services to host Reality Fairs statewide
that focused on postsecondary education, budgeting, and dressing for success.
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• ARS field counselors were assigned as liaisons for each high school statewide. Each counselor
visited the assigned high school twice during the year and provided information on vocational
rehabilitation services.
• Eligible transition students had an individualized plan for employment completed by their
graduation date.
• ARS participated in Transition Fairs, local Summits, and Centered Planning Meetings to help
educate teachers, administration, and parents regarding ARS transitional services.
• In the inaugural class of the ATP/ACTI Transition Employment Program - 100 percent of the 15
TEP participants completed the five-week program, and successfully completed the OSHA
Certification Training to become General Industry OSHA certified. The success of the inaugural
class is evidenced by the increase of applicants for summer 2015 TEP from 16 applicants for the
pilot class to 42. Through the efforts of ATP and ATS, there is an increase from one to eight in
the number of student applicants not served by an ATP counselor.
• The success of the UAMS Project SEARCH adult model is evidenced by the quality of job
placements of the inaugural class. The closure rate was 91.7 percent for first year completers.
All were working full-time and the top wage was $11.86.
• The UAMS Project SEARCH success has contributed to the growth of the Business Advisory
Council (BAC), which consists of 18 major employers (Dillard’s, Baptist Health Hospital,
Embassy Suites, City of Little Rock Parks & Recreation, Maverick Transportation, St. Vincent
Health System, UAMS, and others).
• ARS leadership approved the request to include the expansion of Project SEARCH in its
Legislative Budget request (submitted June 2015). Funding will allow ARS to expand the UAMS
Project SEARCH site, continue funding the Fayetteville youth model, and add additional sites in
the state over the next five years. ACTI is supporting the UAMS Project SEARCH by providing
room, board, recreational activities, and transportation to and from UAMS, which enables more
general VR counselors from outside Central Arkansas to refer their consumers to this evidence-
based project. This accommodation has assisted ARS in recruiting applicants from across the
state.
• Through the PROMISE grant, competitively awarded to the University of Arkansas, ARS has had
the opportunity to provide meaningful and comprehensive pre-employment transition services to
an additional 1,000 youth selected to participate in AR PROMISE. ARS transition specialists
funded by the PROMISE Grant are responsible for serving youth on SSI beginning at age 14,
and for providing career readiness training, soft-skill development, career exploration activities,
work-readiness training, and administering and/or utilizing skills and needs self-inventories,
career interest assessments. Likewise, ARS will fund, as practicable, the two paid work
experiences for participating students placed in jobs developed by the Department of Workforce
Services.
• Through the joint efforts of ATP and ATS, significant progress has been made in piloting the
CIRCLES program in fall 2015. All ATP counselors, general VR counselors, and the ATS
consultants have been trained.
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• By spring 2014, ARS had entered into Memorandums of Understanding (MOUs) with 120
individual high schools; however, these MOUs will be re-negotiated based upon WIOA
regulations.
Goal 7: Develop and improve Community Rehabilitation Programs.
Strategy
• ARS will continue assignment of a rehabilitation counselor as a liaison to each CRP in each
District.
• ARS district managers will assume a more active role with CRPs for purposes of developing a
more positive working relationship as recommended by the Comprehensive Needs Assessment.
• ARS will identify the specific services needed, but not currently provided by CRPs in their area
including services for emerging populations and low-functioning consumers as recommended by
the Comprehensive Needs Assessment.
• ARS will complete an instrument used to monitor CRPs and the ARS Arkansas Career Training
Institute to ensure agency performance standards are met in compliance with the FY 2011 RSA
On-Site Monitoring.
• ARS and ACTI administrators and leadership will review the current and future role and function
of ACTI in the provision of services designed to assist in meeting the needs of individuals with
disabilities.
• A task force representative of a cross section of ARS personnel will convene to analyze current
and future needs and to provide input regarding the role and function of ACTI and the nature and
scope of services provided.
• ARS will develop short-term and long-range maintenance plans for ACTI.
• ACTI will retain the services of an architectural consultant to improve the efficiency and ability to
expedite the process of addressing infrastructural concerns.
• The FY 2013 Comprehensive Needs Assessment recommends ARS continues to work with the
RSA to address the identified infrastructure issues and needs to ensure the safety of students
and staff; to acquire the federal property and facilities available for the expansion and
improvement of services; and increase the number of individuals with disabilities served at ACTI.
• ARS will implement replacement of the ACTI water system; acquisition and renovations of the
former Army Reserve Building at 200 Reserve St., Hot Springs, Arkansas; and complete removal
and build-back process for the concrete wall roof panel on Buildings 53, 54, and 55 at the ARS
Arkansas Career Training Institute (ACTI) facility.
ARS Evaluation and Progress on Goal 7
ARS currently has a short-term facility maintenance plan that includes significant maintenance to
Building 1, Ross Hall, and the former Army Reserve Building. ARS has retained the services of
architectural consultants and the scope of work for the long-range facility plan has been developed.
However, further development of this plan has been delayed until FY 2016 to allow for completion of
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projects identified in the short-term plan. To date milestones of the short-term plan include
completion of build-back of the fascia panels on buildings 53, 54, and 55; completion of all the
training areas in the former Army Reserve Building; and completion of infrastructure components of
the ACTI campus water system. The remaining construction is limited to the fire suppression
components of the water system in buildings 1 and Ross Hall. This will be completed in February
2016.
ARS trained 129 individuals on revamping of Community Rehabilitation Program services, which
covered information about transitioning from fee for service to performance based outcomes, new
draft CRP services, and other states’ mandated Employment First Executive Orders. The
participants included: ARS field staff, ARS CRPs, ARS SE providers, Developmental Disabilities
providers, the Developmental Disabilities Provider Association, the Arkansas Waiver Association,
ARS employment vendors, and the Department of Education - Arkansas PROMISE grant staff. ARS
presented to 113 individuals with disabilities participating in a facility based program about the
Americans with Disabilities Act and employment.
During CRP site monitoring visits, ARS outlined the changes in the draft WIOA regarding community
based services versus segregated settings, including the use of programs holding subminimum
wage certificates.
Goal 8: Enhance collaboration and partnerships with the Workforce Development System.
Strategy
• ARS will collaborate with the Workforce Center staff to increase the ability of ARS staff to
conduct intake interviews and take applications in a confidential manner while located at a
Workforce Center site.
• ARS district managers will conduct follow-up contacts with Workforce managers to increase and
improve working relationships and collaborative efforts.
• ACTI has received approval to provide testing for the Arkansas Department of Workforce
Services CRC candidates who are individuals with disabilities. The individuals must be VR
consumers. The CRC is the National Career Readiness Certificate developed by ACT. CRC is a
national industry-recognized, portable, evidence-based credential that certifies essential skills
needed for workplace success.
ARS Evaluation and Progress on Goal 8
As of September 30, 2015, 391 ARS consumers have attained a career readiness certificate as a
result of the collaboration between the Arkansas Department of Workforce Services and ACTI.
ARS counselors attended Arkansas Workforce Centers (AWC) biweekly to increase referrals and
ARS’s presence. AWC provided counselors office space and telephone and internet connections to
help ensure service delivery.
ARS district managers provided PowerPoint presentations about services to employees at the
Workforce Centers. AWC managers provided presentations to ARS employees’ statewide regarding
workforce services.
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ARS district managers are committee members on local workforce committees statewide and
provide input regarding ARS services. ARS partnered with ADWS to host job fairs, job summits, and
mock interviews to prepare consumers for employment outcomes.
Goal 9: Enhance training and continuing education.
Strategy
• Significant training and continuing education is recommended by the Comprehensive Needs
Assessment for most if not all agency personnel in a broad range of areas. ARS will review the
needs identified in the Training Needs Assessment conducted by ARS Staff Development and
Training.
• ARS will convene a task force as recommended in the Comprehensive Needs Assessment
representing a cross section of Agency personnel to analyze the identified needs and to assist in
the design of the Training and Education Plan. ARS will consider personnel from the Regional
TACE program.
• Staff Development and Training will use the information from the task force proposed above to
develop its in-service training proposal for subsequent years.
• ARS will develop and implement a Training and Continuing Education Plan designed to meet
these needs.
ARS Evaluation and Progress on Goal 9
The Training Needs Assessment in general indicated soft skills training in a number of areas such
as: Dealing with Difficult People, Nonviolent Crisis Intervention (CPI), Team Building, and Conflict
Resolution were needed. In addition there was a great need for increased information with job
placement. Since 2010 for job placement, ARS has offered Career Development Facilitator (CDF)
training, which covers resume writing, career selection, and mock interviews to name a few of the
topics.
The ARS task force met on an as needed basis and consisted of district managers and various staff
members with collaboration from the regional TACE program.
Staff Development and Training continues to monitor the needs of the agency and will modify the
training and education plan as needed.
ARS has a Training and Education Plan utilized by the field staff, and is currently working on a more
detailed plan for the clerical support staff. Other professions in the agency have their specific plans
and continuing education for their disciplines.
Goal 10: Develop and improve agency Information Technology (IT) to enhance services to
individuals with disabilities.
Strategy
• Standardization of equipment and software towards mobile and/or web based options.
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• Standardization of IT policy.
• Continuous training for staff in IT.
• Continue to pursue hiring IT staff to meet agency needs.
• ARS will integrate its core service management system with special programs and ACTI
instructional programs client service tracking mechanisms for the purpose of enhanced and
comprehensive wrap around services for the state’s VR clients.
ARS Evaluation and Progress on Goal 10
IT understands the most commonly used device by Arkansans (when accessing state agency
information) is the mobile phone. As a result, the Arkansas Department of Career Education, ARS’s
parent agency, continues to pursue web-based and mobile ready tools. The Communications
Department is developing a new web portal built on responsive design that will adjust to the form
factor of the device accessing the agency’s information. IT utilized secured, encrypted SaaS
(Software as a Service) for the web-based client case management system for Rehabilitation
Services.
IT is improving Cybersecurity efforts. All IT Policy is documented as part of the Human Resources
personnel documentation and is required to be reviewed, acknowledged, and signed by all
employees and their managers. IT plans to utilize, with Dell SecureWorks’ staff, Health Insurance
Portability and Accountability Act (HIPAA), and Data Privacy Security Awareness training in the
coming months. Once in place, each staff person will be required to complete the training modules
each calendar year.
IT continues to seek out the necessary training to stay at the forefront of Cybersecurity and over all
professional development, and has established an ongoing self-paced training process where staff
utilize PluralSight (a computer based training application) to keep up with the latest changes in
Active Directory, Server Management, Web, and other job related functions like project
management, MS SharePoint, and database management. IT has deployed the Microsoft IT
Academy training for Developers and IT Staff has been trained on Office 365 Administration.
The IT Department continues to need stability. With 85 percent of its Helpdesk and Network
Administration Support outsourced, IT recognizes the need to reinstitute a fully in-house IT
Administrative Support Department. Outsourcing the Administrative Support Team has helped to
bring in staff with more current skills and training, but the turnover rate of contracted staff remains
and a challenge.
IT conducted a needs assessment for a new student information and client services system to be
built by ARS Field Services’ Case Management System provider, Libera. However, Libera recently
informed ARS it will no longer provide software development for VR. ARS must develop a new plan
to integrate core service management. ACTI has hired a new Assistant Administrator, who will
develop a plan for implementing better tracking of students by increasing its access to employment
data services available from the Department of Workforce Services.
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Outreach
Strategy
The agency implemented the ARS Expo program. The Expos are marketing and outreach programs
that inform Arkansas citizens about the availability of ARS services. The Expos provide outreach
activities to individuals from minority backgrounds, individuals with the most significant disabilities,
and others who are unserved or underserved. The Expos take place in communities across the
state, and include representatives from Field Services, ACTI, Special Programs, and all services
components of ARS. Employers are present for job fair activities. Media was used to inform the
community about Expo activities. Activities extended beyond the regular work-day hours in order to
serve individuals after work hours.
The lessons learned from the ACE/ARS Expo program will be incorporated into all outreach
activities. This includes education and outreach to internal and external stakeholders.
ARS will implement the marketing plan to increase awareness of ARS VR services to both private
citizens, service providers, and business and industry as recommended in the Comprehensive
Statewide Needs Assessment. The marketing plan will utilize an approach of direct mail, public
service announcements, video, and printed materials including a format having continuity of style
and color for the various components of the agency. Activities in the marketing plan include outreach
to unserved and underserved populations to increase employment outcomes for those populations.
The goal of the marketing program is to increase employment outcomes to improve performance on
the Standards and Indicators.
ARS Evaluation and Progress
In July of 2012, ARS awarded a contract to a marketing firm to increase awareness of ARS VR
services to private citizens, service providers, and business and industry as recommended in the
Statewide Comprehensive Needs Assessment. The goal of the marketing program is to increase
employment outcomes to improve performance on the Standards and Indicators.
ARS is developing a multi-pronged program for serving the state’s Hispanic community. Counselor
training sessions have been implemented wherein counselors and professional assessment staff
learn the cultural values of the state’s Hispanic community and ways to break down cultural and
language barriers to accessing VR services. Additionally, transition counselors are working with the
state’s Hispanic transition consumers encouraging them to consider VR counseling as a career.
ARS is developing a statewide strategy with the state’s graduate VR programs in higher education to
recruit more Hispanic/Spanish speaking students who would subsequently be recruited by ARS.
ARS has fully developed the marketing and branding of VR services delivered by the agency.
Agency expos grew in attendance and co-sponsored collaboration. The agency now has a robust
website offering interactive video vignettes enabling the public to learn about every program and
service offered by the agency.
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B. DESCRIBE THE FACTORS THAT IMPEDED THE ACHIEVEMENT OF THE GOALS AND
PRIORITIES.
While progress was made toward achievement of goals and priorities, the challenges experienced as
part of the progress were renovations at ACTI which interrupted client training programs, counselor
attrition, and transition of senior leadership.
The recent state needs assessment indicated ACTI may be an option for supportive employment
services. There are several challenges with this recommendation. First, ACTI is located in West
Central Arkansas which makes providing statewide job coaching and required follow-up with
consumers utilizing SE services problematic. There are just too few CRPs in the rural areas adding
to the challenges with providing services. In addition, significant changes would need to be made to
the current admissions practices.
To accommodate clients with developmental disabilities ACTI would need to dramatically increase
the outsourcing and/or staffing levels to provide required attendant care, psychological/medical
therapies, residential assistance, and security.
This has the potential to drive costs at the center to unprecedented levels with little or no increase to
WIOA performance accountability measures.
However, there is a need to increase the availability of SE services for the state as demonstrated in
the comprehensive needs assessment. Also in the comprehensive needs assessment it was inferred
the decrease referrals to ACTI was the lack of services for consumers with developmental
disabilities or serious mental health disabilities.
While this may be one factor in decreased referrals, there may be others that contributed to the
decrease. Part of the issue is lack of knowledge about programming options at ACTI by the field.
While internal education and outreach activities are conducted, there is much work to be done
because of the number of new counselors in the field and the growing variety of services directly
provided or facilitated by ACTI. Field Services is assisting in this area by having the district
managers include ACTI staff in the district meetings to update staff about ACTI programs and to
collaborate to assist clients with services. Furthermore, ACTI and Field Services monitor referrals
updates on a continual basis of review.
In regards to referrals from the field, the increase in field counselor vacancies contributed to the
decrease as well as to the insufficient face to face contact with consumers. The lack of field VR
counselors required leadership to transfer additional caseloads to existing VR counselors. This, in
turn, also added to the caseload challenges from current staff. However, ACTI and Field Services
are working together to address transportation issues for the clients who do not want to move to Hot
Springs to attend ACTI to assist with retaining referrals. Furthermore, there is further collaboration to
bring ACTI programs to the field offices by both introducing mobile training programs like OSHA, and
reassigning 15 of the 18 staff previously classified as Access and Accommodations Division staff to
ACTI - namely, 3 psychologists and 12 psychological examiners. These reclassified staff will
continue to provide approximately 6,000 annual rehabilitation initial diagnoses and assessments for
applicants and eligible consumers referred by VR counselors from ARS’ Field Services Division. But,
per their reclassification and supervision by ACTI’s director, ARS proposes that these reclassified
psychologists and psychological examiners will be better attuned to the full array of VR and SE
services available to ARS’ consumers at ACTI. Hence, ARS projects a substantial increase of
referrals to ACTI by better-informed VR counselors.
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2. AN EVALUATION OF THE EXTENT TO WHICH THE SUPPORTED EMPLOYMENT
PROGRAM GOALS DESCRIBED IN THE SUPPORTED EMPLOYMENT SUPPLEMENT
FOR THE MOST RECENT PROGRAM YEAR WERE ACHIEVED. THE EVALUATION MUST:
A. IDENTIFY THE STRATEGIES THAT CONTRIBUTED TO THE ACHIEVEMENT OF THE
GOALS.
The goals from 4.11(c)(4) for FY 2014 and FY 2015 were to increase the availability of Supported
Employment (SE) Services to consumers by providing technical assistance to vendors and to
increase the number of referrals for SE services. The strategy employs technical assistance and key
incentives to SE providers, including CRPs that are designed to increase the availability of SE
services to consumers. At the same time, the agency will place greater emphasis on proven and
innovative supported employment outcomes and integrated community performance based
outcomes.
The strategy involves an increased focus on SE outcomes resulting in a competitive wage integrated
employment that culminates in a career outcome in contrast to the traditional sheltered employment.
Based on WIOA, ARS will update the interagency agreements with the state agencies serving
individuals with the most significant disabilities including: The Department of Human Services
Divisions of Developmental Disabilities Services (DDS), Behavioral Health Services (DBHS),
Services for the Blind (DSB), Medical Services (DMS), Aging and Adult Services (DAAS),
Department of Workforce Services (DWS), and the Arkansas Department of Education, Special
Education Unit (ADE SEU) The agreement places an emphasis on competitive employment as a
desirable outcome for individuals with the most significant disabilities including those with
developmental disabilities and mental health diagnoses.
ARS is developing additional certification criteria for SE service providers. The criteria include
updated requirements for certification and training for job coaches. ARS increased fee schedules
and negotiated contracts for services with providers in an attempt to increase service providers, and
incentives to service providers, to increase employment outcomes for individuals with the most
significant disabilities.
ARS Evaluation and Progress
• Over the last two years, ARS increased SE referral authorizations by 69 percent (370) with 273
individuals securing SE employment outcomes, which is an increase in successful closures by
73 percent. However, SE outcomes constituted only 4.1 percent and 4.8 percent, respectively, in
FY 2014 and FY 2015; substantially lower than the national average for all VR General Agencies
of approximately 12 percent.
• ARS collaborated with a group of stakeholders (20) to develop and update the job coach training
certificate program. The stakeholders group included new and long standing SE leadership who
represented large, small, and rural providers, potential SE providers of developmental
disabilities, the Developmental Disabilities Providers Association, the Arkansas Waiver
Association, and the Arkansas APSE Association.
B. DESCRIBE THE FACTORS THAT IMPEDED THE ACHIEVEMENT OF THE GOALS AND
PRIORITIES.
The agency has made significant progress in providing SE services to clients. This is documented by
the number of clients served. The challenge of availability of services statewide remains. Progress is
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being made in this area by existing vendors expanding territories served, by the addition of new
vendors, and by the modification of the reimbursement structure.
3. THE VR PROGRAM'S PERFORMANCE ON THE PERFORMANCE ACCOUNTABILITY
INDICATORS UNDER SECTION 116 OF WIOA.
ARS is working with the Arkansas Research Center to perform an analysis of historical data to
develop baselines for the performance accountability measures, which should be completed in
September 30, 2016. These baselines will be used to negotiate benchmarks for the performance
accountability measures as listed under section 116 of WIOA.
4. HOW THE FUNDS RESERVED FOR INNOVATION AND EXPANSION (I&E)
ACTIVITIES WERE UTILIZED.
Title I funds for innovation and expansion are reserved and used to support the SRC in the annual
resource plan. Title I funds are also used, along with funds from the Division of Services for the
Blind, to support the SILC annual budget. Innovation and expansion funds supported ARS
community forums, called ACE/ARS Expos, in FY 2014 and FY 2015 in several communities. The
Expos are marketing and outreach efforts to reach individuals with disabilities, parents, community
leaders, schools, and businesses in the community. The Expos are a combination outreach and job
fair with booth displays of ARS field services, transition services, assistive technology, Arkansas
Career Training Institute, Adult Basic Education, and employers.
Q. QUALITY, SCOPE, AND EXTENT OF SUPPORTED EMPLOYMENT SERVICES.
Include the following:
1. THE QUALITY, SCOPE, AND EXTENT OF SUPPORTED EMPLOYMENT SERVICES TO BE
PROVIDED TO INDIVIDUALS WITH THE MOST SIGNIFICANT DISABILITIES, INCLUDING
YOUTH WITH THE MOST SIGNIFICANT DISABILITIES.
ARS continues initiatives to expand and improve Supported Employment (SE) Services for
individuals with the most significant disabilities throughout the state. ARS, in partnership with WIOA
partners and other state agencies, are reviewing Employment First status for the state of AR. ARS
will be updating Interagency Agreements with the state agencies serving individuals with the most
significant disabilities or providing employment related services available to individuals with
disabilities.
The partners collaborating with ARS include: The Department of Human Services Divisions of
Developmental Disabilities Services (DDS), Behavioral Health Services (DBHS), Services for the
Blind (DSB), Medical Services (DMS), Aging and Adult Services (DAAS), Department of Workforce
Services (DWS), and the Arkansas Department of Education, Special Education Unit (ADE SEU).
These agreements emphasize competitive integrated employment as a desirable outcome for
individuals with the most significant disabilities, and the partnership, roles and responsibilities
between the agencies.
Another purchased service agreement is in place with SE service vendors to implement strategies to
expand the SE system including job placement services and extended services. Strategies include
increasing the number of vendors offering SE and job placement statewide through enhanced
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incentives; utilizing a performance based approach with CRPs and SE providers; revised CRP fee
schedules; and commitment from partnering state agencies to emphasize employment as a high
priority outcome as a result of the Governor’s Executive Order Employment First Initiative for People
with Disabilities.
• ARS collaborated with a group of stakeholders (20) to develop and update the job coach
training certificate program. The stakeholders group included new and long standing SE
leadership who represented large, small, and rural providers, potential SE providers of
developmental disabilities, the Developmental Disabilities Providers Association, the
Arkansas Waiver Association, and the Arkansas APSE Association. ARS developed a
training program and updated the testing requirements for job coaches.
• ARS hosted job coach certification training at four regional venues and initiated the free
online training with a total of 343 participants. Initiated in FY 2015, the free web–based job
coach certification training, hosted on the Arkansas Waiver Association website, includes
testing with results forwarded to ARS to certify job coaches and track job coaches by
certified vendors.
• ARS provided training on updates to SE policy requirements in the agency manual updated
January 2014, Basic SE, and 21st Century Supported Employment to 380 participants.
• ARS, in partnership with the DHS Division of Developmental Disabilities Services and other
state partners, has extensively reviewed the current MOUs and will initiate revised MOUs
based on the WIOA, and new rates and reimbursement methodology created through the
Department of Labor, Office of Disability Employment “Vision Quest” initiative for Infusing
Integrated Employment in Medicaid Waiver and State Plan Options.
Over a two year period, active SE cases went from 278 in FY 2013 to 603 in FY 2015, a 46 percent
increase in individuals served. However, SE outcomes constituted only 4.1 percent and 4.8 percent,
respectively, in FY 2014 and FY 2015; substantially lower than the national average for all VR
General Agencies of approximately 12 percent.
ARS provides Supported Employment (SE) Services in compliance with the Definitions in the Act
based on a determination of the needs of an eligible individual, as specified in an individualized plan
for employment. When job training is provided, it is provided on–site.
SE services include placement in a competitive integrated setting for the maximum number of hours
possible based on the unique strengths, resources, priorities, concerns, abilities, capabilities,
interests, and informed choice of individuals with the most significant disabilities. SE providers are
utilized statewide. All providers of SE services to ARS consumers agree in writing to provide
extended services for the consumer as long as the consumer has the current job.
2. THE TIMING OF TRANSITION TO EXTENDED SERVICES.
The timing of the transition from employment to extended services is immediate. Extended services
begin immediately after the case is closed status 26 when the employment outcome is achieved.
CERTIFICATIONS
233 | Page
Name of designated State agency or designated State unit, as appropriate Arkansas
Rehabilitation Services
Name of designated State agency Arkansas Rehabilitation Services
Full Name of Authorized Representative: Alan McClain
Title of Authorized Representative: Commissioner
States must provide written and signed certifications that:
1. The designated State agency or designated State unit (as appropriate) listed above is
authorized to submit the VR services portion of the Unified or Combined State Plan under title 1
of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by WIOA*, and its supplement
under title VI of the Rehabilitation Act.** Yes
2. As a condition for the receipt of Federal funds under title I of the Rehabilitation Act for the
provision of VR services, the designated State agency listed above agrees to operate and
administer the State VR Services Program in accordance with the VR services portion of the
Unified or Combined State Plan , the Rehabilitation Act, and all applicable regulations , policies,
and procedures established by the Secretary of Education. Funds made available under section
111 of the Rehabilitation Act are used solely for the provision of VR services and the
administration of the VR services portion of the Unified or Combined State Plan; Yes
3. As a condition for the receipt of Federal funds under title VI of the Rehabilitation Act for
supported employment services, the designated State agency agrees to operate and administer
the State Supported Employment Services Program in accordance with the supplement to the
VR services portion of the Unified or Combined State Plan* , the Rehabilitation Act, and all
applicable regulations , policies, and procedures established by the Secretary of Education.
Funds made available under title VI are used solely for the provision of supported employment
services and the administration of the supplement to the VR services portion of the Unified or
Combined State Plan;** Yes
4. The designated State agency and/or the designated State unit has the authority under State law
to perform the functions of the State regarding the VR services portion of the Unified or
Combined State Plan and its supplement; Yes
5. The State legally may carry out each provision of the VR services portion of the Unified or
Combined State Plan and its supplement. Yes
6. All provisions of the VR services portion of the Unified or Combined State Plan and its
supplement are consistent with State law. Yes
7. The Authorized Representative listed above has the authority under State law to receive,
hold, and disburse Federal funds made available under the VR services portion of the Unified or
Combined State Plan and its supplement; Yes
8. The Authorized Representative listed above has the authority to submit the VR services
portion of the Unified or Combined State Plan and the supplement for Supported Employment
services; Yes
234 | Page
9. The agency that submits the VR services portion of the Unified or Combined State Plan and its
supplement has adopted or otherwise formally approved the plan and its supplement. Yes
FOOTNOTES
__________
Certification 1 Footnotes
* Public Law 113-128.
** Unless otherwise stated, "Rehabilitation Act" means the Rehabilitation Act of 1973, as amended
by WIOA, signed into law on July 22, 2014.
Certification 2 Footnotes
* All references in this plan to "designated State agency" or to "the State agency" relate to the
agency identified in this paragraph.
** No funds under title 1 of the Rehabilitation Act may be awarded without an approved VR services
portion of the Unified or Combined State Plan in accordance with section 101(a) of the Rehabilitation
Act.
*** Applicable regulations, in part, include the Education Department General Administrative
Regulations (EDGAR) in 34 CFR parts 76,77,79,81, and 82; 2 CFR part 200 as adopted by 2 CFR
part 3485; and the State VR Services Program regulations.
Certification 3 Footnotes
* No funds under title VI of the Rehabilitation Act may be awarded without an approved supplement
to the VR services portion of the Unified or Combined State Plan in accordance with section 606(a)
of the Rehabilitation Act.
** Applicable regulations, in part, include the citations in *** under Certification 2 footnotes
ADDITIONAL COMMENTS ON THE CERTIFICATIONS FROM THE STATE
CERTIFICATION REGARDING LOBBYING — VOCATIONAL REHABILITATION
Certification for Contracts, Grants, Loans, and Cooperative Agreements The undersigned certifies, to
the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the
undersigned, to any person for influencing or attempting to influence an officer or employee of an
agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of
Congress in connection with the awarding of any Federal contract, the making of any Federal grant,
the making of any Federal loan, the entering into of any cooperative agreement, and the extension,
235 | Page
continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or
cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person
for influencing or attempting to influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a Member of Congress in
connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall
complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its
instructions.
(3) The undersigned shall require that the language of this certification be included in the award
documents for all sub-awards at all tiers (including subcontracts, sub-grants, and contracts under
grants, loans, and cooperative agreements) and that all sub-recipients shall certify and disclose
accordingly. This certification is a material representation of fact upon which reliance was placed
when this transaction was made or entered into. Submission of this certification is a prerequisite for
making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person
who fails to file the required certification shall be subject to a civil penalty of not less than $10,000
and not more than $100,000 for each such failure.
STATEMENT FOR LOAN GUARANTEES AND LOAN INSURANCE
The undersigned states, to the best of his or her knowledge and belief, that:
If any funds have been paid or will be paid to any person for influencing or attempting to influence an
officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or
an employee of a Member of Congress in connection with this commitment providing for the United
States to insure or guarantee a loan, the undersigned shall complete and submit Standard FormLLL,
''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement
is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S.
Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less
than $10,000 and not more than $100,000 for each such failure.
Applicant’s Organization Arkansas Rehabilitation Services
Full Name of Authorized Representative: Alan McClain
Title of Authorized Representative: Commissioner
SF LLL Form – Disclosure of Lobbying Activities (only if applicable)
(http://www2.ed.gov/fund/grant/apply/appforms/appforms.html). If applicable, please print, sign, and
email to MAT_OCTAE@ed.gov
CERTIFICATION REGARDING LOBBYING — SUPPORTED EMPLOYMENT
Certification for Contracts, Grants, Loans, and Cooperative Agreements, the undersigned certifies, to
the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the
undersigned, to any person for influencing or attempting to influence an officer or employee of an
236 | Page
agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of
Congress in connection with the awarding of any Federal contract, the making of any Federal grant,
the making of any Federal loan, the entering into of any cooperative agreement, and the extension,
continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or
cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person
for influencing or attempting to influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a Member of Congress in
connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall
complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its
instructions.
(3) The undersigned shall require that the language of this certification be included in the award
documents for all sub-awards at all tiers (including subcontracts, sub-grants, and contracts under
grants, loans, and cooperative agreements) and that all sub-recipients shall certify and disclose
accordingly. This certification is a material representation of fact upon which reliance was placed
when this transaction was made or entered into. Submission of this certification is a prerequisite for
making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person
who fails to file the required certification shall be subject to a civil penalty of not less than $10,000
and not more than $100,000 for each such failure.
STATEMENT FOR LOAN GUARANTEES AND LOAN INSURANCE
The undersigned states, to the best of his or her knowledge and belief, that:
If any funds have been paid or will be paid to any person for influencing or attempting to influence an
officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or
an employee of a Member of Congress in connection with this commitment providing for the United
States to insure or guarantee a loan, the undersigned shall complete and submit Standard FormLLL,
''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement
is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S.
Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less
than $10,000 and not more than $100,000 for each such failure.
Applicant’s Organization Arkansas Rehabilitation Services
Full Name of Authorized Representative: Alan McClain
Title of Authorized Representative: Commissioner
SF LLL Form – Disclosure of Lobbying Activities (only if applicable)
(http://www2.ed.gov/fund/grant/apply/appforms/appforms.html).
ASSURANCES
The designated State agency or designated State unit, as appropriate and identified in the State
certifications included with this VR services portion of the Unified or Combined State Plan and its
supplement, through signature of the authorized individual, assures the Commissioner of the
237 | Page
Rehabilitation Services Administration (RSA), that it will comply with all of the requirements of the
VR services portion of the Unified or Combined State Plan and its supplement, as set forth in
sections 101(a) and 606 of the Rehabilitation Act. The individual authorized to submit the VR
services portion of the Unified or Combined State Plan and its supplement makes the following
assurances: The State Plan must provide assurances that:
1. PUBLIC COMMENT ON POLICIES AND PROCEDURES:
The designated State agency assures it will comply with all statutory and regulatory requirements for
public participation in the VR Services Portion of the Unified or Combined State Plan, as required by
section 101(a)(16)(A) of the Rehabilitation Act.
2. SUBMISSION OF THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE
PLAN AND ITS SUPPLEMENT:
The designated State unit assures it will comply with all requirements pertaining to the submission
and revisions of the VR services portion of the Unified or Combined State Plan and its supplement
for the State Supported Employment Services program, as required by sections 101(a)(1), (22), (23),
and 606(a) of the Rehabilitation Act; section 102 of WIOA in the case of the submission of a unified
plan; section 103 of WIOA in the case of a submission of a Combined State Plan; 34 CFR 76.140.
3. ADMINISTRATION OF THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED
STATE PLAN:
The designated State agency or designated State unit, as appropriate, assures it will comply with the
requirements related to:
A. THE ESTABLISHMENT OF THE DESIGNATED STATE AGENCY AND DESIGNATED
STATE UNIT, AS REQUIRED BY SECTION 101(A)(2) OF THE REHABILITATION ACT.
B. THE ESTABLISHMENT OF EITHER A STATE INDEPENDENT COMMISSION OR STATE
REHABILITATION COUNCIL, AS REQUIRED BY SECTION 101(A)(21) OF THE
REHABILITATION ACT.
The designated State agency or designated State unit, as applicable (B) has established a
State Rehabilitation Council
C. CONSULTATIONS REGARDING THE ADMINISTRATION OF THE VR SERVICES
PORTION OF THE UNIFIED OR COMBINED STATE PLAN, IN ACCORDANCE WITH
SECTION 101(A)(16)(B) OF THE REHABILITATION ACT.
D. THE FINANCIAL PARTICIPATION BY THE STATE, OR IF THE STATE SO ELECTS, BY
THE STATE AND LOCAL AGENCIES, TO PROVIDE THE AMOUNT OF THE NONFEDERAL
SHARE OF THE COST OF CARRYING OUT THE VR PROGRAM IN ACCORDANCE WITH
SECTION 101(A)(3).
238 | Page
E. THE LOCAL ADMINISTRATION OF THE VR SERVICES PORTION OF THE UNIFIED OR
COMBINED STATE PLAN, IN ACCORDANCE WITH SECTION 101(A)(2)(A) OF THE
REHABILITATION ACT.
The designated State agency allows for the local administration of VR funds No
F. THE SHARED FUNDING AND ADMINISTRATION OF JOINT PROGRAMS, IN
ACCORDANCE WITH SECTION 101(A)(2)(A)(II) OF THE REHABILITATION ACT.
The designated State agency allows for the shared funding and administration of joint programs:
No
G. STATEWIDENESS AND WAIVERS OF STATEWIDENESS REQUIREMENTS, AS SET
FORTH IN SECTION 101(A)(4) OF THE REHABILITATION ACT.
Is the designated State agency requesting or maintaining a waiver of statewideness for one or more
services provided under the VR services portion of the Unified or Combined State Plan? See Section
2 of this VR services portion of the Unified or Combined State Plan. No
H. THE DESCRIPTIONS FOR COOPERATION, COLLABORATION, AND COORDINATION, AS
REQUIRED BY SECTIONS 101(A)(11) AND (24)(B); AND 606(B) OF THE REHABILITATION
ACT.
I. ALL REQUIRED METHODS OF ADMINISTRATION, AS REQUIRED BY SECTION 101(A)(6)
OF THE REHABILITATION ACT .
J. THE REQUIREMENTS FOR THE COMPREHENSIVE SYSTEM OF PERSONNEL
DEVELOPMENT, AS SET FORTH IN SECTION 101(A)(7) OF THE REHABILITATION ACT.
K. THE COMPILATION AND SUBMISSION TO THE COMMISSIONER OF STATEWIDE
ASSESSMENTS, ESTIMATES, STATE GOALS AND PRIORITIES, STRATEGIES, AND
PROGRESS REPORTS, AS APPROPRIATE, AND AS REQUIRED BY SECTIONS
101(A)(15), 105(C)(2), AND 606(B)(8) OF THE REHABILITATION ACT.
L. THE RESERVATION AND USE OF A PORTION OF THE FUNDS ALLOTTED TO THE
STATE UNDER SECTION 110 OF THE REHABILITATION ACT FOR THE DEVELOPMENT
AND IMPLEMENTATION OF INNOVATIVE APPROACHES TO EXPAND AND IMPROVE
THE PROVISION OF VR SERVICES TO INDIVIDUALS WITH DISABILITIES,
PARTICULARLY INDIVIDUALS WITH THE MOST SIGNIFICANT DISABILITIES.
M. THE SUBMISSION OF REPORTS AS REQUIRED BY SECTION 101(A)(10) OF THE
REHABILITATION ACT.
4. ADMINISTRATION OF THE PROVISION OF VR SERVICES:
The designated State agency, or designated State unit, as appropriate, assures that it will:
239 | Page
A. COMPLY WITH ALL REQUIREMENTS REGARDING INFORMATION AND REFERRAL
SERVICES IN ACCORDANCE WITH SECTIONS 101(A)(5)(D) AND (20) OF THE
REHABILITATION ACT.
B. IMPOSE NO DURATION OF RESIDENCE REQUIREMENT AS PART OF DETERMINING
AN INDIVIDUAL’S ELIGIBILITY FOR VR SERVICES OR THAT EXCLUDES FROM
SERVICES UNDER THE PLAN ANY INDIVIDUAL WHO IS PRESENT IN THE STATE IN
ACCORDANCE WITH SECTION 101(A)(12) OF THE REHABILITATION ACT .
C. PROVIDE THE FULL RANGE OF SERVICES LISTED IN SECTION 103(A) OF THE
REHABILITATION ACT AS APPROPRIATE, TO ALL ELIGIBLE INDIVIDUALS WITH
DISABILITIES IN THE STATE WHO APPLY FOR SERVICES IN ACCORDANCE WITH
SECTION 101(A)(5) OF THE REHABILITATION ACT?
Agency will provide the full range of services described above
D. DETERMINE WHETHER COMPARABLE SERVICES AND BENEFITS ARE AVAILABLE TO
THE INDIVIDUAL IN ACCORDANCE WITH SECTION 101(A)(8) OF THE REHABILITATION
ACT.
E. COMPLY WITH THE REQUIREMENTS FOR THE DEVELOPMENT OF AN INDIVIDUALIZED
PLAN FOR EMPLOYMENT IN ACCORDANCE WITH SECTION 102(B) OF THE
REHABILITATION ACT.
F. COMPLY WITH REQUIREMENTS REGARDING THE PROVISIONS OF INFORMED CHOICE
FOR ALL APPLICANTS AND ELIGIBLE INDIVIDUALS IN ACCORDANCE WITH SECTION
102(D) OF THE REHABILITATION ACT.
G. PROVIDE VOCATIONAL REHABILITATION SERVICES TO AMERICAN INDIANS WHO
ARE INDIVIDUALS WITH DISABILITIES RESIDING IN THE STATE, IN ACCORDANCE
WITH SECTION 101(A)(13) OF THE REHABILITATION ACT.
H. COMPLY WITH THE REQUIREMENTS FOR THE CONDUCT OF SEMIANNUAL OR
ANNUAL REVIEWS, AS APPROPRIATE, FOR INDIVIDUALS EMPLOYED EITHER IN AN
EXTENDED EMPLOYMENT SETTING IN A COMMUNITY REHABILITATION PROGRAM
OR ANY OTHER EMPLOYMENT UNDER SECTION 14(C) OF THE FAIR LABOR
STANDARDS ACT OF 1938, AS REQUIRED BY SECTION 101(A)(14)OF THE
REHABILITATION ACT.
I. MEET THE REQUIREMENTS IN SECTIONS 101(A)(17) AND 103(B)(2) OF THE
REHABILITATION ACT IF THE STATE ELECTS TO CONSTRUCT, UNDER SPECIAL
CIRCUMSTANCES, FACILITIES FOR COMMUNITY REHABILITATION PROGRAMS
J. WITH RESPECT TO STUDENTS WITH DISABILITIES, THE STATE, HAS DEVELOPED AND
WILL IMPLEMENT, STRATEGIES TO ADDRESS THE NEEDS IDENTIFIED IN THE
ASSESSMENTS; AND STRATEGIES TO ACHIEVE THE GOALS AND PRIORITIES
240 | Page
IDENTIFIED BY THE STATE, TO IMPROVE AND EXPAND VOCATIONAL REHABILITATION
SERVICES FOR STUDENTS WITH DISABILITIES ON A STATEWIDE BASIS; AND HAS
DEVELOPED AND WILL IMPLEMENT STRATEGIES TO PROVIDE PREEMPLOYMENT
TRANSITION SERVICES (SECTIONS 101(A)(15) AND 101(A)(25)).
5. PROGRAM ADMINISTRATION FOR THE SUPPORTED EMPLOYMENT TITLE VI
SUPPLEMENT:
A. THE DESIGNATED STATE UNIT ASSURES THAT IT WILL INCLUDE IN THE VR
SERVICES PORTION OF THE UNIFIED OR COMBINED STATE PLAN ALL
INFORMATION REQUIRED BY SECTION 606 OF THE REHABILITATION ACT.
B. THE DESIGNATED STATE AGENCY ASSURES THAT IT WILL SUBMIT REPORTS IN
SUCH FORM AND IN ACCORDANCE WITH SUCH PROCEDURES AS THE
COMMISSIONER MAY REQUIRE AND COLLECTS THE INFORMATION REQUIRED BY
SECTION 101(A)(10) OF THE REHABILITATION ACT SEPARATELY FOR INDIVIDUALS
RECEIVING SUPPORTED EMPLOYMENT SERVICES UNDER TITLE I AND INDIVIDUALS
RECEIVING SUPPORTED EMPLOYMENT SERVICES UNDER TITLE VI OF THE
REHABILITATION ACT.
C. THE DESIGNATED STATE UNIT WILL COORDINATE ACTIVITIES WITH ANY OTHER
STATE AGENCY THAT IS FUNCTIONING AS AN EMPLOYMENT NETWORK UNDER
THE TICKET TO WORK AND SELF-SUFFICIENCY PROGRAM UNDER SECTION 1148
OF THE SOCIAL SECURITY ACT.
6. FINANCIAL ADMINISTRATION OF THE SUPPORTED EMPLOYMENT PROGRAM:
A. THE DESIGNATED STATE AGENCY ASSURES THAT IT WILL EXPEND NO MORE
THAN 2.5 PERCENT OF THE STATE’S ALLOTMENT UNDER TITLE VI FOR
ADMINISTRATIVE COSTS OF CARRYING OUT THIS PROGRAM; AND, THE
DESIGNATED STATE AGENCY OR AGENCIES WILL PROVIDE, DIRECTLY OR
INDIRECTLY THROUGH PUBLIC OR PRIVATE ENTITIES, NON-FEDERAL
CONTRIBUTIONS IN AN AMOUNT THAT IS NOT LESS THAN 10 PERCENT OF THE
COSTS OF CARRYING OUT SUPPORTED EMPLOYMENT SERVICES PROVIDED TO
YOUTH WITH THE MOST SIGNIFICANT DISABILITIES WITH THE FUNDS RESERVED
FOR SUCH PURPOSE UNDER SECTION 603(D) OF THE REHABILITATION ACT, IN
ACCORDANCE WITH SECTION 606(B)(7)(G) AND (H) OF THE REHABILITATION ACT.
THE DESIGNATED STATE AGENCY ASSURES THAT IT WILL USE FUNDS MADE
AVAILABLE UNDER TITLE VI OF THE REHABILITATION ACT ONLY TO PROVIDE
SUPPORTED EMPLOYMENT SERVICES TO INDIVIDUALS WITH THE MOST
SIGNIFICANT DISABILITIES, INCLUDING EXTENDED SERVICES TO YOUTH WITH THE
MOST SIGNIFICANT DISABILITIES, WHO ARE ELIGIBLE TO RECEIVE SUCH
SERVICES; AND, THAT SUCH FUNDS ARE USED ONLY TO SUPPLEMENT AND NOT
SUPPLANT THE FUNDS PROVIDED UNDER TITLE I OF THE REHABILITATION ACT,
WHEN PROVIDING SUPPORTED EMPLOYMENT SERVICES SPECIFIED IN THE
INDIVIDUALIZED PLAN FOR EMPLOYMENT, IN ACCORDANCE WITH SECTION
606(B)(7)(A) AND (D), OF THE REHABILITATION ACT.
241 | Page
7. PROVISION OF SUPPORTED EMPLOYMENT SERVICES:
A. THE DESIGNATED STATE AGENCY ASSURES THAT IT WILL PROVIDE SUPPORTED
EMPLOYMENT SERVICES AS DEFINED IN SECTION 7(39) OF THE REHABILITATION
ACT.
B. THE DESIGNATED STATE AGENCY ASSURES THAT:
III. THE COMPREHENSIVE ASSESSMENT OF INDIVIDUALS WITH SIGNIFICANT
DISABILITIES CONDUCTED UNDER SECTION 102(B)(1) OF THE
REHABILITATION ACT AND FUNDED UNDER TITLE I OF THE REHABILITATION
ACT INCLUDES CONSIDERATION OF SUPPORTED EMPLOYMENT AS AN
APPROPRIATE EMPLOYMENT OUTCOME, IN ACCORDANCE WITH THE
REQUIREMENTS OF SECTION 606(B)(7)(B) OF THE REHABILITATION ACT
IV. AN INDIVIDUALIZED PLAN FOR EMPLOYMENT THAT MEETS THE
REQUIREMENTS OF SECTION 102(B) OF THE REHABILITATION ACT , WHICH IS
DEVELOPED AND UPDATED WITH TITLE I FUNDS, IN ACCORDANCE WITH
SECTIONS 102(B)(3)(F) AND 606(B)(6)(C) AND (E) OF THE REHABILITATION ACT.
ADDITIONAL COMMENTS ON THE ASSURANCES FROM THE STATE
242 | Page
PROGRAM-SPECIFIC REQUIREMENTS FOR VOCATIONAL REHABILITATION
(BLIND)
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan* must
include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation
Act of 1973, as amended by WIOA:
__________
* Sec. 102(b)(D)(iii) of WIOA
A. INPUT OF STATE REHABILITATION COUNCIL
All agencies, except for those that are independent consumer-controlled commissions, must
describe the following:
1. INPUT PROVIDED BY THE STATE REHABILITATION COUNCIL, INCLUDING INPUT AND
RECOMMENDATIONS ON THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED
STATE PLAN, RECOMMENDATIONS FROM THE COUNCIL'S REPORT, THE REVIEW AND
ANALYSIS OF CONSUMER SATISFACTION, AND OTHER COUNCIL REPORTS THAT MAY
HAVE BEEN DEVELOPED AS PART OF THE COUNCIL’S FUNCTIONS;
The Arkansas Division of Services for the Blind is an independent consumer-controlled commission.
Hence, this section is not applicable.
2. THE DESIGNATED STATE UNIT'S RESPONSE TO THE COUNCIL’S INPUT AND
RECOMMENDATIONS; AND
This agency is an independent commission.
3. THE DESIGNATED STATE UNIT’S EXPLANATIONS FOR REJECTING ANY OF THE
COUNCIL’S INPUT OR RECOMMENDATIONS.
The Arkansas Division of Services for the Blind is an independent consumer-controlled commission.
Hence, this section is not applicable.
B. REQUEST FOR WAIVER OF STATEWIDENESS
When requesting a waiver of the statewideness requirement, the designated State unit must identify
the types of services to be provided by the program on a non-statewide basis. The waiver request
must also include written assurances that:
243 | Page
1. A LOCAL PUBLIC AGENCY WILL PROVIDE THE NON-FEDERAL SHARE OF
COSTS ASSOCIATED WITH THE SERVICES TO BE PROVIDED IN
ACCORDANCE WITH THE WAIVER REQUEST;
The Arkansas Division of Services for the Blind has not requested a waiver of statewideness.
2. THE DESIGNATED STATE UNIT WILL APPROVE EACH PROPOSED SERVICE
BEFORE IT IS PUT INTO EFFECT; AND
The Arkansas Division of Services for the Blind has not requested a waiver of statewideness. Hence,
this section is not applicable.
3. ALL STATE PLAN REQUIREMENTS WILL APPLY
Requirements of the VR services portion of the Unified or Combined State Plan will apply to the
services approved under the waiver.
This agency has not requested a waiver of statewideness.
C. COOPERATIVE AGREEMENTS WITH AGENCIES NOT CARRYING OUT ACTIVITIES
UNDER THE STATEWIDE WORKFORCE DEVELOPMENT SYSTEM.
Describe interagency cooperation with and utilization of the services and facilities of agencies and
programs that are not carrying out activities through the statewide workforce development system
with respect to:
1. FEDERAL, STATE, AND LOCAL AGENCIES AND PROGRAMS;
The Department of Human Services Division of State Services for the Blind (DSB) has cooperative
agreements with the following agencies not carrying out activities under the statewide Workforce
Investment system:
Arkansas Educational Television Network Arkansas School for the Blind and Visually Impaired 33
Institutions of Higher Education Arkansas Department of Education, Special Education Educational
Services for the Visually Impaired DHS Division of Aging and Adult Services DHS Division of
Behavioral Health DHS Division of Children and Family Services DHS Division of County Operations
DHS Division of Developmental Disabilities Services DHS Division of Community Service and
Nonprofit Support DHS Division of Youth Services
Coordination with DHS
Co–location – DSB serves all 75 counties in Arkansas, and VR counselors have base offices in DHS
offices in 10 geographic locations around the state. Referrals may be made directly to the
appropriate DSB field office serving the individual’s community or through the DSB Central Office.
Leadership Training – DSB coordinates with other DHS Divisions by, including but not limited to,
participating in “Leadership in a High Performance Culture” workshops and other training for
managers and supervisors.
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Mental Health – DSB coordinates with the DHS Division of Behavioral Health Services, the DHS
Division of Medical Services, and the University of Arkansas for Medical Sciences and sends a
representative to meetings of the Arkansas Children’s Behavioral Health Care Commission.
Access – The DSB State Rehabilitation Technologist participates in the Accessibility Work Group
which meets monthly to discuss accessibility issues with websites and software applications used by
state employees. The group is comprised of technology staff from each of the DHS divisions.
The DSB Business and Technology Unit continues to coordinate with the DHS Office of Systems
and Technology to ensure its Data Loss Protection (DLP) project does not take any action that would
affect access to adaptive software and accommodations by DHS employees who are blind or
visually impaired.
The DSB Business and Technology Unit has tested accessibility on the AWARE data management
system project, Office 365, and 508 Enhancements, a national project that will assist individuals who
are blind or visually impaired in using Microsoft Share products. DSB has a DHS Share account and
expects the 508 Enhancements project to benefit its employees who are blind or visually impaired.
The DSB State Rehabilitation Technologist has been involved in testing some Google mail and
Google apps, working with some other states that are migrating to put their emails out on the Google
system. DSB will be using an internal Office 365 cloud program through DHS.
Assistive Technology Coordination
Assessments for assistive technology are done by the DSB Business and Technology Unit, which
has trained VR Counselors to install computer equipment and perform other technology–related
tasks, so that they can provide basic technology support to participants in their respective
geographic areas statewide. This initiative also expanded the capacity of the DSB Business and
Technology Unit.
DSB has formed partnerships with businesses that will train counselors on new assistive technology.
DSB is among the agencies and organizations tasked with implementing the 21st Century
Communications and Video Accessibility Act in Arkansas. Its partner World Services for the Blind
has been designated to distribute technology equipment under the federal legislation. Through the
Act, participants will be exposed to more technology available to assist them in their daily lives, job
searches and workplaces.
DSB continues to collaborate with the Arkansas Library for the Blind and Physically Handicapped
(ALBPH) and maintains a number of digital recorders to be used by staff to teach participants how to
access digital talking books, both by standard mail distribution and through the Braille and Audio
Reading Download (BARD) website. Additionally, available technology services can be offered and
augmented by DSB’s technology staff and lab.
Coordination of Deaf–blind Services
Each year DSB coordinates with the Governor’s Office, the Department of Education, Arkansas
Rehabilitation Services Office of Services for the Deaf and Hard of Hearing, and related consumer
groups to proclaim and celebrate the last week of June as Helen Keller Deaf–blind Awareness Week
and observe her birthdate June 27. A deaf–blind consumer is chosen to accept the proclamation
from the Governor at the State Capitol.
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DSB has a cooperative agreement with Arkansas Rehabilitation Services to have dual caseloads in
regard to participants who are deaf–blind. DSB provides blindness services and ARS addresses
deafness needs.
Coordination with United States Department of Agriculture
DSB refers participants to commodity programs and the Supplemental Nutrition Assistance Program,
which are under the United States Department of Agriculture (USDA).
Outreach Efforts
DSB continues its efforts to increase VR awareness and referrals and does outreach, not only to
participants, but also to minority organizations and the general public. DSB participates in health,
job, and transition fairs by having informational exhibits. VR Counselors do presentations at eye
clinics, medical seminars, hospital in–service trainings, schools, public libraries, Chambers of
Commerce, civic clubs, DHS offices, churches, driver improvement classes, and
colleges/universities/technical institutes. Counselors meet with diabetic support groups; businesses
with high numbers of immigrants and minorities; eyeglass retailers; faith–based non–profits; farms
and agricultural–related businesses; pharmacies; and numerous local organizations around the state
to educate them about DSB services and referrals.
DSB staff attends events at Arkansas Lighthouse for the Blind, World Services for the Blind, the Little
Rock Job Corps facilities, and Goodwill Industries of Arkansas. DSB staff are made aware that
referrals can be made as needed to Laity Involved in Free Transportation (LIFT), a volunteer
program through the First United Methodist Church of Little Rock, which provides free transportation
services to individuals in Little Rock and North Little Rock who have no other means of
transportation to doctor appointments and medical treatments.
Emergency Preparedness Collaborations
DSB collaborates with organizations charged with developing strategic plans for emergency
preparedness; response and recovery; and maintenance of services in the aftermath of a disaster.
DSB was involved in the initial development of the DHS Business Continuity and Contingency Plan
(BCCP), which addresses continued operations in the event of a disaster. DSB reviews the BCCP
annually and updates the agency’s part of the plan as needed.
Coordination with Blind Agencies/Organizations
DSB collaborates with the following organizations, agencies, and non–profits through their
participation on the DSB board and in the day–to–day provision of services to participants: the
Arkansas Lions; Arkansas Affiliate National Federation of the Blind (NFB); Association for Education
and Rehabilitation of the Blind and Visually Impaired (AER); World Services for the Blind (WSB);
Arkansas Association of Blind Business Enterprise Managers; the Blinded Veterans Association;
Arkansas School for the Blind and Visually Impaired (ASBVI); and the Arkansas Chapter American
Council of the Blind (ACB). The Disability Rights Center (DRC) and the Arkansas Independent Living
Council (AILC) are routinely scheduled for presentations at each board meeting. Time is also
scheduled every quarter for consumer input during DSB board meetings. The DSB Director is a
member of the AILC and Workforce Services boards. DSB staff and DSB Board members attend
ACB, NFB, WSB, and AER local, state and/or national activities/events. DSB representatives are
frequently asked to be presenters at these organizations’ annual state conferences and
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representatives from these organizations are frequently invited to be presenters at DSB meetings
and conferences. Some DSB staff are members of these organizations. VR Counselors participate in
staffing regarding their participants at WSB. Arkansas Lions Clubs assist DSB with local
presentations for the annual area Consumer of the Year (COY) awards. In areas where there are no
Lions Clubs, DSB coordinates COY presentations with Kiwanis, Rotary, or Chambers of Commerce.
DSB continues to work closely with consumer groups.
Each year DSB coordinates a White Cane Safety Day planning committee composed of the
agencies and organizations involved in blindness issues. The committee includes representatives
from the University of Arkansas at Little Rock Department of Counseling, Adult Education, and
Rehabilitation Education; Educational Services for the Visually Impaired (ESVI); WSB; Arkansas
Lighthouse for the Blind; Arkansas Regional Library for the Blind and Physically Handicapped;
Arkansas Lions Eye Bank and Laboratory; NFB; Central Arkansas Veterans Healthcare System;
Arkansas School for the Blind and Visually Impaired; Arkansas Lions; ACB; and AER. White Cane
Safety Day has been observed every year since President Lyndon B. Johnson signed it into law in
1964. The event is part of October’s Blindness Awareness Month. The Arkansas Governor’s Office
issues a proclamation proclaiming October 15 as White Cane Safety Day, and the planning
committee plans an observance event each October on or near that date that draws participants
from across the state. The white cane is an important tool and a symbol of independence, because it
increases mobility for people who are blind or visually impaired. The white cane also raises
awareness for pedestrian safety.
Support Groups
DSB staff is knowledgeable about support groups, which are located around the state in El Dorado,
Fayetteville, Hot Springs, Jonesboro, Little Rock, Mountain Home, Ozark, Paragould, Pine Bluff,
Springdale, Harrison, and Texarkana. VR Counselors are available to speak to support groups on
vocational topics.
Coordination with Education–related Partners In June of each year, DSB conducts Jump Start, a
statewide career development program for high school students who are blind or severely visually
impaired. About 22 students from across the state are accepted into the program each year. DSB
coordinates with the Arkansas School for the Blind and Visually Impaired (ASBVI) in the planning
and operation of Jump Start. ASBVI holds its summer learning program for youth under age 14 at
the same time that DSB has Jump Start for high school students, so the two agencies share
cafeteria staff, infirmary nurses, and security guards, and at least one ASBVI staff member is
assigned to assist during Jump Start. DSB houses the students at ASBVI during the week (students
go home on weekends). The three–week program is designed to expose Jump Start students to the
world of work and assist them in transitioning from high school to employment or post–secondary
education. Students are placed in part–time jobs appropriate for their skills, abilities, and interests.
They go to work in the mornings and in the afternoons and evenings participate in educational and
recreational activities. Students learn independent living and job readiness skills; computer
technology; and, if needed, orientation and mobility skills. Jump Start increases the students’
confidence, social skills, and self–esteem. It also strengthens DSB’s relationship with ASBVI.
DSB continues to coordinate services with Educational Services for the Visually Impaired (ESVI).
DSB includes ESVI as an integral partner in Parent Summits for students who are blind or visually
impaired and their families. Parents learn information aimed to ease their concerns about students
transitioning from high school to college; the educational rights of students who are blind or visually
impaired; and the resources and services available to them.
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Relationships with ESVI are also strengthened by outreach and coordination initiatives that consist of
sending information by mail and email to ESVI Regional Certified Vision Consultants at least twice a
year, in the fall and winter months. VR Counselors and their assistants serve as agency contacts.
DSB is a charter member in the Arkansas Interagency Transition Partnership (AITP), which
coordinates transition services and discusses related issues. AITP has representatives from
agencies and organizations, including, but not limited to Arkansas Transition Services (ATS),
Arkansas Rehabilitation Services (ARS), Arkansas Transition Program (ATP), Department of Human
Services (DHS), DHS Division of Developmental Disabilities Services (DDS), DSB, parent centers,
the private sector, and public and private schools. AITP involves transition agencies and
organizations at a state level through quarterly meetings and shares information through its website.
AITP will hold a Summer Agency Connections conference in summer of 2016 in Little Rock and
sponsors bi–annual Transition Summits. DSB sends representatives to these conferences. As a part
of AITP at the local level, DSB reaches out to Local Education Area Supervisors in the school
districts across the State to strengthen the relationship between the Department of Special
Education and DSB. Each DSB regional office maintains a contact list for all secondary schools in its
service area and regularly sends information by mail and email to contacts on the list. VR
Counselors and their assistants serve as agency contacts. This process gives schools a pathway for
increased communications with DSB.
The DSB Director, the Staff Development Coordinator, and an Area Supervisor meet annually with
the University of Arkansas at Little Rock Advisory Board to ensure that DSB is involved with their
planning for higher education needs.
Crime Victims
DSB is actively involved in the Crime Victims with Disabilities Council, a subset of Partners for
Inclusive Communities–University of Arkansas Medical Sciences.
Additional Information: Cooperation with Agencies within the Statewide Workforce Investment
System
DSB has cooperative agreements with local Workforce Investment Boards, which are updated as
necessary. DSB also has cooperative agreements with the Department of Workforce Services
(DWS) and Arkansas Rehabilitation Services (a general agreement and a deafblind agreement).
DSB, ARS, the DHS Division of Developmental Disabilities Services (DDS), the DHS Division of
Behavioral Health Services (BHS), and the Arkansas Department of Education (ADE), Special
Education Unit (SEU), Transition Unit are partners in a cooperative agreement outlining
responsibilities and the provision of services, including supported employment, to transition–aged
participants. DSB is an active participant in the Governor’s task force to increase the hiring of state
employees with disabilities.
The DSB Director serves on the Arkansas Workforce Investment Board, which meets quarterly, and
VR Counselors are members of the local Workforce Investment Boards, which meet quarterly across
the state.
DSB continues to support its 17 accessible kiosks for participants at Workforce Center locations. The
original 10 kiosks were placed in the same cities where DSB has offices; the second set of seven
kiosks were placed in cities with either two–year or four–year Institutions of Higher Education. The
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kiosks provide participants the same access to the Internet to search for jobs as a sighted person
seeking services from Workforce.
2. STATE PROGRAMS CARRIED OUT UNDER SECTION 4 OF THE ASSISTIVE
TECHNOLOGY ACT OF 1998;
The following programs and activities are carried out under section 4 of the Assistive Technology Act
of 1998:
The DSB State Rehabilitation Technologist participates in the Accessibility Work Group which meets
monthly to discuss accessibility issues with websites and software applications used by state
employees. The group is comprised of technology staff from each of the DHS divisions.
The DSB Business and Technology Unit continues to coordinate with the DHS Office of Systems
and Technology to ensure its Data Loss Protection (DLP) project does not take any action that would
affect access to adaptive software and accommodations by DHS employees who are blind or
visually impaired.
The DSB Business and Technology Unit has tested accessibility on the AWARE data management
system project, Office 365, and 508 Enhancements, a national project that will assist individuals who
are blind or visually impaired in using Microsoft Share products. DSB has a DHS Share account and
expects the 508 Enhancements project to benefit its employees who are blind or visually impaired.
The DSB State Rehabilitation Technologist has been involved in testing some Google mail and
Google apps, working with some other states that are migrating to put their emails out on the Google
system. DSB will be using an internal Office 365 cloud program through DHS.
Assistive Technology Coordination
Assessments for assistive technology are done by the DSB Business and Technology Unit, which
has trained VR Counselors to install computer equipment and perform other technology–related
tasks, so that they can provide basic technology support to participants in their respective
geographic areas statewide. This initiative also expanded the capacity of the DSB Business and
Technology Unit.
DSB has formed partnerships with businesses that will train counselors on new assistive technology.
DSB is among the agencies and organizations tasked with implementing the 21st Century
Communications and Video Accessibility Act in Arkansas. Its partner World Services for the Blind
has been designated to distribute technology equipment under the federal legislation. Through the
Act, participants will be exposed to more technology available to assist them in their daily lives, job
searches and workplaces.
DSB continues to collaborate with the Arkansas Library for the Blind and Physically Handicapped
(ALBPH) and maintains a number of digital recorders to be used by staff to teach participants how to
access digital talking books, both by standard mail distribution and through the Braille and Audio
Reading Download (BARD) website. Additionally, available technology services can be offered and
augmented by DSB’s technology staff and lab.
3. PROGRAMS CARRIED OUT BY THE UNDER SECRETARY FOR RURAL DEVELOPMENT
OF THE UNITED STATES DEPARTMENT OF AGRICULTURE;
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DSB refers participants to commodity programs and the Supplemental Nutrition Assistance Program,
which are under the United States Department of Agriculture (USDA).
4. NONEDUCATIONAL AGENCIES SERVING OUT-OF-SCHOOL YOUTH; AND
DSB maintains an active presence on numerous councils and committees, including: •Arkansas
Interagency Transition Partnership •Arkansas Workforce Development Board •Interagency Steering
Committee on Integrated Employment •Behavioral Health Planning and Advisory Council •The
Arkansas Independent Living Council •The Governor’s Commission on People with Disabilities
•Employment First State Leadership Mentoring Program (APSE) •Youth Leadership Forum
•Accessible Parking Taskforce •Local Workforce Development Boards across the state
5. STATE USE CONTRACTING PROGRAMS.
DSB has no state use contracting programs.
D. COORDINATION WITH EDUCATION OFFICIALS
Describe:
1. DSU'S PLANS
This is the designated State unit's plans, policies, and procedures for coordination with education
officials to facilitate the transition of students with disabilities from school to the receipt of VR
services, including pre-employment transition services, as well as procedures for the timely
development and approval of individualized plans for employment for the students.
DSB has a cooperative agreement with the Arkansas Department of Education, Special Education,
regarding transition services to students who are blind or severely visually impaired and are in public
schools, including Arkansas School for the Blind and Visually Impaired (ASBVI). The interagency
agreement with the Department of Education outlines the roles and responsibilities, financial
responsibility, determination of lead agency, and qualified personnel.
DSB also has cooperative agreements with: • Arkansas School for the Blind and Visually Impaired •
Arkansas School for the Deaf and Hearing Impaired • Educational Services for the Visually Impaired
(ESVI) • 33 Institutions of Higher Education.
DSB is a charter member in the Arkansas Interagency Transition Partnership (AITP), which
coordinates transition services and discusses related issues. AITP has representatives from
agencies and organizations, including, but not limited to Arkansas Transition Services (ATS),
Arkansas Rehabilitation Services (ARS), Arkansas Transition Program (ATP), Department of Human
Services (DHS), DHS Division of Developmental Disabilities Services (DDS), DSB, parent centers,
the private sector, and public and private schools. AITP involves transition agencies and
organizations at a state level through quarterly meetings and shares information through its website.
AITP will hold a Summer Agency Connections conference in the summer of 2016 in Little Rock and
sponsors bi–annual Transition Summits. DSB sends representatives to these conferences. As a part
of AITP at the local level, DSB reaches out to Local Education Area Supervisors in the school
districts across the State to strengthen the relationship between the Department of Special
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Education and DSB. Each DSB regional office maintains a contact list for all secondary schools in its
service area and regularly sends information by mail and email to contacts on the list. As part of
AITP and the initiative to reach as many participants as possible under pre–employment transition
services, DSB is reaching out to each Local Education Area Supervisor in the school districts across
the State and each high school across the State to give presentations/information on services
available under pre–employment transition services. DSB has seven designated pre–employment
transition services counselors to reach participants throughout the state.
Transition Planning DSB counselors assist participants in developing Individual Plans for
Employment (IPE’s) before students determined to be eligible for vocational rehabilitation services
leave the school setting.
In regard to the development and approval of IPE’s, all DSB participants, including transition
students, receive services based upon their IPE. The counselor and the participant and/or a
representative, as appropriate, develop the IPE jointly and mutually approve its contents. The IPE
must be designed to achieve the specific employment outcome chosen by the individual and be
consistent with the individual’s unique strengths, resources, priorities, concerns, abilities,
capabilities, career interests, and informed choice. The services, service providers, and all activities
selected by the participant must be necessary to meet the employment outcome goal. The VR
Counselor communicates with the participant and other service providers, such as ARS, to avoid
duplication of services and to ensure consideration of comparable benefits, where applicable.
Secondary schools invite DSB to Individualized Education Plan (IEP) meetings to be part of the
planning team to assist education agencies in preparing students who are blind or severely visually
impaired for transition from school to post–school activities, such as employment, training, supported
employment, and other VR services. The IEP outlines the roles and responsibilities of DSB, the
student, the school, and any other agency/organization involved in providing transition services.
In June of each year, DSB conducts Jump Start, a statewide career development program for high
school students who are blind or severely visually impaired. Twenty–two students from across the
state are accepted into the program each year. DSB coordinates with the Arkansas School for the
Blind and Visually Impaired (ASBVI) in the planning and operation of Jump Start. ASBVI holds its
summer learning program for youth under age 14 at the same time that DSB has Jump Start for high
school students, so the two agencies share cafeteria staff, infirmary nurses, and security guards,
and at least one ASBVI staff member is assigned to assist during Jump Start. DSB houses the
students at ASBVI during the week (students go home on weekends). The three–week program is
designed to expose Jump Start students to the world of work and assist them in transitioning from
high school to employment or post–secondary education. Students are placed in part–time jobs
appropriate for their skills, abilities, and interests. They go to work in the mornings and in the
afternoons and evenings participate in educational and recreational activities.
Students learn independent living and job readiness skills; computer technology; and, if needed,
orientation and mobility skills. Jump Start increases the students’ confidence, social skills, and self–
esteem. It also strengthens DSB’s relationship with ASBVI.
Responsibilities
DSB is both a DSU and a DSA. DSB is also a division within the Department of Human Services.
DSB has an RSA–approved agreement with the Department of Education/Special Education, which
provides information on financial responsibilities, the lead agency, and qualified personnel.
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Outreach Procedures
DSB continues to follow directives to improve communication with schools. Field Services Directive
08–06 was developed for contacting schools and distributing information at least semi–annually. Per
the directive, each DSB regional office maintains a contact list for all secondary schools in its service
area and sends letters and information to contacts on the list. In 2011 an email option was added.
This process gives schools a pathway for increased communications with DSB.
2. INFORMATION ON THE FORMAL INTERAGENCY AGREEMENT WITH THE STATE
EDUCATIONAL AGENCY WITH RESPECT TO:
A. CONSULTATION AND TECHNICAL ASSISTANCE TO ASSIST EDUCATIONAL AGENCIES
IN PLANNING FOR THE TRANSITION OF STUDENTS WITH
DISABILITIES FROM SCHOOL TO POST-SCHOOL ACTIVITIES, INCLUDING VR SERVICES;
DSB is working cooperatively with the Educational Services for the Visually Impaired, Department of
Education, Special Education Teachers for the Visually Impaired, and local education areas to
identify the technology needs, independent living needs, and educational training needs of identified
students beginning at age 14 in the school system and through IPE meetings and planning meetings
for those meeting the 504 regulations. Monthly meetings are held with our transition counselors and
the school consultants to determine goals and objectives for students. Quarterly visits to schools are
conducted to provide labor market information, university application and scholarship information,
and technical school opportunities available within the key labor market sectors of the State. An
updated agreement with the Arkansas Department of Education, Special Education, regarding
transition services to students who are blind or severely visually impaired, including Arkansas School
for the Blind and Visually Impaired (ASBVI) is being developed to address the Section 113 Pre-
employment transition activities that are authorized under WIOA and the requirements of Section
511.The proposed MOU is being created in conjunction with the Arkansas Rehabilitation Service
Agency. The agreement is set to be in place by the summer of 2016. It is in the final draft stage. The
interagency agreement will outline the roles and responsibilities, financial responsibility,
determination of lead agency, and qualified personnel. DSB is reaching out to each Local Education
Area Supervisor in the school districts across the State and each high school across the State to
give presentations/information on services available under pre-employment transition services. DSB
has seven designated pre-employment transition services counselors that provide information to
eligible and potentially eligible students with visual impairments both in large print and electronically
through the school system.
Pre-Employment Transition Services (PETS)
New federal mandates require that DSB, in collaboration with local educational agencies, offer to
transition age high school students with disabilities (ages14-21) Pre-Employment Transition Services
(PETS) using 15% of our federal allocation on an annual basis.
PETS services include:
Job exploration counseling
Work-based learning experiences, (which may include in-school or after school opportunities,
experience outside the traditional school setting including internships, that are provided in an
integrated environment)
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Counseling on opportunities in comprehensive transition or enrollment in postsecondary educational
programs,
Workplace readiness training to develop social skills and independent living,
Instruction in self-advocacy/peer mentoring.
In order to reach these goals DSB is ensuring our transition counselors have a strong relationship
with the local school districts and the local Work Force Development Boards. Summer work
experiences, work place readiness training to develop social skills and independent living, and other
work based learning experiences have been implemented and will continue to expand as the
population of high school students we serve increases.
DSB will begin working with students as early as age 14. Pre-employment transition services as
described above will be arranged as soon as possible, but the time shall not exceed 90 days after
the enrollment. DSB, in collaboration the local education agency, will provide services to assist the
student in developing and successfully achieving their Individual Plan for Employment (IPE) goal.
On a statewide basis, DSB has designated high school transition staff to provide leadership,
information and referral, advocacy, technical assistance, and to promote collaboration among
consumers, parents, adult service providers, and other service agencies. DSB will continue to have
counselors assigned to each school district and high school. It is the role of the assigned liaison
counselors to provide outreach, technical assistance, information and referral to the secondary
education officials in their assigned schools and districts as well as to assure the provision of direct
services to eligible youth.
Transition in Regards to Section 511
Section 511 of WIOA intends that individuals with disabilities, especially youth with disabilities, must
be afforded a full opportunity to prepare for, obtain, maintain, advance in, or re-enter competitive
integrated employment. The Division of Services for the Blind, Division of Developmental Disabilities,
the Division of Medical Services, Arkansas Rehabilitation Services, Division of Behavioral Health
Services and the Arkansas Department of Education are working together to identify students that
are blind and visually impaired that have been provided services in a sub-minimum wage setting. We
are collaborating on plans to expand services to mutual consumers that includes a systematic
approach to better identifying consumers who could benefit from supported employment services (in
an integrated setting, achieving at least the minimum wage) and are not receiving them at this time.
A new Memorandum of Agreement is being developed through the team effort known as Vision
Quest, which is an extension of Governor Asa Hutchinson’s Employment First Taskforce. Vision
Quest includes the following agencies: the Division of Services for the Blind, Division of
Developmental Disabilities, the Division of Medical Services, Arkansas Rehabilitation Services,
Division of Behavioral Health Services and the Arkansas Department of Education. The proposal
includes provisions for use of joint agency resources to ensure quality service delivery and long term
supports for supported employment. With the cooperation of the partner agencies DSB will contact
blind and visually impaired individuals every 6 months who are in sub-minimum wage situations to
provide career counseling and information and referral services, designed to promote opportunities
for competitive integrated employment.
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B. TRANSITION PLANNING BY PERSONNEL OF THE DESIGNATED STATE AGENCY AND
EDUCATIONAL AGENCY THAT FACILITATES THE DEVELOPMENT AND
IMPLEMENTATION OF THEIR INDIVIDUALIZED EDUCATION PROGRAMS;
DSB counselors assist participants in developing Individual Plans for Employment (IPE’s) at age 14.
The IPE is developed no later than 90 days after eligibility is determined. DSB works to develop IPEs
at age 14 and every year until the student transitions out of high school. Secondary schools invite
DSB to Individualized Education Plan (IEP) meetings to be part of the planning team to assist
education agencies in preparing students who are blind or severely visually impaired for transition
from school to post–school activities, such as employment, training, supported employment, and
other VR services. DSB conducts independent living, technology and vocational assessments after
the determination of eligibility in order to address planning needs. This information is shared with the
education staff in determining career goals and objectives. DSB will provide accommodations
according to the IPE that are not the responsibility of the LEA pursuant to FAPE regulations. Peer
support and mentoring is arranged for the duration of transition services. The IEP and the IPE
outline the roles and responsibilities of DSB, the student, the school, and any other
agency/organization involved in providing transition services.
Pre-Employment Transition Services (PETS)
DSB is working cooperatively with the Educational Services for the Visually Impaired, Department of
Education, Special Education Teachers for the Visually Impaired, and local education areas to
coordinate Pre-Employment Transition Services. New federal mandates require that DSB, in
collaboration with local educational agencies, offer to transition age high school students with
disabilities (ages14-21) Pre-Employment Transition Services (PETS) using 15% of our federal
allocation on an annual basis.
PETS services include:
Job exploration counseling, Work-based learning experiences, (which may include in-school or after
school opportunities, experience outside the traditional school setting including internships, that are
provided in an integrated environment), Counseling on opportunities in comprehensive transition or
enrollment in postsecondary educational programs, Workplace readiness training to develop social
skills and independent living, Instruction in self-advocacy/peer mentoring.
In order to reach these goals DSB is ensuring our transition counselors have a strong relationship
with the local school districts and the local Work Force Development Boards. Summer work
experiences, work place readiness training to develop social skills and independent living, and other
work based learning experiences have been implemented and will continue to expand as the
population of high school students we serve increases.
Pre-employment transition services as described above will be arranged throughout the school year
and in the summer. Planning and implementation will begin as soon as possible, the time shall not
exceed 90 days after the enrollment. On a statewide basis, DSB has designated high school
transition staff to provide leadership, information and referral, advocacy, technical assistance, and to
promote collaboration among consumers, parents, adult service providers, and other service
agencies. DSB will continue to have counselors assigned to each school district and high school. It
is the role of the assigned counselors to provide outreach, technical assistance, information and
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referral to the secondary education officials in their assigned schools and districts as well as to
assure the provision of direct services to eligible youth.
Transition in Regards to Section 511
Section 511 of WIOA intends that individuals with disabilities, especially youth with disabilities, must
be afforded a full opportunity to prepare for, obtain, maintain, advance in, or reenter competitive
integrated employment.
The Division of Services for the Blind, Division of Developmental Disabilities, the Division of Medical
Services, Arkansas Rehabilitation Services, Division of Behavioral Health Services and the
Arkansas Department of Education are working together to identify students that are blind and
visually impaired that have been provided services in a sub-minimum wage setting. We are
collaborating on plans to expand services to mutual consumers that includes a systematic approach
to better identifying consumers who could benefit from supported employment services (in an
integrated setting, achieving at least the minimum wage) and are not receiving them at this time. A
new Memorandum of Agreement is being developed through the team effort known as Vision
Quest, which is an extension of Governor Asa Hutchinson’s Employment First Taskforce. Vision
Quest includes the following agencies: the Division of Services for the Blind, Division of
Developmental Disabilities, the Division of Medical Services, Arkansas Rehabilitation Services,
Division of Behavioral Health Services and the Arkansas Department of Education. The proposal
includes provisions for use of joint agency resources to ensure quality service delivery and long
term supports for supported employment. With the cooperation of the partner agencies DSB will
contact blind and visually impaired individuals every 6 months who are in sub-minimum wage
situations to provide career counseling and information and referral services, designed to promote
opportunities for competitive integrated employment.
C. ROLES AND RESPONSIBILITIES, INCLUDING FINANCIAL RESPONSIBILITIES, OF EACH
AGENCY, INCLUDING PROVISIONS FOR DETERMINING STATE LEAD
AGENCIES AND QUALIFIED PERSONNEL RESPONSIBLE FOR TRANSITION SERVICES;
VR services delivered under WIOA do not remove, reduce, or change the school district’s
responsibility to deliver a free and appropriate public education (FAPE) for students served under
the Individuals with Disabilities Education Act. VR services supplement, but do not supplant services
delivered through the school districts.
Roles and Responsibilities
The roles and responsibilities for each partner agency as required by federal and state regulations
are as follows:
1. Local education agencies provide a Free and Appropriate Public Education for students with
visual impairment and those with low or no vision, including preparation for transition from school
to work or other postsecondary activities.
2. DSB and the Department of Education, Special Education, ESVI and Teachers for the Visually
Impaired assist with student transition from secondary school to work through postsecondary
training, education, or direct placement services necessary to achieve a successful employment
outcome. The Division of Services for the Blind and the Department of Education, Special
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Education share the financial responsibility of ensuring that the provision of pre-employment
transition services are planned and implemented within the school system.
3. The Division of Development Disabilities Services in collaboration with the Division of Services
for the Blind and the Department of Education, Special Education work to reduce the number of
sheltered workshop placements by promoting competitive employment in an integrated setting to
all low vision and blind participants. In order to promote independence and self-sufficiency, the
agency shall provide support and services, within available resources, to assist customers
enrolled in Medicaid waivers who choose to pursue gainful employment.
Financial Responsibilities
DSB and the Department of Education, Special Education, ARS, and the Division of Developmental
Disabilities Services are committed to meeting financial responsibilities as required by law.
Agency/Division heads for the organizations will periodically identify areas for improved
programmatic and financial efficiencies and develop strategies to meet financial responsibilities,
including joint appropriations requests from the state legislature and negotiations with federal
agencies. Each party is financially responsible for the services it provides under its own laws and
rules.
D. PROCEDURES FOR OUTREACH TO AND IDENTIFICATION OF STUDENTS WITH
DISABILITIES WHO NEED TRANSITION SERVICES.
For outreach and identification of students who are blind or severely visually impaired, DSB
continues to coordinate with Local Education Area (LEA) Supervisors and Regional Certified Vision
Consultants of Educational Services for the Visually Impaired (ESVI). A collaborative data base of
lists of transition students is maintained.
VR Counselors will continue to make face–to–face visits to LEA Supervisors in their territories and
will contact them at least twice a year by sending information by mail and emails. VR Counselors
and their assistants serve as agency contacts. DSB will make presentations at school assemblies,
parent–teacher organization meetings, and open houses to provide information on pre–employment
transition services and how to access these services. DSB will continue outreach efforts to private,
home, and accredited virtual schools.
DSB will continue its system of mail–outs and emails twice a year to area ESVI Consultants. In
addition to the local outreach efforts, the Transition Coordinator will reach out to ESVI at a state level
to discover any transition students that need services and should be referred to DSB. DSB will refer
participants under age 14 to ESVI and solicit referrals from ages 14 and older from ESVI to DSB.
As a charter member in the Arkansas Interagency Transition Partnership (AITP), DSB is able to
coordinate transition services and discuss related issues with AITP representatives from agencies
and organizations, including, but not limited to Arkansas Transition Services (ATS), Arkansas
Rehabilitation Services (ARS), Arkansas Transition Program (ATP), Department of Human Services
(DHS), DHS Division of Developmental Disabilities Services (DDS), DSB, parent centers, the private
sector, and public and private schools. AITP involves transition agencies and organizations at a
state level through quarterly meetings and shares information through its website. AITP will hold a
Summer Agency Connections conference in the summer of 2016 in Little Rock and sponsors bi–
annual Transition Summits. DSB sends representatives to these conferences.
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As a part of AITP at the local level, DSB reaches out to Local Education Area Supervisors in the
school districts across the State to strengthen the relationship between the Department of Special
Education and DSB. Each DSB regional office maintains a contact list for all secondary schools in its
service area and regularly sends information by mail and email to contacts on the list. As part of
AITP and the initiative to reach as many participants as possible under pre–employment transition
services, DSB is reaching out to each Local Education Area Supervisor in the school districts across
the State and each high school across the State to give presentations/information on services
available under pre–employment transition services. DSB has seven designated pre–employment
transition services counselors that do outreach to participants throughout the state.
DSB continues to follow directives to improve communication with schools. Field Services Directive
08–06 was developed for contacting schools and distributing information at least semi–annually. Per
the directive, each DSB regional office maintains a contact list for all secondary schools in its service
area and sends letters and information to contacts on the list. In 2011 an email option was added.
This process gives schools a pathway for increased communications with DSB.
Outreach for PETS and WIOA Section 511 PETS
required activities include:
• Job exploration counseling.
• Work – based learning experiences, which may include in-school or after school opportunities or
experience outside the traditional school setting (including internships) that is provided in an
integrated environment to the maximum extent possible.
• Counseling and guidance on opportunities for enrollment in comprehensive transition or
postsecondary educational programs at institutions of higher education.
• Workplace readiness training to develop social skills and independent living.
• Instruction in self-advocacy, which may include peer mentoring.
The procedures for outreach and identifying students who would benefit from these services are as
follows:
1. All transition counselors must engage with the LEA staff on a monthly basis to provide literature
in large print and digitally by electronic means to be then provided to special education teachers
throughout the state on the referral process, the core services provided under PETS, and how to
access DSB services to engage in exploration of competitive integrated employment settings.
2. All DSB transition counselor staff are to make face-to-face visits with the nursing staff, school
counselor staff, and special and regular education staff within each high school on at least a
monthly basis to offer this information and to provide further clarification and to answer questions
on the process, what the core services are under Pre-employment transition services and how to
access those services. Referrals will be taken both digitally and by paper referral process.
3. All DSB transition counselor staff along with the Statewide Field Administrator will attend monthly
meetings with ESVI and Teacher for the Blind meetings to discuss upcoming events and to
identify students currently in sub-minimum wage situations that need information and counseling
on how to access DSB services to work towards competitive integrated employment.
E. COOPERATIVE AGREEMENTS WITH PRIVATE NONPROFIT ORGANIZATIONS
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(Formerly known as Attachment 4.8(b)(3)). Describe the manner in which the designated State
agency establishes cooperative agreements with private non-profit VR service providers.
DSB develops agreements in response to: (1) state and federal laws and regulations, (2) results of
needs assessments, (3) suggestions from consumer groups, and (4) recommendations of staff and
stakeholders including those in the Workforce Services arena. DSB uses the RSA guideline template
to develop cooperative agreements.
DSB has been a long–standing partner with the Arkansas Deafblindness Project: Children and Youth
with Sensory Impairment (CAYSI), formerly known as the Deaf/Blind Consortium. DSB refers
participants to CAYSI and serves on its Advisory Committee, which provides training for parents and
professionals to foster stronger partnerships among agencies who work with this population. The
project maintains a deafblind registry and requests related information from DSB.
DSB has accepted an invitation from the Helen Keller National Center to become a member of its
National Community of Practice, formerly known as state affiliates. The group is currently composed
of 38 organizations and agencies, with more being added as responses are received from invitations
that were sent out by HKNC.
DSB operates the Arkansas Information Reading Services (AIRS), which began as a private non–
profit organization and is now part of the state agency. The organization’s founders formed Friends
of AIRS (FAIRS) to continue its support of the station. DSB leases facilities for AIRS from the
Arkansas Educational Television Network (AETN), which provides DSB with in–kind services in the
form of engineering services and other technology.
F. ARRANGEMENTS AND COOPERATIVE AGREEMENTS FOR THE PROVISION OF
SUPPORTED EMPLOYMENT SERVICES
(Formerly known as Attachment 4.8(b)(4)). Describe the designated State agency’s efforts to identify
and make arrangements, including entering into cooperative agreements, with other State agencies
and other appropriate entities in order to provide supported employment services and extended
employment services, as applicable, to individuals with the most significant disabilities, including
youth with the most significant disabilities.
DSB provides SE services through World Services for the Blind, Easter Seals, Job Connections, and
Goodwill Industries.
DSB, Arkansas Rehabilitation Services (ARS), the DHS Division of Developmental Disabilities
Services (DDS), the DHS Division of Behavioral Health Services (BHS), and the Arkansas
Department of Education (ADE), Special Education Unit (SEU), Transition Unit are partners in a
cooperative agreement outlining responsibilities and the provision of services, including supported
employment, to transition–aged participants. The agreement produced an interagency steering
committee which worked on supported employment issues. During its formulation, the steering
committee was facilitated by the EmployAbility Project, a Medicaid Infrastructure Grant (MIG)
program that was housed in the DHS Division of Aging and Adult Services.
Extended Services
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Each of the SE services providers: World Services for the Blind, Easter Seals, Job Connections, and
Goodwill Industries, will be responsible for extended services.
Supported employment is integrated competitive employment, or an individual working in an
integrated employment setting towards integrated competitive employment. This includes
customized employment. The standard post-employment extended service support service under
supported employment is 24 months.
Focus of Supported Employment on Youth: Half of the money that Arkansas receives under the
supported employment state grant will be used to support youth with the most significant blindness
and low vision needs (up to age 24), and these youth may receive extended services (i.e., ongoing
supports to maintain an individual in supported employment) for up to 4 years.
Each of the SE services providers: World Services for the Blind, Easter Seals, Job Connections, and
Goodwill Industries, will be responsible for extended services as noted above.
G. COORDINATION WITH EMPLOYERS
(Formerly known as Attachment 4.8(b)(5)). Describe how the designated State unit will work with
employers to identify competitive integrated employment and career exploration opportunities in
order to facilitate the provision of:
1. VR SERVICES; AND
DSB has designated a minimum of 26% of the workday of each counselor to be devoted to
developing internships, on–the–job training, job shadowing, and volunteer job site opportunities for
all participants. DSB counselors serve as business consultants, because they are most familiar with
the skills, training, and capabilities of their clients. This activity is done with the interest of the
participant in mind. Counselors seek out employers who have career matches that meet the interest
and abilities of the participant or it is done with the aspirations and future goals of the participant in
mind. This way more territory is covered and the counselors can match potential careers to the
individuals they directly support. DSB currently has 24 counselors performing this function.
Counselors conduct outreach to businesses and provide information and demonstrations on
accommodations and technology to employers. DSB tracks all business contacts and is working on
a common system in conjunction with all the workforce partners to have a shared platform of
business leads. DSB counselors play a significant role in sharing the business needs with other
partners and, in turn, have access to other business leads developed by workforce partners.
Additionally, DSB has reached out to larger businesses to develop job site training placements and
direct hire opportunities for DSB participants. DSB is currently working with Children’s Hospital and
Verizon Wireless on expedited interviews for candidates that meet the education and skill needs of
these companies for current vacancies. Candidates are given an opportunity to demonstrate their
knowledge and skills, and once selected on-the-job training is arranged. DSB has also arranged for
internship opportunities within state government and will continue to expand this project.
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In regards to pre-employment transition services, tours and informational interviews of large
employers like Fed-Ex, Heifer International, Walmart Distribution Centers and JB Hunt have been
arranged to expose students and youth to real world opportunities within the State.
Through local business and industry, pre-employment transition students and youth are exposed to
work experiences within a call center environment, a manufacturing environment, and computer
applications.
2. TRANSITION SERVICES, INCLUDING PRE-EMPLOYMENT TRANSITION SERVICES,
FOR STUDENTS AND YOUTH WITH DISABILITIES.
In regards to pre–employment transition services, tours and informational interviews of large
employers like Fed-Ex, Heifer International, Walmart Distribution Centers and JB Hunt have been
arranged to expose students and youth to real world opportunities within the State.
Through local business and industry, pre-employment transition students and youth are exposed to
work experiences within a call center environment, a manufacturing environment, and computer
applications.
H. INTERAGENCY COOPERATION
Describe how the designated State unit will collaborate with the State agency responsible for
administering each of the following programs to develop opportunities for competitive integrated
employment, to the greatest extent practicable:
1. THE STATE MEDICAID PLAN UNDER TITLE XIX OF THE SOCIAL SECURITY ACT;
As part of DHS, DSB enjoys close working relationships with the DHS Division of Medical Services
(DMS), which houses Medicaid; the DHS Division of Developmental Disabilities (DDS); and the DHS
Division of Behavioral Health Services (BHS). DSB has cooperative agreements outlining
responsibilities and the provision of services with the DDS and DBHS. A similar agreement is being
formulated for the provision of services to State Medicaid recipients. DSB coordinates services with
DBHS, DMS, and the University of Arkansas for Medical Sciences and sends a representative to
meetings of the Arkansas Children’s Behavioral Health Care Commission.
2. THE STATE AGENCY RESPONSIBLE FOR PROVIDING SERVICES FOR
INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES; AND
As part of DHS, DSB enjoys close working relationships with the DHS Division of Medical Services
(DMS), which houses Medicaid; the DHS Division of Developmental Disabilities (DDS); and the DHS
Division of Behavioral Health Services (BHS). DSB has cooperative agreements outlining
responsibilities and the provision of services with the DDS and DBHS. A similar agreement is being
formulated for the provision of services to State Medicaid recipients. DSB coordinates services with
DBHS, DMS, and the University of Arkansas for Medical Sciences and sends a representative to
meetings of the Arkansas Children’s Behavioral Health Care Commission. Also, DSB and the DHS
Division of Developmental Disabilities serve on the Arkansas Interagency Transition Partnership
(AITP), which coordinates transition services and discusses education–related issues.
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3. THE STATE AGENCY RESPONSIBLE FOR PROVIDING MENTAL HEALTH
SERVICES.
As part of DHS, DSB enjoys close working relationships with the DHS Division of Medical Services
(DMS), which houses Medicaid; the DHS Division of Developmental Disabilities (DDS); and the DHS
Division of Behavioral Health Services (BHS). DSB has cooperative agreements outlining
responsibilities and the provision of services with the DDS and DBHS. A similar agreement is being
formulated for the provision of services to State Medicaid recipients. DSB coordinates services with
DBHS, DMS, and the University of Arkansas for Medical Sciences and sends a representative to
meetings of the Arkansas Children’s Behavioral Health Care Commission.
I. COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT; DATA SYSTEM ON
PERSONNEL AND PERSONNEL DEVELOPMENT
(Formerly known as Attachment 4.10)). Describe the designated State agency's procedures and
activities to establish and maintain a comprehensive system of personnel development designed to
ensure an adequate supply of qualified State rehabilitation professional and paraprofessional
personnel for the designated State unit, including the following:
1. DATA SYSTEM ON PERSONNEL AND PERSONNEL DEVELOPMENT
A. QUALIFIED PERSONNEL NEEDS.
Describe the development and maintenance of a system for collecting and analyzing on an annual
basis data on qualified personnel needs with respect to:
i. The number of personnel who are employed by the State agency in the provision of VR services in
relation to the number of individuals served, broken down by personnel category;
The Arkansas Division of State Services for the Blind (DSB) supports a Comprehensive System of
Personnel Development (CSPD) as required by Section 101(a)(7) of the Rehabilitation Act
Amendments of 1992. DSB’s CSPD Plan is aimed at securing and maintaining an adequate supply
of qualified rehabilitation professionals and paraprofessionals to provide rehabilitation services to
blind and severely visually impaired individuals. DSB requires VR Counselors to be certified by the
Commission on Rehabilitation Counselor Certification (CRCC) or at minimum be qualified to be
certified and working toward certification. These state standards are consistent with national
standards requiring recognized certifications for personnel providing vocational rehabilitation
services.
Procedures for evaluating progress:
The DSB Staff Development Coordinator, Field Services Administrator, and Area Field Supervisors
monitor progress by staff to meet CSPD standards. An employee that declares retirement receives a
lower priority in attaining the CSPD standard, but is required to complete a designated course which
will increase expertise. Counselors have established timeframes (seven years from date of hire) to
meet the requirements or face reclassification and demotion or other measures. Vocational
Rehabilitation Counselors receive priority in training for CSPD requirements. The spring 2013
legislative session gave DSB the authority to pay tuition for its VR Counselors working on their
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CRCs. DSB is developing legislation to expand this opportunity to Area Field Supervisors, since they
are also required to meet certification standards.
DHS Division of Services for the Blind is dedicated to ensuring an adequate supply of qualified
professionals and support staff. DSB has a strong commitment to providing and making available
training programs especially for staff that provide direct services to participants.
Caseload Data
The 30 VR caseloads had an average caseload of 61 individuals as of October 1, 2015, with a
statewide total of 1,453 active cases and a total of 1,522 served during the preceding 12 months.
Projected Number of Replacement Staff in the Next Five Years DSB anticipates an elevated level of
retirement among its experienced staff in the next five years. It is expected that there will be a fairly
regular replacement rate for staff during the next five years.
The number of staff on hand as of the December 2015 DSB Board meeting and projected annual
number of replacements by category are as follows:
DHS Division of Services for the Blind is authorized 82 full time employees to implement the
Vocational Rehabilitation Program. DSB has 30 Certified Vocational Rehab Counselor (CRC)
positions. The Field Services section currently has 9 Certified Counselors to provide Counseling and
Guidance and 21 non-certified counselors are either seeking certification or waiting to complete the
CRC exam. 23 support staff provide administrative support for Field Services operations. The
remaining 29 employees provide administrative support for the agency or work in the Randolph
Sheppard program. DSB has 30 extra help positions authorized. 16 of those extra help positions are
reserved for Rehab Counselor Interns. The job title used for interns is Rehabilitation Instructor. Each
intern is mentored by a certified vocational rehab counselor and an immediate supervisor. The intern
serves 6 months or less to fulfill academic obligations towards a masters’ degree in Vocational
Rehab Counselling. 10 of the 30 extra help positions are reserved for the 3 week Jump Start
summer program. The job title for these positions is Residential Care Assistants. The assistants are
employed to provide 24 hour oversight to the youth ages 16-21. The remaining 4 part-time extra help
positions are used to fulfill administrative obligations for the agency as needed. DSB works
aggressively to fill vacancies promptly.
Category Over the next 5 years
Total Positions
Administrative Staff 13 -filled 1-vacancies 3-projected vacancies
Counselor Staff 30-filled 10-vacancies 2-projected vacancies
Staff Supporting Counselor Activities
9-filled 3-vacancies 0- projected vacancies
Other Staff 7-filled 2-vacancies 0- projected vacancies
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ii. The number of personnel currently needed by the State agency to provide VR services, broken
down by personnel category; and
DHS Division of Services for the Blind is dedicated to ensuring an adequate supply of qualified
professionals and support staff. DSB has a strong commitment to providing and making available
training programs especially for staff that provide direct services to participants.
Current Staffing Levels
The number of staff on hand as of the December 2015 DSB DHS Division of Services for the Blind is
authorized 82 full time employees to implement the Vocational Rehabilitation Program. DSB has 30
Certified Vocational Rehab Counselor (CRC) positions. The Field Services section currently has 9
Certified Counselors to provide Counseling and Guidance and 21 non-certified counselors are either
seeking certification or waiting to complete the CRC exam. There are 23 support staff that provide
administrative support for Field Services operations. The remaining 29 employees provide
administrative support for the agency or work in the Randolph Sheppard program. DSB has 30 extra
help positions authorized with 16 of those extra help positions reserved for Rehab Counselor Interns.
The job title used for interns is Rehabilitation Instructor. Each intern is mentored by a certified
vocational rehab counselor and an immediate supervisor. The intern serves 6 months or less to fulfill
academic obligations towards a masters’ degree in Vocational Rehab Counseling. Additionally, 10
of the 30 extra help positions are reserved for the 3 week Jump Start summer program. The job titles
for these positions are Residential Care Assistants. The assistants are employed to provide 24 hour
oversight to the youth ages 16-21. The remaining 4 part-time extra help positions are used to fulfill
administrative obligations for the agency as needed. DSB works aggressively to fill vacancies
promptly. Average caseload size was 61. 1,453 active cases and a total of 1,522 served during the
preceding 12 months.
iii. Projections of the number of personnel, broken down by personnel category, who will be
needed by the State agency to provide VR services in 5 years based on projections of the number of
individuals to be served, including individuals with significant disabilities, the number of personnel
expected to retire or leave the field, and other relevant factors.
Projected Number of Replacement Staff in the Next Five Years DSB anticipates an elevated level of
retirement among its experienced staff in the next five years. It is expected that there will be a fairly
regular replacement rate for staff during the next five years.
The 30 VR caseloads had an average caseload of 88 individuals as of October 1, 2015, with a
statewide total of Average caseload size was 61, 1,453 active cases and a total of 1,522 served
during the preceding 12 months.
Projected Number of Replacement Staff in the Next Five Years DSB anticipates an elevated level of
retirement among its experienced staff in the next five years. It is expected that there will be a fairly
regular replacement rate for staff during the next five years.
The number of staff on hand as of the December 2015 DSB Board meeting and projected annual
number of replacements by category are as follows:
DHS Division of Services for the Blind is authorized 82 full time employees to implement the
Vocational Rehabilitation Program. DSB has 30 Certified Vocational Rehab Counselor (CRC)
positions. The Field Services section currently has 9 Certified Counselors to provide Counseling
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and Guidance and 21 non-certified counselors are either seeking certification or waiting to complete
the CRC exam. 23 support staff provides administrative support for Field Services operations. The
remaining 29 employees provide administrative support for the agency or work in the Randolph
Sheppard program. DSB has 30 extra help positions authorized with 16 of those extra help
positions reserved for Rehab Counselor Interns. The job title used for interns is Rehabilitation
Instructor. Each intern is mentored by a certified vocational rehab counselor and an immediate
supervisor. The intern serves 6 months or less to fulfill academic obligations towards a masters’
degree in Vocational Rehab Counseling. Additionally, 10 of the 30 extra help positions are reserved
for the 3 week Jump Start summer program. The job titles for these positions are Residential Care
Assistants. The assistants are employed to provide 24 hour oversight to the youth ages 16-21. The
remaining 4 part-time extra help positions are used to fulfill administrative obligations for the agency
as needed. DSB works aggressively to fill vacancies promptly.
Category Over the next 5 years
Total Positions
Administrative Staff 13 -filled 1-vacancies 3-projected vacancies
Counselor Staff 30-filled 10-vacancies 2-projected vacancies
Staff Supporting Counselor Activities
9-filled 3-vacancies 0- projected vacancies
Other Staff 7-filled 2-vacancies 0- projected vacancies
B. PERSONNEL DEVELOPMENT
Describe the development and maintenance of a system for collecting and analyzing on an annual
basis data on personnel development with respect to:
i. A list of the institutions of higher education in the State that are preparing VR professionals, by
type of program;
The Staff Development Coordinator maintains contact with the institutions of higher education and
gathers data. The Coordinator reports this data to the Field Services Administrator and the Assistant
Director. Below is the most recent information available from the institutions of higher education that
have programs preparing vocational rehabilitation professionals.
The University of Arkansas at Little Rock (UALR) offers a Masters in Rehabilitation Counseling
Education (RCE), with an Emphasis in Rehabilitation Counseling. The Masters in Rehabilitation
Teaching (MRT) program has been dissolved, but the Orientation and Mobility (O&M) program will
continue. Both the RCE and O&M programs are housed in the Counseling, Adult and Rehabilitation
Education (CARE) degree Masters of Arts. The RCE program at UALR has 135 students enrolled.
Of these students there are 52 full-time, 83 part-time, 30 who are minorities, and 47 with disabilities.
Of the 39 students who graduated in 2013, 15 are employed in state vocational rehabilitation; 10 are
in non-profit rehabilitation; three are employed at the U.S. Department of Veterans Affairs Vocational
Rehabilitation and Employment program; one is employed in a federal agency working with veterans
counseling; two are in a private for-profit rehab setting; four are employed in for-profit or non-profit
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agencies providing mental health services; and four are employed in substance abuse treatment
programs.
The O&M program has a total of 63 students, all enrolled part–time. Of these, five are minorities, 54
are female, nine are male, and five are students with disabilities. Of the eight students who
graduated this year, seven are employed by state or private rehabilitation agencies and six of those
are employed out of state.
The University of Arkansas at Fayetteville (U of A) offers a Masters in Rehabilitation Counseling
through the Rehabilitation Education and Research Program housed in the Department of
Rehabilitation, Human Resources and Communication Disorders. Of the 36 students enrolled, there
are 32 full-time students, four part-time students, 11 students that are minorities, 13 males, 26
females, and 19 students with disabilities. Of the 17 graduates, nine are employed in vocational
rehabilitation for state and federal agencies, primarily the Veterans Administration; five are employed
in private not-for-profits; one is employed in private for-profit rehabilitation; and two are pursuing
doctoral degrees.
Arkansas State University (ASU) at Jonesboro offers a Masters Rehabilitation Counseling program,
which is housed in the Psychology and Counseling Department. Of the 17 students enrolled, there
were 13 full-time, including three with disabilities and four who are minorities and there were four
part-time students, including one with a disability and two who are minorities. In 2013, there were six
graduates. Of these, 50% (three) are working in community counseling agencies, one has been
accepted into a doctoral program to pursue a PhD in Rehabilitation, one is taking some time off to
spend with family, and one is currently looking for work.
DSB has had students enrolled online at the University of North Texas (UNT) through a
Comprehensive System of Personnel Development (CSPD) grant that UNT received in 2009 with
the agreement that it would fund a limited number of VR Counselors outside of Texas. DSB does not
currently have any counselors enrolled in the UNT program.
University of Arkansas at Pine Bluff (UAPB) and Arkansas Tech University (ATU) at Russellville do
not offer Master’s degree programs in Rehabilitation Services, but do offer Bachelor degree
programs in Rehabilitation Science.
ii. The number of students enrolled at each of those institutions, broken down by type of program;
and
Below is the most recent information available from the institutions of higher education that have
programs preparing vocational rehabilitation professionals:
The University of Arkansas at Little Rock (UALR) offers a Masters in Rehabilitation Counseling
Education (RCE) with an Emphasis in Rehabilitation Counseling. The Masters in Rehabilitation
Teaching (MRT) program has been dissolved, but the Orientation and Mobility (O&M) program will
continue. Both the RCE and O&M programs are housed in the Counseling, Adult and Rehabilitation
Education (CARE) degree Masters of Arts. The RCE program at UALR has 135 students enrolled.
Of these students there are 52 full-time, 83 part-time, 30 who are minorities, and 47 with disabilities.
Of the 39 students who graduated in 2013, 15 are employed in state vocational rehabilitation; 10 are
in non-profit rehabilitation; three are employed at the U.S. Department of Veterans Affairs Vocational
Rehabilitation and Employment program; one is employed in a federal agency working with veterans
counseling; two are in a private for-profit rehab setting; four are employed in for-profit or non-profit
265 | Page
agencies providing mental health services; and four are employed in substance abuse treatment
programs.
The O&M program has a total of 63 students, all enrolled part–time. Of these, five are minorities, 54
are female, nine are male, and five are students with disabilities. Of the eight students who
graduated this year, seven are employed by state or private rehabilitation agencies and six of those
are employed out of state.
The University of Arkansas at Fayetteville (U of A) offers a Masters in Rehabilitation Counseling
through the Rehabilitation Education and Research Program housed in the Department of
Rehabilitation, Human Resources and Communication Disorders. Of the 36 students enrolled, there
are 32 full-time students, four part-time students, 11 students that are minorities, 13 males, 26
females, and 19 students with disabilities. Of the 17 graduates, nine are employed in vocational
rehabilitation for state and federal agencies, primarily the Veterans Administration; five are employed
in private not-for-profits; one is employed in private for-profit rehabilitation; and two are pursuing
doctoral degrees.
Arkansas State University (ASU) at Jonesboro offers a Masters Rehabilitation Counseling program,
which is housed in the Psychology and Counseling Department. Of the 17students enrolled, there
were 13 full-time, including three with disabilities and four who are minorities, and there were four
part–time students, including one with a disability and two who are minorities. In 2013, there were six
graduates. Of these, 50% (three) are working in community counseling agencies, one has been
accepted into a doctoral program to pursue a PhD in Rehabilitation, one is taking some time off to
spend with family, and one is currently looking for work.
DSB has had students enrolled online at the University of North Texas (UNT) through a
Comprehensive System of Personnel Development (CSPD) grant that UNT received in 2009 with
the agreement that it would fund a limited number of VR Counselors outside of Texas. DSB does not
currently have any counselors enrolled in the UNT program.
University of Arkansas at Pine Bluff (UAPB) and Arkansas Tech University (ATU) at Russellville do
not offer Master’s degree programs in Rehabilitation Services, but do offer Bachelor degree
programs in Rehabilitation Science.
iii. The number of students who graduated during the prior year from each of those institutions with
certification or licensure, or with the credentials for certification or licensure, broken down by the
personnel category for which they have received, or have the credentials to receive, certification or
licensure.
Below is the most recent information available from the institutions of higher education that have
programs preparing vocational rehabilitation professionals.
The University of Arkansas at Little Rock (UALR) offers a Masters in Rehabilitation Counseling
Education (RCE) with an Emphasis in Rehabilitation Counseling. The Masters in Rehabilitation
Teaching (MRT) program has been dissolved, but the Orientation and Mobility (O&M) program will
continue. Both the RCE and O&M programs are housed in the Counseling, Adult and Rehabilitation
Education (CARE) degree Masters of Arts. The RCE program at UALR has 135 students enrolled.
Of these students there are 52 full-time, 83 part-time, 30 who are minorities, and 47 with disabilities.
Of the 39 students who graduated in 2013, 15 are employed in state vocational rehabilitation; 10 are
in non– profit rehabilitation; three are employed at the U.S. Department of Veterans Affairs
Vocational Rehabilitation and Employment program; one is employed in a federal agency working
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with veterans counseling; two are in a private for-profit rehab setting; four are employed in for-profit
or non-profit agencies providing mental health services; and four are employed in substance abuse
treatment programs.
The O&M program has a total of 63 students, all enrolled part–time. Of these, five are minorities, 54
are female, nine are male, and five are students with disabilities. Of the eight students who
graduated this year, seven are employed by state or private rehabilitation agencies and six of those
are employed out of state.
The University of Arkansas at Fayetteville (U of A) offers a Masters in Rehabilitation Counseling
through the Rehabilitation Education and Research Program housed in the Department of
Rehabilitation, Human Resources and Communication Disorders. Of the 36 students enrolled, there
are 32 full–time students, four part-time students, 11 students that are minorities, 13 males, 26
females, and 19 students with disabilities. Of the 17 graduates, nine are employed in vocational
rehabilitation for state and federal agencies, primarily the Veterans Administration; five are employed
in private not-for-profits; one is employed in private for-profit rehabilitation; and two are pursuing
doctoral degrees.
Arkansas State University (ASU) at Jonesboro offers a Masters Rehabilitation Counseling program,
which is housed in the Psychology and Counseling Department. Of the 17students enrolled, there
were 13 full-time, including three with disabilities and four who are minorities, and there were four
part-time students, including one with a disability and two who are minorities. In 2013, there were six
graduates. Of these, 50% (three) are working in community counseling agencies, one has been
accepted into a doctoral program to pursue a PhD in Rehabilitation, one is taking some time off to
spend with family, and one is currently looking for work.
DSB has had students enrolled online at the University of North Texas (UNT) through a
Comprehensive System of Personnel Development (CSPD) grant that UNT received in 2009 with
the agreement that it would fund a limited number of VR Counselors outside of Texas. DSB does not
currently have any counselors enrolled in the UNT program.
University of Arkansas at Pine Bluff (UAPB) and Arkansas Tech University (ATU) at Russellville do
not offer Master’s degree programs in Rehabilitation Services, but do offer Bachelor degree
programs in Rehabilitation Science.
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2. PLAN FOR RECRUITMENT, PREPARATION AND RETENTION OF QUALIFIED
PERSONNEL
Describe the development and implementation of a plan to address the current and projected needs
for qualified personnel including, the coordination and facilitation of efforts between the designated
State unit and institutions of higher education and professional associations to recruit, prepare, and
retain personnel who are qualified, including personnel from minority backgrounds and personnel
who are individuals with disabilities.
DSB has cooperative agreements with each of the 33 colleges/universities in Arkansas in order to
promote the coordination and facilitation of efforts between the designated state unit and institutions
of higher education.
To address current needs for qualified personnel, the DHS personnel office posts DSB vacancies on
the DHS website, the state employment website arstatejobs.com, the DHS Intranet site, the
statewide newspaper, Workforce Services offices, other state agencies, and college and university
recruitment bulletins. It also sends job notices to the Arkansas American Council of the Blind and the
National Federation of the Blind for distribution. Recruitment efforts are ongoing to the 15 fully
accredited graduate programs within TACE Region VI, including Arkansas colleges and universities
in the region and those with a historically predominate minority enrollment. Universities in Arkansas
with Rehabilitation Counseling Programs include:
Institution: University of Arkansas at Little Rock (UALR) Location: Little Rock Programs: Masters in
Rehabilitation Counseling Education (RCE) with Emphasis in Rehabilitation Counseling
Institution: University of Arkansas at Fayetteville (U of A) Location: Fayetteville Programs: Masters in
Rehabilitation Counseling and doctoral degrees in Rehabilitation and in Counseling Education
Institution: Arkansas State University (ASU) Location: Jonesboro Programs: Masters in
Rehabilitation Counseling
Institution: University of Arkansas at Pine Bluff (UAPB) Location: Pine Bluff Programs: Bachelor
degree in Rehabilitation Science
Institution: Arkansas Tech University (ATU) Location: Russellville Programs: Bachelor degree in
Rehabilitation Science
3. PERSONNEL STANDARDS
Describe the State agency's policies and procedures for the establishment and maintenance of
personnel standards consistent with section 101(a)(7)(B) and 34 CFR 361.18(c) to ensure that
designated State unit professional and paraprofessional personnel are adequately trained and
prepared, including:
A. STANDARDS THAT ARE CONSISTENT WITH ANY NATIONAL OR STATEAPPROVED OR -
RECOGNIZED CERTIFICATION, LICENSING, REGISTRATION, OR OTHER COMPARABLE
REQUIREMENTS THAT APPLY TO THE PROFESSION OR DISCIPLINE IN WHICH SUCH
PERSONNEL ARE PROVIDING VR SERVICES; AND
B.
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The Arkansas Office of Personnel Management (OPM) continues to recommend the minimum
qualifications, job descriptions and salary rates for specific classifications, based upon labor market
surveys, which are then reviewed and approved by the legislature. The spring 2013 legislative
session gave DSB the authority to pay tuition for its VR Counselors working on their CRCs. DSB is
exploring ways to assist Area Field Supervisors with the costs of tuition to meet CSPD standards.
Internships are available to students in the rehabilitation programs across the state. In FY 2015, DSB
had seven interns to include 5 females and two males. One minority female from the Masters in
Rehabilitation Counseling program from Arkansas State University has been hired full-time.
DSB recruits, and, to the degree possible, hires counselors with a Master’s Degree in Rehabilitation
Counseling or other closely related degree. DSB implements individual education plans for existing
personnel to be retrained to meet certification standards for Certified Rehabilitation Counselor (CRC)
and Licensed Professional Counselor (LPC). Counselors have seven years to meet CSPD
requirements from date of hire.
As of the December 2015 DSB Board meeting, the CSPD status was:
• 1 Program Administrator with CRC • 6 VR Counselors with CRC • 3 VR Counselor anticipating
taking CRC exam March 2016 • 0 VR Counselors with LPC • 2 currently enrolled in CRC Master’s
level program • 20 pending enrollment in a CRC Master’s level program • 4 Supervisors with CRC;
CRC Senior Counselors mentor new counselors to comply with RSA’s prior approval standards
regarding eligibility determination, approval of IPE’s, and closure determinations.
C. THE ESTABLISHMENT AND MAINTENANCE OF EDUCATION AND EXPERIENCE
REQUIREMENTS, IN ACCORDANCE WITH SECTION 101(A)(7)(B)(II) OF THE
REHABILITATION ACT, TO ENSURE THAT THE PERSONNEL HAVE A 21ST CENTURY
UNDERSTANDING OF THE EVOLVING LABOR FORCE AND THE NEEDS OF INDIVIDUALS
WITH DISABILITIES.
The Arkansas Office of Personnel Management (OPM) continues to recommend the minimum
qualifications, job descriptions and salary rates for specific classifications, based upon labor market
surveys, which are then reviewed and approved by the legislature. The spring 2013 legislative
session gave DSB the authority to pay tuition for its VR Counselors working on their CRCs. DSB is
exploring ways to assist Area Field Supervisors with the costs of tuition to meet CSPD standards.
Internships are available to students in the rehabilitation programs across the state. In FY 2015, DSB
had seven interns to include 5 females and two males. One minority female from the Masters in
Rehabilitation Counseling program from Arkansas State University has been hired full–time.
DSB recruits, and, to the degree possible, hires counselors with a Master’s Degree in Rehabilitation
Counseling or other closely related degree. DSB implements individual education plans for existing
personnel to be retrained to meet certification standards for Certified Rehabilitation Counselor (CRC)
and Licensed Professional Counselor (LPC). Counselors have seven years to meet CSPD
requirements from date of hire.
As of the December 2015 DSB Board meeting, the CSPD status was:
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• 1 Program Administrator with CRC • 6 VR Counselors with CRC • 3 VR Counselor anticipating
taking CRC exam March 2016 • 0 VR Counselors with LPC • 2 currently enrolled in CRC Master’s
level program • 20 pending enrollment in a CRC Master’s level program • 4 Supervisors with CRC;
CRC Senior Counselors mentor new counselors to comply with RSA’s prior approval standards
regarding eligibility determination, approval of IPE’s, and closure determinations.
4. STAFF DEVELOPMENT.
Describe the State agency's policies, procedures, and activities to ensure that, consistent with
Section 101(a)(7)(C) of the Rehabilitation Act, all personnel employed by the designated State unit
receive appropriate and adequate training in terms of:
A. SYSTEM OF STAFF DEVELOPMENT
A system of staff development for professionals and paraprofessionals within the designated State
unit, particularly with respect to assessment, vocational counseling, job placement, and rehabilitation
technology, including training implemented in coordination with entities carrying out State programs
under section 4 of the Assistive Technology Act of 1998; and
DSB staff must possess specific knowledge concerning the problems of blindness and be allowed
the opportunity for career development as related to the delivery of vocational rehabilitation services.
DSB actively assesses the training needs of its employees and solicits their input regarding training
needs. DSB surveys staff annually to determine the training or resources they require to perform
their duties more efficiently and effectively. DSB also uses a state–approved personnel performance
evaluation document to review an employee’s performance and to identify individual training needs.
Leadership development and capacity–building opportunities are offered through a wide variety of
methods:
• The Technical Assistance and Continuing Education (TACE) Center periodically surveys
rehabilitation staff regarding training needs and develops courses and conferences based on the
results or on requests by DSB and other agencies. In the last fiscal year, TACE offered face–to–
face trainings and teleconferences on topics including: Writing and Marketing Your Business
Plan; All Paths Lead to Adult Life: Important Partnerships and Components of Quality Transition
Planning for Students with Intellectual Disabilities Sessions 1 and 2; Making Ethical Decisions in
the Vocational Rehabilitation Process; Psychological Evaluations: Not Just for Eligibility; Using
the DSM–5 Assessment Tools and International Classification of Functioning, Disability and
Health (ICF) As Training Tools for Rehabilitation Counselors; Therapeutic Interventions with
Aggressive Clients; Evaluating Vocational Communication Skills of Persons Who are Deaf or
Hard of Hearing; Multiculturalism and Disabilities; Using the Updated CRC Code of Ethics to
Make Ethical Decisions in Everyday Tasks; Putting Together Your Business’s Winning Team;
Transition to Success for Individuals with Autism; Using Social Media to Plan Careers and Find
Employment; Working with Multiple Chemical Sensitivities (MCS); Resources: You Got ’Em, Now
Use ’Em; Job Success with Young Adults Diagnosed with DSM 5 Neurodevelopmental
Disorders; The Use of Interest Inventories and Other Techniques with People Who are Deaf and
Hard of Hearing; Changing Nature of Disability in the 21st Century; The Medical and
Psychosocial Aspects of Multiple Sclerosis Parts 1 and 2; Rehabilitation of Persons with Bipolar
Disorders; Rehabilitation of Persons with Depressive Disorders; Flipping the Script: Viewing Our
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Work Through a Social Model Lens; Working With Justice–Involved VR Clients; Using
Qualitative Tools in Career Counseling; and Backs in a Flash.
• The Oklahoma and Texas Departments of Rehabilitation Services again gave DSB staff four
spots in their leadership training program Wicked Innovation: Next Generation Solutions
(WINGS), which was developed in conjunction with TACE.
• The Association of People Supporting EmploymentFirst (APSE) provides opportunities for
training DSB Vocational Rehabilitation Counselors to take the Certified Employment Support
Professional (CESP) exam. Although DSB is eligible, no slots will be used this year due to the
distance of exam locations. When the exam was being given in Louisiana in FY 2013, four DSB
staff took the exam, with three passing and becoming CESP’s. This certification falls in line with
DSB’s training plan.
• In-house training is provided through DSB’s Database Administrator, Field Administrator, and
other experienced, credentialed professional staff; the DHS Organizational Development and
Training Unit; DSB’s annual Statewide meeting; the annual Field Services meeting; periodic
training meetings; and one-on-one training which is made available to all staff depending upon
the need. Information is distributed at Director’s meetings, Supervisors’ meetings, emails, the
agency website, and DHS SharePoint. Training is also purchased from outside sources.
• Staff are encouraged to participate in professional, service, and consumer organizations, such
as the National Rehabilitation Association, Lions Clubs, the National Federation of the Blind, the
American Council of the Blind, and the Arkansas Association for the Education and
Rehabilitation of the Blind and Visually Impaired (AER), and opportunities are available to attend
organizations’ state and national conferences.
Retention of qualified personnel is addressed through CEU credit for staff training, as well as
opportunities for expanding skills and knowledge in a variety of areas.
B. ACQUISITION AND DISSEMINATION OF SIGNIFICANT KNOWLEDGE
Procedures for the acquisition and dissemination of significant knowledge from research and other
sources to designated State unit professionals and paraprofessionals.
DSB staff must possess specific knowledge concerning the problems of blindness and be allowed
the opportunity for career development as related to the delivery of vocational rehabilitation services.
DSB actively assesses the training needs of its employees and solicits their input regarding training
needs. DSB surveys staff annually to determine the training or resources they require to perform
their duties more efficiently and effectively. DSB also uses a state–approved personnel performance
evaluation document to review an employee’s performance and to identify individual training needs.
Leadership development and capacity–building opportunities are offered through a wide variety of
methods: • When it was operating Technical Assistance and Continuing Education (TACE) Center
periodically surveyed rehabilitation staff regarding training needs and developed courses and
conferences based on the results or on requests by DSB and other agencies. From 2011 through
the 1st quarter of 2014, TACE offered face–to–face trainings and teleconferences on topics
including: Writing and Marketing Your Business Plan; All Paths Lead to Adult Life: Important
Partnerships and Components of Quality Transition Planning for Students with Intellectual
Disabilities Sessions 1 and 2; Making Ethical Decisions in the Vocational Rehabilitation Process;
Psychological Evaluations: Not Just for Eligibility; Using the DSM–5 Assessment Tools and
International Classification of Functioning, Disability and Health (ICF) As Training Tools for
Rehabilitation Counselors; Therapeutic Interventions with Aggressive Clients; Evaluating Vocational
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Communication Skills of Persons Who are Deaf or Hard of Hearing; Multiculturalism and Disabilities;
Using the Updated CRC Code of Ethics to Make Ethical Decisions in Everyday Tasks; Putting
Together Your Business’s Winning Team; Transition to Success for Individuals with Autism; Using
Social Media to Plan Careers and Find Employment; Working with Multiple Chemical Sensitivities
(MCS); Resources: You Got ’Em, Now Use ’Em; Job Success with Young Adults Diagnosed with
DSM 5 Neurodevelopmental Disorders; The Use of Interest Inventories and Other Techniques with
People Who are Deaf and Hard of Hearing; Changing Nature of Disability in the 21st Century; The
Medical and Psychosocial Aspects of Multiple Sclerosis Parts 1 and 2; Rehabilitation of Persons with
Bipolar Disorders; Rehabilitation of Persons with Depressive Disorders; Flipping the Script: Viewing
Our Work Through a Social Model Lens; Working With Justice–Involved VR Clients; Using
Qualitative Tools in Career Counseling; and Backs in a Flash. As we move forward with WIOA and
the emerging new Technical Assistance Centers, DSB is working with the WINTAC towards Job
Driven practices/best practices, best practices in pre-employment transition services, addressing
section 511 subminimum wage requirements, and performance accountability. DSB in combination
with Arkansas General is working with the Transition TAC of the University of North Carolina to
improve and strengthen the transition program.
• The Association of People Supporting EmploymentFirst (APSE) provides opportunities for
training DSB Vocational Rehabilitation Counselors to take the Certified Employment Support
Professional (CESP) exam. Although DSB is eligible, no slots will be used this year due to the
distance of exam locations. When the exam was being given in Louisiana in FY 2013, four DSB
staff took the exam, with three passing and becoming CESP’s. This certification falls in line with
DSB’s training plan.
• In-house training is provided through DSB’s Database Administrator, Field Administrator, and
other experienced, credentialed professional staff; the DHS Organizational Development and
Training Unit; DSB’s annual Statewide meeting; the annual Field Services meeting; periodic
training meetings; and one-on-one training which is made available to all staff depending upon
the need. Information is distributed at Director’s meetings, Supervisors’ meetings, emails, the
agency website, and DHS SharePoint. Training is also purchased from outside sources.
• Staff are encouraged to participate in professional, service, and consumer organizations, such
as the National Rehabilitation Association, Lions Clubs, the National Federation of the Blind, the
American Council of the Blind, and the Arkansas Association for the Education and
Rehabilitation of the Blind and Visually Impaired (AER), and opportunities are available to attend
organizations’ state and national conferences.
Retention of qualified personnel is addressed through CEU credit for staff training, as well as
opportunities for expanding skills and knowledge in a variety of areas.
5. PERSONNEL TO ADDRESS INDIVIDUAL COMMUNICATION NEEDS
Describe how the designated State unit has personnel or obtains the services of other individuals
who are able to communicate in appropriate modes of communication with or in the native language
of applicants or eligible individuals who have limited English speaking ability.
Appropriate modes of communication, including sign language interpreters, are available on a
contractual basis. The directive to utilize the contracts has been provided to all staff and is on file in
each DSB office; it is also in DSB policy.
DSB has been a long–standing partner with the Arkansas Deafblindness Project: Children and Youth
with Sensory Impairment (CAYSI), formerly known as the Deaf/Blind Consortium. DSB refers
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participants to CAYSI and serves on its Advisory Committee, which provides training for parents and
professionals to foster stronger partnerships among agencies who work with this population. The
project maintains a deafblind registry and requests related information from DSB.
DSB has accepted an invitation from the Helen Keller National Center to become a member of its
National Community of Practice, formerly known as state affiliates. The group is currently composed
of 38 organizations and agencies, with more being added as responses are received from invitations
that were sent out by HKNC.
DSB provides interpreter services for communication with persons with limited English speaking
ability on a contractual basis. In addition, one of the Area Field Supervisors speaks Spanish and
French and understands Portuguese from having lived in Brazil (Central Arkansas has a community
of Brazilians). Another Area Field Supervisor speaks Norwegian, Icelandic, Danish and Swedish
languages. A member of the Business and Technology staff is fluent in Spanish. DHS has an in-
house, certified Spanish interpreter in Miller County. These communication resources can be utilized
as needed to serve participants.
Reader service, guide service, and any special adaptive equipment are made available to applicants
for services, DSB participants, and DSB personnel. Information is also available in the medium of
choice for persons making application for DSB services and for persons with disabilities who are
employed by DSB.
6. COORDINATION OF PERSONNEL DEVELOPMENT UNDER THE INDIVIDUALS WITH
DISABILITIES EDUCATION ACT
As appropriate, describe the procedures and activities to coordinate the designated State unit's
comprehensive system of personnel development with personnel development under the Individuals
with Disabilities Education Act.
DSB is a charter member in the Arkansas Interagency Transition Partnership (AITP), which
coordinates transition services and discusses education–related issues. AITP has representatives
from agencies and organizations, including, but not limited to Arkansas Transition Services (ATS),
Arkansas Rehabilitation Services (ARS), Arkansas Transition Program (ATP), Department of Human
Services (DHS), DHS Division of Developmental Disabilities Services (DDS), DSB, parent centers,
the private sector, and public and private schools. AITP involves transition agencies and
organizations at a state level through quarterly meetings and shares information through its website.
Through the AITP, local issues are addressed by local teams. The local teams provide oversight to
insure that transition goals and services are in place by the time a child becomes eligible, as
mandated by the Individuals with Disabilities Education Act.
DSB has begun work with Arkansas Workforce Services, Arkansas Rehabilitation Services and the
Arkansas Department of Education, Special Education to plan and develop pre-employment
transition services and to coordinate services for individuals being served dually and under the
PROMISE grant. The Arkansas Department of Education, Special Education staff provide training
and information on transition services to vocational rehabilitation and workforce services staff. In
turn, vocational rehabilitation staff, both DSB and ARS train and collaborate with Education and
Workforce to provide training on how to establish work based learning experiences, providing job
exploration counseling and counseling on opportunities in enrollment in post-secondary counseling,
as well as cross training on instructional models in supported employment. Our agencies work
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together towards utilizing best practices on Section 101, IDEA, ADA and the Individual Education
Plan (IEP). DSB’s transition coordinator participates in monthly meetings with ESVI staff and
teachers for the visually impaired.
J. STATEWIDE ASSESSMENT
(Formerly known as Attachment 4.11(a)).
1. PROVIDE AN ASSESSMENT OF THE REHABILITATION NEEDS OF INDIVIDUALS WITH
DISABILITIES RESIDING WITHIN THE STATE, PARTICULARLY THE VR SERVICES NEEDS
OF THOSE:
A. WITH THE MOST SIGNIFICANT DISABILITIES, INCLUDING THEIR NEED FOR
SUPPORTED EMPLOYMENT SERVICES;
DSB conducts a comprehensive, statewide needs assessment at least every three years and the
results are used in developing goals in the State Plan and providing services to participants who are
blind or severely visually impaired. The most recently completed Comprehensive Needs Assessment
was conducted in 2015, and had 229 respondents. The Needs Assessment indicated that assistive
technology and access to affordable transportation are the top most significant barriers to
employment. The third most critical barrier is the need for direct job placement assistance. The DSB
technology lab is implementing changes to provide assistive technology recommendations at a
faster turn–around rate; the lab is scheduling appointments for assistive technology evaluations
within seven days of receipt of requests. Evaluations are being provided within five days of the
assessment. Transportation continues to be a significant need. DSB is continually searching for
affordable vehicular transportation services for clients and arranges for payment of these services
when appropriate to the plan and goal. DSB has identified drivers and vetted those drivers through
background checks and screenings in order to qualify them to drive for clients. DSB will continue
these efforts to offer transportation services throughout the State. Lastly, clients have asked for
direct job placement assistance. DSB has worked with providers in neighboring states and
negotiated agreements for these providers to expand into Arkansas to provide direct job placement
assistance. DSB counselors have been provided continuing education training on providing direct
job placement assistance to clients. DSB has also partnered with Workforce Services to locate
current job openings in order to meet with employers and negotiate direct placements for
participants. A broad range of assistive technology services and devices will be provided to
individuals who are blind or severely visually impaired as appropriate at each stage of the
rehabilitation process in accordance with the individual’s employment goal and IPE. The provision of
assistive technology services and devices is based upon assessments and recommendations by the
DSB Technology Unit, availability of funds, and the participant’s IPE.
The need for supported employment services throughout the State was indicated as a service that
requires improvement throughout the State. The rural areas have a lack of supported employment
vendors for the blind and visually impaired. DSB is working with community rehabilitation programs
throughout the State to locate and hire qualified staff that can provide O&M training, low vision
interventions, and supports on the job to make supported employment outcomes successful for the
blind and visually impaired. The shift to focus on expending 50% of the Supported Employment
reserve on Youth with Disabilities that need supported employment services was not specifically
addressed on the most recent Comprehensive Statewide Needs Assessment.
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Comments on the Assessment did indicate that those in subminimum wage situations who are blind
and visually impaired want information and access to vocational rehabilitation to achieve competitive
integrated employment in the community. To that end DSB is working with the Department of
Education, Special Education, along with the Division of Developmental Disabilities and the Division
of Medical Services to identify those that are blind and visually impaired aged 24 or younger and
those above aged 24 to offer supported employment services.
B. WHO ARE MINORITIES;
30% of respondents to the needs assessment identified themselves as a minority. These
respondents have needs in the following areas: Of these respondents, they identified transportation
as their most urgent need; next was understanding and acquiring assistive technology devices and
services, and the third highest need was identified as job placement assistance.
C. WHO HAVE BEEN UNSERVED OR UNDERSERVED BY THE VR PROGRAM;
15% of respondents identified their areas as unserved or underserved. All of these respondents
lived in south Arkansas, which historically has some of the highest unemployment in the state. The
most frequently identified need of this subset was job placement assistance/assistance with
locating available employment opportunities, the second most identified need was transportation,
and the third was learning activities of daily living as a blind individual.
DSB is reaching out to those identified as blind and visually impaired and as being HIV positive
through the Department of Medical Services. Staff training on appropriate interventions in
addressing the needs of this population have been developed and implemented.
D. WHO HAVE BEEN SERVED THROUGH OTHER COMPONENTS OF THE STATEWIDE
WORKFORCE DEVELOPMENT SYSTEM; AND
This information was not captured in the needs assessment.
E. WHO ARE YOUTH WITH DISABILITIES AND STUDENTS WITH DISABILITIES, INCLUDING,
AS APPROPRIATE, THEIR NEED FOR PRE-EMPLOYMENT TRANSITION SERVICES OR
OTHER TRANSITION SERVICES.
17% of respondents were youth/students who are blind or severely visually impaired. Low vision
technology and job placement tied as their highest needs. After these came college prep and tuition.
2. IDENTIFY THE NEED TO ESTABLISH, DEVELOP, OR IMPROVE COMMUNITY
REHABILITATION PROGRAMS WITHIN THE STATE; AND
Issues affecting supported employment in Arkansas include: the limited number of service providers
statewide; the rural nature of the state; the lack of consistent available funding for extended services;
and the lack of knowledge, experience, and training SE providers have in the provision of supported
employment services and placement for individuals who are blind or severely visually impaired.
3. INCLUDE AN ASSESSMENT OF THE NEEDS OF INDIVIDUALS WITH DISABILITIES FOR
TRANSITION CAREER SERVICES AND PRE-EMPLOYMENT
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TRANSITION SERVICES AND THE EXTENT TO WHICH SUCH SERVICES ARE
COORDINATED WITH TRANSITION SERVICES PROVIDED UNDER THE INDIVIDUALS WITH
DISABILITIES EDUCATION ACT.
This question was not addressed in the 2015 Comprehensive Statewide Needs Assessment. It is
DSB’s understanding, from working with the Arkansas Interagency Transition Partnership (AITP) and
the Local Education Area Supervisors in the school districts across the State that individuals with
significant blindness and low vision require transition career services and pre-employment transition
services particularly in the following areas:
1. Job Exploration Counseling. Students need an understanding of the real world careers
available in the areas in which they wish to live. Students need to be educated on career
pathways and the training required, along with the earning potential of those careers
prior to selecting an employment goal.
2. Work Experiences. Our students require exposure to real world settings in employment.
It is through job shadowing, internships, and volunteer opportunities that students have
an understanding of the job functions and what will be meaningful to them.
DSB did not address in the CSNA the extent to which such services are coordinated with transition
services provided under the Individuals with Disabilities Education Act. However, DSB understands
that coordination of transition services with the Arkansas Department of Education, Special
Education is essential to providing comprehensive services to students that are blind and low vision.
Working with ESVI and the teachers for the visually impaired throughout the state, we have
formulated team meetings to address the needs of our students, which include both PETS services
and traditional VR services. The Expanded Core Curriculum now available through the school
system addresses workplace readiness training to develop social skills and independent living.
Transition counselors and school personnel are working together to provide those services in a
school setting as provided by IDEA.
K. ANNUAL ESTIMATES
(Formerly known as Attachment 4.11(b)). Describe:
1. THE NUMBER OF INDIVIDUALS IN THE STATE WHO ARE ELIGIBLE FOR SERVICES;
Basis for Estimates–DSB uses census data, population growth, the incidence of blindness, and
historical data as the basis to project the number of individuals to be served through Part B of Title I
and the number of supported employment cases to be served through Part B of Title VI.
Estimates for Part B of Title I:
DSB estimates it will serve a projected total of 1,730 participants at a total cost of $4,516,818
($2,863 per participant). Of this number, it is projected that 686 will be minorities.
Note: In addition to a growing Hispanic population, Arkansas has one of the highest Marshallese
populations in the United States. In the 2010 Census count for Arkansas, 4,324 people identified
themselves as Marshallese, placing the state as having the highest Marshallese population in the
continental United States and the second highest overall (with Hawaii having 7,412). The Compact
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of Free Association (COFA), which allows the Marshallese to live and travel freely and at–will
between the Marshall Islands and the United States, will end in 2023.
Estimates for Part B of Title VI:
DSB estimates it will serve 20 participants in supported employment, at a total cost of $289,000
($14,450 per participant).
Estimates of Eligible Participants:
Based on statistical reporting derived from the American Community Survey, an overall rate of 2.9%
for visual disability for the Arkansas population aged 16 to 64 showed approximately 18,000 persons
in Arkansas might be eligible for and could receive vocational rehabilitation services from DSB.
2. THE NUMBER OF ELIGIBLE INDIVIDUALS WHO WILL RECEIVE SERVICES UNDER:
A. THE VR PROGRAM;
DSB estimates it will serve a projected total of 1,730 participants Of this number, it is projected that
686 will be minorities. Note: In addition to a growing Hispanic population, Arkansas has one of the
highest Marshallese populations in the United States. In the 2010 Census count for Arkansas, 4,324
people identified themselves as Marshallese, placing the state as having the highest Marshallese
population in the continental United States and the second highest overall (with Hawaii having
7,412). The Compact of Free Association (COFA), which allows the Marshallese to live and travel
freely and at–will between the Marshall Islands and the United States, will end in 2023.
B. THE SUPPORTED EMPLOYMENT PROGRAM; AND
DSB estimates it will serve 20 participants in supported employment, at a total cost of $289,000
($14,450 per participant).
C. EACH PRIORITY CATEGORY, IF UNDER AN ORDER OF SELECTION;
NA
3. THE NUMBER OF INDIVIDUALS WHO ARE ELIGIBLE FOR VR SERVICES, BUT
ARE NOT RECEIVING SUCH SERVICES DUE TO AN ORDER OF SELECTION; AND
NA
4. THE COST OF SERVICES FOR THE NUMBER OF INDIVIDUALS ESTIMATED TO BE
ELIGIBLE FOR SERVICES. IF UNDER AN ORDER OF SELECTION, IDENTIFY THE COST
OF SERVICES FOR EACH PRIORITY CATEGORY.
DSB estimates it will serve a projected total of 1,730 participants at a total cost of $4,516,818
($2,863 per participant). Of this number, it is projected that 686 will be minorities. DSB estimates it
will serve 20 participants in supported employment, at a total cost of $289,000 ($14,450 per
participant).
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L. STATE GOALS AND PRIORITIES
The designated State unit must:
1. IDENTIFY IF THE GOALS AND PRIORITIES WERE JOINTLY DEVELOPED
Identify if the goals and priorities were jointly developed and agreed to by the State VR agency and
the State Rehabilitation Council, if the State has a Council, and jointly agreed to any revisions.
The DSB Board, an independent commission, approved the goals and priorities.
2. IDENTIFY THE GOALS AND PRIORITIES IN CARRYING OUT THE VR AND
SUPPORTED EMPLOYMENT PROGRAMS.
DSB developed the following goals, strategies, and performance measures based on WIOA, RSA
guidance, recommendations by the DSB Board, and the most recent comprehensive, statewide
needs assessment. Below are the goals, as approved by the DSB Board: 1) Increase the
employment opportunities for people who are blind or severely visually impaired. 2) Increase pre–
employment transition services to high school students; increase transition services to out–of–school
youth. 3) Expand outreach efforts to include the general public, as well as the unserved,
underserved, minorities, and stakeholders. 4) Increase coordination with employers.
Goal 1: DSB will increase the employment opportunities for people who are blind or severely visually
impaired.
Strategy: VR Counselors will schedule and attend face–to–face job exploration meetings to interview
human resource professionals regarding the types of jobs they have and the skills needed to do
those jobs. Performance Measure: A minimum of two employer job exploration meetings will be
scheduled per month.
Strategy: VR Counselors will ensure that participants in job ready status are actively seeking
employment. Performance Measure: VR Counselors will require three job contacts per week; assist
job–ready participants with registration at Workforce Services; assist job–ready participants with
registering and applying for careers available through the Talent Acquisition Portal (TAP); and assist
participants with registering and applying for jobs through employer internet accessible application
processes with private, federal, state and non–profit employers.
Strategy: DSB will encourage and support viable self–employment. • Performance Measure:
Through the DSB Small Business Coordinator, participants will be provided access to Small
Business Association trainings and the Arkansas Secretary of State’s trainings on small business
enterprises. The Small Business Coordinator will schedule job shadowing experiences with
participants who are blind/visually impaired that have maintained successful businesses. •
Performance Measure: Each self–employment proposal submitted by a participant will be reviewed
by a team composed of the Business and Technology Administrator, the Field Services
Administrator, the Small Business Coordinator, and the participant’s VR Counselor to ensure that a
proposal is realistic and sustainable before it is approved and any funds are provided. • Performance
Measure: A brochure will be developed to provide interested consumers with information about
DSB’s small business self–employment program.
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Strategy: DSB will work in conjunction with provider agencies to provide work appropriate skills and
training to blind and low vision participants. Performance Measure: DSB will refer participants to
World Services for the Blind, Alpha Pointe, the Louisiana Center for the Blind, Sources, Goodwill and
other providers as necessary for additional skills training, including, but not limited to soft skills and
work readiness training to assist participants in improving their probability of securing competitive
employment.
Strategy: DSB will provide detailed benefits counseling information to each participant on SSI and
SSDI. • Performance Measure: DSB will refer 100% of clients, adults, students and youth on SSI and
SSDI to the DSB benefits counselor for a one–on–one benefits analysis. • Performance Measure:
Area Supervisors will monitor caseloads to ensure that VR Counselors are referring 100% of SSI
and SSDI VR participants to the benefits counselor. • Performance Measure: Counselors will make
participants aware of benefits counseling at the time of application, at the time of IPE’s, and at the
time of closure.
Strategy: DSB will continue to refer Older Individuals who are Blind and interested in employment to
VR and will ensure that its OIB contractor will as well. Performance Measure: DSB and its OIB
contractor will refer 100% of Older Blind individuals who are interested in employment to VR.
Strategy: DSB will continue to recognize successful participants and their employers. • Performance
Measure: Each year each counselor will select one individual from his/her caseload as an area
Consumer of the Year and nominate the individual as a candidate for the overall state Consumer of
the Year. • Performance Measure: DSB will award area Consumers of the Year and their employers
with trophies/framed certificates and related publicity.
Strategy: DSB will continue to expand its assistive technology services and improve access to these
services and equipment. Performance Measure: DSB will provide trainings to employers on the use
and function of common assistive technology devices for the blind and visually impaired.
Strategy: DSB will explore ways to better utilize the DSB central Tech Lab. • Performance Measure:
DSB will provide outreach and training to community organizations on technological advances in low
vision and blindness. • Performance Measure: DSB will continue to provide training to new
Workforce Services staff as vacancies occur in order to increase their knowledge of accessible
technology and the needs of participants. • Performance Measure: DSB staff will continue to meet
participants at Workforce Services offices, including DSB–sponsored accessible kiosks, in order to
assist participants in their job searches and in becoming more comfortable interacting with the public
in an employment setting.
Strategy: DSB will increase the skills, credentials and professional affiliations of its novice Vocational
Rehabilitation Counselors as they move to assume senior counseling responsibilities in connection
with DSB overall succession planning. • Performance Measure: Novice counselors will attend a
specific orientation to VR issues and will participate in specialized training through the Arkansas
Rehabilitation Association or other qualified sources. • Performance Measure: Novice counselors will
be exposed to professional organizations each year, as documented in their professional
development plans.
Strategy: To augment the efforts of DSB staff, DSB will use peer mentoring in transition and job
ready exploration to allow experienced participants to provide information, advice, and support to
less experienced participants. • Performance Measure: Peer mentoring will be used to connect
participants interested in self–employment with individuals who have owned small businesses and
can offer advice and support. • Performance Measure: Area Consumers of the Year will be
encouraged to provide peer mentoring to other individuals who are blind and severely visually
impaired that are trying to manage their rehabilitation plans, gain marketable skills, and secure good
jobs.
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Strategy: DSB will support training and the exchange of information among the core partners of
WIOA. Performance Measure: DSB staff will be active members of the Workforce Investment Boards
and WIOA planning committees throughout the State.
Strategy: DSB will ensure that all job ready participants will receive career exploration activities in
their chosen career field at training settings. • Performance Measure: DSB will arrange for and
accompany job ready adult participants to college, vocational/technical, or university campus visits. •
Performance Measure: DSB will assist participants with reviewing entrance requirements to college,
vocational/technical, or universities.
Goal 2: Increase pre–employment transition services to high school students; increase transition
services to out–of–school youth.
Strategy: DSB will support training and the exchange of information among state transition partner
organizations. Performance Measure: DSB will sponsor or participate in at least one training or event
that will bring together transition partners for the purpose of exchanging information that will
specifically benefit students who are blind or severely visually impaired.
Strategy: DSB will update the collaborative database of transition students as needed. Performance
Measure: Counselors/Rehabilitation Assistants will coordinate with Local Education Area (LEA)
Supervisors to maintain lists of transition students. The Supervisor over transition will review the
database to insure it is being maintained by Rehabilitation Assistants, who input local information.
Strategy: DSB will update the collaborative database of transition students as needed. Performance
Measure: Counselors/Rehabilitation Assistants will coordinate with Local Education Area (LEA)
Supervisors to maintain lists of where transition students are located. Strategy: VR Counselors will
continue to track transition students on their caseloads to insure that the IPE is developed or
updated before a student graduates from high school. Performance Measure: Area Supervisors will
monitor this during case reviews to insure that no transition student will graduate without a current
IPE.
Strategy: DSB will hold Parent Summits to assist parents and other stakeholders in becoming more
knowledgeable and better prepared to advocate for their children at Individualized Education Plan
(IEP) meetings. Performance Measure: Annually, DSB will invite ESVI Regional Certified Vision
Consultants and transition parents to a Parent Summit with VR Counselors to provide information
about assistive technology; rights and responsibilities; available resources and services; benefits
counseling; and funding for college and career start–up costs.
Strategy: VR Counselors will make face–to–face visits to LEA Supervisors in their territories.
Performance Measure: VR Counselors will have from the beginning of the school year to May 1st, to
complete the face-to-face visits with LEA Supervisors.
Strategy: DSB will continue to provide assessments and services to transition students specifically
focused on activities of daily living, including but not limited to, mobility, knowledge of available
transportation resources, self–advocacy, acquisition of a variety of reading options, awareness of job
opportunities, benefits counseling, and rights and responsibilities as an informed participant. •
Performance Measure: Formal evaluations for assistive technology will be performed by Tech Lab
staff in accordance with RSA guidelines on Rehabilitation Engineering. • Performance Measure:
Counselors will arrange for training for pre–employment transition students and youth to acquire
independent living skills and technological skills in order for them to participate in career exploration
services.
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Strategy: DSB will continue to strengthen relationships with schools, including Arkansas School for
the Blind and Visually Impaired. • Performance Measure: DSB will present at school assemblies,
parent–teacher organization meetings, and open houses to provide information on pre–employment
transition services and how to access these services. • Performance Measure: DSB will establish an
information clearinghouse and schedule demonstration labs on selected high school campuses to
inform parents, students, and education professionals of the needs of students with significant vision
problems, and the cost–effective resources available to them. • Performance Measure: DSB will
continue its system of mail–outs and emails to public schools. • Performance Measure: DSB will
continue efforts to reach private, home, and accredited virtual schools.
Strategy: DSB will continue to strengthen relationships with Educational Services for the Visually
Impaired (ESVI). • Performance Measure: DSB will continue its system of mail–outs and emails
twice a year to area ESVI representatives. In addition to the local networking efforts, the Transition
Coordinator will dialogue with ESVI at a state level to discover any transition students that need
services and should be referred to DSB. • Performance Measure: DSB will refer participants under
age 14 to ESVI and will encourage referrals from ages 14 and older from ESVI to DSB.
Strategy: DSB will ensure that all pre–employment transition students and pre–employment
transition youth receive exposure to work experiences and career exploration activities. •
Performance Measure: DSB will arrange for tours of local businesses for pre–employment transition
students to explore potential career opportunities. • Performance Measure: DSB will arrange for job
shadowing opportunities for pre–employment transition students. • Performance Measure: DSB will
arrange for informational interviews for pre–employment transition students to explore job
opportunities. • Performance Measure: DSB will arrange volunteer opportunities for pre–employment
transition students to explore career fields. • Performance Measure: DSB will accompany pre–
employment transition students to career seminars and career fairs. • Performance Measure: DSB
will arrange for and accompany pre–employment transition students to college, vocational/technical,
or university campus visits.
Goal 3: DSB will expand its outreach efforts to include the general public, as well as the unserved,
underserved, minorities, and stakeholders.
Strategy: DSB will expand and improve services to individuals who are blind or severely visually
impaired in the underserved Delta area. Performance Measure: DSB will formulate an alliance with
Delta Circles, a non–profit organization established in the Delta region, to provide economic literacy
and soft skills trainings to individuals living in poverty in the Delta region of the State of Arkansas.
Strategy: DSB will use exhibit booths to educate the public about DSB services and their availability.
Performance Measure: Each VR Counselor will staff at least one DSB exhibit at a widely attended or
significantly relevant event in his/her territory.
Strategy: DSB will increase its outreach to minorities and faith–based groups. • Performance
Measure: DSB will establish a cooperative agreement with the Urban League in Little Rock and
Springdale to reach the underserved and unserved populations. • Performance Measure: VR
Counselors will make at least four faith–based outreach efforts in each of their geographic areas
annually. • Performance Measure: VR Counselors will make at least two minority outreach efforts to
Hispanic, Asian, or other ethnic groups in each of their geographic areas annually.
Strategy: Area Supervisors and DSB administrative staff will continue to attend the state conferences
of blindness consumer groups, and opportunities will be offered to direct service staff as well.
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Performance Measure: DSB will continue to send all of its supervisors/administrators to these
conferences to interact with participants and they will make presentations as requested.
Goal 4: DSB will increase coordination with employers.
Strategy: DSB will ensure that all job ready participants will receive career exploration activities and
work experience in their chosen career field at the job site. • Performance Measure: DSB will
arrange for tours of local businesses for job ready adult participants to explore potential career
opportunities. • Performance Measure: DSB will arrange for job shadowing opportunities for job
ready adult participants. • Performance Measure: DSB will arrange for informational interviews for
job ready adult participants to explore job opportunities. • Performance Measure: DSB will arrange
volunteer opportunities for job ready adult participants to explore career fields. • Performance
Measure: DSB will accompany job ready adult participants to career seminars and career fairs.
Strategy: VR Counselors will become Chamber of Commerce members. Performance Measure: VR
counselors will make contact with at least two Chamber members per month to learn about the
trends and needs of those businesses.
Strategy: VR Counselors will conduct public speaking engagements. Performance Measure: At least
one presentation per year will be given to the local area Lions, Rotary, Civilian, or Kiwanis Club in
order to form relationships with local leaders.
Strategy: DSB management staff will connect with employers in each economic development district.
• Performance Measure: DSB management staff will establish at least one ongoing internship site
per region for DSB participants. • Performance Measure: DSB management staff will work in
conjunction with the Arkansas Apprenticeship program to locate apprenticeship opportunities for
participants.
SUPPORTED EMPLOYMENT GOALS PY 2016 – PY 2019 July 1, 2016 – June 30, 2020
Goal 1: DSB will increase the number of Supported Employment providers to better serve DSB
participants.
Strategy: DSB will collaborate with organizations such as World Services for the Blind, Job
Connections, AEDD Inc., Easter Seals and Goodwill to increase SE service availability in unserved
or underserved areas of the state due to geographic or other issues. Performance Measure: At least
one meeting will be held with providers to discuss ways to increase SE services to rural areas.
Goal 2: DSB will increase Supported Employment services to pre–employment transition students
and out–of–school youth.
Strategy: Counselors will determine whether students or youth are candidates for SE services during
the employment planning process. Performance Measure: DSB will train new staff and provide
updates to veteran staff on identifying and providing SE services to pre–employment transition
youth.
Goal 3: DSB will increase the quality of SE providers for individuals who are blind or severely visually
impaired.
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Strategy: DSB will determine SE vendor standards targeted to meet the blindness and visual
impairment needs of its participants. Performance Measure: At least one presentation or training will
be made to educate SE providers about vendor standards.
3. ENSURE THAT THE GOALS AND PRIORITIES ARE BASED ON AN ANALYSIS OF THE
FOLLOWING AREAS:
A. THE MOST RECENT COMPREHENSIVE STATEWIDE ASSESSMENT, INCLUDING ANY
UPDATES;
DSB conducts a comprehensive, statewide needs assessment at least every three years and the
results are used in developing goals in the State Plan and providing services to participants. The
most recently completed Comprehensive Needs Assessment was conducted in 2015, and had 229
respondents.
B. THE STATE'S PERFORMANCE UNDER THE PERFORMANCE ACCOUNTABILITY
MEASURES OF SECTION 116 OF WIOA; AND
DSB is transitioning into using the performance accountability measures under section 116 of WIOA.
Steps have been taken to conduct a statistical analysis over the last 3 years for consideration by
DSB, in consultation with its Independent Commission and RSA, to develop a baseline of
performance percentages for the agency in order to move forward to set applicable performance
standards under section 116 of WIOA.
C. OTHER AVAILABLE INFORMATION ON THE OPERATION AND EFFECTIVENESS OF THE
VR PROGRAM, INCLUDING ANY REPORTS RECEIVED FROM THE STATE
REHABILITATION COUNCIL AND FINDING AND RECOMMENDATIONS FROM
MONITORING ACTIVITIES CONDUCTED UNDER SECTION 107.
DSB was monitored by RSA in 2011. As a result of that monitoring report, DSB adjusted goals and
strategies to better serve the blind and visually impaired community in correlation with RSA’s
findings. Improving transition services and increasing employment outcomes for youth with
disabilities and students with disabilities became a main goal. The report indicated, "From FY 2006
through FY 2010, DSB experienced similar declines in performance with respect to the number of
transition-age youth served and those who achieved employment as it did for all of its consumers.
According to Table 2.1, the number of transition-age youth served by DSB declined from 63 in FY
2006, to 56 in FY 2010, a difference of 11.1 percent. ...the number of transition-age youth who exited
the VR system with an employment outcome after receiving services decreased from 25 in FY 2006,
to 20 in FY 2009. In FY 2010, this figure sharply declined to 12."
In order to improve services and focus on this population, DSB has added 7 positions that are
dedicated to pre-employment transition services and transition services. These counselors received
intensive on-sight training at selected training centers for the blind and visually impaired. Training is
provided on-the-job and monthly meetings are held with the Field Administrator regarding best
practices, outreach, and locating work experience locations for the students. Monthly quality
assurance reporting forms are turned in regarding each student and the 5 authorized PETS activities
to verify that VR counselors are meeting the goals and objectives set forth in monthly meetings and
so that ongoing supports needed can be arranged.
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M. ORDER OF SELECTION
Describe:
1. WHETHER THE DESIGNATED STATE UNIT WILL IMPLEMENT AND ORDER OF
SELECTION. IF SO, DESCRIBE:
A. THE ORDER TO BE FOLLOWED IN SELECTING ELIGIBLE INDIVIDUALS TO BE
PROVIDED VR SERVICES.
NA
B. THE JUSTIFICATION FOR THE ORDER.
NA
C. THE SERVICE AND OUTCOME GOALS.
NA
D. THE TIME WITHIN WHICH THESE GOALS MAY BE ACHIEVED FOR INDIVIDUALS IN
EACH PRIORITY CATEGORY WITHIN THE ORDER.
NA
E. HOW INDIVIDUALS WITH THE MOST SIGNIFICANT DISABILITIES ARE
SELECTED FOR SERVICES BEFORE ALL OTHER INDIVIDUALS WITH DISABILITIES; AND
NA
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2. IF THE DESIGNATED STATE UNIT HAS ELECTED TO SERVE ELIGIBLE INDIVIDUALS,
REGARDLESS OF ANY ESTABLISHED ORDER OF SELECTION, WHO REQUIRE SPECIFIC
SERVICES OR EQUIPMENT TO MAINTAIN EMPLOYMENT.
NA
N. GOALS AND PLANS FOR DISTRIBUTION OF TITLE VI FUNDS.
1. SPECIFY THE STATE'S GOALS AND PRIORITIES FOR FUNDS RECEIVED UNDER
SECTION 603 OF THE REHABILITATION ACT FOR THE PROVISION OF SUPPORTED
EMPLOYMENT SERVICES.
DSB’s activities for supported employment services and programs funded under both Titles I and
VIB are intended to increase the number of persons receiving supported employment services and
to improve employment outcomes for these individuals. The Division believes that the most effective
and efficient strategy to accomplish this is by expanding and strengthening its collaborative linkages
with relevant state agencies and/or private not-for-profit agencies for the provision of supported
employment and extended support services. DSB will continue to expend available grant funds
obtained under Title VI, Part B (Supported Employment Services), towards the administration of the
supported employment program and the purchase of services in accordance with the WIOA
proposed rules of April 16, 2015. No more than 2.5% of supported employment grant funds will be
used for administrative activities, including but not limited to, data collection and analyses, training,
and consultation costs. The remainder of grant funds under Title VI, Part B will be used to purchase
supported employment services under Individualized Plans for Employment (IPE) for individuals with
the most significant disabilities who have been determined eligible for supported employment. DSB
will expend 50% or more of these funds on Youth with Disabilities that need supported employment
services. The State will provide a match of at least 10 percent in non-Federal expenditures for the
total amount of expenditures incurred with the half of the allotment reserved to provide SE services
to youth with the most significant disabilities, blind or visually impaired. DSB’s electronic case
management system provides the ability to ensure that Title VI-B funding is the primary source of
payment for supported employment services until that funding is exhausted, at which point funding
continues to be provided through Title I. DSB projects to provide supported employment services to
30 individuals during FFY 2016 and to 35 individuals during FFY 2017. As explained above, when
necessary both Title VI-B and Title I funds will be used for the provision of services. To successfully
meet the supported employment needs of individuals with the most significant disabilities (blind or
visually impaired), DSB is building relationships with the Division of Developmental Disabilities, the
Division of Medical Services for the provision of extended services for supported employment
clients. DSB counselors and vocational staff from the above agencies work together to identify
individuals who would be appropriate referrals to DSB for supported employment services. DSB
works with the Department of Education, Special Education to assure that youth with the most
significant disabilities are accessing career, transition and employment services including supported
employment services. DSB has worked to ensure best practices, so that the needs of youth with the
most significant disabilities are met.
Section 511 goals and priorities
DSB counsels with those in subminimum wage situations who are blind and visually impaired to
provide information and access to vocational rehabilitation to achieve competitive integrated
employment in the community. DSB works with the Department of Education, Special Education,
along with the Division of Developmental Disabilities and the Division of Medical Services to identify
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those that are blind and visually impaired age 24 or younger, so that the following occurs prior to the
individual seeking work paying subminimum wage (less than Federal minimum wage):
1. During team consultations it is documented and ensured that the individual has received
pre-employment transition services or transition services under IDEA.
2. The individual was given an opportunity to apply for VR services. Placement in
subminimum wage situations are considered only after the individuals has been found
ineligible for services, or has been determined eligible for VR services but has not been
successful and has been provided career counseling, information and referral to other
appropriate resources for services designed to assist the individual in attaining
competitive integrated employment.
2. DESCRIBE THE ACTIVITIES TO BE CONDUCTED, WITH FUNDS RESERVED
PURSUANT TO SECTION 603(D), FOR YOUTH WITH THE MOST SIGNIFICANT
DISABILITIES, INCLUDING:
A. THE PROVISION OF EXTENDED SERVICES FOR A PERIOD NOT TO EXCEED 4
YEARS; AND
DSB uses several vendors to provide comprehensive supported employment services to youth and
adults identified as blind or visually impaired. The services begin with identifying blindness skills,
addressing psychological and social needs, and then moving on to skills training, placement and job
coaching.
Supported employment is integrated competitive employment, or an individual working in an
integrated employment setting working towards integrated competitive employment. This includes
customized employment. The standard post-employment extended service support service under
supported employment is 24 months.
Focus of Supported Employment on Youth: Half of the money that DSB receives under the
supported employment state grant will be used to support youth with the most significant blindness
and low vision needs (up to age 24), and these youth may receive extended services (i.e., ongoing
supports to maintain an individual in supported employment) for up to 4 years.
DSB is developing an agreement with CRPs and Medicaid through the Division of Medical Services
and with the Division of Development Disabilities to share the cost of extended services in supported
employment.
B. HOW THE STATE WILL LEVERAGE OTHER PUBLIC AND PRIVATE FUNDS TO INCREASE
RESOURCES FOR EXTENDED SERVICES AND EXPANDED SUPPORTED EMPLOYMENT
OPPORTUNITIES FOR YOUTH WITH THE MOST SIGNIFICANT DISABILITIES.
Extended Services
Supported employment is integrated competitive employment, or an individual working in an
integrated employment setting towards integrated competitive employment. This includes
customized employment. The standard post-employment extended service support service under
supported employment is 24 months. Focus of Supported Employment on Youth: Half of the money
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that Arkansas receives under the supported employment state grant will be used to support youth
with the most significant blindness and low vision needs (up to age 24), and these youth may receive
extended services (i.e., ongoing supports to maintain an individual in supported employment) for up
to 4 years. DSB is developing an agreement with CRPs and Medicaid through the Division of
Medical Services and with the Division of Development Disabilities to share the cost of extended
services in supported employment.
O. STATE'S STRATEGIES
Describe the required strategies and how the agency will use these strategies to achieve its goals
and priorities, support innovation and expansion activities, and overcome any barriers to accessing
the VR and the Supported Employment programs (See sections 101(a)(15)(D) and (18)(B) of the
Rehabilitation Act and section 427 of the General Education Provisions Act (GEPA)):
1. THE METHODS TO BE USED TO EXPAND AND IMPROVE SERVICES TO INDIVIDUALS
WITH DISABILITIES.
VR Strategies DSB has developed the following VR strategies to expand and improve services to its
consumers. The performance measures are included with the goals in a previous section. Here are
the strategies: Strategy: VR Counselors will schedule and attend face–to–face job exploration
meetings to interview human resource professionals regarding the types of jobs they have and the
skills needed to do those jobs.
Strategy: VR Counselors will ensure that participants in job ready status are actively seeking
employment.
Strategy: DSB will encourage and support viable self–employment.
Strategy: DSB will work in conjunction with provider agencies to provide work appropriate skills and
training to blind and low vision participants.
Strategy: DSB will provide detailed benefits counseling information to each participant on SSI and
SSDI.
Strategy: DSB will continue to refer Older Individuals who are Blind and interested in employment to
VR and will ensure that its OIB contractor will as well.
Strategy: DSB will continue to recognize successful participants and their employers.
Strategy: DSB will continue to expand its assistive technology services and improve access to these
services and equipment.
Strategy: DSB will explore ways to better utilize the DSB central Tech Lab.
Strategy: DSB will increase the skills, credentials and professional affiliations of its novice Vocational
Rehabilitation Counselors as they move to assume senior counseling responsibilities in connection
with DSB overall succession planning.
287 | Page
Strategy: To augment the efforts of DSB staff, DSB will use peer mentoring in transition and job
ready exploration to allow experienced participants to provide information, advice, and support to
less experienced participants.
Strategy: DSB will support training and the exchange of information among the core partners of
WIOA.
Strategy: DSB will ensure that all job ready participants will receive career exploration activities in
their chosen career field at training settings.
Strategy: DSB will support training and the exchange of information among state transition partner
organizations.
Strategy: DSB will update the collaborative database of transition students as needed.
Strategy: DSB will maintain a database of transition students.
Strategy: VR Counselors will continue to track transition students on their caseloads to insure that
the IPE is developed or updated before a student graduates from high school.
Strategy: DSB will hold Parent Summits to assist parents and other stakeholders in becoming more
knowledgeable and better prepared to advocate for their children at Individualized Education Plan
(IEP) meetings.
Strategy: VR Counselors will make face–to–face visits to LEA Supervisors in their territories.
Strategy: DSB will continue to provide assessments and services to transition students specifically
focused on activities of daily living, including but not limited to, mobility, knowledge of available
transportation resources, self–advocacy, acquisition of a variety of reading options, awareness of job
opportunities, benefits counseling, and rights and responsibilities as an informed participant.
Strategy: DSB will continue to strengthen relationships with schools, including Arkansas School for
the Blind and Visually Impaired. Strategy: DSB will continue to strengthen relationships with
Educational Services for the Visually Impaired (ESVI). Strategy: DSB will ensure that all pre–
employment transition students and pre–employment transition youth receive exposure to work
experiences and career exploration activities.
Strategy: DSB will expand and improve services to individuals who are blind or severely visually
impaired in the underserved Delta area.
Strategy: DSB will use exhibit booths to educate the public about DSB services and their availability.
Strategy: DSB will increase its outreach to minorities and faith–based groups.
Strategy: Area Supervisors and DSB administrative staff will continue to attend the state conferences
of blindness consumer groups, and opportunities will be offered to direct service staff as well.
Strategy: DSB will ensure that all job ready participants will receive career exploration activities and
work experience in their chosen career field at the job site.
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Strategy: VR Counselors will become Chamber of Commerce members.
Strategy: VR Counselors will conduct public speaking engagements.
Strategy: DSB management staff will connect with employers in each economic development district.
Innovation and Expansion Activities
DSB will continue the implementation of its new data management system and will begin building
data into the employer module that will contain information about employers and job openings.
DSB has developed the following SE strategies to expand and improve services to its consumers.
The performance measures are included with the goals in a previous section. Here are the
strategies:
Strategy: DSB will collaborate with organizations such as World Services for the Blind, Job
Connections, AEDD Inc., Easter Seals and Goodwill to increase SE service availability in unserved
or underserved areas of the state due to geographic or other issues.
Strategy: Counselors will determine whether pre–employment transition youth are candidates for SE
services during the employment planning process.
Strategy: DSB will determine SE vendor standards targeted to meet the blindness and visual
impairment needs of its participants.
2. HOW A BROAD RANGE OF ASSISTIVE TECHNOLOGY SERVICES AND DEVICES WILL
BE PROVIDED TO INDIVIDUALS WITH DISABILITIES AT EACH STAGE OF THE
REHABILITATION PROCESS AND ON A STATEWIDE BASIS.
A broad range of assistive technology services and devices will be provided to individuals who are
blind or severely visually impaired as appropriate at each stage of the rehabilitation process in
accordance with the individual’s employment goal and IPE. The provision of assistive technology
services and devices is based upon assessments and recommendations by the DSB Technology
Unit, availability of funds, and the participant’s IPE.
3. THE OUTREACH PROCEDURES THAT WILL BE USED TO IDENTIFY AND SERVE
INDIVIDUALS WITH DISABILITIES WHO ARE MINORITIES, INCLUDING THOSE WITH THE
MOST SIGNIFICANT DISABILITIES, AS WELL AS THOSE WHO HAVE BEEN UNSERVED OR
UNDERSERVED BY THE VR PROGRAM.
DSB will use a variety of outreach methods, such as exhibit booths, to educate the public about DSB
services and their availability. DSB will increase its outreach to minorities and faith–based groups.
DSB will establish an agreement with Delta Circles to reach the most impoverished citizens of
Arkansas. DSB will also enter into an agreement with the Urban League to reach minority
populations and those unserved and underserved in the inner city areas of Little Rock and Northwest
Arkansas. Area Supervisors and DSB administrative staff will continue to attend the state
conferences of blindness consumer groups, and opportunities will be offered to direct service staff as
well.
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4. THE METHODS TO BE USED TO IMPROVE AND EXPAND VR SERVICES FOR STUDENTS
WITH DISABILITIES, INCLUDING THE COORDINATION OF SERVICES DESIGNED TO
FACILITATE THE TRANSITION OF SUCH STUDENTS FROM SCHOOL TO
POSTSECONDARY LIFE (INCLUDING THE RECEIPT OF VR SERVICES,
POSTSECONDARY EDUCATION, EMPLOYMENT, AND PREEMPLOYMENT TRANSITION
SERVICES).
DSB works in conjunction with the Arkansas Education Services for the Visually Impaired (ESVI) and
the Department of Education, Special Education Division to identify blind and visually impaired
students. Most recently, DSB has expanded its outreach effort to include private schools, alternative
schools, and accredited online high school systems. DSB is improving and expanding efforts by
offering seminars and in person talks to these educational organizations to inform teachers, parents,
and students of the services that are available. DSB offers Parent Summits to provide coordinated
efforts to allow students and parents to learn about the options in blindness skills training, education,
and employment services. DSB continues to provide a three–week transition learning experience for
up to 22 students from across the state, which includes paid work experiences, lessons in self-
advocacy, peer mentoring, financial literacy, independent living skills, career counseling, and
planning for the future; the students are housed at Arkansas School for the Blind and Visually
Impaired and go home on weekends. DSB intends to expand this program throughout the State to
offer students and youth an opportunity to receive services closer to the communities in which they
live. DSB is also working to offer work experience training, soft skills training, career counseling, and
advocacy skills to pre–employment transition students throughout the State.
5. IF APPLICABLE, PLANS FOR ESTABLISHING, DEVELOPING, OR IMPROVING
COMMUNITY REHABILITATION PROGRAMS WITHIN THE STATE.
DSB will increase the number of Supported Employment providers to better serve DSB participants.
DSB will collaborate with organizations such as World Services for the Blind, Job Connections,
AEDD Inc., Easter Seals and Goodwill to increase SE service availability in unserved or underserved
areas of the state due to geographic or other issues. DSB will increase the quality of SE providers
for individuals who are blind or severely visually impaired. DSB will determine SE vendor standards
targeted to meet the blindness and visual impairment needs of its participants. At least one
presentation or training will be made to educate SE providers about vendor standards.
6. STRATEGIES TO IMPROVE THE PERFORMANCE OF THE STATE WITH RESPECT TO THE
PERFORMANCE ACCOUNTABILITY MEASURES UNDER SECTION 116 OF WIOA.
DSB is transitioning into using the performance accountability measures under section 116 of WIOA.
Steps have been taken to conduct a statistical analysis over the last 3 years for consideration by
DSB, in consultation with RSA and its Independent Commission in the development of a baseline of
performance percentages for the agency in order to move forward to set applicable performance
standards under section 116 of WIOA.
DSB will address areas of deficiency from our recent FFY Standards and Indicators measures to
improve the employment outcomes of individuals with blindness and visual impairment in Arkansas.
Specifically, DSB will strive to increase the number of individuals who are employed and the wages
of those individuals through labor market analysis, targeted counseling on job market areas and the
availability of career tracks using Arkansas Labor Market statistics to help individuals make choices
that will increase their employability and earning potential. Additionally, DSB commits to monitor and
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evaluate the implementation of the six WIOA-required performance measures, and will use findings
from our Standards and Indicators in this endeavor. DSB will continue to provide training to all DSB
staff on the common measures and improve relationships with Delta Circles and the Delta Regional
Authority to reach the un-served and underserved minority populations in Southeast and South
Arkansas. DSB staff will attend Chamber of Commerce events, Lions Club International events, and
provide outreach to local area businesses to demonstrate the capabilities and successes of blind
and visually impaired Arkansans to enhance relationships and employer willingness to provide on-
the-job trainings, internships, volunteer opportunities, and job shadowing for those we serve. The
business and technology section will host "technology talk" seminars and provide demonstrations on
college campuses. This activity increases awareness, acceptance, and opens doors for employment
opportunities. Case Review teams have been developed to conduct monthly independent reviews of
case files to offer advice and best practices on service provisions. DSB has begun to discuss topics
related to vision loss on the radio and on local television news programs. DSB has increased the
number of certified rehabilitation counselors in the last year. DSB will continue to seek out certified
rehabilitation counselors and provide skills enhancement opportunities to the current staff. DSB is
working closely with World Services for the Blind to provide employment training tracks for our
clients that result in careers.
7. STRATEGIES FOR ASSISTING OTHER COMPONENTS OF THE STATEWIDE
WORKFORCE DEVELOPMENT SYSTEM IN ASSISTING INDIVIDUALS WITH DISABILITIES.
DSB has cooperative agreements with local Workforce Investment Boards, which are updated as
necessary. DSB also has cooperative agreements with the Department of Workforce Services
(DWS) and Arkansas Rehabilitation Services (a general agreement and a deafblind agreement).
DSB, ARS, the DHS Division of Developmental Disabilities Services (DDS), the DHS Division of
Behavioral Health Services (BHS), and the Arkansas Department of Education (ADE), Special
Education Unit (SEU), Transition Unit are partners in a cooperative agreement outlining
responsibilities and the provision of services, including supported employment, to transition–aged
participants.
The DSB Director serves on the Arkansas Workforce Investment Board, which meets quarterly, and
VR Counselors are members of the local Workforce Investment Boards, which meet quarterly across
the state.
DSB continues to support its 17 accessible kiosks for participants at Workforce Center locations. The
original 10 kiosks were placed in the same cities where DSB has offices; the second set of seven
kiosks were placed in cities with either two–year or four–year Institutions of Higher Education. The
kiosks provide participants the same access to the Internet to search for jobs as a sighted person
seeking services from Workforce.
8. HOW THE AGENCY'S STRATEGIES WILL BE USED TO:
A. ACHIEVE GOALS AND PRIORITIES BY THE STATE, CONSISTENT WITH THE
COMPREHENSIVE NEEDS ASSESSMENT;
B. SUPPORT INNOVATION AND EXPANSION ACTIVITIES; AND
DSB will continue improve of its new data management system in regards to WIOA implementation
and will begin building data into the employer module that will contain information about employers
and job openings. DSB will provide funding to support technology updates within the NFB Newline
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application provided to all Arkansans. Counseling labs that are school based locations are being
coordinated, being with the School for the Blind, to provide pre-employment transition core services
during the school day to groups of students.
C. OVERCOME IDENTIFIED BARRIERS RELATING TO EQUITABLE ACCESS TO AND
PARTICIPATION OF INDIVIDUALS WITH DISABILITIES IN THE STATE VR SERVICES
PROGRAM AND THE STATE SUPPORTED EMPLOYMENT SERVICES PROGRAM.
The Needs Assessment indicated that assistive technology and access to affordable transportation
are the top most significant barriers to employment. The third most critical barrier is the need for
direct job placement assistance. The DSB technology lab is implementing changes to provide
assistive technology recommendations at a faster turn-around rate; the lab is scheduling
appointments for assistive technology evaluations within seven days of receipt of requests.
Evaluations are being provided within five days of the assessment. Transportation continues to be a
significant need. DSB is continually searching for affordable vehicular transportation services for
clients and arranges for payment of these services when appropriate to the plan and goal. DSB has
identified drivers and vetted those drivers through background checks and screenings in order to
qualify them to drive for clients. DSB will continue these efforts to offer transportation services
throughout the State. Lastly, clients have asked for direct job placement assistance. DSB has
worked with providers in neighboring states and negotiated agreements for these providers to
expand into Arkansas to provide direct job placement assistance. DSB counselors have been
provided continuing education training on providing direct job placement assistance to clients. DSB
has also partnered with Workforce Services to locate current job openings in order to meet with
employers and negotiate direct placements for participants. A broad range of assistive technology
services and devices will be provided to individuals who are blind or severely visually impaired as
appropriate at each stage of the rehabilitation process in accordance with the individual’s
employment goal and IPE. The provision of assistive technology services and devices is based upon
assessments and recommendations by the DSB Technology Unit, availability of funds, and the
participant’s IPE.
P. EVALUATION AND REPORTS OF PROGRESS: VR AND SUPPORTED
EMPLOYMENT GOALS
Describe:
1. AN EVALUATION OF THE EXTENT TO WHICH THE VR PROGRAM GOALS
DESCRIBED IN THE APPROVED VR SERVICES PORTION OF THE UNIFIED OR COMBINED
STATE PLAN FOR THE MOST RECENTLY COMPLETED PROGRAM YEAR WERE ACHIEVED.
THE EVALUATION MUST:
A. IDENTIFY THE STRATEGIES THAT CONTRIBUTED TO THE ACHIEVEMENT OF THE
GOALS.
DSB has increased the number of successful employment outcomes over the last 4 years. In FY
2015, DSB achieved 366 successful employment outcomes, as opposed to 313 in 2012, 327 in
2013, and 335 in 2014.
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Below are the evaluation and reports of progress for the most recently completed FY 2015. VR
Goals and Priorities, covering October 1, 2014 – September 30, 2015:
Goal 1: DSB will increase the employment opportunities for people who are blind or severely visually
impaired.
Strategy: VR Counselors will make job contacts with employers. Performance Measures: • Each VR
Counselor and Rehabilitation Teacher will make two face–to–face job contacts with employers per
month. • A brochure will be developed to give employers. Goal Met/Extended: Counselors continue
to make two face–to–face contacts with employers per month and document them in monthly
reports. Development of an employer brochure is continuing in cooperation with the Department of
Career Education.
Strategy: DSB will encourage and support viable self–employment. Performance Measures: • All
self–employment proposals will be reviewed by a team composed of the Business and Technology
Unit Manager, the Field Services Administrator, and the VR Counselor to ensure that a proposal is
realistic and sustainable before it is approved and any funds are provided. • In addition to the goal
and steps of self–employment being on the IPE, the participant must complete a written business
plan with the DSB business–ownership team described above. • A brochure will be developed to
provide interested participants with information about DSB’s small business self–employment
program. • Staff will receive training in Operation Jumpstart, a hands–on, microenterprise
development program designed to help entrepreneurs test the feasibility of their business ideas and
plan to launch new ventures. DSB’s Operation Jumpstart’s mission is to help participants who have
expressed an interest in starting their own business, explore the possibility, develop a business plan,
and start their own business. In doing so we help them become economically independent and be an
active part of their communities. Goal Met/Extended: This process was followed and business plans
were submitted and approved. However, the Small Business Program was restructured and moved
to the Field Services unit. As a result, plans for a small business brochure are being revised. Instead
of doing Operation Jumpstart training in 2015, it was decided to do one–on–one assistance to
participants as needed using the Small Business Developer.
Strategy: Based upon participant response and effectiveness, DSB will continue to hold Job Clubs to
assist participants in acquiring job seeking skills and improving their probability of securing
employment. Job Clubs also encourage peer mentoring. Performance Measure: Job Clubs will be
held at least once a month at the DSB Tech Lab and field offices. Goal Met: Job Clubs are being
conducted as planned.
Strategy: DSB will continue to refer individuals for benefits counseling. Performance Measures: •
Area Supervisors will monitor caseloads to ensure that VR Counselors will refer at least 10
participants per caseload for benefits counseling. • The monthly report will be revised to capture this
information. Goal Met: The White River Area Agency on Aging continues as an employment network
doing benefits counseling for DSB participants. Instead of revising the monthly report, a form specific
to benefits counseling referrals was developed.
Strategy: DSB will continue to refer eligible Older Blind individuals to VR. Performance Measure:
DSB will refer 100% of eligible Older Blind individuals to VR. Goal Met: All Older Blind individuals
interested in employment are referred to VR.
Strategy: DSB will continue to recognize successful participants and their employers and will
encourage peer mentoring. Performance Measures: • Each counselor who has been in his/her
position for at least a year will nominate one individual from his/her caseload as a candidate for state
Consumer of the Year and encourage the individual to serve as a peer mentor to other people who
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are blind or severely visually impaired. • DSB will award Consumer of the Year candidates and their
employers with trophies/plaques and related publicity. Goal Met: Counselors are nominating
outstanding Consumers of the Year, and the consumers and their employers are being recognized
with trophies/plaques and publicity.
Strategy: DSB will continue to expand its assistive technology services and improve access to these
services and equipment. Performance Measures: • DSB will acquire specialized training to develop
the skills and credentials of Rehabilitation Teachers. • DSB will continue to assign new Rehabilitation
Teachers to assistive technology training as vacant positions are filled, so that staff can provide
basic technology support to participants in their respective geographic areas statewide. Supervisors
will schedule veteran RTs for remedial training as a formal part of their professional development
plan. • DSB will continue to provide training to new Workforce Services staff as vacancies occur in
order to increase their knowledge of accessible technology and the needs of participants. • DSB staff
will continue to meet participants at Workforce Services offices, including DSB–sponsored
accessible kiosks, in order to assist participants in their job searches and in becoming more
comfortable interacting with the public in an employment setting. Goal Met: DSB provided new
Rehabilitation Teachers with assistive technology training and continued to train Workforce Services
staffs. VR Counselors met participants at accessible kiosks to assist them in their job searches.
Strategy: DSB will increase the skills, credentials and professional affiliations of its novice Vocational
Rehabilitation Counselors as they move to assume senior counseling responsibilities in connection
with DSB overall succession planning. Performance Measures: • Novice counselors will attend a
specific orientation to VR issues and will participate in specialized training, through the Arkansas
Rehabilitation Association or other qualified sources. • Novice counselors will be exposed to
professional organizations each year, as documented in their professional development plans. Goal
Met: Novice counselors were given the opportunity to attend the ARA annual conference and to
apply for stipends to attend the conferences of professional organizations.
Strategy: DSB will contract with local providers to secure select VR services to capitalize on the
established relationships of such contractors with local employers, to secure appropriate
employment for DSB clients in geographic proximity to their homes. Performance Measure:
Deliverables within the contracts will be met. Goal Met: Instead of contracting with employment
providers, DSB decided to pay private, local job placement specialists on a fee–for–service basis.
Strategy: DSB will establish multi–layered support systems for clients by developing performance
based contracts with Faith–Based Organizations (FBO’s) and other providers across the state, as an
extension of their missions, to provide depth to volunteer employment–related transportation and
other services in rural areas of the state. Performance Measure: Deliverables within the contracts
will be met. Goal Met: Deliverables were met by CIL’s who participated in the RFQ and contracted
with DSB, but some CIL’s chose not to participate. No responses were received from FBO’s.
Strategy: DSB will establish an information clearinghouse and scheduled demonstration lab on
selected college campuses to inform Transition Partner organizations of the needs of students with
significant vision problems, and the cost–effective resources available to them. Performance
Measure: An information clearinghouse and scheduled demonstration lab will be established on at
least one college campus. Goal Met: The Business and Technology Unit demonstrated technology
to college and high school students on a college campus.
Strategy: DSB will explore ways to better utilize the DSB central Tech Lab. Performance Measure:
DSB will re–design the technology needs assessment and database process for the DSB central
Tech Lab to better align it with RSA guidelines on Rehabilitation Engineering. This is a specific
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initiative of the DSB Leadership Training Team, in partnership with the Oklahoma Wicked
Innovation: Next Generation Solutions (WINGS) leadership training project. Goal Met: A survey
about Tech Lab services was received by participants and DSB staff. The response rate was very
low, but the WINGS project itself led to the purchase of an instructional library for use when teaching
in the Tech Lab. This library includes tutorials for MS Word, Excel, PowerPoint, and Outlook for use
with JAWS, MAGic, Window–eyes, and Internet Explorer. The tutorials are updated on a regular
basis and additional instructional materials for other software and equipment is added as needed or
available.
Strategy: DSB will convert its client data MIS system to a web–based environment. Performance
Measures: • Counselors will be able to enter client data and gather signatures during local visits,
which will streamline the flow of services. • The new system will facilitate the production of statistical
reports. Goal Met: DSB purchased the AWARE data management system and all staff are now
proficient in its use.
Strategy: To augment the efforts of DSB staff, DSB will use peer mentoring in a variety of situations
to allow experienced participants to provide information, advice, and support to less experienced
participants, often leading and guiding by example of his/her success in an area. Performance
Measures: • Peer mentoring will be used to connect participants interested in self–employment with
individuals who have owned small businesses and can offer advice and support. • Participants of the
Year will be encouraged to provide peer mentoring to other individuals who are blind and severely
visually impaired that are trying to manage their rehabilitation plans, gain marketable skills, and
secure good jobs. • Participants in Job Club will be encouraged to mentor each other in their
searches for employment and development of job readiness skills. Goal Met: Peer mentoring is
occurring as planned.
Goal 2: DSB will increase its services to transition students.
Strategy: DSB will support training and the exchange of information among state transition partner
organizations. Performance Measure: DSB will sponsor or participate in at least one training or event
that will bring together transition partners for the purpose of exchanging information that will
specifically benefit students who are blind or severely visually impaired. Goal Met: Parent Summits
were held in Harrison and West Memphis in for transition students and their families from throughout
the state. Transition partners were invited to attend and some were asked to make presentations.
The success of the summit confirmed that additional summits will be held around the state in coming
years.
Strategy: DSB will update the collaborative database of transition students as needed. Performance
Measure: The Transition Coordinator will review the database to insure it is being maintained by
Rehabilitation Assistants, who input local information. Goal Met: The Transition Coordinator
reviewed the database and insured it was being maintained.
Strategy: VR Counselors will continue to track transition students on their caseloads to insure that
the IPE is developed or updated before a student graduates from high school. Performance
Measure: Area Supervisors will monitor this during case reviews to insure that no transition student
will graduate without a current IPE. Goal Met: Case reviews showed no students were graduating
without current IPE’s.
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Strategy: DSB will hold Parent Summits around the state to assist parents and other stakeholders in
becoming more knowledgeable and better prepared to advocate for their children at Individualized
Education Plan (IEP) meetings. Performance Measure: In FY 2015, DSB will invite ESVI Regional
Certified Vision Consultants and transition parents to Parent Summits with VR Counselors and
Rehabilitation Teachers, to provide information about students’ rights and accommodations. Goal
Met: Parent Summits were held in West Memphis and Harrison for transition students and their
families from throughout the state. ESVI was included on the agenda. The information provided
included IEP’s, but topics extended beyond high school and into college services. The success of
the summit confirmed that additional summits will be held around the state in coming years.
Strategy: VR Counselors or Rehabilitation Teachers will make face–to–face visits to each school
counselor assigned to students who are blind or visually impaired in their territories. Performance
Measure: VR Counselors or Rehabilitation Teachers will have from the beginning of the school year
to December 1, to complete the face–to–face visits to school counselors described above. Goal Met:
VR Counselors made face–to–face contacts within required timeframes.
Strategy: DSB will continue to provide assessments to transition students specifically focused on
activities of daily living, including but not limited to, mobility, knowledge of available transportation
resources, self–advocacy, acquisition of a variety of reading options, awareness of job opportunities,
and rights and responsibilities as an informed participant. Performance Measure: All transition
students will be referred to Rehabilitation Teachers for assessment of daily living skills and needed
instruction. Goal Met: Transition students are referred for assessments in accordance with policy
and the State Plan.
Strategy: DSB will continue to strengthen relationships with public schools, including Arkansas
School for the Blind and Visually Impaired. Performance Measure: DSB will continue its system of
mail–outs and emails to public schools. Goal Met: Mail–outs and emails are sent to contacts in
public schools and have improved communication and strengthened relationships.
Strategy: DSB will continue to strengthen relationships with ESVI. Performance Measures: • DSB will
continue its system of mail–outs and emails to area ESVI representatives. In addition to the local
networking efforts, the Transition Coordinator will dialogue with ESVI at a state level to discover any
transition students that need services and should be referred to DSB. • DSB will refer young
participants to ESVI and will encourage referrals from ESVI to DSB. Goal Met: Mail–outs and emails
are sent to ESVI Regional Certified Vision Consultants and have improved communication and
strengthened relationships. The Transition Coordinator maintains contact with ESVI at a state level.
Goal 3: DSB will expand its outreach efforts to include the general public, as well as the unserved,
underserved, minorities, and stakeholders.
Strategy: DSB will use exhibit booths to educate the public about DSB services and their availability.
Performance Measure: Each VR Counselor will man at least one DSB exhibit at a widely attended or
significantly relevant event in his/her territory. Goal Met: VR Counselors met or exceeded this goal in
each territory.
Strategy: DSB will contract with CIL’s to reach out to faith–based organizations and inform them of
DSB services. Performance Measure: CIL’s will submit to DSB copies of minutes of meetings with
faith–based groups, reports on trainings, and monthly reports, including the number of faith–based
referrals. Goal Met: DSB staff monitoring the contract determined that CIL’s submitted program and
financial documentation as required by the RFQ.
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Strategy: DSB will increase its services to minorities. Performance Measures: DSB will make at least
one minority outreach effort to Hispanic, Asian, or other ethnic groups in each of its geographic
areas in FY 2015. Goal Met: VR Counselors met or exceeded this goal in each area.
Strategy: Area Supervisors and DSB administrative staff will continue to attend the state conferences
of blindness consumer groups, and opportunities will be offered to direct service staff as well.
Performance Measure: DSB will continue to send at least five supervisors/administrators to these
conferences and will make presentations as requested. Goal Met: DSB exceeded the number of
supervisors and administrators that were to be sent to conferences of blindness consumer groups.
Opportunities to attend these conferences were extended to direct service staff, and some staff
chose to participate.
Evaluation of FY 2015 SE Goals:
Below are the evaluation and reports of progress for the most recently completed FY 2015 SE Goals
and Priorities, covering October 1, 2014 – September 30, 2015:
Goal 1: Increase the number of Supported Employment Providers to better serve DSB participants.
Strategy: DSB will provide resources to significantly expand the capacity of its partners World
Services for the Blind (WSB) and Arkansas Lighthouse for the Blind (LFB) as Community
Rehabilitation Programs to provide Supported Employment services to DSB participants.
Performance Measure: WSB and LFB will begin providing SE services to at least half of the DSB
participants in supported employment during FY 2015. Goal Met: DSB referred 100% of its SE
participants to WSB and LFB in 2015. DSB also established a methodology for each VR Counselor
to submit two SE referrals to WSB, so that 26 participants would be referred each year forward of
2015.
Strategy: DSB will continue to collaborate with other agencies, such as Arkansas chapter of APSE:
Advancing Employment, Connecting People, to expand the number of SE providers. Performance
Measure: At least two new potential SE providers will be identified and contacted. Goal Met: Career
Links and Friendship Community Care became new SE providers for DSB.
Strategy: DSB will encourage participants’ family members and other natural support individuals to
become SE providers. Performance Measure: DSB will collaborate with TACE and other
organizations to develop training for the family support member and participant. Goal Met: Training
for natural supports was developed in 2013 and finalized and held in March 2014. The trainings
continued into 2015.
Strategy: DSB will continue to encourage CRPs to become Employment Networks (ENs).
Performance Measure: A meeting will have taken place with at least one CRP to discuss the
possibility of its becoming an EN. Goal Met: DSB discussed the possibility of becoming EN’s with
WSB and LFB.
Goal 2: Increase the quality of SE Providers for individuals who are blind or severely visually
impaired.
Strategy: DSB will collaborate with TACE and other organizations to develop training for the family
support member and participant. Performance Measures: At least one training on SE will be offered
to family support personnel and SE participants. Goal Met: DSB collaborated with TACE, WSB and
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LFB to develop the training for natural supports. The first training was held in March 2014 and
continued into 2015.
Strategy: Orient DSB staff to new program design. Performance Measures: At least one staff training
on SE program design will be conducted in FY 2015. Goal Met: Staff received training on the new
program design at the annual field service meeting. DSB is transitioning into using the performance
accountability measures under section 116 of WIOA. Steps have been taken to conduct a statistical
analysis over the last 3 years in order to develop a baseline of performance percentages for the
agency in order to move forward to set applicable performance standards under section 116 of
WIOA.
B. DESCRIBE THE FACTORS THAT IMPEDED THE ACHIEVEMENT OF THE GOALS AND
PRIORITIES.
DSB has increased the number of successful employment outcomes over the last 4 years. In FY
2015, DSB achieved 366 successful employment outcomes, as opposed to 313 in 2012, 327 in
2013, and 335 in 2014.
In regards to supported employment (SE), DSB has not significantly increased the number of
individuals who receive this service. In FFY 2013, services were provided to 8 individuals, none were
closed successfully. In FFY 2014, 6 individuals were receiving services in supported employment, 0
have successfully achieved sustained employment. In 2015, 10 individuals entered supported
employment and one has sustained employment successfully. The biggest factor that impedes the
achievement of the supported employment goal is the lack of statewide community rehabilitation
programs offering supported employment to the blind and visually impaired. DSB has been working
with WSB, Easter Seals, Job Connections, Goodwill Industries, Career Links, and Friendship
Community Care to provide services in Arkansas and DSB is assisting with growing their capacity to
offer services to the maximum extent allowable; however, lack of dedicated staff to devote to this
endeavor has impeded the training available to CRPs to grow their capacity for this service. The
Lighthouse for the Blind was a partner agency in 2014 in the provisions of Supported Employment
services; however, a change of ownership to the National Industries for the Blind ended the
availability of that resource to those we support.
3. AN EVALUATION OF THE EXTENT TO WHICH THE SUPPORTED EMPLOYMENT
PROGRAM GOALS DESCRIBED IN THE SUPPORTED EMPLOYMENT SUPPLEMENT FOR THE
MOST RECENT PROGRAM YEAR WERE ACHIEVED. THE EVALUATION MUST:
A. IDENTIFY THE STRATEGIES THAT CONTRIBUTED TO THE ACHIEVEMENT OF THE
GOALS.
In regards to supported employment (SE), DSB has seen no significant increase in the number of
individuals who receive this service. There is lack of Community Rehabilitation Programs with the
capacity to support the blind and visually impaired in the State. In the last three years only one
individual has exited the program still maintains employment. In FFY 2013, services were provided
to 8 individuals, none were closed successfully. In FFY 2014, 6 individuals were receiving services in
supported employment, 0 have successfully achieved sustained employment. In 2015, 10 individuals
entered supported employment and one has sustained employment successfully.
DSB has attempted a number of strategies to increase the success of the supported employment
program in the last 4 years. An agreement was entered into with WSB and the Lighthouse for the
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Blind to offer supports training to the families, blindness skills trainings, and the place and train
model of supported employment, payable using the milestone payment system. DSB has increased
providers
Below are the evaluation and reports of progress for the most recently completed FY 2015 SE Goals
and Priorities, covering October 1, 2014 – September 30, 2015:
Goal 1: Increase the number of Supported Employment Providers to better serve DSB participants.
Strategy: DSB will provide resources to significantly expand the capacity of its partners World
Services for the Blind (WSB) and Arkansas Lighthouse for the Blind (LFB) as Community
Rehabilitation Programs to provide Supported Employment services to DSB participants.
Performance Measure: WSB and LFB will begin providing SE services to at least half of the DSB
participants in supported employment during FY 2015. Goal Met: DSB referred 100% of its SE
participants to WSB and LFB in 2015. DSB also established a methodology for each VR Counselor
to submit two SE referrals to WSB, so that 26 participants would be referred each year forward of
2015.
Strategy: DSB will continue to collaborate with other agencies, such as Arkansas chapter of APSE:
Advancing Employment, Connecting People, to expand the number of SE providers. Performance
Measure: At least two new potential SE providers will be identified and contacted. Goal Met: Career
Links and Friendship Community Care became new SE providers for DSB.
Strategy: DSB will encourage participants’ family members and other natural support individuals to
become SE providers. Performance Measure: DSB will collaborate with TACE and other
organizations to develop training for the family support member and participant. Goal Met: Training
for natural supports was developed in 2013 and finalized and held in March 2014. The trainings
continued into 2015.
Strategy: DSB will continue to encourage CRPs to become Employment Networks (ENs).
Performance Measure: A meeting will have taken place with at least one CRP to discuss the
possibility of its becoming an EN. Goal Met: DSB discussed the possibility of becoming EN’s with
WSB and LFB.
Goal 2: Increase the quality of SE Providers for individuals who are blind or severely visually
impaired.
Strategy: DSB will collaborate with TACE and other organizations to develop training for the family
support member and participant. Performance Measures: At least one training on SE will be offered
to family support personnel and SE participants. Goal Met: DSB collaborated with TACE, WSB and
LFB to develop the training for natural supports. The first training was held in March 2014 and
continued into 2015.
Strategy: Orient DSB staff to new program design. Performance Measures: At least one staff training
on SE program design will be conducted in FY 2015. Goal Met: Staff received training on the new
program design at the annual field service meeting.
B. DESCRIBE THE FACTORS THAT IMPEDED THE ACHIEVEMENT OF THE GOALS AND
PRIORITIES.
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Goals were met.
3. THE VR PROGRAM'S PERFORMANCE ON THE PERFORMANCE ACCOUNTABILITY
INDICATORS UNDER SECTION 116 OF WIOA.
DSB is transitioning into using the performance accountability measures under section 116 of WIOA.
Steps have been taken to conduct a statistical analysis over the last 3 years for consideration by
DSB, in concert with RSA and DSB’s Independent Commission in order to develop a baseline of
performance percentages for the agency in order to move forward to set applicable performance
standards under section 116 of WIOA.
4. HOW THE FUNDS RESERVED FOR INNOVATION AND EXPANSION (I&E) ACTIVITIES
WERE UTILIZED.
Funds for innovation and expansion were used to expand the services of Newsline, which can now
be accessed through more methods, including live streaming.
Q. QUALITY, SCOPE, AND EXTENT OF SUPPORTED EMPLOYMENT SERVICES.
Include the following:
1. THE QUALITY, SCOPE, AND EXTENT OF SUPPORTED EMPLOYMENT SERVICES TO BE
PROVIDED TO INDIVIDUALS WITH THE MOST SIGNIFICANT DISABILITIES, INCLUDING
YOUTH WITH THE MOST SIGNIFICANT DISABILITIES.
DSB remains committed to increasing the quality, scope and extent of Supported Employment
Services to eligible consumers. DSB uses vendors to provide comprehensive supported employment
services to youth and adults identified as blind or visually impaired. Services include: an individual
evaluation of rehabilitation potential via supported employment, provision of job development
services (including job analysis and appropriate accommodations), intensive on–the–job training and
job coaching, and provision or coordination of support services such as counseling or transportation.
Services are provided within federal guidelines until the employment is secure and appropriate
extended services are in place.
Once the individual has maintained stability on the job for an appropriate period of time, the funding
for and provision of extended services transitions to an extended services provider. The
rehabilitation counselor continues to track the individual‘s progress and job stability during the
transition period. If the individual maintains stabilization for 90 days or more after transition to
extended services, the case is closed successfully. If needed, post–employment services may be
provided at any time after closure.
In regards to supported employment (SE), DSB has slowly increased the number of individuals who
receive this service by increasing the number of Community Rehabilitation Programs in the State
that offer Supported Employment to the Blind and Visually Impaired. In FFY 2011, DSB served 6
individuals in SE services. One individual was a successful employment outcome. FFY 2012,
services were provided to 8 individuals, none were closed successfully. In FFY 2014, 20 individuals
were receiving services in supported employment, 4 have successfully achieved sustained
employment. In FFY 2015 we gained the full support of World Services for the Blind as a partner in
each milestone of the supported employment service, which includes supports and training for the
care givers of the individuals receiving services.
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DSB has 35 clients receiving services at WSB in FFY 2016 towards a Supported Employment goal
of that 10 have been identified as youth with the most significant disabilities (blind or low vision).
There are not a sufficient number of service providers who deliver supported employment in the
state on a fee for service basis. DSB is working towards an Memorandum of Agreement for the
provision of extended services with the Medical and Developmental Disabilities Divisions of the
Department of Human Services to provide financial supports in on–going extended services to many
consumers who are both intellectually disabled and legally blind. All work programs will be in
integrated settings paying the minimum wage.
2. THE TIMING OF TRANSITION TO EXTENDED SERVICES.
Transition to extended services is at least 90 days after successful placement, no later than 18
months.
CERTIFICATIONS
Name of designated State agency or designated State unit, as appropriate Arkansas
Department of Human Services Division of State Services for the Blind
Name of designated State agency Arkansas Department of Human Services
Full Name of Authorized Representative: Katy Morris
Title of Authorized Representative: DSB Director
States must provide written and signed certifications that:
1. The designated State agency or designated State unit (as appropriate) listed above is
authorized to submit the VR services portion of the Unified or Combined State Plan under title 1
of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by WIOA*, and its supplement
under title VI of the Rehabilitation Act.** Yes
2. As a condition for the receipt of Federal funds under title I of the Rehabilitation Act for the
provision of VR services, the designated State agency listed above agrees to operate and
administer the State VR Services Program in accordance with the VR services portion of the
Unified or Combined State Plan, the Rehabilitation Act, and all applicable regulations, policies,
and procedures established by the Secretary of Education. Funds made available under section
111 of the Rehabilitation Act are used solely for the provision of VR services and the
administration of the VR services portion of the Unified or Combined State Plan; Yes
3. As a condition for the receipt of Federal funds under title VI of the Rehabilitation Act for
supported employment services, the designated State agency agrees to operate and administer
the State Supported Employment Services Program in accordance with the supplement to the
VR services portion of the Unified or Combined State Plan* , the Rehabilitation Act, and all
applicable regulations , policies, and procedures established by the Secretary of Education.
Funds made available under title VI are used solely for the provision of supported employment
301 | Page
services and the administration of the supplement to the VR services portion of the Unified or
Combined State Plan;** Yes
4. The designated State agency and/or the designated State unit has the authority under State law
to perform the functions of the State regarding the VR services portion of the Unified or
Combined State Plan and its supplement; Yes
5. The State legally may carry out each provision of the VR services portion of the Unified or
Combined State Plan and its supplement. Yes
6. All provisions of the VR services portion of the Unified or Combined State Plan and its
supplement are consistent with State law. Yes
7. The Authorized Representative listed above has the authority under State law to receive,
hold, and disburse Federal funds made available under the VR services portion of the Unified or
Combined State Plan and its supplement; Yes
8. The Authorized Representative listed above has the authority to submit the VR services
portion of the Unified or Combined State Plan and the supplement for Supported Employment
services; Yes
9. The agency that submits the VR services portion of the Unified or Combined State Plan and its
supplement has adopted or otherwise formally approved the plan and its supplement. Yes
FOOTNOTES
__________
Certification 1 Footnotes
* Public Law 113-128.
** Unless otherwise stated, "Rehabilitation Act" means the Rehabilitation Act of 1973, as amended
by WIOA, signed into law on July 22, 2014.
Certification 2 Footnotes
* All references in this plan to "designated State agency" or to "the State agency" relate to the
agency identified in this paragraph.
** No funds under title 1 of the Rehabilitation Act may be awarded without an approved VR services
portion of the Unified or Combined State Plan in accordance with section 101(a) of the Rehabilitation
Act.
*** Applicable regulations, in part, include the Education Department General Administrative
Regulations (EDGAR) in 34 CFR parts 76,77,79,81, and 82; 2 CFR part 200 as adopted by 2 CFR
Part 3485; and the State VR Services Program regulations.
Certification 3 Footnotes
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* No funds under title VI of the Rehabilitation Act may be awarded without an approved supplement
to the VR services portion of the Unified or Combined State Plan in accordance with section 606(a)
of the Rehabilitation Act.
** Applicable regulations, in part, include the citations in *** under Certification 2 footnotes
ADDITIONAL COMMENTS ON THE CERTIFICATIONS FROM THE STATE
CERTIFICATION REGARDING LOBBYING — VOCATIONAL
REHABILITATION
Certification for Contracts, Grants, Loans, and Cooperative Agreements The undersigned certifies, to
the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the
undersigned, to any person for influencing or attempting to influence an officer or employee of an
agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of
Congress in connection with the awarding of any Federal contract, the making of any Federal grant,
the making of any Federal loan, the entering into of any cooperative agreement, and the extension,
continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or
cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person
for influencing or attempting to influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a Member of Congress in
connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall
complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its
instructions.
(3) The undersigned shall require that the language of this certification be included in the award
documents for all sub-awards at all tiers (including subcontracts, sub-grants, and contracts under
grants, loans, and cooperative agreements) and that all sub-recipients shall certify and disclose
accordingly. This certification is a material representation of fact upon which reliance was placed
when this transaction was made or entered into. Submission of this certification is a prerequisite for
making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person
who fails to file the required certification shall be subject to a civil penalty of not less than $10,000
and not more than $100,000 for each such failure.
STATEMENT FOR LOAN GUARANTEES AND LOAN INSURANCE
The undersigned states, to the best of his or her knowledge and belief, that:
If any funds have been paid or will be paid to any person for influencing or attempting to influence an
officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or
an employee of a Member of Congress in connection with this commitment providing for the United
States to insure or guarantee a loan, the undersigned shall complete and submit Standard FormLLL,
''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement
is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S.
Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less
than $10,000 and not more than $100,000 for each such failure.
303 | Page
Applicant’s Organization Arkansas Department of Human Services Division of State Services
for the Blind
Full Name of Authorized Representative: Katy Morris
Title of Authorized Representative: DSB Director
SF LLL Form – Disclosure of Lobbying Activities (only if applicable)
(http://www2.ed.gov/fund/grant/apply/appforms/appforms.html). If applicable, please print, sign, and
email to MAT_OCTAE@ed.gov
CERTIFICATION REGARDING LOBBYING — SUPPORTED EMPLOYMENT
Certification for Contracts, Grants, Loans, and Cooperative Agreements The undersigned certifies, to
the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the
undersigned, to any person for influencing or attempting to influence an officer or employee of an
agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of
Congress in connection with the awarding of any Federal contract, the making of any Federal grant,
the making of any Federal loan, the entering into of any cooperative agreement, and the extension,
continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or
cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person
for influencing or attempting to influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a Member of Congress in
connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall
complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its
instructions.
(3) The undersigned shall require that the language of this certification be included in the award
documents for all sub-awards at all tiers (including subcontracts, sub-grants, and contracts under
grants, loans, and cooperative agreements) and that all sub-recipients shall certify and disclose
accordingly. This certification is a material representation of fact upon which reliance was placed
when this transaction was made or entered into. Submission of this certification is a prerequisite for
making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person
who fails to file the required certification shall be subject to a civil penalty of not less than $10,000
and not more than $100,000 for each such failure.
STATEMENT FOR LOAN GUARANTEES AND LOAN INSURANCE
The undersigned states, to the best of his or her knowledge and belief, that:
If any funds have been paid or will be paid to any person for influencing or attempting to influence an
officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or
an employee of a Member of Congress in connection with this commitment providing for the United
States to insure or guarantee a loan, the undersigned shall complete and submit Standard FormLLL,
''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement
304 | Page
is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S.
Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less
than $10,000 and not more than $100,000 for each such failure.
Applicant’s Organization Arkansas Department of Human Services Division of State Services
for the Blind
Full Name of Authorized Representative: Katy Morris
Title of Authorized Representative: DSB Director
SF LLL Form – Disclosure of Lobbying Activities (only if applicable)
(http://www2.ed.gov/fund/grant/apply/appforms/appforms.html).
ASSURANCES
The designated State agency or designated State unit, as appropriate and identified in the State
certifications included with this VR services portion of the Unified or Combined State Plan and its
supplement, through signature of the authorized individual, assures the Commissioner of the
Rehabilitation Services Administration (RSA), that it will comply with all of the requirements of the
VR services portion of the Unified or Combined State Plan and its supplement, as set forth in
sections 101(a) and 606 of the Rehabilitation Act. The individual authorized to submit the VR
services portion of the Unified or Combined State Plan and its supplement makes the following
assurances: The State Plan must provide assurances that:
1. PUBLIC COMMENT ON POLICIES AND PROCEDURES:
The designated State agency assures it will comply with all statutory and regulatory requirements for
public participation in the VR Services Portion of the Unified or Combined State Plan, as required by
section 101(a)(16)(A) of the Rehabilitation Act.
2. SUBMISSION OF THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE
PLAN AND ITS SUPPLEMENT:
The designated State unit assures it will comply with all requirements pertaining to the submission
and revisions of the VR services portion of the Unified or Combined State Plan and its supplement
for the State Supported Employment Services program, as required by sections 101(a)(1), (22), (23),
and 606(a) of the Rehabilitation Act; section 102 of WIOA in the case of the submission of a unified
plan; section 103 of WIOA in the case of a submission of a Combined State Plan; 34 CFR 76.140.
3. ADMINISTRATION OF THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED
STATE PLAN:
The designated State agency or designated State unit, as appropriate, assures it will comply with the
requirements related to:
A. THE ESTABLISHMENT OF THE DESIGNATED STATE AGENCY AND
305 | Page
DESIGNATED STATE UNIT, AS REQUIRED BY SECTION 101(A)(2) OF THE
REHABILITATION ACT.
B. THE ESTABLISHMENT OF EITHER A STATE INDEPENDENT COMMISSION OR STATE
REHABILITATION COUNCIL, AS REQUIRED BY SECTION 101(A)(21) OF THE
REHABILITATION ACT.
The designated State agency or designated State unit, as applicable (A) is an independent
State commission
C. CONSULTATIONS REGARDING THE ADMINISTRATION OF THE VR SERVICES
PORTION OF THE UNIFIED OR COMBINED STATE PLAN, IN ACCORDANCE WITH
SECTION 101(A)(16)(B) OF THE REHABILITATION ACT.
D. THE FINANCIAL PARTICIPATION BY THE STATE, OR IF THE STATE SO ELECTS,
BY THE STATE AND LOCAL AGENCIES, TO PROVIDE THE AMOUNT OF THE
NONFEDERAL SHARE OF THE COST OF CARRYING OUT THE VR PROGRAM IN
ACCORDANCE WITH SECTION 101(A)(3).
E. THE LOCAL ADMINISTRATION OF THE VR SERVICES PORTION OF THE UNIFIED OR
COMBINED STATE PLAN, IN ACCORDANCE WITH SECTION 101(A)(2)(A) OF THE
REHABILITATION ACT.
The designated State agency allows for the local administration of VR funds No
F. THE SHARED FUNDING AND ADMINISTRATION OF JOINT PROGRAMS, IN
ACCORDANCE WITH SECTION 101(A)(2)(A)(II) OF THE REHABILITATION ACT.
The designated State agency allows for the shared funding and administration of joint programs:
No
G. STATEWIDENESS AND WAIVERS OF STATEWIDENESS REQUIREMENTS, AS SET
FORTH IN SECTION 101(A)(4) OF THE REHABILITATION ACT.
Is the designated State agency requesting or maintaining a waiver of statewideness for one or more
services provided under the VR services portion of the Unified or Combined State Plan? See Section
2 of this VR services portion of the Unified or Combined State Plan. No
H. THE DESCRIPTIONS FOR COOPERATION, COLLABORATION, AND
COORDINATION, AS REQUIRED BY SECTIONS 101(A)(11) AND (24)(B); AND 606(B) OF THE
REHABILITATION ACT.
I. ALL REQUIRED METHODS OF ADMINISTRATION, AS REQUIRED BY SECTION 101(A)(6)
OF THE REHABILITATION ACT .
J. THE REQUIREMENTS FOR THE COMPREHENSIVE SYSTEM OF PERSONNEL
DEVELOPMENT, AS SET FORTH IN SECTION 101(A)(7) OF THE REHABILITATION ACT.
306 | Page
K. THE COMPILATION AND SUBMISSION TO THE COMMISSIONER OF STATEWIDE
ASSESSMENTS, ESTIMATES, STATE GOALS AND PRIORITIES, STRATEGIES, AND
PROGRESS REPORTS, AS APPROPRIATE, AND AS REQUIRED BY SECTIONS
101(A)(15), 105(C)(2), AND 606(B)(8) OF THE REHABILITATION ACT.
L. THE RESERVATION AND USE OF A PORTION OF THE FUNDS ALLOTTED TO THE
STATE UNDER SECTION 110 OF THE REHABILITATION ACT FOR THE DEVELOPMENT
AND IMPLEMENTATION OF INNOVATIVE APPROACHES TO EXPAND AND IMPROVE
THE PROVISION OF VR SERVICES TO INDIVIDUALS WITH DISABILITIES,
PARTICULARLY INDIVIDUALS WITH THE MOST SIGNIFICANT DISABILITIES.
M. THE SUBMISSION OF REPORTS AS REQUIRED BY SECTION 101(A)(10) OF THE
REHABILITATION ACT.
4. ADMINISTRATION OF THE PROVISION OF VR SERVICES:
The designated State agency, or designated State unit, as appropriate, assures that it will:
A. COMPLY WITH ALL REQUIREMENTS REGARDING INFORMATION AND REFERRAL
SERVICES IN ACCORDANCE WITH SECTIONS 101(A)(5)(D) AND (20) OF THE
REHABILITATION ACT.
B. IMPOSE NO DURATION OF RESIDENCE REQUIREMENT AS PART OF DETERMINING
AN INDIVIDUAL’S ELIGIBILITY FOR VR SERVICES OR THAT EXCLUDES FROM
SERVICES UNDER THE PLAN ANY INDIVIDUAL WHO IS PRESENT IN THE STATE IN
ACCORDANCE WITH SECTION 101(A)(12) OF THE REHABILITATION ACT .
C. PROVIDE THE FULL RANGE OF SERVICES LISTED IN SECTION 103(A) OF THE
REHABILITATION ACT AS APPROPRIATE, TO ALL ELIGIBLE INDIVIDUALS WITH
DISABILITIES IN THE STATE WHO APPLY FOR SERVICES IN ACCORDANCE WITH
SECTION 101(A)(5) OF THE REHABILITATION ACT?
Agency will provide the full range of services described above
D. DETERMINE WHETHER COMPARABLE SERVICES AND BENEFITS ARE AVAILABLE TO
THE INDIVIDUAL IN ACCORDANCE WITH SECTION 101(A)(8) OF THE REHABILITATION
ACT.
E. COMPLY WITH THE REQUIREMENTS FOR THE DEVELOPMENT OF AN INDIVIDUALIZED
PLAN FOR EMPLOYMENT IN ACCORDANCE WITH SECTION 102(B) OF THE
REHABILITATION ACT.
F. COMPLY WITH REQUIREMENTS REGARDING THE PROVISIONS OF INFORMED
CHOICE FOR ALL APPLICANTS AND ELIGIBLE INDIVIDUALS IN ACCORDANCE WITH
SECTION 102(D) OF THE REHABILITATION ACT.
307 | Page
G. PROVIDE VOCATIONAL REHABILITATION SERVICES TO AMERICAN INDIANS WHO
ARE INDIVIDUALS WITH DISABILITIES RESIDING IN THE STATE, IN ACCORDANCE
WITH SECTION 101(A)(13) OF THE REHABILITATION ACT.
H. COMPLY WITH THE REQUIREMENTS FOR THE CONDUCT OF SEMIANNUAL OR
ANNUAL REVIEWS, AS APPROPRIATE, FOR INDIVIDUALS EMPLOYED EITHER IN AN
EXTENDED EMPLOYMENT SETTING IN A COMMUNITY REHABILITATION PROGRAM
OR ANY OTHER EMPLOYMENT UNDER SECTION 14(C) OF THE FAIR LABOR
STANDARDS ACT OF 1938, AS REQUIRED BY SECTION 101(A)(14)OF THE
REHABILITATION ACT.
I. MEET THE REQUIREMENTS IN SECTIONS 101(A)(17) AND 103(B)(2) OF THE
REHABILITATION ACT IF THE STATE ELECTS TO CONSTRUCT, UNDER SPECIAL
CIRCUMSTANCES, FACILITIES FOR COMMUNITY REHABILITATION PROGRAMS
J. WITH RESPECT TO STUDENTS WITH DISABILITIES, THE STATE, HAS DEVELOPED AND
WILL IMPLEMENT, STRATEGIES TO ADDRESS THE NEEDS IDENTIFIED IN THE
ASSESSMENTS; AND STRATEGIES TO ACHIEVE THE GOALS AND PRIORITIES
IDENTIFIED BY THE STATE, TO IMPROVE AND EXPAND VOCATIONAL REHABILITATION
SERVICES FOR STUDENTS WITH DISABILITIES ON A STATEWIDE BASIS; AND
HAS DEVELOPED AND WILL IMPLEMENT STRATEGIES TO PROVIDE PRE-
EMPLOYMENT TRANSITION SERVICES (SECTIONS 101(A)(15) AND 101(A)(25)).
5. PROGRAM ADMINISTRATION FOR THE SUPPORTED EMPLOYMENT TITLE VI
SUPPLEMENT:
A. THE DESIGNATED STATE UNIT ASSURES THAT IT WILL INCLUDE IN THE VR SERVICES
PORTION OF THE UNIFIED OR COMBINED STATE PLAN ALL INFORMATION REQUIRED
BY SECTION 606 OF THE REHABILITATION ACT.
B. THE DESIGNATED STATE AGENCY ASSURES THAT IT WILL SUBMIT REPORTS IN
SUCH FORM AND IN ACCORDANCE WITH SUCH PROCEDURES AS THE
COMMISSIONER MAY REQUIRE AND COLLECTS THE INFORMATION REQUIRED BY
SECTION 101(A)(10) OF THE REHABILITATION ACT SEPARATELY FOR INDIVIDUALS
RECEIVING SUPPORTED EMPLOYMENT SERVICES UNDER TITLE I AND INDIVIDUALS
RECEIVING SUPPORTED EMPLOYMENT SERVICES UNDER TITLE VI OF THE
REHABILITATION ACT.
C. THE DESIGNATED STATE UNIT WILL COORDINATE ACTIVITIES WITH ANY OTHER
STATE AGENCY THAT IS FUNCTIONING AS AN EMPLOYMENT NETWORK UNDER THE
TICKET TO WORK AND SELF-SUFFICIENCY PROGRAM UNDER SECTION 1148 OF THE
SOCIAL SECURITY ACT.
6. FINANCIAL ADMINISTRATION OF THE SUPPORTED EMPLOYMENT PROGRAM:
A. THE DESIGNATED STATE AGENCY ASSURES THAT IT WILL EXPEND NO MORE THAN
2.5 PERCENT OF THE STATE’S ALLOTMENT UNDER TITLE VI FOR ADMINISTRATIVE
COSTS OF CARRYING OUT THIS PROGRAM; AND, THE DESIGNATED STATE AGENCY
308 | Page
OR AGENCIES WILL PROVIDE, DIRECTLY OR INDIRECTLY THROUGH PUBLIC OR
PRIVATE ENTITIES, NON-FEDERAL CONTRIBUTIONS IN AN AMOUNT THAT IS NOT
LESS THAN 10 PERCENT OF THE COSTS OF CARRYING OUT SUPPORTED
EMPLOYMENT SERVICES PROVIDED TO YOUTH WITH THE MOST SIGNIFICANT
DISABILITIES WITH THE FUNDS RESERVED FOR SUCH PURPOSE UNDER SECTION
603(D) OF THE REHABILITATION ACT, IN ACCORDANCE WITH SECTION 606(B)(7)(G)
AND (H) OF THE REHABILITATION ACT.
B. THE DESIGNATED STATE AGENCY ASSURES THAT IT WILL USE FUNDS MADE
AVAILABLE UNDER TITLE VI OF THE REHABILITATION ACT ONLY TO PROVIDE
SUPPORTED EMPLOYMENT SERVICES TO INDIVIDUALS WITH THE MOST SIGNIFICANT
DISABILITIES, INCLUDING EXTENDED SERVICES TO YOUTH WITH THE MOST
SIGNIFICANT DISABILITIES, WHO ARE ELIGIBLE TO RECEIVE SUCH SERVICES; AND,
THAT SUCH FUNDS ARE USED ONLY TO SUPPLEMENT AND NOT SUPPLANT THE
FUNDS PROVIDED UNDER TITLE I OF THE REHABILITATION ACT, WHEN PROVIDING
SUPPORTED EMPLOYMENT SERVICES SPECIFIED IN THE INDIVIDUALIZED PLAN FOR
EMPLOYMENT, IN ACCORDANCE WITH SECTION 606(B)(7)(A) AND (D), OF THE
REHABILITATION ACT.
7. PROVISION OF SUPPORTED EMPLOYMENT SERVICES:
A. THE DESIGNATED STATE AGENCY ASSURES THAT IT WILL PROVIDE SUPPORTED
EMPLOYMENT SERVICES AS DEFINED IN SECTION 7(39) OF THE REHABILITATION
ACT.
B. THE DESIGNATED STATE AGENCY ASSURES THAT:
THE COMPREHENSIVE ASSESSMENT OF INDIVIDUALS WITH SIGNIFICANT
DISABILITIES CONDUCTED UNDER SECTION 102(B)(1) OF THE REHABILITATION ACT
AND FUNDED UNDER TITLE I OF THE REHABILITATION ACT INCLUDES
CONSIDERATION OF SUPPORTED EMPLOYMENT AS AN APPROPRIATE
EMPLOYMENT OUTCOME, IN ACCORDANCE WITH THE REQUIREMENTS OF SECTION
606(B)(7)(B) OF THE REHABILITATION ACT AN INDIVIDUALIZED PLAN FOR
EMPLOYMENT THAT MEETS THE REQUIREMENTS OF SECTION 102(B) OF THE
REHABILITATION ACT , WHICH IS DEVELOPED AND UPDATED WITH TITLE I FUNDS,
IN ACCORDANCE WITH SECTIONS 102(B)(3)(F) AND 606(B)(6)(C) AND (E) OF THE
REHABILITATION ACT.
ADDITIONAL COMMENTS ON THE ASSURANCES FROM THE STATE
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VII. PROGRAM-SPECIFIC REQUIREMENTS FOR COMBINED STATE PLAN
PARTNER PROGRAMS
States choosing to submit a Combined State Plan must provide information concerning the six core
programs—the Adult Program, Dislocated Worker Program, Youth Program, Wagner-Peyser Act
Program, Adult Education and Family Literacy Act Program, and the Vocational Rehabilitation
Program— and also submit relevant information for any of the eleven partner programs it includes in
its Combined State Plan. When a State includes a Combined State Plan partner program in its
Combined State Plan, it need not submit a separate plan or application for that particular program.*
If included, Combined State Plan partner programs are subject to the “common planning elements”
in Sections II and III of that document, where specified, as well as the program-specific requirements
for that program (available on www.regulations.gov for public comment). The requirements that a
State must address for any of the partner programs it includes in its Combined State Plan are
provided in this separate supplemental document. The Departments are not seeking comments on
these program-specific requirements, which exist under separate OMB control numbers and do not
represent requirements under WIOA. For further details on this overall collection, access the Federal
eRulemaking Portal at http://www.regulations.gov by selecting Docket ID number ETA-2015-0006.
__________
* States that elect to include employment and training activities carried out under the Community
Services Block Grant (CSBG) Act (42 U.S.C. 9901 et seq.) under a Combined State Plan would
submit all other required elements of a complete CSBG State Plan directly to the Federal agency
that administers the program. Similarly, States that elect to include employment and training
activities carried by the Department of Housing and Urban Development and programs authorized
under section 6(d)(4) and 6(o) of the Food and Nutrition Act of 2008 that are included would submit
all other required elements of a complete State Plan for those programs directly to the Federal
agency that administers the program.
TEMPORARY ASSISTANCE FOR NEEDY FAMILIES (TANF)
States that include TANF in the Combined State Plan must outline how the State will meet the
requirements of section 402 of the Social Security Act including how it will:
(A) CONDUCT A PROGRAM DESIGNED TO SERVE ALL POLITICAL SUBDIVISIONS IN THE
STATE (NOT NECESSARILY IN A UNIFORM MANNER) THAT PROVIDES ASSISTANCE TO
NEEDY FAMILIES WITH (OR EXPECTING) CHILDREN AND PROVIDES PARENTS WITH JOB
PREPARATION, WORK, AND SUPPORT SERVICES TO ENABLE THEM TO LEAVE THE
PROGRAM, SPECIFICALLY CASH ASSISTANCE, AND BECOME SELF-SUFFICIENT
(SECTION 402(A)(1)(A)(I) OF THE SOCIAL SECURITY ACT).
Arkansas operates a TANF Block Grant assistance program on a statewide basis in accordance with
all applicable federal and state laws and policies. This statewide program has been fully articulated
in previously-approved TANF State Plans by the Administration for Children and Families.
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The Department of Workforce Services and the Department of Human Services - Division of County
Operations works collaboratively in making the TANF Program services available in each of
Arkansas’s seventy-five (75) counties.
POPULATIONS TO BE SERVED
Transitional Employment Assistance will be available to economically needy families with children
under the age of eighteen (18) years who are residing in the State of Arkansas and meet specified
eligibility requirements.
Families receiving cash assistance must meet all of the following eligibility criteria.
Definition of Needy Family
A needy family is defined as one which includes a child or children under the age of 18 years and the
parent(s) or other adult relative caretaker who is living with such child(ren) and whose family income
and resources are within specified limits.
Definition of Other Adult Relative Caretaker
Other adult relative caretaker is defined as a non-parent relative who is providing care for the child
(when there is no natural parent in the home) and is in one of the following degrees of relationship to
the child:
a. A blood or adoptive relative within the fifth degree of kinship (e.g., grandparent, aunt, etc.);
b. Step-father, step-mother, step-sister, step-brother;
c. A spouse of any of the above.
For purposes of determining family size and family income and resource eligibility, any other adult
relative caretaker as defined above, with the exception of a step-parent, may choose to be included
as an eligible family member or not.
If such relative chooses not to be included (i.e., is a payee only), then his/her income and resources
will not be considered when determining eligibility. In addition, employment services described in
Section 4 will not be available to such excluded adult relative and the time limit described in Section
3.6 will not apply.
Income Limit
Cash Assistance
The family’s countable income (as defined in the State’s policy and procedures manual) must be
equal to or below $223 per month. The one income limit applies to all family sizes and to initial and
on-going eligibility. This amount is 25% of what a full-time (40 hours/week) worker would have
earned at the federal minimum wage that was effective September 1, 1997 ($5.15/hour) in a month.
311 | Page
For the purposes of income eligibility, the following deductions will be made from a family’s gross
monthly-earned income:
a. For initial eligibility, a 20% deduction for work related expenses (e.g., taxes).
b. For on-going eligibility, the 20% work-related deduction followed by a 60% work incentive
deduction from the remainder. Resource Limit
Cash Assistance
The family’s countable resources must be equal to or below $3,000. The one resource limit applies
to all family sizes and to initial and on-going eligibility.
Resources include real and personal property which are currently available or for which the family
has the legal ability to make available for current use.
In accordance with Arkansas Act 514 of 2007, the following categories of resources are disregarded:
(a) The family’s homestead;
(b) One operable motor vehicle;
(c) Household and personal goods;
(d) Income-producing property;
(e) Monies deposited in an approved Individual Development Account (IDA) or approved escrow
account for business or career development;
(f) Any other property specified in the State policy and procedures manual that the agency had
determined would be cost-efficient to exclude or which must be excluded due to federal or state
statute.
Citizenship Requirement
Recipients must be citizens, qualified aliens who entered the United States before August 22, 1996,
qualified aliens who entered the United States on or after August 22, 1996 who are excepted from
the five-year bar, or aliens who entered the United States on or after August 22, 1996 and have
been in "qualified alien" status for at least five (5) years.
Time Limit Requirement
A needy family who meets all other eligibility requirements will not be eligible to receive TEA
assistance if the family includes an adult parent (or other adult relative caretaker who is included as
an eligible member) who has received such assistance for twenty-four (24) months unless it is
determined that the family meets one of the criteria outlined in Section 5 (Exemptions/Deferrals).
The twenty-four months need not be consecutive months. The twenty-four (24) month count began
July 1, 1998.
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A needy family that includes an adult parent who meets the criteria outlined in Section 5
(Exemptions/Deferrals) and is deferred from the twenty-four (24) month time limit will not be eligible
to receive TEA assistance beyond the sixty (60) month federal time limit unless it is determined that
the family meets one of the criteria outlined in Section 5 (Hardship Extensions).
Personal Responsibility Agreement Requirement
The Personal Responsibility Agreement (PRA) is an agreement between the department and
recipient specifying the recipient’s responsibilities that are a condition of receiving employment
assistance, which may include an employment plan that describes what the recipient and the
department will do to assist the recipient to achieve self-sufficiency through employment. (See
Section 8.1 for a description of the PRA.)
Assignment of Child Support
The adult caretaker must agree to assign child support rights to the State. Such assignment will
become effective upon receipt of cash assistance. Drug-Related Convictions
An individual who has been found guilty of or has pleaded guilty or nolo contendere to any state or
federal offense classified as a felony by the law of the jurisdiction involved, and which has as an
element of the offense, the distribution or manufacture of a controlled substance (as defined in
section 102(6) of the Controlled Substance Act) will be ineligible for TEA benefits. This provision
applies only to offenses occurring after July 1, 1997.
The eligibility of the other family members will not be affected by the ineligibility of a person
described above. The amount of assistance for which they may be eligible will be determined without
regard to the ineligible member’s needs. However, if such ineligible person is the child’s parent, his
or her income and resources will be considered in determining the children’s eligibility and amount of
assistance.
In accordance with Section 16 of the Arkansas Personal Responsibility and Public Assistance
Reform Act, Arkansas opts out of Section 115 of the Personal Responsibility and Work Opportunity
Act of 1996. Section 115 states that assistance may be denied to anyone who has been convicted of
any felony involving a controlled substance including the use or possession of a controlled
substance
Minor Parent Living Arrangements
An unmarried parent under the age of 18 must reside in a place of residence maintained by a parent,
legal guardian, or other adult relative except in the following situations:
a. It has been determined that the unmarried minor parent’s current living arrangement is
appropriate. In this situation, the minor parent and child will be required to continue to reside in such
living arrangement as a condition of eligibility unless it is determined that such living arrangement is
no longer appropriate due to changed circumstances.
b. The minor parent has no parent, legal guardian, or other adult relative of his or her own who is
living or whose whereabouts are known.
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c. The minor parent’s parent or legal guardian will not allow the minor parent and child to live in
his/her home and there is no other adult relative who will allow the minor parent and child to live in
their home.
d. The minor parent or child is being or has been subjected to serious physical or emotional harm,
sexual abuse, or exploitation in the home of the minor parent’s parent or legal guardian.
e. Substantial evidence exists of an act or failure to act that places the minor parent or child at risk
of imminent or serious harm in the home of the minor parent’s parent or legal guardian.
f. The agency determines that it is in the best interest of the minor parent’s child to waive the living
arrangement requirement for the minor parent and child.
Family Violence Option (FVO)
Arkansas continues to utilize the Family Violence Option (FVO) for victims of domestic violence. This
will allow us to modify program requirements and extend time limits to help victims of domestic
violence.
(B) REQUIRE A PARENT OR CARETAKER RECEIVING ASSISTANCE TO ENGAGE IN
WORK (DEFINED BY THE STATE) ONCE THE STATE DETERMINES THE PARENT OR
CARETAKER IS READY TO ENGAGE IN WORK, OR ONCE HE OR SHE HAS RECEIVED 24
MONTHS OF ASSISTANCE, WHICHEVER IS EARLIER, CONSISTENT WITH THE CHILD
CARE EXCEPTION AT 407(E)(2) (SECTION 402(A)(1)(A)(II) OF THE SOCIAL SECURITY
ACT)
In accordance with federal requirements, Arkansas requires parents and caretakers to engage in
work as a condition of ongoing eligibility unless they are unable to do so due to one or more of the
specific criteria outlined in our Exemptions/Deferrals policy. A non-parent adult caretaker who has
chosen not to be included as an eligible member is not required to participate in work activities.
Minor parents are excluded from the employment requirement, however, they must be engaged in
appropriate education or training programs.
The following individuals may be exempted or temporarily deferred from any work activity
requirement:
• A parent caring for a child:
a. Under three (3) months of age; or
b. Between three (3) and twelve (12) months of age if child care for such
child is not available.
• Note: A parent may be exempted for this reason for a maximum of twelve
(12) months in his or her adult lifetime.
• An individual with disabilities (parent or caregiver)
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• A woman in the third trimester of pregnancy.
• A parent or caregiver who is caring for individuals with disabilities (child
relative or adult relative) living in the home.
• A teen parent/head-of-household under the age of twenty (20) who maintains
satisfactory attendance as a full-time student at a secondary school.
• An individual for who support services necessary to engage in a work activity
are not available.
• An individual who is unable to participate in work activities due directly to the
effects of domestic violence.
• An individual unable to participate in a work activity due to circumstances
beyond his or her control.
• A parent or other adult caretaker who is over sixty-(60)-years of age.
The twenty-four (24) month time limit will not apply in any month in which an individual is
exempt/deferred for any of the above reasons. In addition, the following individuals may receive an
extension of the time limit:
• An individual who cooperated and participated in required activities but was
unable to obtain employment because of circumstances beyond his or her
control.
Time limit, particularly, but not limited to, cases in which it is necessary to protect the child from risk
of neglect.
Individuals participating in education and training activities who have reached the end of their twenty-
four (24) month cumulative limit on financial assistance, have complied with all TEA requirements
and are within six (6) months of completing their current education or training program However, the
Local office can make an exception and provide an extension to the six months on a case-by case-
basis.
Exemption or deferral from the twenty-four month time limit does not exempt an individual from the
federal sixty-(60)-month time limit. Therefore, individuals who have reached the sixty-(60)-month
time limit due to exemptions or deferrals from the twenty-four month time limit may receive an
extension of the 60-month time limit if the individual meets one of the following hardship extension
criteria:
The adult has a physical or mental impairment that is too severe for Rehabilitation services and the
individual has been denied SSA/SSI disability through an appeal.
a. The adult is receiving services through Arkansas Rehabilitation Services in a sheltered workshop
and ARS has stated that is the extent of activities the individual can do.
b. The adult is receiving treatment through the Severe Barriers Project and the Severe Barriers
Project team is providing case management services.
c. The adult has been, and continues to be, unable to participate in work activities due directly to
the effects of domestic violence.
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d. The adult was unable to participate in work activities due to circumstances beyond the adult’s
control.
(C) ENSURE THAT PARENTS AND CARETAKERS RECEIVING ASSISTANCE ENGAGE IN
WORK IN ACCORDANCE WITH SECTION 407 (SECTION 402(A)(1)(A)(III) OF THE SOCIAL
SECURITY ACT)
As articulated in the federally-approved Work Verification Plan, Arkansas determines the appropriate
number of hours of work participation for each parent and caretaker. The appropriate number of
hours is based upon the development of the participant’s employment plan.
Arkansas has implemented the following minimum number of hours of participation in work activities
for Single Parent and Two-Parent Cases:
• Single Parent Cases - A single TANF/TEA participant must be engaged in work activities
for a minimum of 30 hours per week.
• Two-Parent Cases - In two parent families, one parent must be engaged in a work
activity for a minimum of 35 hours per week. If the second parent is not deferred, then
both parents must be engaged in work activities - one for a minimum of 35 hours per
week and the other for a minimum of 20 hours per week.
Once the employment plan has been developed, the case manager inputs this data into the state’s
ANSWER system that opens the case. Case managers then obtain documentation of actual hours of
participation and, upon verification, enter these hours into the state’s TANF Program IT System,
called ANSWER.
The ANSWER System tracks the actual hours of participation entered for the required activities. In
order to remain eligible to receive financial assistance, a participant must participate in the activities
outlined in the employment plan for the required number of hours. ANSWER assists the case
manager in recognizing the lack of sufficient hours entered via Exception Reports. These Exception
Reports are generated monthly and contain those participants who have not participated in enough
hours to comply with the federal requirements.
Work and Self-Sufficiency
As a condition of eligibility, parents, and other adult caretakers who are included as eligible family
members, will be required to seek and accept employment unless they are unable to do so due to
one or more of the criteria outlined in Section 5 (Exemptions/Deferrals). Minor parents are excluded
from the employment requirement, however must be engaged in education or career and technical
education.
Applicant Intake
During the initial interview with the applicant, information will be obtained regarding household and
family employment circumstances.
This information will be assessed and options or courses of action will be discussed with the
applicant. The family may be diverted from assistance at this point through a Diversion Assistance
payment (See Section 6.6 regarding Diversion).
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Employability Assessment
The purpose of the employability assessment will be to determine the applicant’s abilities, talents,
proficiencies/deficiencies, etc. The assessment is completed to determine the applicant’s ability to
move into employment and may be done by an agency or organization other than DWS.
During the assessment, the DWS Workforce Specialist will present an orientation/overview of the
program, gather pertinent information, and identify barriers that may prevent the applicant from
becoming self-sufficient through employment. The DWS Workforce Specialist may also identify the
following.
o Family situation/circumstances
o Employment history/work experience
o Educational attainment/ literacy level/functional educational level
o Skills
o Interests
o Supportive Service needs, if any.
NOTE: Participants who are identified as victims of domestic violence may be referred for
appropriate services. Appropriate services may include but are not limited to:
Counseling, housing relocation assistance, referral to mental health, referral to prosecuting attorney
and/or law enforcement and the DHS Division of Children and Family Services: The DWS Workforce
Specialist will, where appropriate, use all available resources to help the victim of domestic violence
receive timely/needed services.
Employment Plan
Information obtained during the assessment will be used to develop the Employment Plan and
engage the participant in work or a work-related activity designed to move him/her into full-time
employment in the shortest period of time.
The employment plan is a written document that specifies a planned series of actions necessary for
the participant to accept full time employment. The plan will identify (1) the participant’s employment
goals; (2) problems or impediments which may delay or adversely affect employment and what is
needed to solve those problems; (3) the particular TEA work activity which is most appropriate for
the participant; and (4) specific actions planned with, for, and by the participant in order to attain
employment.
During the employment-planning interview, the DWS Workforce Specialist verifies, with the
participant, the severity of any problems (i.e., poor/lack of housing, drug abuse, and domestic
violence) and identifies actions required to alleviate them. Services will be limited to those necessary
for the participant to accept employment.
Upon completion of the assessment process, the DWS Workforce Specialist may engage the
participant in one or more of the following work activities: Employment (Unsubsidized or Subsidized);
Education; Career and Technical Education; Job Skills Training; Job Search/Job Readiness; On-the-
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Job Training; Community Service, Work Experience Training and Micro-Enterprise (self-
employment).
Work Activities
Arkansas defines its work activities in accordance with federal guidelines, as submitted in the State’s
approved Work Verification Plan.
Employment
This activity is for participants who enter employment but are not yet self-sufficient. Employed
participants may be involved in additional activities directed at increasing their earning potential. To
the extent possible, program services for participants will be arranged so as not to conflict with the
participant’s employment.
Employment may be either unsubsidized or subsidized.
Unsubsidized Employment
Unsubsidized employment is supervised full-time or part-time employment in the public or private
sector with wages paid by the employer that are not supplemented by TANF or any other public
program. The determination of whether or not employment is subsidized depends on whether the
employer, rather than the participant, receives a direct subsidy. Self-employment and College Work
Study are considered unsubsidized employment in Arkansas.
Subsidized Employment
Subsidized private sector employment is supervised employment in the private sector for which the
employer receives a subsidy from TANF or other public funds to offset some or all of the wages and
costs of employing a participant for an established trial period. It is agreed that at the end of the trial
period, not to exceed six months, the subsidized employment may be in either the private sector or
public sector. Such employment is directly supplemented by federal or state funds.
Subsidized public sector employment is defined as supervised employment in the public sector for
which the employer receives a subsidy from TANF or other public funds to offset some or all of the
wages and costs of employing a participant for an established trial period. It is agreed that at the end
of the trial period, not to exceed six months, the employer is expected to retain the participant as a
regular employee without receiving a subsidy.
In subsidized employment, both Private and Public, the participant must receive the same wages,
benefits, and working conditions as other employees who are performing comparable work. The
employer must meet or exceed Federal Minimum Wage requirements.
Education Directly Related to Employment
This activity is an educational program that is related to a specific occupation, job, or job offer. This
includes courses designed to provide the knowledge and skills for specific occupations or work
settings and includes English for Speakers of Other Languages and Basic Education. When it is a
prerequisite for employment by an employer, this activity may include education leading to a GED or
a high school equivalency diploma. Supervised time spent in study halls is included in the definition.
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Career and Technical Education
Career and Technical Education (not to exceed 12 months with respect to any individual) is
organized educational programs that are directly related to the preparation of individuals for
employment in current or emerging occupations requiring training. Vocational Education does not
include baccalaureate or advanced degrees.
Career and Technical Education must be provided by education or training organizations such as:
vocational-technical schools, community colleges, postsecondary institutions, proprietary schools,
non-profit organizations, and secondary schools that offer vocational education.
Job Skills Training
Job skills training is training or education for job skills required by an employer to provide an
individual with the ability to obtain employment or to advance or adapt to the changing demands of
the workplace.
Job skills training includes customized training that meets the needs of a specific employer, general
training that prepares an individual for employment, and vocational education training that continues
after the twelve-month time limit, if it fits in the definition of this activity.
Job Search and Job Readiness
Job search and job readiness is assistance in seeking or obtaining employment or the preparation
for seeking or obtaining employment. Job search activities include making contact with potential
employers, applying for vacancies, and interviewing for jobs. Job readiness activities include classes
or workshops where participants can improve their employability skills. Participants learn techniques
such as resume writing, workplace etiquette, interviewing, and life skills.
Job readiness activities also include substance abuse treatment, mental health treatment (including
mental health treatment needed to address domestic violence), or rehabilitation activities for those
who are otherwise employable.
Such treatment or therapy must be determined to be necessary and certified by a qualified medical
or mental health professional or treatment provider.
On-the-Job Training
On-the-job training (OJT) is training in the public or private sector that is given to a paid employee
while he or she is engaged in productive work and that provides knowledge and skills essential to
the full and adequate performance of the job. On-the-job training differs from subsidized employment
in that the OJT employer receives a subsidy to help with costs associated with training. “Supported
work” for individuals with disabilities is considered OJT if onsite training is included.
Community Service
Community service is a structured program with activities designed to improve the employability of
participants not otherwise able to obtain employment, and must be supervised on an ongoing basis
no less frequently than daily.
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Participation in Community Service enables participants with limited or no experience to learn
valuable work habits and socialization skills that employers require of their workers. Community
Service activities are performed with a government entity (city, county or state), or community and
charitable organizations.
Work Experience
Work Experience is supervised unpaid work in a public-sector or private-sector setting that allows
participants to develop employment/job skills and improve work habits through time-limited
unsalaried job training at a clearly defined, well-supervised training site. The Work Experience
definition includes Unpaid Internships. Unpaid Internships are short-term and usually part-time
worksite learning assignments with a public or private organization that enhances the participant’s
employability through skill building. The participant does not receive a wage.
Self-Employment
Self-employment is defined as income generated from working for one’s self rather than for others.
The number of hours of self-employment counted towards participation is determined by calculating
the participant’s gross income, minus business expenses, divided by the Federal Minimum Wage.
Satisfactory Attendance at Secondary School
As a condition of eligibility for TANF cash assistance, a teen parent who does not have a high school
diploma or a GED will participate in this activity.
This activity is defined as high school attendance or participation in a GED preparation class.
Providing Childcare
This is a defined, structured activity whereby a participant provides unpaid childcare to enable
another TANF participant to participate in a community service program. This activity does not
include providing childcare to a TANF participant participating in any activity other than community
service nor allows one parent in a two-parent family provide childcare for his or her own child while
the other parent participates in community service.
(D) TAKE SUCH REASONABLE STEPS AS THE STATE DEEMS NECESSARY TO
RESTRICT THE USE AND DISCLOSURE OF INFORMATION ABOUT INDIVIDUALS AND
FAMILIES RECEIVING ASSISTANCE UNDER THE PROGRAM ATTRIBUTABLE TO FUNDS
PROVIDED BY THE FEDERAL GOVERNMENT (SECTION 402(A)(1)(A)(IV) OF THE SOCIAL
SECURITY ACT)
Arkansas restricts the disclosure of information about individuals and families receiving assistance
under the program. It is unlawful, except for purposes directly connected with the administration of
the TANF program, for any person or persons to solicit, disclose, receive, make use of, or to
authorize, knowingly permit, participate in, or acquiesce in the use of, any list of names, or any
information concerning persons applying for or receiving such assistance. This includes information
from the records, papers, files or communications of the state or local or county office; or information
acquired in the course of the performance of official duties.
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Information concerning an applicant, recipient, or other persons known to the Department will not be
made available without the written consent of the applicant, recipient, or other persons known to the
Department except to authorized employees of the Departments of Workforce Services and Human
Services and other state or federally funded agencies for certain purposes directly connected to the
implementation of the program or other federally funded programs based on need.
(E) ESTABLISH GOALS AND TAKE ACTION TO PREVENT AND REDUCE OUT-OFWEDLOCK
PREGNANCIES, WITH SPECIAL EMPHASIS ON TEENAGE PREGNANCIES (SECTION
402(A)(1)(A)(V) OF THE SOCIAL SECURITY ACT)
Arkansas continues to operate programs using state and federal funds to prevent or reduce the
incidence of out-of-wedlock pregnancies, including abstinence education.
The Arkansas State Legislature implemented the TANF-funded Community Investment Initiatives
which includes a component designed to improve outcomes for youth. These outcomes include
reducing risky behaviors such as sexual activities, drug use, and criminal behavior.
Plan to Reduce Unwed Births and Teenage Pregnancy Introduction
Unmarried birth prevention should be viewed as
-
a process, not a program, involving multiple
strategies and multiple agencies in a sustained effort. The rise in unwed births is an urgent social
problem that resists easy solutions. Arkansas’ approach is multifaceted with four major components:
o Abstinence programs using funding in the welfare reform act
o Improve access to family planning services statewide o
Community-based efforts in targeted counties
o Two state level steering committees to coordinate the efforts
Abstinence Programs
Arkansas Act 1705 required the establishment of the Community Investment Initiative to provide
services to children, adults, families, and parents.
The TANF-funded Community Investment Initiative includes a component designed to improve
outcomes for youth. These outcomes include reducing risky behaviors such as sexual activities, drug
use, and criminal behavior.
Partnerships are formalized with community and faith-based organizations through the award of
TANF-funded contracts on an annual basis.
These community partnerships recognize the reduction of out-of-wedlock births as a priority and
have developed programs that include strategies to enhance educational attainment, reduce
teenage pregnancies, and reduce the incidence of criminal behaviors by participating youth.
Services offered by providers meet TANF Goal 3, to prevent and reduce the incidence of out-of-
wedlock pregnancies by providing prevention and intervention programs for students who live in
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poor communities and/or show evidence of academic underperformance, dropping out, or engaging
in negative behaviors that can lead to dependency, out-of-wedlock births, or imprisonment.
Improved Access to Family Planning Services
Arkansas Act 1705 required the establishment of the Community Investment Initiative to provide
services to children, adults, families, and parents.
The TANF-funded Community Investment Initiative is includes components designed to improve
parenting and family functioning through services and support to parents, children, and to families.
Additionally, this initiative addresses improving marriage and relationship skills among youth and
engaged and married couples.
Partnerships are formalized with community and faith-based organizations through the award of
TANF-funded contracts on an annual basis.
Services offered by providers meet TANF Goal 4, to encourage the formation and maintenance of
two-parent families.
These community partnerships recognize the importance of both family planning as well as
enhanced family functioning.
Education and Training on Rape Prevention
The Arkansas Commission on Child Abuse, Rape, and Domestic Violence (ACCARDV) of the
University of Arkansas for Medical Sciences (UAMS) and the Arkansas Department of Health (ADH)
is authorized to allocate and administer funds for Sexual Violence Prevention and Education through
a cooperative agreement with the Centers for Disease Control and Prevention (CDC).
These funds strengthen sexual violence prevention and education efforts through the provision of
grants to community-based organizations to provide comprehensive sexual violence primary
prevention aimed at preventing the initial occurrence of sexual violence.
Currently, there are eight (8) programs funded across the state. These contracts solicit the
assistance of community organizations to provide sexual violence prevention and education to
youth, at-risk youth, and adults. These programs are designed to change attitudes, beliefs, and
behaviors that allow sexual violence to occur.
Educational programs are available to specific populations, including males, Hispanics, African
Americans, and persons with disabilities.
(F) CONDUCT A PROGRAM DESIGNED TO REACH STATE AND LOCAL LAW
ENFORCEMENT OFFICIALS, THE EDUCATION SYSTEM, AND RELEVANT COUNSELING
SERVICES, THAT PROVIDES EDUCATION AND TRAINING ON THE PROBLEM OF
STATUTORY RAPE SO THAT TEENAGE PREGNANCY PREVENTION PROGRAMS MAY BE
EXPANDED TO INCLUDE MEN (SECTION 402(A)(1)(A)(VI) OF THE SOCIAL SECURITY ACT)
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The state uses TANF funds for emergency assistance activities that were previously authorized as of
September 30, 1995 under the AFDC Emergency Assistance State Plan.
The Arkansas Department of Human Services, Division of Children and Family Services, in
collaboration with the Arkansas State Police, provide services to families to alleviate emergency
situations, including allegations of child mistreatment, neglect, and statutory rape.
For families who are experiencing an emergency situation, the Division provides a maltreatment
assessment of the family needs.
Statutory Rape Prevention and Education
In Arkansas, a person commits rape if he or she engages in Sexual Intercourse or Deviate Sexual
activity with another person:
• By forcible compulsion; or
• Who is incapable of consent because he or she is physically helpless, mentally defective,
or mentally incapacitated; or
• Who is less than 14 years of age; or actor is more than 3 years older than victim who is
less than 18 years of age, and the actor is
a. The victim’s guardian
b. Uncle, aunt, grandparent, step-grandparent, grandparent by adoption
c. Brother, sister or the whole or half-blood or by adoption
d. Nephew, niece or first cousin
The Arkansas Commission on Child Abuse, Rape, and Domestic Violence serves as the lead entity
in administering an educational and training effort to increase the awareness sexual abuse, including
statutory rape.
In 2007, the Arkansas Sexual Violence Primary Prevention Comprehensive Planning Team was
formed by the Arkansas Commission on Child Abuse, Rape and Domestic Violence and the
Arkansas Department of Health through the Center for Disease Control (CDC) and Injury
Prevention’s Rape Prevention and Education (RPE) Cooperative Agreement. The planning team
conducted a comprehensive assessment of sexual violence prevention efforts in the state to
articulate a vision and broad goals for Rape Prevention in Arkansas.
Additionally, each year the Centers for Disease Control provides funds to the state for Rape
Prevention Activities through which the Commission awards contracts to local entities across the
state to provide sexual violence, including statutory rape, training.
The Department of Human Services and Arkansas State Police maintain a contractual agreement
that jointly maintains the Family Protection Unit, now known as the Crimes Against Children Division
(CACD). The CACD is composed of two sections: 1) the Child Abuse Hotline, and 2) specially
trained civilian and law enforcement officials who assess child maltreatment reports. Again, these
child maltreatment assessments include sexual abuse (statutory rape) reports. The CADC maintains
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an around-the-clock statewide intake process (Child Abuse Hotline) for accepting reports of alleged
child maltreatment.
Finally, the Arkansas Commission on Law Enforcement Standards and Training requires all law
enforcement officers to complete a minimum of twenty (20) hours of training concerning sexual
assaults as a part of the basic police training course curriculum.
State Steering Committees
Separate Steering Committees are currently in place to provide input and direct the State’s
Abstinence and Unwed Birth Prevention initiatives.
The Governor’s Abstinence Education Steering Committee, composed of ten members appointed by
the Governor, was established by Executive Order of the Governor. This committee provides input
regarding abstinence education programs on a statewide basis.
The Unwed Birth Prevention Steering Committee is a legislatively appointed committee of twenty
members. This committee provides oversight and makes recommendations regarding the Unwed
Birth Prevention Program.
(G) IMPLEMENT POLICIES AND PROCEDURES AS NECESSARY TO PREVENT ACCESS TO
ASSISTANCE PROVIDED UNDER THE STATE PROGRAM FUNDED UNDER THIS PART
THROUGH ANY ELECTRONIC FUND TRANSACTION IN AN AUTOMATED TELLER MACHINE
OR POINT-OF-SALE DEVICE LOCATED IN A PLACE DESCRIBED IN SECTION 408(A)(12),
INCLUDING A PLAN TO ENSURE THAT RECIPIENTS OF THE ASSISTANCE HAVE
ADEQUATE ACCESS TO THEIR CASH ASSISTANCE (SECTION 402(A)(1)(A)(VII) OF THE
SOCIAL SECURITY ACT)
TANF Program participants have access to their monthly cash assistance benefits through electronic
benefit transfer (EBT) cards. Policies and procedures are in place to ensure that TANF benefits are
only used by recipients to purchase goods and services essential or necessary for the welfare of
their families.
The state’s EBT Restrictions Plan, approved by the Administration for Children and Families, details
the specific policies and procedures related to in place to ensure that monthly cash assistance
benefits are both accessible and only used for eligible products and services.
Electronic Benefits Transfer (EBT) Transactions
The Middle Class Tax Relief and Job Creation Act of 2012 (Pub. L. 112-96). Section 4004 of the Act
requires States (but does not require Tribes) to prevent the use of Temporary Assistance for Needy
Families (TANF) assistance in electronic benefit transfer (EBT) transactions at specified locations. In
particular, the law requires States receiving TANF grants “to maintain policies and practices as
necessary to prevent assistance provided under the State program funded under this part from being
used in any electronic benefit transfer transaction in any liquor store; any casino, gambling casino, or
gaming establishment; or any retail establishment which provides adult-oriented entertainment in
which performers disrobe or perform in an unclothed state for entertainment.” T
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The law defines an electronic benefit transfer transaction as “the use of a credit or debit card service,
automated teller machine (ATM), point-of-sale (POS) terminal, or access to an online system for the
withdrawal of funds or the processing of a payment for merchandise or a service.”
The State Plan also must include an explanation of how the State plans to ensure that (1) recipients
of the assistance have adequate access to their cash assistance, and (2) recipients of assistance
have access to using or withdrawing assistance with minimal fees or charges, including an
opportunity to access assistance with no fee or charges, and are provided information on applicable
fees and surcharges that apply to electronic fund transactions involving the assistance, and that
such information is made publicly available.
Implementation Steps (Revised 5/12/14)
The Department of Workforce Services will implement the following steps to restrict the use of TANF
EBT cards at the specified establishments. These steps include:
Step One - Establishment Identification:
• Identifying those establishments identified as “liquor stores” by requesting a list of
licensed establishments from the Arkansas Department of Alcohol Beverage Control
(ABC) Enforcement.
• Identifying those establishments identified as “gaming establishments” by requesting
a list of licensed establishments from the Arkansas Racing Commission.
• Identifying those establishments identified as “adult entertainment establishments” by
requesting a list of licensed “private clubs with adult entertainment” establishments
from the Arkansas Department of Alcohol Beverage Control (ABC) Enforcement.
It must be noted that “casinos” are not legally allowed to operate in the State of Arkansas. However,
two establishments, Southland Greyhound Park and Oaklawn Racing and Gaming, are statutorily
allowed to have gaming on their premises in addition to dog and horse racing.
Additionally, casinos are located in the adjoining states of Oklahoma, Louisiana, and Mississippi.
These casinos have been identified and transactions in these establishments will be monitored.
Step Two - Federal Restrictions - Merchant Notification:
• Sending a letter to the Alcohol Beverage Control (ABC) Enforcement soliciting their
assistance in informing establishments of the federal restrictions regarding the use of
TANF EBT cards in their locations.
Step Three - Federal Restrictions - Participant Notification:
• Sending a letter to all current TANF participants advising them of the federal
restrictions regarding the use of TANF EBT cards in these locations.
• Incorporating information regarding the federal restrictions on the use of TANF EBT
cards in the initial assessment process for all new TANF participants. Additionally,
participants will be required to sign an acknowledgement that they have been made
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aware of the EBT restrictions as well as the consequences for utilizing their EBT
cards at restricted establishments.
Step Four - Federal Restrictions - Staff Notification:
• Development and delivery of training for DWS TANF staff regarding the Federal
Restrictions.
Step Five - Development of Program Policies
• Development of TANF Program policies that addresses the following:
o Penalties for clients who uses or accesses TANF cash benefits in an EBT
transaction in a prohibited location.
o Penalties for merchants/establishments that allow prohibited EBT
transactions.
o Process by which agency staff that becomes aware of prohibited EBT
transactions to report such transactions.
Step Six - Development of EBT Transactions Monitoring
• Development and deployment of EBT Transactions monitoring activities will continue
within the existing DWS TANF Unit activities.
Ensuring reasonable access to TANF EBT
The implications for restricting TANF benefit access at inappropriate locations is a reduction in the
number of cash access locations available to EBT cash recipients. This is especially true in rural
locations that have very few alternatives for cash access.
While use of or access to TANF benefits in an EBT transaction is limited as described above, the
department is also required by federal law to ensure TANF participants have adequate access to
their cash benefits. “Adequate access” to TANF benefits is determined on a case-by-case basis and
may vary depending on individual participant strengths and barriers, including access to
transportation.
When a TANF client expresses concern with access to their cash benefits or a worker determines a
TANF participant does not have adequate access to benefits, the department will take reasonable
steps to ensure adequate access for the participant. Reasonable steps do not include granting EBT
withdrawals at one of the prohibited establishments. EBT Card Access Fees and Charges
Currently, TANF participants may use an ATM two times per month for free. Some ATMs and retailer
POS terminals may surcharge your account. A surcharge is different from a transaction fee and may
or may not be charged by a bank or retailer each time the TANF participant utilizes their card to
access their cash benefits. There will be a warning about this fee. TANF participants do not have to
pay the fee if they choose not to get their cash at locations where the fee is charged.
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Some ATMs and most retailer POS terminals do not surcharge. TANF participants are encouraged
to find a location that does not surcharge.
After the second cash withdrawal, TANF participants are charged a transaction fee. If they do not
have a sufficient remaining balance in their account to pay this fee, the transaction will be denied.
(H) ENSURE THAT RECIPIENTS OF ASSISTANCE PROVIDED UNDER THE STATE
PROGRAM FUNDED UNDER THIS PART HAVE THE ABILITY TO USE OR WITHDRAW
ASSISTANCE WITH MINIMAL FEES OR CHARGES, INCLUDING AN OPPORTUNITY TO
ACCESS ASSISTANCE WITH NO FEE OR CHARGES, AND ARE PROVIDED INFORMATION
ON APPLICABLE FEES AND SURCHARGES THAT APPLY TO ELECTRONIC FUND
TRANSACTIONS INVOLVING THE ASSISTANCE, AND THAT SUCH INFORMATION IS
MADE PUBLICLY AVAILABLE (SECTION 402(A)(1)(A)(VIII) OF THE SOCIAL SECURITY
ACT)
When benefits are first issued, Arkansas provides clients information about the fees and surcharges
that stores may charge clients when using the EBT card to get cash from their TANF benefit
accounts. Clients receive an informational brochure with the initial EBT card disbursement.
The brochure explains that clients receive two free ATM transactions per calendar month. For the
third and subsequent TANF cash withdrawal in a calendar month, a retailer has the option to charge
recipients a fee of $0.65 per transaction. Retailers are not permitted to charge a TANF recipient any
other fees or surcharges in connection with the client’s use of their TANF benefit account.
Additionally, the EBT Customer Service telephone number is provided to clients so they can receive
information related to lost or stolen cards, PIN retrieval, or report potential erroneous charges or
fees.
(I) INDICATE WHETHER IT INTENDS TO TREAT FAMILIES MOVING FROM ANOTHER
STATE DIFFERENTLY FROM OTHER FAMILIES UNDER THE PROGRAM, AND IF SO HOW
(SECTION 402(A)(1)(B)(I) OF THE SOCIAL SECURITY ACT)
Arkansas does not treat families moving into the state differently than other families under the
program.
Treatment of New State Residents
The same benefits will be available to new residents of Arkansas as are available to all other
Arkansas residents.
(J) INDICATE WHETHER IT INTENDS TO PROVIDE ASSISTANCE TO NON-CITIZENS, AND IF
SO INCLUDE AN OVERVIEW OF THE ASSISTANCE (SECTION 402(A)(1)(B)(II) OF THE
SOCIAL SECURITY ACT)
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Arkansas provides assistance under the TANF Program to individuals who are not citizens of the
United States in the same manner and based upon the same eligibility criteria as US citizens, if the
non-citizen meets the definition of “qualified alien”. These qualified aliens are persons who entered
the United States before August 22, 1996, qualified aliens who entered the United States on or after
August 22, 1996 who are excepted from the five-year bar, or aliens who entered the United States
on or after August 22, 1996 and have been in "qualified alien" status for at least five (5) years.
(K) SET FORTH OBJECTIVE CRITERIA FOR THE DELIVERY OF BENEFITS AND THE
DETERMINATION OF ELIGIBILITY AND FOR FAIR AND EQUITABLE TREATMENT,
INCLUDING AN EXPLANATION OF HOW IT WILL PROVIDE OPPORTUNITIES FOR
RECIPIENTS WHO HAVE BEEN ADVERSELY AFFECTED TO BE HEARD IN A STATE
ADMINISTRATIVE OR APPEAL PROCESS (SECTION 402(A)(1)(B)(III) OF THE SOCIAL
SECURITY ACT)
Arkansas determines eligibility and delivers benefits under the TANF Program in accordance with
federal requirements.
A ten-day notice of adverse action is sent to recipients prior to the adverse action being taken. The
recipient is allowed to appeal the adverse action if he or she responds within the 30 day time period.
Continuation of benefits will be granted provided the appeal was received within ten days from the
date of the notice.
The Department of Human Services administers and conducts hearings in accordance with the
Arkansas Administrative Procedures Act 25-15-201 et seq.
BENEFITS
The TEA program provides various services and assistance to low-income families. TEA benefits
may include monthly cash assistance; employment and supportive services for cash assistance
recipients and Extended Support Services for certain former cash assistance recipients. In some
situations, a family may be determined eligible for a diversion payment instead of regular monthly
TEA assistance. In addition, relocation assistance may be available on a limited basis.
The State also has the flexibility to authorize the use of TANF funds to provide assistance or
services to at-risk children or families through programs deemed consistent with the intent of federal
and/or state law.
Cash Assistance Monthly Cash Assistance Payment Amount
The following amounts by family size are the monthly cash assistance maximums an otherwise
eligible TEA family may be paid:
Family Size
Maximum Grant
1
$81
2
$162
3
$204
4
$247
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5
$286
6
$331
7
$373
8
$415
9 or more
$457
Cash Assistance Payment Calculation
The above monthly amounts are not reduced by monthly countable income until a specified income
trigger is achieved. When the family’s monthly gross earned income plus unearned income equals
the monthly equivalent of 20 hours per week of work at the September 1997 minimum wage, then
the above maximum payment for the family size is reduced by 50%. Based on the September 1997
minimum wage of $5.15 per hour, this income trigger is $446.
Family Cap
The cash assistance amount is not increased due to the addition of a newborn to the family Newborn
is defined as a child born while the mother is receiving TEA benefits, either for other children of her
own or as a minor child herself, or who is born within nine months of the month such assistance was
terminated to the mother unless the mother’s case has been closed continuously for at least six (6)
months.
Penalties for Program Non-Compliance
A family’s cash assistance will be reduced when the adult caretaker or a minor parent is found to be
in non-compliance with the child support cooperation requirement, the work activity requirements,
and/or other requirements of the Personal Responsibility Agreement.
Non-Cooperation with the Office of Child Support Enforcement (OCSE)
When the OCSE determines that an adult caretaker or a minor parent whose cooperation is required
in order to establish paternity or to obtain child support payments has failed to cooperate in those
activities and so notifies the DHS county office, the non-compliance penalty will be imposed, The
non-compliance penalty is a 25% reduction of the full cash assistance payment.
The penalty may be lifted at any time upon compliance with child support enforcement requirements.
Non-Compliance with the Work Activity Requirements
When it is determined that a person who is required to participate in work activities has failed to do
so without good cause, a sanction will be imposed.
Non-Compliance with Other Requirements of the PRA
When it is determined that a person who has signed a Personal Responsibility Agreement has failed
to comply with any other activity required by the PRA (such as ensuring the children receive
immunizations), the appropriate non-compliance penalty will be imposed. The penalty may be lifted
at any time upon the receipt of proof that the particular requirement has been met
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Supportive Services
Appropriate supportive services will be available to TEA family members. Such services include, but
are not limited to, case management services, child care assistance, medical coverage for all
Medicaid eligible family members, transportation or reimbursement for transportation costs,
purchases (or reimbursements) for work related expenses, referrals to appropriate agencies or
organizations for counseling, treatment, etc. and other services deemed necessary by the DWS
Workforce Specialist for successful participation by the participant.
Supportive services will be available to TEA applicants whose TEA cash assistance case previously
closed due to non-compliance with a work activity requirement. Such services include, but are not
limited to child care and transportation and other services as deemed necessary by the DWS
Workforce Specialist for successful compliance prior to approval of the TEA application.
The Transitional Employment Assistance Program allows for funding for the Arkansas Better Chance
for School Success Program to be utilized in Arkansas’ TANF program. The expenditures are
utilized in accordance with the regulations provided for under the Arkansas Better Chance program.
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Relocation Assistance
Cash assistance to help a family move from an area of limited job opportunities to a new locality
within Arkansas for full-time employment may be available on a limited basis. Before relocation
assistance is provided, the person must have a bona fide offer of full-time employment in the new
locality.
Individual Development Accounts (IDA)
TEA recipients may establish Individual Development Accounts (IDA) for the purpose of
accumulating savings, up to certain maximums specified in the State policy and procedures manual,
for education for themselves or their children, small business development, home ownership, or
transportation needs. Such funds will not be considered an available asset in determining the
family’s TEA eligibility for as long as the family receives TEA.
TEA recipients who secure employment while participating in this project will receive matching fund
donations to their IDAs. Recipients who are not employed will not receive matching funds. Extended
Support Service
For those families who become ineligible for continued TEA benefits due to employment, or who
choose to no longer receive cash assistance due to employment, or who reach a state or federal
time limit and the adult is employed, extended support services will be available as provided for by
federal and state law.
Such families are deemed financially eligible for Extended Support services if they were eligible for
TANF cash assistance in the month prior to case closure due to employment. Such services will
include one year of extended Medicaid coverage for those who meet the eligibility criteria under
federal law for such coverage and one year of extended child care assistance at no cost with an
additional year of child care assistance based on the current Division of Child Care fee scale.
Extended Support Services — Employment Bonus
For those families who become ineligible for continued TEA cash assistance benefits due to
employment, or who choose to no longer receive cash assistance due to employment, or who reach
the state or federal time limit and the adult is employed, an Employment Bonus cash payment will be
made to such family provided a bonus payment has not already been made to the family in the
preceding twelve (12) months. The purpose of such payment is to help the employed adult meet
employment related expenses, until he or she has received a full month’s earnings. It is expected
that this one-time bonus payment will help enable the adult to maintain his or her employment.
The Employment Bonus will not count toward the adult’s maximum twenty-four month limit.
Extended Support Services - Transportation
For those families who become ineligible for continued TEA cash assistance benefits due to
employment, or who choose to no longer receive cash assistance due to employment, or who reach
the state or federal time limit and the adult is employed, one month of Extended Support
Transportation assistance will be made to the family. The payment will assist the family in meeting
transportation costs in the first month following termination of TEA cash assistance.
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The Extended Support Transportation payment will not count toward the adult’s maximum twenty-
four month limit.
Extended Support Services - Job Retention
For those families who become ineligible for continued TEA cash assistance benefits due to
employment, cash payments for the purpose of enabling the adult to retain his or her job may be
made during the twelve-month period following the closure due to employment.
The Extended Support Job Retention payments will not count toward the adult’s maximum twenty-
four month limit.
Extended Case Management Services
Extended Case Management Services are provided to an individual whose case closes due to
employment for up to twelve months following case closure. Periodic contacts are made with the
employed person to ensure that necessary support services are being received and to make
appropriate referrals if necessary.
Diversion Payment
A diversion payment may be provided to an otherwise eligible TEA family in certain specified
circumstances so that the family does not come on to regular TEA cash assistance. To qualify for
diversion, the adult caretaker must meet the following conditions:
1. Have a minor child living in the home;
2. Be currently employed but having a problem that jeopardizes the employment; or
3. Be promised a job but needs help in order to accept the job (e.g., needs car repairs,
uniforms, etc.)
4. Has never received a diversion payment;
5. Agree to forego any TEA benefits for a period of 100 days.
The diversion payment will be the actual cost of what it would take to resolve the problem up to a
maximum equal to three (3) months of what the monthly TEA cash assistance would have been for
the family size. Under Arkansas State Law, a diversion payment is considered a loan. If not repaid, it
will count toward the adult’s maximum time limit of twenty-four (24) months.
(L) INDICATE WHETHER THE STATE INTENDS TO ASSIST INDIVIDUALS TO TRAIN FOR,
SEEK, AND MAINTAIN EMPLOYMENT (SECTION 402(A)(1)(B)(V) OF THE SOCIAL
SECURITY ACT)—
1. PROVIDING DIRECT CARE IN A LONG-TERM CARE FACILITY (AS SUCH TERMS ARE
DEFINED UNDER SECTION 1397J OF THIS TITLE); OR
2. IN OTHER OCCUPATIONS RELATED TO ELDER CARE, HIGH-DEMAND OCCUPATIONS,
OR OCCUPATIONS EXPECTED TO EXPERIENCE LABOR SHORTAGES AS, DETERMINED
APPROPRIATE BY THE STATE FOR WHICH THE STATE IDENTIFIES AN UNMET NEED
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FOR SERVICE PERSONNEL, AND, IF SO, SHALL INCLUDE AN OVERVIEW OF SUCH
ASSISTANCE.
The Arkansas Department of Workforce Services works collaboratively with the State’s twenty-five
(25) two-year colleges and technical institutions to provide training to low-income recipients in
medical occupations to address the low workforce demand.
Prior to the provision of this training, a determination is made regarding whether or not these
occupations are determined as “high-demand” in the geographical area by the Department’s Labor
Market Information Unit. Attracting and training individuals in elder care will ensure a pool of
employees with the skill set necessary to provide quality care.
(M) PROVIDE FOR ALL MOE-FUNDED SERVICES THE FOLLOWING INFORMATION: THE
NAME OF THE PROGRAM BENEFIT OR SERVICE, AND THE FINANCIAL ELIGIBILITY
CRITERIA THAT FAMILIES MUST MEET IN ORDER TO RECEIVE THAT BENEFIT OR
SERVICE. IN ADDITION, FOR TANF MOE-FUNDED SERVICES (CO-MINGLED OR
SEGREGATED MOE) DESCRIBE THE PROGRAM BENEFIT PROVIDED TO ELIGIBLE
FAMILIES (SSP SERVICES DO NOT HAVE TO INCLUDE A DESCRIPTION BUT THE
DEPARTMENT OF HEALTH AND HUMAN SERVICECS ENCOURAGES IT) (§263.2(B)(3) &
§263.2(C) PREAMBLE PAGES
17826-7)
Arkansas provides funding for the Arkansas Better Chance for School Success Program that is
utilized in Arkansas’s TANF program for MOE purposes. The expenditures are utilized in accordance
with the regulations provided for under the Arkansas Better Chance program.
The Arkansas Better Chance Program is a school readiness program for children ages 3-5 at state
licensed child care centers and at schools governed by local health and safety laws for families with
gross income not exceeding 200% of the FPL.
TANF MOE funds are not used to fund any other services.
TANF CERTIFICATIONS
States that include TANF in the Combined State Plan must provide a certification by the chief
executive officer of that State. During the fiscal year, the State will:
Operate a child support enforcement program under the State Plan approved under part D. (section
402(a)(2) of the Social Security Act) Yes
Operate a foster care and adoption assistance program under the State Plan approved under part E,
and that the State will take such actions as are necessary to ensure that children receiving
assistance under such part are eligible for medical assistance under The Unified or Combined State
Plan under title XIX. (Section 402(a)(3) of the Social Security Act) Yes
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Specify which State agency or agencies will administer and supervise the program referred to in
paragraph (1) for the fiscal year, which shall include assurances that local governments and private
sector organizations (section 402(a)(4) of the Social Security Act)—have been consulted regarding
the plan and design of welfare services in the State so that services are provided in a manner
appropriate to local populations; Yes
Specify which State agency or agencies will administer and supervise the program referred to in
paragraph (1) for the fiscal year, which shall include assurances that local governments and private
sector organizations (section 402(a)(4) of the Social Security Act)—have had at least 45 days to
submit comments on the plan and the design of such services Yes
Provide each member of an Indian tribe, who is domiciled in the State and is not eligible for
assistance under a tribal family assistance plan approved under section 412, with equitable access
to assistance under the State program funded under this part attributable to funds provided by the
Federal Government. (Section 402(a)(5) of the Social Security Act) Yes
Establish and enforce standards and procedures to ensure against program fraud and abuse,
including standards and procedures concerning nepotism, conflicts of interest among individuals
responsible for the administration and supervision of the State program, kickbacks, and the use of
political patronage. (Section 402(a)(6) of the Social Security Act) Yes
(Optional) Establish and Enforcing standards and procedures to (section 402(a)(7) of the Social
Security Act).— screen and identify individuals receiving assistance under this part with a history of
domestic violence while maintaining the confidentiality of such individuals; Yes
(Optional) Establish and Enforcing standards and procedures to (section 402(a)(7) of the Social
Security Act).— refer such individuals to counseling and supportive services; Yes
(Optional) Establish and Enforcing standards and procedures to (section 402(a)(7) of the Social
Security Act).—waive, pursuant to a determination of good cause, other program requirements such
as time limits (for so long as necessary) for individuals receiving assistance, residency requirements,
child support cooperation requirements, and family cap provisions, in cases where compliance with
such requirements would make it more difficult for individuals receiving assistance under this part to
escape domestic violence or unfairly penalize such individuals who are or have been victimized by
such violence, or individuals who are at risk of further domestic violence Yes
EMPLOYMENT AND TRAINING PROGRAMS UNDER THE SUPPLEMENTAL
NUTRITION ASSISTANCE PROGRAM (PROGRAMS AUTHORIZED UNDER
SECTION 6(D)(4) OF THE FOOD AND NUTRITION ACT OF 2008 (7 U.S.C. 2015(D)(4)))
A. GENERAL REQUIREMENTS
The State agency must prepare and submit an Employment and Training (E&T) Plan to its
appropriate Food and Nutrition Service (FNS) Regional Office. The E&T Plan must be available for
public inspection at the State agency headquarters. A State agency may include its plan for the
SNAP E&T program in a Combined Plan under WIOA but will require FNS approval prior to
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implementation and must continue to make a copy of the plan available for public inspection. If a
State includes SNAP E&T in a Combined Plan under WIOA, the State agency will detail the following
for each year covered by the Combined Plan:
1. THE NATURE OF THE E&T COMPONENTS THE STATE AGENCY PLANS TO OFFER AND
THE REASONS FOR SUCH COMPONENTS, INCLUDING COST INFORMATION. THE
METHODOLOGY FOR STATE AGENCY REIMBURSEMENT FOR EDUCATION
COMPONENTS MUST BE SPECIFICALLY ADDRESSED;
During the past year Arkansas had a USDA approved waiver from the SNAP RTW provisions. The
waiver that covers the state is based on labor surplus estimates from the Department of Labor. As
the economy has improved and unemployment rates have decreased, state agencies have seen the
areas available to be covered by the waiver decrease or disappear. This is the case for Arkansas
beginning January 1, 2016.
On January 1, 2016 the SNAP recipients in Arkansas who have been identified as ABAWDs will be
subject to the PRWORA sponsored participation limits on this population called the requirement to
work. Under these regulations an ABAWD will have 3 months in a fixed 36 month period to receive
assistance unless they are exempt or complying with the requirements associated with RTW.
Participants will need to be participating in a SNAP E&T component for at least 20 hours per week,
but with less than half the required time spent in the countable job search or job search training
components. Individuals may also meet the requirement by volunteering in agency designated
special Workfare programs that lead to skill building and potential employment.
Arkansas decided to form better practices that offer appropriate avenues for individuals to comply
with work requirements in other ways that involve job search, training, OJT, work experience,
education, and Workfare opportunities. Arkansas’ vision includes “building on our history as an
innovator in the delivery of human services, to develop a robust, statewide, job-driven, employment
and training program that will produce a job-ready workforce able to meet the needs of Arkansas’
current employers, attract new industry, and build Arkansas’ economy”. As a result, Arkansas was
selected by FNS as 1 of 10 States with robust goals, to receive 2 years of technical assistance from
SJI (the Seattle Jobs Initiative) and ultimately renamed E&T as the “SNAP to Skills” initiative. The
initiative is supported by 50% funds from FNS that match non-federal dollars from new partners
willing to serve this population.
The Arkansas Department of Human Services, Division of County Operations (DCO) has designated
six components (with subcomponents) to be used in the E&T Program: Independent Job Search,
Job Search Training, Education, Work Experience, On the Job Training and Job Retention. These
components are structured to reach ABAWDs who may not possess the skills or employer
qualifications needed to secure and retain employment. (After these ABAWDs become employed,
DCO will work to ensure that eligible households continue to receive SNAP benefits.) Components
may vary among E&T counties based on services available in that locality.
The E&T Program components are listed below:
• Independent Job Search (IJS) - E&T participants can perform independent job
search for not more than half of the 20 hour average per week, per month
requirement to meet a job search component. The participant must make at least 3
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job contacts each week of assignment to this component. IJS may last up to 10
weeks during a 12 month period.
• Job Search Training - This component will include job skills assessment. It may
include one-on-one help with resume development, procuring job leads, and
interview coaching. Skills testing may also be conducted. Participants may be
provided employment counseling, motivational techniques, and effective job search
methods and instructions in a group setting. Participants may be assigned an
employment counselor or case manager for the following supports:
1. Develop an employment and training plan;
2. Provide encouragement;
3. Assist in finding financial aid for education;
4. Manage referrals; and/or,
5. Monitor and report progress.
o Education - Participants may be provided:
1. Educational programs or activities designed to improve basic skills including
literacy, reading and math programs to improve functional levels;
2. Assistance in acquiring a high school diploma/equivalency;
3. Assistance to acquire proficiency in the English language;
4. Occupational skills training, including but not limited to work keys and self-guided
computer-assisted learning programs;
5. Short courses (e.g., Certified Nursing Assistant); and/or,
6. Post-secondary vocational training (limited to 24 months).
o Work Experience - An activity or program designed to help SNAP recipients
gain skills, training, or work experience that will improve their likelihood to
obtain regular employment. Participants in this component do not receive any
monetary compensation for their work. Work experience training should take
place at a supervised training site.
o On the Job Training (OJT) - Participants receive training on the job, or
through an apprenticeship, that provides knowledge or skills direct at a
specific job. Under OJT or apprenticeship, participants may be hired by a
private or public employer and will be paid at the same rate as other
employees performing the same or similar jobs. o Job Retention - This
component consists of cash payments to vendors on behalf of a former E&T
Program participant to support job retention. This supportive service is
available up to 90 days to individuals who have secured employment. Only
individuals who have received other employment and training services under
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the E&T program are eligible for job retention services. The request for
assistance from the individual must be for an immediate job-related need.
Some examples of the job retention services that DHS will cover are:
1. Clothing required for employment;
2. Equipment or tools required for employment;
3. Testing fees;
4. Vision correction (such as eyeglasses, eye exams, etc.);
5. Mandatory membership fees or dues, e.g., union or professional association
dues; and,
6. Licensing and bonding fees.
Independent Job Search
In conjunction with another assigned component, E&T Program participants may be required to
make a pre-determined number of inquiries to prospective employers over a specified period of time
prior to referral for additional employment services. Type of Component This is a non-work
component. Geographic Areas Covered and Variations Among Local Areas This component is
expected to be a part of the SNAP E&T Program for the FFY 2016. Number of ABAWDS expected
to begin the component Independent Job Search is 1416 The cost for 1,416 projected participants is
$163 per client Number of non-ABAWD participants expected to begin the component 7 Number of
participants expected to receive a reimbursement 189 Estimated Allowable Reimbursements
$34,900 ÷ 189 = $185 (estimated average per participant) Targeted Population Participants who
either have no barriers that would prevent employment, or who already possess job seeking skills or
training will be assigned to this component. Level of Participant Effort or Number of Hours of
Participation in the Component and Duration E&T participants can perform independent job search
for not more than half of the 20 hour average per week, per month requirement to meet a job search
component. The participant must make at least 3 job contacts each week of assignment to this
component. IJS may last up to 10 weeks during a 12 month period. Organizational Responsibilities:
The Arkansas Department of Human Services, Division of County Operations will contract with the
participating contractors to administer and verify the independent job search component of the
SNAP E&T Program. Cost of the Component per Placement (see table 4) $196,246 ÷ 1423 = $138
Total Cost of the Component $231,146 ÷ 1423 = $162
Job Search Training
All E&T Program participants will be placed in this component. This component will include a job
skills assessment, including an assessment of functional educational level and employability. In
addition, this component may include help with resume development, job leads, and interview
coaching. Participants may be provided employment counseling, motivational techniques, and
effective job search method and instructions in a group setting or through an employment counselor
or case manager who works with the participant individually. Type of Component This is a non-work
component. Geographic Areas Covered and Variations Among Local Areas This component is
expected to be a part of the SNAP E&T Program for the FFY 2016. Number of ABAWDS expected
to begin the component is 2011 (see table 4): The cost for 2011 projected participants is $163 per
client Number of non-ABAWD participants expected to begin the component 29 Number of
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participants expected to receive a reimbursement 243 Estimated Allowable Reimbursements
(estimated average per participant) $45,280 ÷ 243 = $186 (estimated average per participant)
Targeted Population Participants that need help with basic job skills and/or job-seeking skills may be
assigned to this component. Level of Participant Effort or Number of Hours of Participation in the
Component and Duration All E&T participants will receive job search training, for less than half of the
20 hour average per week, per month requirement to meet a job search component. This component
is taken in conjunction with another job search component. Organizational Responsibilities The
Arkansas Department of Human Services, Division of County Operations, will contract with
participating contractors to administer and verify the assisted job search component of the SNAP
E&T Program. Cost of the Component per Placement (see table 4) $139 (282,826 ÷ 2040
participants) Total Cost of the Component $328,106 ÷ 2040 = $161 per participant
Employment Counseling
Participants may be provided with counseling related to: • Educational programs or activities
designed to improve basic skills including literacy, reading and math programs to improve functional
levels. • Assistance in acquiring a high school diploma/equivalency. • Assistance to acquire
proficiency in the English language. • Occupational skills training, including but not limited to work
keys and self-guided computer-Assisted learning programs. • Short courses (e.g., Certified Nursing
Assistant). Post-secondary vocational training (limited to 24 months). Type of Component This is a
non-work component. Geographic Areas Covered and Variations Among Local Areas This
component is expected to be a part of the SNAP E&T Program for the FFY 2016. Number of
ABAWDS expected to begin the Component is 2214 ABAWDs (see table 4): The cost for 2214
projected participants is $166 per client Number of non-ABAWD participants expected to begin the
component 43 Number of Participants Expected to Receive a Reimbursement 282 Estimated
Allowable Reimbursements $55,160 ÷ 282 = $196 estimated average per participant Targeted
Population Participants assigned to this component are in need of educational assistance to become
job ready. Level of Participant Effort or Number of Hours of Participation in the Component and
Duration Participants will be asked to attend classes and comply with the educational requirements
and activities as defined in the E&T contract no less than 3 hours per week over a 24-month period.
Organizational Responsibilities The Arkansas Department of Human Services, Division of County
Operations, will contract with participating contractors to administer and verify the assisted job
search component of the SNAP E&T Program Cost of the Component per Placement $139 (314,786
÷ 2257 participants) Total Cost of the Component $367,946 ÷ 2257 = $163
Job Club
A sub-component of Job Search Training, participants in this component will comply with support
services to increase employability. Type of Component This is a non-work component. Geographic
Areas Covered and Variations Among Local Areas This component is expected to be a part of the
SNAP E&T Program for the FFY 2016. Number of ABAWDS expected to begin the Component is
989 (see table 4): The cost for 989 projected participants is $177 per client Number of non-ABAWD
participants expected to begin the component 25 Number of Participants Expected to Receive a
Reimbursement 141 Estimated Allowable Reimbursements $27,760 ÷ 141 = $197 average per
participant Targeted Population Participants assigned to this component are in need of educational
assistance to become job ready. Level of Participant Effort or Number of Hours of Participation in the
Component and Duration Participants will be asked to attend classes and to comply with the
educational requirements and activities as defined in the E&T contract no less than 3 hours per
week over a 24-month period. Organizational Responsibilities The Arkansas Department of Human
Services, Division of County Operations, will contract with participating contractors to administer and
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verify the Job Club component of the SNAP E&T Program Cost of the Component per Placement
$145 (146,825 ÷ 1014 participants) Total Cost of the Component $172 (174,585 ÷ 1014 participants)
GED & Remedial Education
Participants in this Educational Activities sub-component will receive assistance completing a GED
program to increase their qualifications for employment. Type of Component This is a non-work
component. Geographic Areas Covered and Variations Among Local Areas This component is
expected to be a part of the SNAP E&T Program for the FFY 2016. Number of ABAWDS expected
to begin the Component is $741. The cost for 741 projected participants is $148 per client Number of
non-ABAWD participants expected to begin the component 12 Number of Participants Expected to
Receive a Reimbursement 68 Estimated Allowable Reimbursements $10,960 ÷ 68 = $161 (average
estimate per participant) Targeted Population Participants assigned to this component are in need of
a high school degree or equivalency to become job ready. Level of Participant Effort or Number of
Hours of Participation in the Component and Duration Participants will be asked to attend classes
and to comply with the educational requirements and activities as defined in the E&T contract.
Organizational Responsibilities The Arkansas Department of Human Services, Division of County
Operations, will contract with participating contractors to administer and verify the GED component
of the SNAP E&T Program Cost of the Component per Placement $98,757 ÷ 753 = $131 per
participant Total Cost of the Component $109,717 ÷ 753 = $146 per participant
Occupational Skills
Participants may be enrolled in activities designed to help the participant improve basic skills
including reading and math, acquire a high school diploma or GED, learn the English language, or
gain occupational skills including but not limited to work keys and self-guided computer-assisted
learning programs. Participants may also be enrolled in short courses such as, but not limited to,
certified nursing assistant training or post-secondary vocational training as long as the client is
progressing. Type of Component: This is a non-work component. Geographic Areas Covered and
Variations Among Local Areas: This component is expected to be a part of the SNAP E&T Program
for the FFY 2016. Number of ABAWDS expected to begin the Component 4641 The cost for 4641
projected participants is $153 per client Number of non-ABAWD participants expected to begin the
component 12 Number of Participants Expected to Receive a Reimbursement 346 Estimated
Allowable Reimbursements $141 ($48,730 ÷ 346 participants) Targeted Population Participants
assigned to this component are in need of an educational skills enhancement to become job ready.
Level of Participant Effort or Number of Hours of Participation in the Component and Duration
Participants will be asked to attend classes and to comply with the educational requirements and
activities as defined in the E&T contract. Organizational Responsibilities The Arkansas Department
of Human Services, Division of County Operations, will contract with participating contractors to
administer and verify the Basic Skills component of the SNAP E&T Program. Cost of the Component
per Placement $143 ($663,270 ÷ 4653 participants) Total Cost of the Component $153 ($712,000 ÷
4653 participants)
English as a Second Language
Participants will comply with programs that increase English language skills. Type of Component:
This is a non-work component. Geographic Areas Covered and Variations Among Local Areas: This
component is expected to be a part of the SNAP E&T Program for the FFY 2016. Anticipated
Number of ABAWDS Who Will Begin the Component 81 The cost for 81 projected participants is $94
per client Number of non-ABAWD participants expected to begin the component 0Number of
Participants Expected to Receive a Reimbursement 5 Estimated Allowable Reimbursements $270 ÷
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5 = $54 average per participant Targeted Population Participants assigned to this component are in
need of an educational skills enhancement to become job ready. Level of Participant Effort or
Number of Hours of Participation in the Component and Duration Participants will be asked to attend
classes and to comply with the educational requirements and activities as defined in the E&T
contract. Organizational Responsibilities: The Arkansas Department of Human Services, Division of
County Operations, will contract with participating contractors to administer the Basic Skills
component of the SNAP E&T Program. Cost of the Component per Placement $90 ($7,321 ÷ 81
participants) Total Cost of the Component $94 ($7,591 ÷ 81 participants)
Work Experience
Participants will comply with programs that increase specific job skills. Type of Component: This is a
work component. Geographic Areas Covered and Variations Among Local Areas: This component is
expected to be a part of the SNAP E&T Program for the FFY 2016. Anticipated Number of ABAWDS
Who Will Begin the Component 407 The cost for 407 projected participants is $161 per client
Number of non-ABAWD participants expected to begin the component 0 Number of Participants
Expected to Receive a Reimbursement 24 Estimated Allowable Reimbursements $3,000 ÷ 24 =
$125 average per participant Targeted Population Participants assigned to this component are in
need of an educational skills enhancement to become job ready. Level of Participant Effort or
Number of Hours of Participation in the Component and Duration Participants will be asked to attend
classes and to comply with the educational requirements and activities as defined in the E&T
contract. Organizational Responsibilities The Arkansas Department of Human Services, Division of
County Operations, will contract with participating contractors to administer the Basic Skills
component of the SNAP E&T Program. Cost of the Component per Placement $153 ($62,453 ÷ 407
participants) Total Cost of the Component $161 ($65,453 ÷ 407 participants)
On the Job Training (OJT)
Participants receive training that provides knowledge or skills pertaining to a specific job, or
participation in an apprenticeship program, and are capable of working in a supervised setting and
abiding by normal work rules. OJT or apprenticeship sites can be developed with either private or
public employers. Participants in this activity will receive pay from the employer for their work. Type
of Component: This is a-work component. Geographic Areas Covered and Variations Among Local
Areas: This component is expected to be a part of the SNAP E&T Program for the FFY 2016. (OJT
sites will be developed for individual clients on an as needed basis.) Anticipated Number of
ABAWDS Who Will Begin the Component is 609 The cost for 609 projected participants is $147 per
client Number of non-ABAWD participants expected to begin the component 3 Number of
Participants Expected to Receive a Reimbursement 48 Estimated Allowable Reimbursements
$7,000 ÷ 48 = $146 average per participant Targeted Population Participants assigned to this
component will be in need of work experience. Level of Participant Effort or Number of Hours of
Participation in the Component and Duration Each placement will be designed to meet the unique
needs of the sponsoring employer and the participant. Duration is expected to be three to six
months. Organizational Responsibilities The Arkansas Department of Human Services, Division of
County Operations, will contract with participating contractors to administer and evaluate the
assisted job search component of the SNAP E&T Program. Cost of the Component per Placement
$135 ($82,464 ÷ 612 participants) Total Cost of the Component $146 ($89,464 ÷ 612 participants)
Job Retention
A cash payment is issued to a vendor on behalf of a former E&T Program participant to help the
former participant retain his or her job. The request for assistance must be for an immediate job-
340 | Page
related need, such as a uniform or tool required to do the job. Type of Component This is a non-
work/case management component. Geographic Areas Covered and Variations Among Local Areas
This component is expected to be a part of the SNAP E&T Program for the FFY 2016. Anticipated
Number of ABAWDS Who Will Begin the Component is 718 The cost for 718 projected participants
is $171 per client Number of non-ABAWD participants expected to begin the component 19 Number
of Participants Expected to Receive a Reimbursement 93 Estimated Allowable Reimbursements
$191 ($17,800 ÷ 93 participants) Targeted Population 0 Level of Participant Effort or Number of
Hours of Participation in the Component and Duration A former E&T Program participant whose E&T
case was closed due to the person finding employment. Organizational Responsibilities Not
applicable. Cost of the Component per Placement $105,152 ÷ 737 = $143 Total Cost of the
Component $122,952 ÷ 737 = $167
Vocational Training
Participants may be enrolled in education programs or activities designed to help the participant
improve basic skills including reading and math, acquire a high school diploma or GED, learn the
English language, or gain occupational skills including but not limited to work keys and self-guided
computer-assisted learning programs. Participants may also be enrolled in short courses such as,
but not limited to, certified nursing assistant training or post-secondary vocational training as long as
the client is progressing. Type of Component: This is a-work component. Geographic Areas Covered
and Variations Among Local Areas: This component is expected to be a part of the SNAP E&T
Program for the FFY 2016. Anticipated Number of ABAWDS Who Will Begin the Component is 216
The cost for 216 projected participants is $203 per client Number of non-ABAWD participants
expected to begin the component 22 Number of Participants Expected to Receive a Reimbursement
20 Estimated Allowable Reimbursements $5,000 ÷ 20 = $250 average per participant Targeted
Population Participants assigned to this component will be in need of work experience. Level of
Participant Effort or Number of Hours of Participation in the Component and Duration Each
placement will be designed to meet the unique needs of the sponsoring employer and the
participant. Duration is expected to be three to six months. Organizational Responsibilities The
Arkansas Department of Human Services, Division of County Operations, will contract with
participating contractors to administer and evaluate the assisted job search component of the SNAP
E&T Program. Cost of the Component per Placement $163 ($38,768 ÷ 238 participants) Total Cost
of the Component $184 ($43,768 ÷ 238 participants)
2. AN OPERATING BUDGET FOR THE FEDERAL FISCAL YEAR WITH AN ESTIMATE OF
THE COST OF OPERATION FOR EACH FEDERAL FISCAL YEAR COVERED BY THE
COMBINED PLAN. ANY STATE AGENCY THAT REQUESTS 50 PERCENT FEDERAL
REIMBURSEMENT FOR STATE AGENCY E&T ADMINISTRATIVE COSTS, OTHER THAN
FOR PARTICIPANT REIMBURSEMENTS, MUST INCLUDE IN ITS PLAN, OR AMENDMENTS
TO ITS PLAN, AN ITEMIZED LIST OF ALL ACTIVITIES AND COSTS FOR WHICH THOSE
FEDERAL FUNDS WILL BE CLAIMED, INCLUDING THE COSTS FOR CASE MANAGEMENT
AND CASEWORK TO FACILITATE THE TRANSITION FROM ECONOMIC DEPENDENCY TO
SELF-SUFFICIENCY THROUGH WORK. COSTS IN EXCESS OF THE FEDERAL GRANT
WILL BE ALLOWED ONLY WITH THE PRIOR APPROVAL OF FNS AND MUST BE
ADEQUATELY DOCUMENTED TO ASSURE THAT THEY ARE NECESSARY, REASONABLE
AND PROPERLY ALLOCATED. A STATE MUST SUBMIT A PLAN AMENDMENT TO
REQUEST BUDGET ADJUSTMENTS AT LEAST 30 DAYS PRIOR TO PLANNED
IMPLEMENTATION;
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The Arkansas SNAP E&T Program is jointly funded by the federal and state governments. The State
intends to contract with the local adult education centers, vocational schools and community
colleges to operate the SNAP E&T Program.
Use of Funds: The Arkansas Department of Human Services, SNAP E&T Program will use E&T
Program funds to serve participants classified as ABAWDs and other work registrants who volunteer
to participate in the E&T Program.
Operating Budget for Fiscal Year 2016
Components
ARDHS
Contractor
100% Funds
Goodwill &
50/50 Direct
Goodwill
Admin &
Personnel
DHS
50Fed/50St
Trans. Reimb.
DCO
Admin
Total
Independent Job Search
.16 + Goodwill .05
122,542
48,333
15,453
32,000
12,818
231,146
Job Search Training .20 +
Goodwill .10
153,178
88,000
30,906
40,000
16,022
328,106
Employment Counseling
.24 + Goodwill .10
183,813
86,000
30,906
48,000
19,227
367,946
Job Club .13 + Goodwill
.03
99,656
29,333
9,272
26,000
10,414
174,585
GED/Remedial
Education .04 + Goodwill
.06
30,636
49,333
18,544
8,000
3,204
109,717
Basic Skills .06 &
Occupational Skills .11 +
Goodwill .49
84,248
445,500
151,440
22,000
8,812
712,000
OJT .02 + Goodwill .06
15,318
50,000
18,544
4,000
1,602
89,464
Job Retention .08 +
Goodwill .03
61,271
30,000
9,272
16,000
6,409
122,952
Vocational Training .02
+ Goodwill .02
15,318
16,667
6,181
4,000
1,602
43,768
ESL Goodwill .01
0
4,500
3,091
0
0
7,591
Work Experience .00 +
0
50,000
15,453
0
0
65,453
Components
ARDHS
Contractor
100% Funds
Goodwill &
50/50 Direct
Goodwill
Admin &
Personnel
DHS
50Fed/50St
Trans. Reimb.
DCO
Admin
Total
Goodwill .05
Total
765,888
897,667
309,062
200,000
80,110
2,252,727
Total Component Costs - 974,808
Overall State Agency Operational Cost - 71,190
Total State E&T Cost - 1,045,998
Planned Fiscal Year Costs of the State E&T Program by Category of Funding for SFY 2016
FUNDING CATEGORY
Approved SFY 2015 Budget
Proposed SFY 2016 Budget
342 | Page
1. 100 Percent Federal E&T Grant H4X
774,578
765,888
2. Share of $20 Million ABAWD Grant (if applicable)
-
-
3. Participant Expenses:
-
-
a. Transportation/Other (Job Retention) H6X
208,310
200,000
50% Federal
104,155
100,000
50% State
104,155
100,000
b. 50% FNS/50% Contractors (Goodwill)
-
1,206,729
50% FNS
-
603,365
50% Contractor
-
603,364
4. Total E&T Program Costs (1+2+3a+3b=4)
982,888
2,172,617
5. 100% State Agency Operational Costs
94,331
80,110
6. Total Fiscal Year Allocation
1,077,219
2,252,727
Total Federal
1,077,219
910,403
Total State
135,595
Total FY16 Grant
1,045,998
Goodwill
1,206,729
Total Budget
2,252,727
Exhibit 1: E&T Program Federal/State Financial Participation Categories
Activities
Financial Participation
E&T administrative costs under
Section 16; including workfare if
it is part of the E&T Plan.
100% Federal funding 50% FNS/50% Contractor
E&T administrative costs which
exceed the 100% unmatched
Federal funding.
50% Federal and 50% State funding 50% FNS/50% Contractor
Participant reimbursement for
expenses incurred in order to
participate in the E&T Program.
50% Federal and 50% State funding up to the State limit per month per participant
for transportation co
sts and other costs up to the actual cost or the Statewide limit,
whichever is lowest. Expenses above these amounts per month do not receive
Federal reimbursement. The State will not provide reimbursement for dependent
Activities
Financial Participation
care costs.
3. THE CATEGORIES AND TYPES OF INDIVIDUALS THE STATE AGENCY INTENDS TO
EXEMPT FROM E&T PARTICIPATION, THE ESTIMATED PERCENTAGE OF WORK
REGISTRANTS THE STATE AGENCY PLANS TO EXEMPT, AND THE FREQUENCY WITH
WHICH THE STATE AGENCY PLANS TO REEVALUATE THE VALIDITY OF ITS EXEMPTIONS;
On July 1, 2016 DHS will have 11 contracts serving 12 counties. Beginning August 1, 2016 Goodwill
initiates their contract in 8 additional counties.
Arkansas began FY16 with an E&T program in 13 counties through 12 E&T contractors. Work
registrants must:
If referred, participate in a Workfare program, (currently only in Stone County)
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Respond to any requests from a DHS worker for information regarding employment
status or availability for work.
Accept a bona fide offer of suitable employment at a wage not less than the higher of the
State or Federal minimum wage.
Continue employment at a suitable job.
Avoid reducing one’s work effort to less than 30 hours per week.
SNAP applicants are required to register to work unless one of the following exemptions is met.
Work at least 20 hours per week, averaged monthly
Comply with a WIOA program for 20 hours or more per week
Participate in a SNAP E&T program
Comply with a Workfare program
Participate at least half time in a refugee program operated by the Office of Refugee
Resettlement
Under age 16, or age 60 or older
Age 16 or 17 and living with a parent or attending a school or training program at least
half-time
Disabled
Receiving TEA Cash Assistance
Caring for a dependent child under age 6 or an incapacitated person
Receiving unemployment benefits
Currently participating in a treatment program for alcoholism or drug addiction
Employed or self-employed on a full-time basis
A full-time student in a high school or an institution of higher education
4. THE CHARACTERISTICS OF THE POPULATION THE STATE AGENCY INTENDS TO
PLACE IN E&T;
TABLE 2: ESTIMATED E&T PLACEMENTS, FEDERAL FISCAL YEAR 2016
Estimated E&T Placements in 13 Counties
Figure
Description
Total
Estimated
1.
Number of ABAWD applicants and recipients expected to participate in a qualifying ABAWD
component each month.
1,290
2.
Number of all other applicants and recipients (including ABAWDs involved in non-qualifying
activities) expected to participate in a component each month.
14
3.
Total number of applicants and recipients the State agency expects to participate in a
component each month during the fiscal year.
1,304
Estimated Individual Participation in 21 Counties Federal Fiscal Year 2016
Description
Total Estimated
Number of individuals expected to participate in the E&T Program during the fiscal year 2016
23,237
FFY 2015 Contractor annual reports, total ABAWD Assignments
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FFY 2015 Contractor reports, volunteer referrals column, Q1-Q3 totals + Q4 projection
FFY 2015 Contractor annual reports, total Assignments
FFY 2015 Contractor reports, total referrals column, Q1-Q3 totals + Q4 projection March
2016 ABAWDs for Goodwill counties is 9,578, or 798 per month.
5. THE ESTIMATED NUMBER OF VOLUNTEERS THE STATE AGENCY EXPECTS TO PLACE
IN E&T;
The State expects about 14,811 work registrants who do not meet the ABAWD criteria to volunteer
for the E&T Program in the 13 counties. All SNAP recipients classified as “ABAWDs” who live in a
county where the E&T Program is operated are automatically referred to the E&T Program and given
an opportunity to participate in the Program. Any other work registrant, who lives in a county where
an E&T Program is operating, will be referred to the E&T Program if he or she volunteers to
participate in the E&T Program. These E&T Program participants are classified as volunteers. Any
household member subject to SNAP work registration may be referred to an E&T program; however,
they are not subject to sanction for failure to comply with E&T Program requirements.
6. THE GEOGRAPHIC AREAS COVERED AND NOT COVERED BY THE E&T PLAN AND WHY,
AND THE TYPE AND LOCATION OF SERVICES TO BE OFFERED
As of August 26, 2015, the SNAP E&T program operates in 13 counties through 12 contractors. The
counties were selected based on the following criteria: availability of an enthusiastic local WIA
partners to contract for E&T Program services; a county administrator committed to the goals of the
E&T Program; and sufficient employment opportunities in the local labor market to reasonably
expect that a successful participant might find employment. The 13 counties initially under contract
for FFY 2016 were:
1. Sebastian
2. Hot Spring
3. Crittenden
4. Drew
5. Faulkner
6. Grant
7. Hempstead
8. Independence
9. Craighead
10. Miller
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11. Pope
12. Union
13. White
See number 1 above for services to be provided.
For the period July 1, 2016 - September 30, 2016 Arkansas’ E&T coverage covers Sebastian, Pope,
Independence, White, Faulkner, Crittenden, Hot Spring, Grant, Drew, Hempstead, Miller, and Union.
These E&T contracts will be renewed July 1, 2016 with the beginning of our SFY. Our current
Workfare contractor is in Stone County, and the new 8 Goodwill Industry counties effective August 1,
2016 are: Benton, Washington, Baxter, Greene, Craighead, Pulaski, Saline, and Jefferson.
7. THE METHOD THE STATE AGENCY USES TO COUNT ALL WORK REGISTRANTS AS OF
THE FIRST DAY OF THE NEW FISCAL YEAR;
Reports generated from the agency’s automated SNAP records will provide information regarding
persons registered for work, total number exempted and new work registrants for month. This
information will be used to obtain the initial count of work registrants and the number of ABAWDs to
be served in the E&T Program. This information is the basis for the data reported on line 3a of form
FNS-583.
8. THE METHOD THE STATE AGENCY USES TO REPORT WORK REGISTRANT
INFORMATION ON THE QUARTERLY FORM FNS–583
Reports generated from the agency’s automated SNAP records will provide information regarding
persons registered for work, total number exempted and new work registrants for month. This
information will be used to obtain the initial count of work registrants and the number of ABAWDs to
be served in the E&T Program. This information is the basis for the data reported on line 3a of form
FNS-583.
Contracted providers will be required to submit a monthly report of E&T activities. Information to be
reported includes: number of work registrants, exemptions, component participation and
nonparticipation, amount disbursed for services rendered, and amount authorized for
reimbursements and additional reporting requirements defined in the contract. This report must be
submitted to the Arkansas Department of Human Services, Division of County Operations, Office of
Program Planning and Development, by the 10th work day of the month following the report month.
9. THE METHOD THE STATE AGENCY USES TO PREVENT WORK REGISTRANTS FROM
BEING COUNTED TWICE WITHIN A FEDERAL FISCAL YEAR. IF THE STATE AGENCY
UNIVERSALLY WORK REGISTERS ALL SNAP APPLICANTS, THIS METHOD MUST SPECIFY
HOW THE STATE AGENCY EXCLUDES THOSE EXEMPT FROM WORK REGISTRATION
UNDER 7 C.F.R. §273.7(B)(1). IF THE STATE AGENCY WORK REGISTERS NONEXEMPT
PARTICIPANTS WHENEVER A NEW APPLICATION IS SUBMITTED, THIS METHOD MUST
ALSO SPECIFY HOW THE STATE AGENCY EXCLUDES THOSE PARTICIPANTS WHO MAY
HAVE ALREADY BEEN REGISTERED WITHIN THE PAST 12 MONTHS AS SPECIFIED UNDER
7 C.F.R. §273.7(A)(1)(I);
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The automated data processing system in Arkansas has established files of unduplicated work
registrants using the social security numbers as the source for identifying duplications. The system
counts the number of unduplicated social security numbers at the beginning of business on October
1, each year and will match the social security numbers on this file with the social security number of
each work registrant keyed to the recipient file each work day thereafter. If no match is found, the
social security number is added to the file of unduplicated work registrant social security numbers
and the count increased by one. Reports are generated quarterly.
10. THE ORGANIZATIONAL RELATIONSHIP BETWEEN THE UNITS RESPONSIBLE FOR
CERTIFICATION AND THE UNITS OPERATING THE E&T COMPONENTS, INCLUDING UNITS
OF THE STATEWIDE WORKFORCE DEVELOPMENT SYSTEM, IF AVAILABLE. FNS IS
SPECIFICALLY CONCERNED THAT THE LINES OF COMMUNICATION BE EFFICIENT AND
THAT NONCOMPLIANCE BY THE PARTICIPANT BE REPORTED TO THE CERTIFICATION
UNIT WITHIN 10 WORKING DAYS AFTER THE NONCOMPLIANCE OCCURS;
Currently, county office workers are responsible for the following duties: intake, application
processing, recertification, work registration, and referring non-ABAWD work registrants to the E&T
Program if these individuals are interested in participating in the program. Each household member
subject to the work registration requirements will be notified by the DHS worker that he or she has
been work registered via the DCO-260. In E&T counties, the work registration notice advises each
household member classified as an ABAWD that he or she will be referred to the E&T Program. The
notice also advises other work registrants that they may volunteer to participate in the E&T Program
in E&T counties.
With a new application, recertification or periodic report, the county office worker determines the
work registration status of SNAP household members and work-registers all non-exempt individuals.
Each month, all newly work-registered ABAWDS are automatically referred to participating
contractors by DHS. This automated referral is made in the DHS eligibility system, currently
ANSWER, by the case worker. A “SNAP E and T Referral Letter” is generated in ANSWER
containing the SNAP participants name, address, telephone number, SSN, case number, and
certification period. The DCO Systems/Reporting unit collects the letters for the month, places them
in a DCO Public folder, and emails the folder to the E&T contractors. The contractors use the
information from the letters to make initial contact with the ABAWD, and to schedule an assessment.
The SNAP unit in Central Office is also provided access to monthly reports generated by the
Systems/Reporting unit that contain a list of ABAWD case closures, and ABAWD referrals (should
contain the same cases as the referral letters that were also sent to the Contractors). These reports
are also emailed by the 10
th
of each month to the E&T contractors. Work registrants not classified as
an ABAWD that wish to participate in the E&T Program will be manually referred by a DHS county
office worker. In E&T counties, the DHS case worker completes a DCO 205A, (SNAP - E&T Referral
Form/Status Change - E&T Participation Record).
The E&T assessment will be conducted by the local E&T Contractors. They are also responsible for
component assignment, monitoring compliance with component requirements, and submitting
reports as specified in the contract.
The DHS DCO SNAP unit is responsible for monitoring the contractor compliance through desk
reviews, invoice audits, and visits, scheduled and unscheduled.
Coordination Flow:
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1. DHS DCO County Office takes SNAP Application
2. DHS DCO County Office completes work registration, auto refers ABAWDs, & manually
refers non-ABAWDs to E&T participation and make referrals to contractor
3. E&T Contractor conducts assessments and assigns participant to E&T component
4. E&T Contractor monitors participation and reports monthly to DHS DCO, or as
requested.
5. DHS DCO SNAP unit in Central Office monitors contractor compliance.
Inter-Agency Coordination
The Department of Human Services is the single agency responsible for the Supplemental Nutrition
Assistance Program in Arkansas. Community based partners, local adult education centers,
vocational schools, and community colleges will implement all E&T services in the E&T counties
through a contractual relationship with DHS.
Methods of Coordination
Newly work-registered household members classified as ABAWDs will be automatically referred to
the E&T Program. The E&T Program referral (DCO-205) will be used to refer work-registered
volunteers to the E&T Program as requested, or due to a case action in participating E&T counties.
A copy of the DCO-205 will be given to the household.
Coordination Time Frames
Activity
Agency
Timeframe
Referral of newly registered ABAWDs
DHS - Automated report
Weekly or Bi-weekly
Referral of Volunteer Work Registrants
DHS - County Office Worker (
DCO-260)
Within 5 days of date application
approved
E&T Assessment and Component
Assignment
Contractor - E&T Coordinator
Within 30 days of receipt of referral
Reimbursements for E&T Participants
DHS - Finance Office
Once policy is implemented, within
Activity
Agency
Timeframe
10 days
11. THE RELATIONSHIP BETWEEN THE STATE AGENCY AND OTHER ORGANIZATIONS IT
PLANS TO COORDINATE WITH FOR THE PROVISION OF SERVICES, INCLUDING
ORGANIZATIONS IN THE STATEWIDE WORKFORCE DEVELOPMENT SYSTEM, IF
AVAILABLE. COPIES OF CONTRACTS MUST BE AVAILABLE FOR INSPECTION;
SUMMARY OF INTERAGENCY COORDINATION FOR THE E&T PROGRAM IN FFY
2016 EFFECTIVE JULY 1 - SEPTEMBER 30, 2016
The Division of County Operations (DCO) within DHS will contract with community based partners,
local adult education centers, public schools, vocational schools, and community colleges for
348 | Page
implementation and coordination of all components provided under the SNAP E&T Program. The
contract is structured as follows:
§ The SNAP Policy Unit and the DCO Contracts Unit (as of July 1, 2016 DCO will no longer have a
Contracts unit. Some activities will fall under the DHS Office of Finance and Administration, Contract
Support, and DHS SNAP unit and Financial unit in Central office) are responsible for coordinating
the E&T Program from the DHS Central Office.
§ The participating community based partners, local adult education centers, public schools,
vocational schools and community colleges will provide an E&T Program coordinator in each of the
covered counties in their respective local offices. The E&T program coordinators will be funded by
100% E&T funds and 50/50 funds (50% FNS & 50% Contractor)
Community Based Partners approved in this E&T plan that are participating in the 50/50
reimbursement model with FNS, provide 50% of the contract budget with non-federal dollars.
The Community Based Partner submits a monthly invoice for the full amount of monthly
expenses for E&T to the State/DHS for approval.
The State/DHS confirms approval and reimbursement of 50% of the entire invoice, or
approval and reimbursement of 50% of allowed monthly expenses.
The State/DHS draws/requests the approved invoice amount from FNS.
The State/DHS reimburses the Community Based Partner
DHS will make client transportation reimbursements and pay all other allowed expenses
directly to the provider or vendor.
DCO contracts with the following adult education centers, public schools, vocational schools,
community colleges, and work force investment board to operate a volunteer E&T program.
Moving forward with attracting more Community Based Partners to utilize the 50/50 reimbursement
opportunity from FNS, and redirecting the State’s 100% E&T grant funds, we have made the
following amendments to our contracts. The following partnerships will be renewed to start on July 1,
2016 with an estimated end date of December 30, 2016, with the exception of Valley View Schools.
Goodwill is scheduled to begin its contract August 1, 2016, and Arkansas is currently assessing
other potential partners.
Contractors
County
Estimated End Date
1. ASU Beebe
White County
Dec 30, 2016
2. Valley View School
Craighead County
June 30, 2016
3. Monticello School District
Drew County
Dec 30, 2016
4. Superintendent of Conway Public
Schools
Faulkner County
Dec 30, 2016
5. College of the Ouachita’s
Grant & Hot Spring Counties
Dec 30, 2016
6. University of Arkansas Community
college at Hope
Hempstead & Miller Counties
Dec 30, 2016
7. UACC at Batesville
Independence County
Dec 30, 2016
8. Texarkana School District
Miller County
Dec 30, 2016
9. Russellville School District
Pope County
Dec 30, 2016
10. WIB of Eastern AR
Crittenden County
Dec 30, 2016
11. South Ark. Community College
Union County
Dec 30, 2016
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12. Harbor House - Ft. Smith
Sebastian County
Dec 30, 2016
13. Goodwill Industries
Benton, Washington, Baxter, Craighead, Pulaski,
Saline, Jefferson, Greene
This amendment is for
Aug-Sep 2016
On July 1, 2016 DHS will have 11 contracts serving 12 counties. August 1, 2016, Goodwill initiates
their contract in eight additional counties; Benton, Washington, Baxter, Pulaski, Saline, Jefferson,
Greene, and Craighead.
Each local provider will have the capacity to offer a core of E&T Program components: Independent
Job Search, Job Search Training, Education, Work Experience, or On the Job Training. Additionally,
coordinators will assist clients who secure employment with job retention services.
Each local contractor will report the following to the Division of County Operations (DCO) on a
monthly basis:
1. Number of referrals received,
2. Number of assessments completed, and number of no-shows
3. Employment plans developed,
4. Number of job placements and the average hourly entry wage for the participants,
5. Number of participants placed in each component,
6. Number of participants who complete each component
7. Number of contacts made
8. Number of participants that declined participation
9. Name of participant, month participated, and each component assigned to participant
DCO performs monthly evaluations that track the effect of participation in the E&T Program on SNAP
participation, and an annual report is compiled to determine the effectiveness of the E&T Program.
Any SNAP participant who is classified as an ABAWD (as defined in the glossary) and who lives in a
county where an E&T Program is operational is automatically selected in ANSWER by specific
coding, downloaded to a report and emailed to an E&T contractor at least monthly by a DCO case
worker. The worker also identifies non-ABAWD work registrants and offers the services of the E&T
Program, if they request and are approved to participate, a DCO-205 is completed and they take this
referral form to a participating contractor. A monthly report of DCO-205 referrals is compiled and
emailed to a contractor in a participating E&T county.
The contractor is responsible for:
1. Contacting each referred individual by letter and/or telephone and scheduling the
assessment interview if they request to participate in the program.
2. All SNAP recipients who agree to participate in the program will be assessed by the
contractors within 30 days of receipt of the referral for possible placement in an E&T program
component. However, participation in the program is voluntary.
350 | Page
3. The assessment identifies:
a. Work related strengths or weaknesses
b. Barriers to employment
c. Job readiness
d. any support services needed to get and maintain employment, such as
transportation
e. Functional educational level
f. Learning and other disabilities
g. Job skills (work history)
Aptitude
4. Developing an employment plan customized to the needs of each assessment to assist the
participant in setting goals and participating in components that lead to employment and self-
sufficiency.
5. Monitoring and tracking participants as defined in the contract, and for at least 90 days after
employed.
The participation requirements for all work and non-work components will be up to 120 hours per
month. Specific requirements vary among components. Once an E&T Program participant has
begun a component, the E&T Program funds needed to complete the component will be provided to
the contractors as long as the E&T Program participant is fully complying with component
requirements. DCO started the year with 12 individual contracts in 13 counties however, the contract
with Valley View School ends June 30, 2016, leaving 11 contractors in 12 counties on July 1, 2016.
Starting August 1, 2016, a new community based partner, Goodwill Industries, will start serving E&T
participants in 8 additional counties, resulting in a total of 12 contractors covering 20 counties.
Areas of Coordination
All Agencies Involved
Number of E&T
Placements
Expected
Methods of Coordination
351 | Page
Delivers an E&T
Component
• Supt. of Conway Public
Schools
• University of Arkansas
Community College at
Hope
• Monticello School
District
• Russellville School
District
• Texarkana AR School
District 7
• ASU Beebe
• Crowley’s Ridge Tech
Institute
• Univ. of AR Comm. Coll.
at Batesville
• South Arkansas
Community College
• College of the Ouachitas
• Workforce Invest Bd.
Eastern AR
• Harbor House of Fort
Smith
• Goodwill Industries
-
Each agency has a local
coordinator and DHS has a State
E&T Coordinator to administer the
SNAP E&T Program.
The E&T Program
delivers a service for
another agency or
program.
• Supt. of Conway Public
Schools
• University of Arkansas
Community College at
Hope
• Monticello School
-
Each agency has a local
coordinator and DHS has a State
E&T Coordinator to administer the
SNAP E&T Program.
Areas of Coordination
All Agencies Involved
Number of E&T
Placements
Expected
Methods of Coordination
352 | Page
District
• Russellville School
District
• Texarkana AR School
District 7
• ASU Beebe
• Crowley’s Ridge Tech
Institute
• Univ. of AR Comm. Coll.
at Batesville
• South Arkansas
Community College
•
College of the Ouachitas
• Workforce Invest Bd.
Eastern AR
• Harbor House of Fort
Smith
• Goodwill Industries
Joint component of the
E&T Program and another
agency or program.
• Supt. of Conway Public
Schools
• University of Arkansas
Community College at
Hope
• Monticello School
District
• Russellville School
District
• Texarkana AR School
District 7
• ASU Beebe
• Crowley’s Ridge Tech
Institute
• Univ. of AR Comm. Coll.
at Batesville
• South Arkansas
Community College
•
College of the Ouachitas
• Workforce Invest Bd.
Eastern AR
• Harbor House of Fort
Smith
• Goodwill Industries
-
Each agency has a local
coordinator and DHS has a State
E&T Coordinator to administer
the SNAP E&T Program.
Referral of individuals
from the E&T Program to
another program or
agency.
• Supt. of Conway Public
Schools
• University of Arkansas
Community College at
-
Each agency has a local
coordinator and DHS has a State
E&T Coordinator to administer
the SNAP E&T Program.
353 | Page
Areas of Coordination
All Agencies Involved
Number of E&T
Placements
Expected
Methods of Coordination
Hope
• Monticello School
District
• Russellville School
District
• Texarkana AR School
District 7
• ASU Beebe
• Crowley’s Ridge Tech
Institute
• Univ. of AR Comm. Coll.
at Batesville
• South Arkansas
Community College
•
College of the Ouachitas
• Workforce Invest Bd.
Eastern AR
• Harbor House of Fort
Smith
• Goodwill Industries
Outcome Data
Beginning August 1, 2016, it is projected Goodwill will serve 3,353 at-risk ABAWDs, and a total of
9,578 ABAWDs in the eight additional counties.
For the period 10/01/15 - 09/30/16, the amended projection is as follows:
Referrals
23,237
Exemptions Granted
3,449
Employment Plans Prepared
2,167
Assessments Conducted
2,907
Increased Basic Education Skills
479
Placed in jobs
503
Reimbursement Requests
1,542
The above estimates are based on actual reported data for 3 quarters of FFY 2015 with Q4
Projections based on the DCO SNAP E&T Components report submitted by the contractors,
amended to add projected ABAWDs served by Goodwill in eight additional counties.
The Contractor Annual Reports indicate the following ABAWDs & NABAWDs that completed all
components in FFY 2014:
ABAWDs
Non ABAWDs
Total Completions
Total Assignments
354 | Page
Independent Job Search
507
7
514
1016
Job Search Training
907
29
936
1226
Employment Counseling
1249
43
1292
1443
Job Club
656
25
681
765
Basic Education
68
12
80
265
Basic & Occupational Skills
352
12
364
664
ESL
0
0
0
0
On the Job Training
4
3
7
124
Job Retention
216
19
235
494
Vocational Training
34
22
56
75
Total
3993
172
4165
6072
The contractors provided the following statistics for October 2014 - June 2015
Automated Referrals
10,244
Volunteer Referrals
55
The contractors report that 167 individuals were placed in jobs during the period October 2014 -
June 2015.
12. THE AVAILABILITY, IF APPROPRIATE, OF E&T PROGRAMS FOR INDIANS LIVING ON
RESERVATIONS AFTER THE STATE AGENCY HAS CONSULTED IN
GOOD FAITH WITH APPROPRIATE TRIBAL ORGANIZATIONS;
Not applicable to Arkansas.
13. IF A CONCILIATION PROCESS IS PLANNED, THE PROCEDURES THAT WILL BE
USED WHEN AN INDIVIDUAL FAILS TO COMPLY WITH AN E&T PROGRAM
REQUIREMENT. INCLUDE THE LENGTH OF THE CONCILIATION PERIOD
A conciliation process is not planned as the program is voluntary at this time.
14. THE PAYMENT RATES FOR CHILD CARE ESTABLISHED IN ACCORDANCE WITH THE CHILD
CARE AND DEVELOPMENT BLOCK GRANT PROVISIONS OF 45 CFR 98.43, AND BASED ON
LOCAL MARKET RATE SURVEYS.
The State will not provide reimbursement for dependent care costs.
15. THE COMBINED (FEDERAL/STATE) STATE AGENCY REIMBURSEMENT RATE FOR
TRANSPORTATION COSTS AND OTHER EXPENSES REASONABLY NECESSARY AND
DIRECTLY RELATED TO PARTICIPATION INCURRED BY E&T PARTICIPANTS. IF THE
STATE AGENCY PROPOSES TO PROVIDE DIFFERENT REIMBURSEMENT AMOUNTS TO
ACCOUNT FOR VARYING LEVELS OF EXPENSES, FOR INSTANCE FOR GREATER OR
LESSER COSTS OF TRANSPORTATION IN DIFFERENT AREAS OF THE STATE, IT MUST
INCLUDE THEM HERE.
I. E&T Program Participant
355 | Page
A. Participant Reimbursement
E&T Program expenditures may be reimbursed directly to program participants or paid directly to the
provider of the service, as needed.
B. Method of Reimbursement
Vendors will be paid directly for uniforms, books, and other similar expenses at the actual cost up to
the maximum allowed unless verification is provided by participating contractors that this was an out-
of-pocket expense paid by the participant. Tuition and fees will be paid directly to the institution up to
the maximum allowed. E&T Program funds will only be applied after Pell grants, scholarships, and
other educational programs are exhausted or for education-related expenses not covered by such
programs.
Each E&T Program participant will be eligible to receive reimbursement for transportation costs
required to partake in component activities. Reimbursement for transportation in the client’s personal
vehicle will be based on the current State reimbursement rate or the actual costs (e.g., for bus
service or transportation provider). The State proposes to automatically adjust the mileage
reimbursement rate up or down as the State mileage reimbursement rate changes. All
reimbursements for out-of-pocket expenses and/or transportation will not exceed a monthly
maximum of $285.00 per calendar month per participant. (DCO plans to scale back these
50%Fed/50%State funds to a maximum of $50 per month per client starting July 1, 2016.)
C. Procedures for Reimbursement
E&T Program Participants will be reimbursed by DHS only after expenses have been incurred. .
Reimbursement procedures will be explained to the E&T Program participant by the local
coordinator at the time of the assessment, employability update, and other times deemed
appropriate.
II. Former E&T Program Participant
A. Job Retention Reimbursement
SNAP E&T job retention payments will be paid directly to the vendor. B. Method of Reimbursement
Vendors will be paid directly. The amount of the payment will be the actual amount required to
resolve the job-related need. However, the E&T coordinator must determine if there are any local
sources available to meet the need and utilize those sources first.
The monthly maximum payment total during the 90 day period after gaining employment will be
$285.00 per calendar month per participant. (DCO plans to scale back these 50%Fed/50%State
funds to a maximum of $50 per month per client starting July 1, 2016.)
C. Procedures for Reimbursement
Reimbursements will not be released to vendors until the E&T Program coordinator has received
verification from the employer of the former E&T Program participant that the need (and associated
cost) in question is valid and, if not resolved could result in the termination of employee.
356 | Page
D. Impact Clarification
Based on the number of E&T Program participants placed in jobs last year, DHS allocated .25% of
the contractual cost to the Job Retention component.
Activities Financial Participation E&T administrative costs under Section 16; including workfare if it is
part of the E&T Plan. 100% Federal funding E&T administrative costs which exceed the 100%
unmatched Federal funding. 50% Federal and 50% State funding Participant reimbursement for
expenses incurred in order to participate in the E&T Program. 50% Federal and 50% State funding
up to the State limit per month per participant for transportation costs and other costs up to the
actual cost or the Statewide limit, whichever is lowest. Expenses above these amounts per month do
not receive Federal reimbursement. The State will not provide reimbursement for dependent care
costs.
16. INFORMATION ABOUT EXPENSES THE STATE AGENCY PROPOSES TO REIMBURSE.
FNS MUST BE AFFORDED THE OPPORTUNITY TO REVIEW AND COMMENT ON THE
PROPOSED REIMBURSEMENTS BEFORE THEY ARE IMPLEMENTED.
See response to number 15.
(B) ABLE-BODIED ADULTS WITHOUT DEPENDENTS (ABAWD)
A State agency interested in receiving additional funding for serving able-bodied adults without
dependents (ABAWDs)* subject to the 3-month time limit, in accordance with 7 C.F.R. §273.7(d)(3),
must include the following for each Federal fiscal year covered by the Combined Plan under WIOA:
*7 CFR § 273.7(c)(7)
1. ITS PLEDGE TO OFFER A QUALIFYING ACTIVITY TO ALL AT-RISK ABAWD APPLICANTS
AND RECIPIENTS
Its pledge to offer a qualifying activity to all at-risk ABAWD applicants and recipients; Not
applicable at this time.
2. ESTIMATED COSTS OF FULFILLING ITS PLEDGE
Not applicable.
3. A DESCRIPTION OF MANAGEMENT CONTROLS IN PLACE TO MEET PLEDGE
REQUIREMENTS
Not applicable.
4. A DISCUSSION OF ITS CAPACITY AND ABILITY TO SERVE AT-RISK ABAWDS.
Not applicable.
5. INFORMATION ABOUT THE SIZE AND SPECIAL NEEDS OF ITS ABAWD POPULATION
357 | Page
Not applicable.
6. INFORMATION ABOUT THE EDUCATION, TRAINING, AND WORKFARE COMPONENTS IT
WILL OFFER TO MEET THE ABAWD WORK REQUIREMENT.
Not applicable.
(C) PLAN MODIFICATION
If FNS determines that the performance of a State agency with respect to employment and training
outcomes is inadequate, FNS may require the State agency to make modifications to the State E&T
plan to improve the outcomes.*
_____
*7 U.S.C. 2025(h)(5)(E) as amended by Agricultural Act of 2014 .
FUNDING DISCLAIMER
Funds may not be available when SNAP E&T portions of a Combined State Plan under WIOA are
approved. FNS’s obligation after approving a SNAP E&T plan submitted as part of a Combined State
Plan is contingent upon the availability of an appropriation from which payment can be made. Any
FNS funding resulting from an approval of a SNAP E&T plan submitted as part of a Combined State
Plan is subject to FNS receiving sufficient funds (in the Program Financial Control System for FNS)
to fund this and all prior approved SNAP E&T plans submitted as part of a Combined State Plan in
their entirety in the time and date order received. Federal reimbursement to States for 50 percent of
State administrative expenditures and for participant reimbursements is subject to the above
conditions.
358 | Page
TRADE ADJUSTMENT ASSISTANCE (TAA)
There are no program-specific state planning requirements for TAA. If the state includes TAA in a
Combined State Plan, the state must incorporate TAA in its responses to the common planning
elements in sections II, III, IV, and V of the WIOA State Plan requirements instrument.
The Trade Adjustment Assistance (TAA) program is a Federal program that offers a variety of
benefits and services to workers whose employment has been adversely impacted by foreign trade.
Through a number of benefits and services, the TAA program provides trade-affected workers with
opportunities to obtain the support, resources, skills, and credentials they need to return to the
workforce in a good job. These include employment and case management services, training, job
search allowances, relocation allowances, reemployment and alternative TAA wage subsidies for
older workers, and income support in the form of Trade Readjustment Allowances (TRA).
(a) The TAA program is a required partner in the one-stop delivery system, established under
section 121 of the Workforce Innovation and Opportunity Act (WIOA). Therefore, given that the TAA
program is part of the broader workforce system and a key goal for the TAA program is to ensure
that trade-affected workers are able to successfully return to work, ETA strongly encourages States
to integrate their TAA program activities in concert with other workforce system core and partner
programs that may also address the needs of trade-affected workers. WIOA Sec. 103(3)(A)(B).
Consistent with the Governor-Secretary Agreement, the States agree to use funds obligated under
the TAA Annual Cooperative Financial Agreement (CFA), to carry out the TAA program, including: 1)
ensuring integration of the TAA program into its one-stop delivery system; 2) using the centers in this
system or network as the main point of participant intake and delivery of TAA program benefits and
services; and 3) ensuring the terms of the Memoranda of Understanding (MOU) with the Local
Workforce Investment Boards, as established under WIOA section 121(c) will apply to the
assistance provided by other one-stop partners to TAA participants. (Trade Act Sec. 239 (a) as
amended by WIOA section 512 (hh)) Describe the State’s process for operating the TAA program
that ensures coordination and integration with WIOA core and partner programs. Provide examples,
if available, of how the co-location of Wagner-Peyser in one-stop centers and the addition of
Temporary Assistance for Needy Families (TANF), have improved access to these services for
trade-affected workers. The TAA Program in Arkansas has program operations managers
responsible for Field Staff and Fiscal Services. These managers and the Fiscal staff are located in
the Central Office and provide support to the TAA program monitors that are out-stationed across
the state. These program monitors oversee the TAA workforce specialists who work directly with
TAA clients in our local offices. These TAA specialists meet individually with the clients and conduct
initial assessment services while also providing more detailed program information. During these
one-on-one assessments the client is provided with information regarding the other supportive
services available to them via the Workforce Center to include WIOA and TANF. When WIOA or
TANF staff is present the clients are escorted to the appropriate staff member. In the event that
WIOA or TANF representatives are not then available, a referral form is completed so staff can
arrange to meet with the client at a later time. Having TAA staff co-located at the local offices with
other partner programs is extremely beneficial in providing supportive services to clients. Having all
partners share a common space builds professional relationships and leads to all members of the
group being vested in the outcomes for our mutual clients. These relationships also allow staff to
identify trends and share information in a way which provides the client with their best chance for
success.
359 | Page
TAA and WIOA Staff are generally able to answer basic questions about both programs. When a
dislocated worker comes into a Workforce Center, it is important to establish if the worker has been
either totally or partially separated from employment at a company whose workers were certified as
eligible to apply for TAA. Any workers who are potentially TAA-eligible are immediately referred to
TAA Program staff.
A worker eligible for WIOA services immediately after notice of layoff will become eligible for TAA
benefits and services only after he or she has totally or partially separated from the trade-impacted
employer. When the TAA-eligible worker is receiving WIOA services, it is very important that the
WIOA staff works closely with the staff delivering TAA benefits and services to develop a single plan
of service for that worker.
Arkansas’s Trade Program has consistently pursued more and better integration and coordination
between the WIOA and TAA programs. Specifically, Trade Program hopes that workers receiving
TAA benefits are also able to access core and intensive services. There is ongoing development of
integration between WIOA and TAA services, including decisions between the parties about what
services will be provided, how those services will be provided and discussions on performance
measures.
Benefits of integration between Programs: Additional Resources to Provide Training and Income
Support: The Trade Act may provide additional training and income support resources for certified
individuals that would reduce WIOA Title I out-of-pocket costs for two of the most costly
components;
Improved Participant Outcomes: By coupling the Trade Act training and income support dollars with
WIOA’s capacity for counseling, case management, and follow-up, superior performance outcomes
may be obtained in both programs.
Benefits to TAA Customers and Program: Enhanced Service Delivery: Co-enrollment in WIOA
and/or other programs can provide TAA certified customers with access to a wide array of vitally
important services; Increased Services to Customers: Co-enrolled workers may gain access to
supportive services like child care, utility subsidy and transportation assistance, as well as to other
services such as in-depth assessment, interest inventories and reviews of transferable skills.
(b) States must develop and manage resources (including electronic case management systems) to
integrate data, including co-enrollment data, provided through different agencies administering
benefits and services to trade-affected workers in order to ensure consistent program administration
and fiscal integrity, as well as reliable fiscal and performance reporting. (WIOA section 103(b)(3))
Describe how the State will use TAA funding for infrastructure, other shared costs, and the
promotion of the development of integrated intake, case management and reporting systems.
In addition to paying a portion of the overhead and office expenses of the locations where TAA staff
are located the TAA program also provides significant support for the Arkansas Job Link (AJL)
system. AJL is our integrated intake, case management, and reporting system and is a part of the
America’s Job Link Alliance (AJLA).
The Arkansas Department of Workforce Services utilizes AJL as a staff assisted and self-service tool
for the Labor Exchange, Trade Adjustment Assistance (TAA), Workforce Innovation and Opportunity
360 | Page
Act (WIOA) and Temporary Assistance for Needy Families program beneficiaries and to assist
employers when recruiting viable employment candidates.
America’s Job Link Alliance (AJLA) is a consortium of state workforce agencies dedicated to
providing workforce development systems. Collaborating and sharing resources allows AJLA to
deliver its members the best possible return on investment for their software dollars. The United
States Department of Labor encourages the use of state partnerships to support the public
workforce investment system, as described in Training and Employment Notice 07-11, released
August 30th, 2011. Formation of AJLA was supported by the United State Department of Labor (US
DOL). The Alliance was formed to allow the members to share technology development costs to
reduce their cost of ownership and maximize their return on investment.
AJLA has thirty-five (35) years of experience in developing and maintaining workforce development
solutions. AJLA member states guide the design and ongoing development of AJLA products by
nominating representatives to the AJLA Steering Committee. Subscribers submit requests for
system enhancements to AJLA’s two Sub-Committees: America’s JobLink and Reporting. An ADWS
employee currently serves as Vice-Chair of the Steering Committee.
The AJLA-Technical Support annual vendor subscription fee encompasses full system support of the
fully functioning, comprehensive labor exchange system, including:
• System maintenance to resolve product related issues; • System upgrades and enhancements
improving operational and processing efficiencies and effectiveness at no additional charge; and •
System upgrades to meet Federal programmatic mandates, regulations, and initiatives at no
additional charge;
Not only does AJLA provide a self-service tool for multiple programs administered by ADWS, it
tracks enrollments and services for all seventeen one-stop partner programs
(c) Except for States covered by the regulatory exemption 20 CFR 618.890 (c) or to perform non-
inherently governmental functions, States must engage only State government personnel to perform
TAA-funded functions undertaken to carry out the TAA program, and must apply to such personnel
the standards for a merit system of personnel administration applicable to personnel covered under
5 CFR part 900, subpart F. (20 CFR 618.890)
Describe how TAA program-funded benefits and services are approved by merit-staffed employees
in accordance with 20 CFR 618.890.
All TAA services in the state of Arkansas are provided by dedicated TAA staff. All TAA services for
clients including on-site information sessions, one-on-one assessments, training program
development and approval, job search and relocation allowance administration and ATAA/RTAA are
provided to clients via these full-time TAA staff members. Utilization of full-time TAA staff ensures
proper training which results in a consistent level of service being provided to all program recipients.
Trade Adjustment Assistance (TAA) Program Assurances The Trade Adjustment Assistance (TAA)
program is a Required Partner in the one-stop system, established under section 121 of the
Workforce Innovation and Opportunity Act (WIOA). However, to receive TAA program funds, states
must adhere to the signed Governor-Secretary Agreement, in addition to the terms and conditions
provided in the Trade Adjustment Assistance (TAA) Annual Cooperative Financial Agreement (CFA)
361 | Page
and the Unemployment Insurance (UI) Annual Funding Agreement, executed each fiscal year
between the state and ETA.
The CFA, which is incorporated by reference into the Governor-Secretary Agreement, explains
program requirements, limitations on the use of funds, assurances, and other important grant
provisions that states must follow to receive TAA program funding for Training and Other Activities
(which includes training, employment and case management services, and allowances for job
search and relocation and state administration of these benefits and services).
At the beginning of each fiscal year, ETA provides each Cooperating State Agency (CSA) with a
CFA for that year, which the CSA is required to execute and submit to ETA’s Office of Grants
Management. The Unemployment Insurance (UI) Annual Funding Agreement is the mechanism for
funding the state administration of TRA and older worker wage subsidies through the state agency
that administers the unemployment insurance laws for the state.
Trade Adjustment Assistance (TAA) Program Assurances The State Plan must include assurances
that: 1. On an annual basis, the CSA will execute TAA Cooperative Financial Agreements and UI
Funding Agreements for each fiscal year during the four-year State planning cycle.
Has the state incorporated TAA into the sections indicated above? Yes
362 | Page
JOBS FOR VETERANS’ STATE GRANTS
The Jobs for Veterans’ State Grants (JVSG) are mandatory, formula-based staffing grants to
(including DC, PR, VI and Guam). The JVSG is funded annually in accordance with a funding
formula defined in the statute (38 U.S.C. 4102A (c) (2) (B) and regulation and operates on a fiscal
year (not program year) basis, however, performance metrics are collected and reported (VETS-200
Series Reports) quarterly (using four “rolling quarters”) on a Program Year basis (as with the
ETA9002 Series). Currently, VETS JVSG operates on a five-year (FY 2015-2019), multi-year grant
approval cycle modified and funded annually.
In accordance with 38 U.S.C. § 4102A(b)(5) and § 4102A(c), the Assistant Secretary for Veterans'
Employment and Training (ASVET) makes grant funds available for use in each State to support
Disabled Veterans' Outreach Program (DVOP) specialists and Local Veterans' Employment
Representatives (LVER) staff. As a condition to receive funding, 38 U.S.C. § 4102A(c)(2) requires
States to submit an application for a grant that contains a State Plan narrative, which includes:
363 | Page
(A) HOW THE STATE INTENDS TO PROVIDE EMPLOYMENT, TRAINING AND JOB
PLACEMENT SERVICES TO VETERANS AND ELIGIBLE PERSONS UNDER THE JVSG
The State will continuously evaluate the geographical assignment of DVOP and LVER staff in an
effort to increase the availability, quantity, and quality of services to be provided. The state will
continue to monitor and modify staff placement, upon approval of DOL VETS, within our Arkansas
Workforce Centers (AWCs) to ensure that DVOP staff are in the best locations to serve our veterans
with Significant Barriers to Employment (SBEs). Currently, DVOPs are positioned in the major
metropolitan areas with the largest population of veterans, as indicated by VA county population
reports. Within the AWCs, DVOP specialists will be co–located with WIOA staff because of
similarities in WIOA and JVSG case management practices and to promote program co–enrollment
and the appearance of a seamless application process for Veterans who apply to one or both
programs. They will be available, as needed, to other AWCs to provide employment assistance to
Veterans with SBEs when necessary.
One full–time DVOP is stationed at the Vocational Rehabilitation Facility at Fort Roots, in North Little
Rock. The remaining DVOP and LVER staffs will be located at service delivery points throughout the
state and integrated with AWC staff to effectively conduct employer outreach (LVER staff) and to
provide intensive services (DVOP staff). DVOP and LVER staffs fall under the supervision and
direction of the local office manager (LOM), who has the flexibility to direct their work based on the
unique needs of each location.
The shift to full–time DVOPs increases the need for staff to travel in order to provide services to
veterans at service delivery points that do not have grant funded staff. Travel will only be authorized
if DVOP services are required by a job seeking veteran. This flexibility is critical in providing effective
geographic coverage of the state. LVER staff will be encouraged to participate in meetings and job
fairs of various organizations for networking and referral purposes.
Current grant funding supports 17 FTE’s: 12 full–time and 9 half–time DVOPs, and 5 half–time
LVERs. As attrition occurs, staffing decisions will be made in consultation with Arkansas’ DVET.
Efforts will be made to expeditiously fill vacancies. DVOP and LVER openings will be advertised and
all qualified applicants considered. When vacancies are announced, the minimum requirements for
the position are taken from Title 38 U.S.C., Chapter 41. Preference will be given to disabled
veterans. All vacancies will be placed in the local newspaper, in the Arkansas Joblink System, and
on the Arkansas State Government Jobs web–site.
DVOP specialists and LVER staff members will attend mandated training provided through the
National Veterans Training Institute (NVTI) as close as possible to their hire date but within 18
months, as required. Training dates and classes are scheduled by NVTI staff. DVOPs and LVERs
will be afforded the opportunity to attend training as seats become available.
(B) THE DUTIES ASSIGNED TO DVOP SPECIALISTS AND LVER STAFF BY THE
STATE; SPECIFICALLY IMPLEMENTING DVOP AND LVER DUTIES OR ROLES AND
RESPONSIBILITIES AS OUTLINED IN 38 U.S.C. § 4103A AND 4104. THESE DUTIES
MUST BE CONSISTENT WITH CURRENT GUIDANCE;
DVOPs will be required to provide intensive services to eligible veterans and other eligible persons,
as mandated in VPL 03-14, in order to meet their employment needs. They will prioritize services to
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special disabled and other disabled veterans as defined by 38 U.S.C. 4211. The Secretary of Labor
has identified veterans, ages 18-24, as eligible for DVOP services because of this population’s high
rate of unemployment. DVOPs will initiate and foster ongoing and active lines of communication with
local organizations that provide services to targeted veterans groups or others with significant
barriers to employment. They will be expected to actively maintain contact with County Veteran
Service Officers and detention facilities within their area. Arkansas plans to increase outreach
activities to Veterans Centers, Community Based Outreach Clinics, and other similar organizations
and agencies that serve veterans in the identified target groups.
In conjunction with using Arkansas’ labor market information, DVOP specialists will be required to
utilize the Transferable Occupation Relationship Quotient (TORQ) which is a web-based
assessment system. TORQ assists in identifying a veteran’s knowledge, skills and abilities acquired
during previous work experience. It then utilizes that information to rank alternative demand
occupations based on the ability to easily move into that occupation by identifying any skills gap the
veteran may have. The system combines Arkansas state and local labor market information, which
includes the median wage and job outlook in the area for the suggested occupations, with O*Net
knowledge, skills and abilities, and current job posting information (from Job Central, Simply Hired,
Indeed and Arkansas Job Link) to provide veterans with the most relevant and up-to-date
information and assist them in identifying any possible career change.
DVOPs will be required to work with veterans to provide assessments, develop individual
employment plans, and manage referrals to services to address identified barriers to employment.
DVOP specialists will be expected to provide a full range of services to veterans including but not
limited to:
Comprehensive assessment of skill levels and service needs;
Development of an individual employment plan with identified employment goals;
Appropriate achievement objectives and an appropriate combination of services for the
veteran to achieve employment goals;
Individual and group employment counseling, and career planning;
Short term pre-vocational services that may include academic skills, communication skills,
punctuality, personal maintenance skills, and personal conduct to prepare individuals for
unsubsidized employment or training.
Once significant barriers to employment are identified by Wagner-Peyser staff, veterans will be
directed to the nearest DVOP for a comprehensive assessment and the development of an
Individual Employment Plan (IEP), if necessary. DVOP staff providing intensive case management
services will be required to use Arkansas JobLink (AJL) to record services, case notes, referrals, and
follow-up services.
Arkansas LVER staff will advocate, on behalf of veterans, with businesses and industries. LVERs will
perform the full range of employer outreach activities outlined in VPL 03-14, which are offered
through the workforce system. Staff will report outreach activities, on a quarterly basis, in the
Manager’s Quarterly Report. This includes the facilitation of employment, training, and placement
services furnished to veterans through the state’s employment service. They are, but are not limited
to:
• Planning and participating in job and career fairs;
• Conducting employer outreach;
• Conducting job search workshops, and establishing job search groups;
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• Coordinating with unions, apprenticeships programs and business or business organizations
to promote and secure employment and training programs for veterans;
• Informing Federal contractors of the process to recruit qualified veterans;
• Promoting credentialing and licensing opportunities for veterans; and
• Coordinating and participating with other business outreach.
LVERs will also have an active partnership with community-based organizations that provide or
coordinate an array of services to veterans.
LVERs will inform AWC partner staff of current employment initiatives and programs for veterans.
The LVER may also serve as part of the AWCs Business Services Team. The activities of the
Business Services Teams, ideally, result in increased job developments and an increased demand
for veterans that may reduce the length of time a veteran must rely on unemployment insurance
compensation.
(C) THE MANNER IN WHICH DVOP SPECIALISTS AND LVER STAFF ARE INTEGRATED INTO
THE STATE’S EMPLOYMENT SERVICE DELIVERY SYSTEM OR ONE-STOP DELIVERY
SYSTEM PARTNER NETWORK;
DVOP and LVER staff integration will go beyond co-location, and function as seamlessly as possible
within the assigned AWC or other outreach location where services can be leveraged to better
facilitate the placement of SBE veterans. LVER staff will serve on Business Services Teams in a
manner that is consistent with their federally mandated roles and responsibilities. Integration will also
allow other than DVOP staff to deliver services on a priority basis. Arkansas will promote cross
training in the way of case management and alignment with other providers of intensive services.
Veterans and other eligible persons receive priority of service by all AWC staff to ensure access to
the full range of resources available within the One Stop System.
Arkansas JobLink (AJL) is the state’s integrated web-based workforce development management
information system (MIS) used by the state and local areas to share and manage participant data
between the Wagner-Peyser program, the Trade Adjustment Assistance program and the Workforce
Innovation and Opportunity Act program. All staff has access to and can view all services provided to
the veteran regardless of funding stream. By partnering with other state agencies, ADWS is
maximizing its outreach potential. Efforts aimed at providing information about our services to
veterans include promoting and attending local Job Fairs, and Hiring our Heroes and Women
Veterans Summits events. All hiring events are advertised in the local paper and video streamed on
public access media throughout the local AWC. We also seek the assistance of County Veteran
Service Officers for those seeking employment. Arkansas is also exploring ways to better connect
veterans seeking employment with Apprenticeship opportunities. We have strengthened our
partnership with Registered Apprenticeship in recent years through collaboration with the Arkansas
Apprenticeship Coalition in implementing the Arkansas Energy Sector Partnership grant. Through
this collaboration, the state now has a mobile training center which is operated by the Arkansas
Apprenticeship Coalition to provide “green” skills education to apprentices statewide.
We promote the Federal Bonding Program among all of our partners and staff to increase
awareness of this tool to improve outcomes for the offender population. We also routinely include
discussion of this program and the Work Opportunity Tax Credit (WOTC) program’s target
populations when speaking to employers, since many job seekers are members of both of these
groups.
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(D) THE INCENTIVE AWARD PROGRAM IMPLEMENTED USING THE 1% GRANT
ALLOCATION SET ASIDE FOR THIS PURPOSE, AS APPLICABLE;
Implementation of the incentive award program will increase cooperation between and most
importantly, the performance outcomes of DVOPs, LVERs and other ADWS staff serving veterans.
ADWS will award the incentive funds to the staff members at the service delivery point that
successfully achieved the negotiated performance measures and achieved the highest score for
services provided to veterans.
The “Veterans Employment Service Award” is awarded to fifteen individuals from within the state.
They are chosen from the following categories: DVOP, LVER, and ES Staff members. Although ES
staff member is listed, any partner within the workforce system (other than an LVER or DVOP) is
eligible for the award).
The Department of Workforce Services performs the performance calculations and identifies the
winners. The award amount of $14,000 (based on approximately 1% of the annual grant allocation)
is as follows: First Place: $1,200 Second Place: $900 Third Place: $700
The selection criteria are based on performance and job service activity from each area of operation.
This information is obtained from the Arkansas JobLink System (AJL), the state management
information system. This database is used to track the number of Veterans and types of services
provided virtually and/or through staff assisted services. Based on the data provided by AJL for each
office, we are able to identify if the local office achieved the negotiated performance outcome, and if
they are eligible for further consideration. The second level is determined by identifying the individual
staff member who served the veteran client. Those scores are then arranged in descending order
and the staff member in each category with the highest scores is awarded the respective amount.
This method is intended to provide the most transparency of the process. It also has the advantage
of being modifiable to shift the focus to other performance measures or target groups (such as
outcomes after receiving intensive services).
(E) THE POPULATIONS OF VETERANS TO BE SERVED, INCLUDING ANY ADDITIONAL
POPULATIONS DESIGNATED BY THE SECRETARY AS ELIGIBLE FOR SERVICES, AND ANY
ADDITIONAL POPULATIONS SPECIFICALLY TARGETED BY THE STATE WORKFORCE
AGENCY FOR SERVICES FROM ONE-STOP DELIVERY SYSTEM PARTNERS (E.G., NATIVE
AMERICAN VETERANS; VETERANS IN REMOTE RURAL COUNTIES OR PARISHES);
Veterans and eligible persons with significant barriers to employment (SBE), economically or
educationally disadvantaged, recently separated, homeless, including domestic violence and other
dangerous or life threating conditions, offenders and veterans between the ages 18-24, identified in
VPL04-14 as the target groups for services by Disabled Veterans Outreach Program (DVOP)
specialists. The state will focus efforts to increase services and outreach to the target populations as
identified in guidance.
The State will take steps to ensure that veterans with significant barriers receive intensive services
by DVOP specialists. During the initial assessment, if a veteran self-attest to meeting one or more of
the SBE criteria, Arkansas Workforce Center (AWC) staff will refer the individual to a DVOP
specialist for intensive case management services.
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To promote the hiring and retention of veterans, we are actively reaching out to both two and four-
year institutions of higher education to provide direct assistance in placing veterans that obtain
credentials and to increase awareness of the range of services available through the AWCs. This
strategy, combined with the Career Readiness Certificate program and the Microsoft IT Academy, is
designed to provide veterans intensive services and occupational and computer skills training to help
veterans be more competitive and appealing to potential employers. These tools will also provide
veterans with an advantage when pursuing educational and training credentials.
The Arkansas JobLink System (AJL,) the state management information system, provides detailed
performance reports. This database is used to monitor and track the number of Veterans and types
of services provided virtually and/or through staff assisted services. Based on the data provided by
AJL we are able to measure at both the local and state level the effectiveness of our outreach to the
targeted veteran population. The information is also used to calculate the incentive awards for
DVOPs, LVERs, and AWC staff that provide exceptional service and meet performance measures.
Targeted veterans are identified as the following:
• Special disabled or disabled veteran, as those terms are defined in 38 U.S.C. §4211(1) and
(3); Special disabled and disabled veterans are those
1. who are entitled to compensation (or who but for the receipt of military retired pay
would be entitled to compensation) under laws administered by the Secretary of
Veterans’ Affairs; or
2. were discharged or released from active duty because of a service connected
disability
• Homeless, as defined in Section 103(a)and (b) of the Stewart B. McKinney Homeless
Assistance Act (42 U.S.C. 11302(a) and (b), as amended;
• A recently separated service member, as defined in 38 U.S.C. § 4211(6) who has been
employed for 27 or more weeks in the previous 12 months;
• An offender, as defined by WIOA Section 101(27), who is currently incarcerated or has been
released from incarceration
• Lacking a high school diploma or equivalent certificate; or
• Low-income (as defined by WIOA at Sec. 101(25)(B).
VPL 01-09 encourages that a DVOP specialist be out-stationed to serve as the Intensive Services
Coordinator (ISC) for Vocational Rehabilitation & Employment (VR&E) clients referred to AW Cs for
job placement assistance. A physical presence at the facilities increases coordination with VR&E
staff. The ISC refers VR&E clients to programs authorized under the Workforce Innovation and
Opportunity Act (WIOA), Vocational Rehabilitation under United States Code (38 U.S.C.), Chapter
31, and other federal and state programs that provide services and activities to assist the veteran in
determining an employment or training plan, to include apprenticeship and on the job training (OJT)
to enhance employment potential.
Arkansas does not have designated tribal lands and does not have a specific strategy for outreach to
Native American veterans.
(F) HOW THE STATE IMPLEMENTS AND MONITORS THE ADMINISTRATION OF PRIORITY
OF SERVICE TO COVERED PERSONS;
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The State provides priority of services in accordance with VPL 07-09. When a veteran is identified as
having a barrier to employment, they are fast tracked on a priority basis to ensure that those barriers
are resolved. Priority starts with the first workforce specialist that comes in contact with the veteran.
During the reception process, a series of questions identifies veteran status. Qualified veterans
and/or eligible spouses are provided services prior to other customers and an initial assessment is
completed by the first available Arkansas Workforce Center (AWC) staff. If during the initial
assessment it is determined that the veterans has a significant barrier to employment (SBE) or is a
member of another special category, they are immediately referred to a DVOP specialist.
When a covered person is identified as having barriers to employment, they are referred on a priority
basis to ensure that those barriers to employment are resolved as soon as possible.
Covered persons receive priority for employment and job training opportunities available through
WIOA funding, on the job training, skills development training, and youth contracts. Veterans can
locate training opportunities through the Arkansas JobLink System (AJL) data base and receiving
training at facilities which have been approved through the State Training Provider List.
The State closely monitors the provision of priority of service in conjunction with the local workforce
centers. The Veteran Program Technician shall periodically conduct site checks to ensure all
required priority of service signs are present and properly displayed, and the workforce center staff
understands both the requirements of priority of service and its proper implementation. During the
site visits, the Veteran Program Technician pays particular attention to the implementation of priority
of service beyond career services.
All new job orders are not displayed in the AJL system for 48 hours, allowing workforce specialists to
contact veterans first, providing priority to veterans for new job listings. Veterans receive priority for
employment and training opportunities available through WIOA funding. If a veteran meets the
eligibility criteria, their training costs are paid by the WIOA program through an Individual Training
Account.
Local Veteran Employment Representative (LVER) staff identifies jobs and training opportunities for
veterans, as they promote veterans as potential employees. These priority services are made
available to veterans, transitioning service members, Chapter 31 veterans and veterans with
significant barriers to employment.
The performance results are submitted to DOL ETA quarterly. Performance reports include: entered
employment, employment retention, and six month average earnings. Priority of Service,
performance measures and outcomes will be monitored at the state level using, but not limited to:
• Vets 9002 and 200 Reports
• Interviewing of AWC staff
• Site Visits
• Accompanying DVET during federal audits
• Quarterly Managers Reports
Measures needing improvement are identified and that information is relayed to the LOM and shared
with the Area Operations Chief. In efforts to increase performance, the Managers Quarterly Report
will be reformatted to include performance measures, by office, and the performance of individual
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staff providing services to veterans. This will improve the ability of each JVSG staff member to self-
monitor performance.
(G) HOW THE STATE PROVIDES OR INTENDS TO PROVIDE AND MEASURE, THROUGH
BOTH THE DVOP AND ONE-STOP DELIVERY SYSTEM PARTNER STAFF:
1. JOB AND JOB TRAINING INDIVIDUALIZED CAREER SERVICES,
The Arkansas JobLink System (AJL) is the State’s management information system. It provides
detailed performance reports. This database is used to monitor and track the number of Veterans
and types of services provided virtually and/or through staff assisted services. Based on the data
provided by AJL we are able to measure at both the local and state level the effectiveness of
services to the veteran population.
2. EMPLOYMENT PLACEMENT SERVICES, AND
The Arkansas JobLink System (AJL) is the State’s management information system. It provides
detailed performance reports. This database is used to monitor and track the number of Veterans
and types of services provided virtually and/or through staff assisted services.
3. JOB-DRIVEN TRAINING AND SUBSEQUENT PLACEMENT SERVICE PROGRAM FOR
ELIGIBLE VETERANS AND ELIGIBLE PERSONS;
The Arkansas JobLink System (AJL) is the State’s management information system. It provides
detailed performance reports. This database is used to monitor and track the number of Veterans
and types of services provided virtually and/or through staff assisted services. Based on the data
provided by AJL we are able to measure at both the local and state level the effectiveness of
services to the veteran population.
(H) THE HIRE DATE ALONG WITH MANDATORY TRAINING COMPLETION DATES FOR ALL
DVOP SPECIALISTS AND LVER STAFF; AND
In conjunction with ADWS Human Resources Department, the Veteran Program Technician
maintains a spreadsheet of all JVSG staff hire dates and work in conjunction with the National
Veterans Training Institute (NVTI) scheduling staff to ensure that all staff members attend training
within 18 months, as required.
(I) SUCH ADDITIONAL INFORMATION AS THE SECRETARY MAY REQUIRE.
Arkansas will cooperate with the Secretary in furnishing any such information required.
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UNEMPLOYMENT INSURANCE (UI)
The Unemployment Insurance (UI) program requires a State Quality Service Plan (SQSP) on a
2year planning cycle that is a condition of receipt of administrative funding to administer the
program. The SQSP is the State’s UI performance management and planning process that allows
for an exchange of information between Federal and State partners to enhance the UI program’s
ability to reflect their joint commitment to performance excellence and client-centered services. A
formal two-year SQSP is submitted biennially. On the off years, States may be required to modify
the SQSP with additional corrective action plans and narrative if they are failing any new
performance measures, and they are required to provide updated budget documents, certifications,
and assurances. ETA Handbook No. 336, 18th Edition provides detailed guidance for the
preparation and submittal of the SQSP and supplemental guidance is provided in an annual UIPL,
issued as UIPL 21-14 for the FY 2015 SQSP. The Social Security Act (SSA) sections 302 and 303
authorize the Secretary of Labor to provide funds to administer the UI program and govern the
expenditure of those funds. States that choose the option to include UI in a WIOA Combined State
Plan will be required to submit their SQSP through the Combined State Plan process. The SQSP
must be prepared in accordance to the instructions in ET Handbook 336, 18th Edition and there are
no changes to the established SQSP cycle if a State chose to submit their SQSP through the
Combined State Plan process.
(A) CONTENTS OF A COMPLETE UI SQSP PACKAGE
A complete UI SQSP package includes the following documents, as described in Chapter 1, ETA
Handbook 336, 18th Edition:
1. TRANSMITTAL LETTER
A cover letter to the appropriate Regional Office (RO) transmitting all the required SQSP documents:
September 19, 2017
Mr. Nicholas E. Lalpuis
Regional Administrator
US Department of Labor
525 South Griffin Street,
Room 315 Dallas, TX 75202
Dear Mr. Lalpuis:
Enclosed are the copies of ADWS’ State Quality Service Plan (SQSP) for Fiscal Year 2018 and
UI Integrity Action Plan for Fiscal Year 2018. The SQSP identifies areas where ADWS fell below
the Acceptable Level of Performance. The Corrective Action Plans are included for these items
in accordance with the Core Measure criteria for FY 2017 SQSP as per guidelines set forth in
UIPL 21-17 dated August 4, 2017.
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Should you have any questions, please feel free to contact Pamela Vance at 501-683-5366.
Sincerely,
Daryl E. Bassett
Director
PV
Enclosures
THE SIGNED COPY OF THE TRANSMITTAL LETTER IS MAINTAINED WITH THE AGENCY AND
THE REGIONAL OFFICE
2. BUDGET WORKSHEETS/FORMS
Budget worksheets/forms and plan for program administration based on projected allocations
received from the Federal partner. These forms include Worksheet UI-1 and SF 424, SF 424A and
SF 424B. The SF 424A is only required if the State vary the quarterly distribution of base claims
activity staff years.
SF 424
Title: 17.225 Unemployment Insurance
Description: Unemployment Insurance Grant - Administrative operation of Unemployment Insurance
in the State of Arkansas for Federal Fiscal Year 2017 - Reference UIPL No. 21-17, Source Date:
08/11/2017.
Funding Total: $18,290,078.00
Project Start Date: 10/01/2017
Project End Date: 09/30/2018
Name of Authorizing Representative: Daryl Bassett
THE SIGNED COPY OF THE BUDGET-RELATED WORKSHEETS/FORMS ARE MAINTAINED
WITH THE AGENCY AND THE REGIONAL OFFICE
3. THE STATE PLAN NARRATIVE
The State Plan Narrative is a vital element of the SQSP that provides a vehicle for sharing with the
Federal partner State-specific efforts that affect the administration of the UI Program. The State Plan
Narrative allows the State to describe in a single narrative: a) State performance in comparison to
the Government Performance Review Act goals; b) actions planned to correct deficiencies regarding
UI programs, UI program reviews and reporting requirements; and c) results of customer satisfaction
surveys (optional).
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During FY 2018, the Arkansas Department of Workforce Services (ADWS) will continue to pursue a
strategic direction designed to take ADWS from a mainframe legacy environment to a new web-
based environment using server technology and focusing on customer self-service. The intent of this
new environment is to better leverage staff due to decreases in federal program and administrative
funding. ADWS continually develops new technology in implementing this strategy.
ADWS launched its Automated Adjudication System (AAS) in July 2005. Like the UI State
Information Data Exchange (SIDES), ADWS’ AAS system is a web-based system designed to
streamline and increase the efficiency of the nonmonetary determination process. Since AAS was
implemented in Arkansas, ADWS has continued to enhance the system to further streamline the
adjudication process. In March 2012, ADWS deployed its electronic response system for employers
to the World Wide Web. Through the electronic response system employers receive and respond to
Notices to Last Employers, Notices to Base Period Employers, and questionnaires regarding
nonmonetary issues via the Internet. ADWS is aware that SBR funding opportunities are available to
states that agree to fully implement SIDES; however, ADWS’ Automated Adjudication System and
electronic response system for employers, which is based upon our own server technology and state
UI law, enables Arkansas to maintain the same functionality as SIDES along with ability to tailor
questionnaires designed to elicit more information from employers with no additional subscription
costs to the agency.
To compliment ADWS’ electronic response system, during the second quarter of 2014, ADWS
deployed the first phase of its fax manager system. This system enables bar coded documents and
any related attachments returned to the agency via fax to transfer seamlessly to the appropriate
claim. An analysis of field and central office operations revealed that one of the biggest areas of
opportunity with regard to increasing staff efficiency related to the number of staff hours needed to
prepare and process documents to the imaging repository. A deeper review of the fax manager
process revealed that the system could be utilized as a gateway to streamline the document imaging
process and increase efficiency throughout the unemployment insurance program. During the fourth
quarter of 2015, ADWS began utilizing the fax manager system to electronically transfer appeal
related documents to associated unemployment insurance claim files. By the end of the first quarter
of 2017, all central office benefit units began using the fax manager to electronically transfer
documents to the imaging portal. ADWS completed the deployment of fax manager for all benefits
and tax documents received statewide the first week of August 2017.
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During the second quarter of 2014, ADWS implemented a policy that requires claimants to submit to
photo identity verification when filing an initial, additional or reopened claim in an effort to curtail and
address possible identity theft issues. More often than not, the identification sent to the imaging
repository was distorted and unusable. In October 2015, ADWS enhanced its photo identity
verification system by deploying its claimant identification scanning and repository system. The
enhanced system displays a clear visual reproduction of the identity verification documents provided
by claimants and sends a copy of the scanned document to the associated unemployment insurance
claim. In October 2016, ADWS further enhanced its identity scanning and repository system by
providing additional search features for users.
In March 2015, ADWS deployed its “Claims Processing Hotline” to selected Workforce Centers as a
method of leveraging staff resources by shifting one local office’s claim-staking workload to another
local office experiencing a lower claim-staking volume. The deployment of the Claims Processing
Hotline did not alter existing claim-staking procedures, the only difference being that a claimant may
be served at a local office via telephone rather than in-person. Due to the success of the Claims
Processing Hotline pilot, during FY 2016 ADWS deployed the Claims Processing Hotline to all
remaining Workforce Centers. In June 2017, ADWS deployed a pilot project to selected local offices
to evaluate the impact of transferring all claim-staking and claims maintenance, as well as, the
diversion of Workforce Center incoming telephone calls to the hotline environment. This pilot project
will continue through October 2017 in order to enable ADWS to obtain sufficient data to meaningfully
evaluate the impact of a full hotline environment on local office operations, internal and external
customer satisfaction as well as UI timeliness and quality standards.
Current Financial Considerations Impacting Performance
Staffing, funding limitations and requirements to operate and maintain current systems continue to
impact the Department’s ability to implement the move from a legacy mainframe environment to an
Internet and server based environment. ADWS’ current project plan estimates that the move will be
completed by June 30, 2018. ADWS continues to examine ways to efficiently and cost effectively
automate and reduce staff.
Training and retention continues to be major points of emphasis for ADWS in order to cultivate and
maintain a well-trained and experienced staff. ADWS remains committed to providing quality service
along with a commitment to reduce and eliminate improper payments; training emphasis will continue
to focus on promoting a thorough understanding and working knowledge of the unemployment
insurance program.
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GPRA Goals and Targets – FY 2018
First Payments – Intrastate: The goal for FY 2018 is that at least 87% at of intrastate first payments
for full weeks of unemployment be made within 14/21 days from the week ending date of the first
compensable week. Actual performance for ADWS for the SY 2017 was recorded at 92.71% and
95.93% for GPRA Year 2017. ADWS recognizes that this is a critical area and will continue to
monitor first payments in an effort to ensure that we obtain maximum performance results and
continue to exceed the measure during FY 2018.
New Status Determinations: The GPRA goal for FY 2017 was that 89% of status determinations for
new employers be made within 90 days of the end of the first quarter in which liability occurred.
ADWS’ performance for SY 2017 was at 91.69%. The GPRA goal for FY 2018 is that 89% of status
determinations for new employers be made timely. ADWS recognizes the importance of making
new status determinations timely and will continue to train staff and monitor performance of its
system and processes to insure ADWS continues to exceed the measure.
Detect Benefit Overpayments: The GPRA goal for FY 2018 is at least 61.9% of the estimated
detectable, recoverable overpayments will be established. The GPRA overpayment detection rate for
Arkansas increased from 38.88% in the second quarter of 2016 to 72.97% in the second quarter of
2017. ADWS continues to work to improve preventing, detecting and recovering improper
unemployment insurance overpayments. The GPRA goal for FY 2018 is that at least 61.9% of the
estimated detectable recoverable overpayments will be established. ADWS' GPRA performance for
SY 2016 was 56.46%. ADWS is currently at 72.97% for the year ending June 30, 2017. With regard
to the Core Measure, ADWS will continue to strive to meet or exceed the Core Measure of 50% to
95% for the Detection of Overpayments, which it did for six consecutive quarters beginning with the
2013-4 quarter. As of June 30, 2017, ADWS is at 49.92%.
In line with the national trend, the majority of Arkansas’ overpayments are the result of Benefit Year
Earnings issues. ADWS continues in its efforts to educate claimants on the importance of reporting
earnings and reporting the earnings correctly. ADWS’ IVR Cross Match System installs control dates
on claims whenever there are matches made between claimants and the State New Hire Directory.
Local offices then contact claimants if a week is claimed and there is a match with the State New Hire
Directory. To discourage claimants from attempting to claim benefits when they have obtained
fulltime employment, ADWS continues to automatically mail congratulatory letters to claimants who
have obtained new employment if the week in which a match was made from the State New Hire
Directory is claimed. This process enables the local office staff another opportunity to address
potential earnings fraud and to detect potential separation issues.
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Assessment of Program Performance in Prior Years
For SY 2017, ADWS’ performance below the Core Measures resulted in Corrective Action Plans for
Effective Audit Measures; Data Validation – Benefits Population 3; Data Validation – Tax Population
4; and Detection of Overpayments. Corrective Action Plans for these items are submitted in
accordance with the Core Measure criteria for the FY 2018 SQSP in accordance with the Additional
Planning Guidance for Fiscal Year (FY) 2018 Unemployment Insurance (UI) State Quality Service
Plan (SQSP) as per UIPL 21-17 dated August 4, 2017.
Core Measures
Detection of Overpayments – 3 Year Measure – Corrective Action Plan Included.
ALP = At least 50% to 95% of detectable, recoverable overpayments are estimated by the Benefit
Accuracy Measurement survey are established for recovery.
The goal for FY 2018 is to establish at least 50% to 95% of the estimated detectable recoverable
overpayments. As of June 30, 2017, ADWS is slightly below the Core Measure at 49.92%. ADWS
will continue efforts to meet the Core Measure of 50% to 95% for the detection of overpayments. In
line with the national trend, the majority of Arkansas’ overpayments are the result of Benefit Year
Earnings issues. ADWS continues in its efforts to educate employers and claimants on the
importance of timely and accurately reporting earnings. In January 2016 ADWS FIRE Unit initiated
the Quarterly Crossmatch Review Project. This is an in-house project initiated to maximize detection
of overpayments and minimize the number of improperly paid weeks. This follow-up project is
modeled after the New Hire Follow-up Project that ADWS has operated for approximately five years.
The New Hire Follow-up Project resulted in increases in returned new hire wage audit notices from
approximately 65% to 90% per week. The pre-follow-up Quarterly Cross Match return rate was an
approximate average of 59.59% for the 2015-4 thru 2016-3 quarterly wage cross matches. The
approximate average return rate of the four cross matches after the follow-up project is 71.52%, or a
total of 10,791 additional returned audit notices. The Quarterly Crossmatch Review Project performs
follow-ups on employers for the previous audit quarter. The follow-ups are performed six weeks prior
to a new crossmatch begin date and completed within a five week period. The project began with
employers with 30 or more outstanding wage audit notices who did not return their initial wage audit
notice requests. The employers are contacted again either by telephone or email.
ADWS is utilizing all available resources to increase overall performance and efficiency in the area of
detection of benefits overpayments and investigations. ADWS depends on the involvement and
contributions of key experienced employees for the future success of this project. ADWS expanded
the project in January 2017 to follow-up with employers with 20 or more non-returned 901As. When
the unit is fully staffed, ADWS will expand the project yet again by establishing a lower threshold for
non-returned 901As. Given the success to date of the project, ADWS eventually will expand this
project to review all employers with non-returned notices; however, the lack of available experienced
staff to perform follow-
ups is a factor that adversely affects these efforts.
Effective Audit Measures – Corrective Action Plan Included.
ALP = total score of 7 or more and passing scores in all four factors. Passing scores in the four
factors follow: Factor 1, Employers Audited = 1.0%, Factor 2, Change in Total Wages from Audits =
2.0%, Factor 3, Total Wages Audited = 1.0% and Factor 4, Average Number of Misclassified
Employees Detected per Audit = 1.0%.
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Performance for CY 2016: ADWS had the following factor scores: Factor 1 = .6%, Factor 2 = 6.7%,
Factor 3 = .7% and Factor 4 = 2.9%.
The goal for FY 2018 is for a total score of 7 or more and passing scores in all four factors. While
ADWS continued to perform well in two factors, staffing issues continue to impact performance for
the remaining two factors. Staff retention and training will continue to be the focus during FY 2018 in
order to enable ADWS to achieve an acceptable level of performance for all four factors.
Secretary Standards in Regulation
Data for the most recent Secretary’s Year showed acceptable levels of performance by ADWS in all
categories. No narratives required.
Other UI Program Measures
Data Validation Benefits – Corrective Action Plan Included.
ALP = All Submitted and Passing
ADWS submitted and passed Data Validation Benefits with the exception of Population 3.02 Agent
Total and 3.04 Transitional Total.
Population 3.02 did not pass due to a discrepancy between the LADT files and the numbers reported
from other states via correspondence.
Population 3.04 did not pass due to issues arising from backdated claims. Changes were made to
report to ensure that transitional claims are reported based on the keyed date.
Data Validation Tax – Corrective Action Plan Included.
ALP = All Submitted and Passing
ADWS submitted and passed Data Validation Tax with the exception of Population 4 with regard to
contributory establish balances, contributory balances and reimbursable establish balances due to an
erroneous code.
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Workforce Innovation and Opportunity Act (WIOA)
WIOA, which went into effect on July 1, 2015, is designed to provide job seekers with increased
access to employment, education, training and other support services to succeed in the labor market,
match employers with the skilled workers they need to compete, improve the coordination of
employment and training services and resources, and strengthen collaboration with state and local
partners. During CY 2016 and 2017, Arkansas continued its efforts in implementing the WIOA
program, in collaboration with the program’s core and non-core partners. The State of Arkansas
elected to coordinate and integrate as many workforce development programs as possible, and
therefore, elected to submit a combined state plan designed to streamline investment in workforce
development. The combined plan integrates and streamlines the services provided by program
partners: ADWS, the Arkansas Department of Career Education and the Arkansas Department of
Human Services. As part of this effort, ADWS hosted statewide partner meetings in September 2016
and March 2017. These training and strategy sessions included workforce development partners
and stakeholders, including employers, economic developers, Workforce Development Board
Members and community college representatives with the goal of developing broader and deeper
partnerships, integration of programs and services within their regional area to help prepare
Arkansas’ workforce to meet the needs of current and potential employers. Additionally, our
workforce development partners have presented their programs’ information to the Arkansas
Workforce Development Board in an effort to increase the level of integration of the state’s workforce
program.
ADWS has long benefited from the integration of its workforce partner programs, including UI, within
its 30 local offices. The longstanding practice of having the UI program integrated into 30 local
offices throughout the state has enabled the UI program to ensure that income support is available to
eligible individuals who are simultaneously utilizing the onsite services proved by partner programs.
Specific enhancements made by UI include the notification to claimants with inactive Arkansas Job
Link (AJL) accounts of the necessity of ensuring their accounts were activated and current, including
a resume. Beginning in July 2016, ADWS began notifying claimants at the time of their UI claims are
filed that they must upload a resume to their individual AJL account. Resumes uploaded to an
individual AJL account are then searchable by employers. An up-to-date AJL account ensures that
claimants have maintained their work registrations and are able to assess services offered through
the Arkansas Workforce Centers.
While a national target has yet to be established for the UI Reemployment Rate core measure,
ADWS understands the importance of promoting services designed to assist claimants in returning to
the workforce expeditiously. Arkansas’ reemployment rate for CY 2016 is estimated to be 70.3%.
ADWS will continue to coordinate with its workforce partners to ensure UI claimants have access to
employment, education, training and other support services to succeed in the labor market.
Maintaining Solvency of the State’s Trust Fund
As of July 15, 2017, the seasonally adjusted TUR rate for Arkansas was 3.5%. Through the week
ending July 15, 2017, Initial Claims totaled 56,609 and Continued Claims totaled 405,551. During the
comparable period of 2016, Initial Claims totaled 71,318 and Continued Claims totaled 508,549. This
represents a 20.63% decrease in Initial Claims and a 20.26% decrease in Continued Claims activity
in CY 2017.
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Arkansas’ Unemployment Insurance program served as an important safety net for thousands of
Arkansas families during the Recession. Unfortunately, the increase in demand for unemployment
claims quickly exhausted the program’s trust fund. Arkansas was one of 35 states that had to take
advances from the federal government in order to meet the funding needs resulting from additional UI
claims. The ADWS UI Trust Fund received $360 million in Title XII Advances in order to pay UI
Benefits. On October 1, 2014, ADWS made the made the final, voluntary payment on these
advances. ADWS projects a trust fund balance of $637,700,000 at the end of CY 2017.
While the UI Trust Fund has not reached the recommended average high cost multiple of 1, bills
passed during the 2017 Legislative Session should increase trust fund solvency. Act 734 reduces
the total number of full weeks of UI benefits from 20 to 16 and requires separation payments to be
disqualifying for the number of weeks of wages the separation pay represents. As of the end of CY
2016, the UI Trust Fund had an average high cost multiple of .91 and is projected to reach 1.1 by the
end of CY 2017.
ADWS implemented the Treasury Offset Program concerning delinquent employers in October 2015.
For the period of January 1, 2017 through July 15, 2017, ADWS received $46,360.41 through offsets
of delinquent employers’ tax returns. An additional $14,539.64 was received in response to the tax
intercept notices sent to employer. Since the implementation of the Treasury Offset Program, ADWS
received $126,076.98 through offsets of delinquent employers’ tax returns and $406,209.97 in
response to notices sent to delinquent employers who received notices that their debts were
submitted for collection through the Internal Revenue Service.
In addition to the current legislatively authorized activity, ADWS previously implemented some varied
strategies to protect or replenish the trust fund. ADWS began participating in the Treasury Offset
Program in SY 2013 to recover benefit overpayments. Since that time, ADWS has intercepted a net
$48,761,628.56. For the period of January 1, 2017 through July 15, 2017, ADWS intercepted a net
of $5,544,538.
In March 2012, ADWS began matching claims with the state payroll system, AASIS, in order to detect
improper payments to state employees as quickly as possible. The cross-match returns weekly
earnings for the match weeks, eliminating the need to send wage audit requests to individual
agencies. In the most recent FY, ADWS deployed its front-end identity verification to reduce the risk
of fraudulent unemployment insurance claims. In order to make initial claim eligibility determinations
faster and more accurate, ADWS will continue to seek to increase employer utilization of the
response systems for employers to respond to notices to last employer, notices to base period
employers, the adjudication questionnaires, and wage audit notice requests. ADWS continues to
experience positive results with the online, general fraud reporting system available to the general
public on the ADWS home page.
Assurances
Per UIPL 21-17, by signing the SQSP Signature Page, ADWS certifies that it will comply with the
assurances listed in Handbook 336, 18
th
Edition. ADWS will institute any plans or measures
necessary to comply with the requirements.
Additionally, UIPL 21-17 requires information for Assurance “H”, “Assurance of Contingency
Planning”; and Assurance “J”, “Assurance of Automated Information Systems Security. H.
Assurance of Contingency Planning:
Date IT Contingency Plan Implemented: 2004
IT Contingency Plan Reviewed/Updated: Monthly
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IT Contingency Plan Tested: Scheduled for December 2017
J. Assurance of Automated System Security
Date Risk Assessment Conducted: January 2017
System Security Plan Reviewed/Updated: March 2016
System Security Plan implemented: 2004
SQSP SIGNATURE PAGE
The State administrator must sign and date the SQSP Signature Page. By signing the Signature
Page, the State administrator certifies that the State will comply with all the assurances and activities
contained in the SQSP guidelines.
U.S. Department of Labor SQSP SIGNATURE PAGE
OMB Approval No. 1205-0132 Expires 12/31/2017
U.S. DEPARTMENT OF LABOR Employment and Training Administration FEDERAL FISCAL YEAR
2017 STATE ARKANSAS
UNEMPLOYMENT INSURANCE STATE QUALITY SERVICE PLAN SIGNATURE PAGE
This Unemployment Insurance State Quality Service Plan (SQSP) is entered into between the
Department of Labor, Employment and Training Administration, and Arkansas
Department of Workforce Services
The Unemployment Insurance SQSP is part of the State’s overall operating plan and, during this
Federal fiscal year, the State agency will adhere to and carry out the standards set forth in
Federal UI Law as interpreted by the DOL, and adhere to the Federal requirements related to the
use of granted funds.
All work performed under this agreement will be in accordance with the assurances and descriptions
of activities as identified in the SQSP Handbook and will be subject to its terms.
TYPED NAME AND TITLE SIGNATURE DATE
STATE ADMINISTRATOR
Daryl Bassett, Director
DOL APPROVING OFFICIAL
DOL APPROVING OFFICIAL
THE SIGNED COPY OF THE SQSP SIGNATURE PAGE IS MAINTAINED WITH THE AGENCY
AND THE REGIONAL OFFICE
380 | Page
(B) REQUIREMENTS FOR STATES ELECTING TO INCLUDE UI IN THE COMBINED STATE
PLAN
States that elect to include UI in the Combined State Plan must:
1. SUBMIT AN SQSP IN THE FOLLOWING MANNER DEPENDING ON THEIR TIMING IN THE
SQSP CYCLE:
(A) IF A STATE IS IN THE FIRST YEAR OF THEIR 2-YEAR CYCLE, A COMPLETE SQSP
PACKAGE MUST BE SUBMITTED. A COMPLETE SQSP PACKAGE WILL INCLUDE THE
TRANSMITTAL LETTER, BUDGET WORKSHEETS/FORMS, STATE PLAN NARRATIVE,
CAPS (INCLUDING THE MILESTONES AND THE COMPLETION DATE FOR EACH
MILESTONE), THE UI IAP, ORGANIZATIONAL CHART, AND THE SQSP SIGNATURE PAGE.
ONE OF THE KEY GOALS FOR THE UI PROGRAM IS TO ENSURE THAT CLAIMANTS ARE
ABLE TO SUCCESSFULLY RETURN TO WORK. AS SUCH, THE SQSP STATE PLAN
NARRATIVE MUST PROVIDE A DISCUSSION OF THE PLAN COORDINATION WITH
OTHER WIOA COMBINED PLAN PROGRAMS TO ENSURE A COORDINATED EFFORT
AND INTEGRATED SERVICE DELIVERY.
SEE ABOVE
(B) IF A STATE IS IN THE SECOND YEAR OF THE 2-YEAR CYCLE, THE STATE IS
REQUIRED TO SUBMIT THE MOST RECENTLY APPROVED COMPLETE SQSP PACKAGE
WITH A MODIFICATION THAT MUST INCLUDE THE TRANSMITTAL LETTER, BUDGET
WORKSHEETS/FORMS, ORGANIZATIONAL CHART, AND THE SQSP SIGNATURE PAGE.
THE MODIFICATION MAY ALSO INCLUDE CAPS FOR NEW IDENTIFIED PERFORMANCE
DEFICIENCIES, AND ANY REQUIRED MODIFICATIONS TO EXISTING CAPS. THE CAP
MUST LIST BOTH SPECIFIC MILESTONES FOR KEY CORRECTIVE ACTIONS OR
IMPROVEMENT ACTIVITIES, AND THE COMPLETION DATE FOR EACH MILESTONE.
2. SUBMIT THE REQUIRED OFF-YEAR SQSP COMPONENTS AS A MODIFICATION TO THE
COMBINED STATE PLAN ON THE SAME CYCLE AS THE REGULAR SQSP PROCESS
WHICH MUST BE APPROVED BY SEPTEMBER 30TH EACH YEAR.
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APPENDIX 1. PERFORMANCE GOALS FOR THE CORE PROGRAMS
Include the State's expected levels of performance relating to the performance accountability
indicators based on primary indicators of performance described in section 116(b)(2)(A) of WIOA.
Instructions: Performance Goals for the Core Programs
Each State submitting a Unified or Combined Plan is required to identify expected levels of
performance for each of the primary indicators of performance for the first two years covered by the
plan. The State is required to reach agreement with the Secretary of Labor, in conjunction with the
Secretary of Education on state adjusted levels of performance for the indicators for each of the first
two years of the plan.
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TABLE 1. EMPLOYMENT (SECOND QUARTER AFTER EXIT)
Program
PY 2018 Proposed/
Expected Level
PY 2018
Negotiated/
Adjusted Level
PY 2019 Proposed/
Expected Level
PY 2019
Negotiated/
Adjusted Level
Adults
74.00
75.00
Dislocated Workers
73.00
74.00
Youth
75.00
76.00
Adult Education
Baseline
Baseline
Wagner-Peyser
60.00
61.00
Vocational
Rehabilitation</
Baseline
Baseline
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TABLE 2. EMPLOYMENT (FOURTH QUARTER AFTER EXIT)
Program
PY 2018 Proposed/
Expected Level
PY 2018 Negotiated/
Adjusted Level
PY 2019 Proposed/
Expected Level
PY 2019 Negotiated/
Adjusted Level
Adults
73.00
74.00
Dislocated
Workers
73.00
74.00
Youth
74.00
75.00
Adult Education
Baseline
Baseline
Wagner-Peyser
60.00
61.00
Vocational
Rehabilitation
Baseline
Baseline
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TABLE 3. MEDIAN EARNINGS (SECOND QUARTER AFTER EXIT)
Program
PY 2018 Proposed/
Expected Level
PY 2018 Negotiated/
Adjusted Level
PY 2019 Proposed/
Expected Level
PY 2019 Negotiated/
Adjusted Level
Adults
6,281.00
6,300.00
Dislocated
Workers
6,253.00
6,300.00
Youth
Baseline
Baseline
Adult Education
Baseline
Baseline
Wagner-Peyser
4,228.00
4,300.00
Vocational
Rehabilitation
Baseline
Baseline
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TABLE 4. CREDENTIAL ATTAINMENT RATE
Program
PY 2018 Proposed/
Expected Level
PY 2018 Negotiated/
Adjusted Level
PY 2019 Proposed/
Expected Level
PY 2019 Negotiated/
Adjusted Level
Adults
40.00
41.00
Dislocated
Workers
37.00
38.00
Youth
26.00
27.00
Adult Education
Baseline
Baseline
Wagner-Peyser
n/a
n/a
Vocational
Rehabilitation
Baseline
Baseline
Baseline
Baseline
TABLE 5. MEASUREABLE SKILL GAINS
Program
PY 2018 Proposed/
Expected Level
PY 2018 Negotiated/
Adjusted Level
PY 2019 Proposed/
Expected Level
PY 2019 Negotiated/
Adjusted Level
Adults
Baseline
Baseline
Dislocated
Workers
Baseline
Baseline
Youth
Baseline
Baseline
Adult Education
43.00
45.00
Wagner-Peyser
n/a
n/a
Vocational
Rehabilitation
Baseline
Baseline
TABLE 6. EFFECTIVENESS IN SERVING EMPLOYERS
Program
PY 2018 Proposed/
Expected Level
PY 2018 Negotiated/
Adjusted Level
PY 2019 Proposed/
Expected Level
PY 2019 Negotiated/
Adjusted Level
Adults
Baseline
Baseline
Baseline
Baseline
Dislocated
Workers
Baseline
Baseline
Baseline
Baseline
Youth
Baseline
Baseline
Baseline
Baseline
Adult Education
Baseline
Baseline
Baseline
Baseline
Wagner-Peyser
Baseline
Baseline
Baseline
Baseline
Vocational
Rehabilitation
Baseline
Baseline
Baseline
Baseline
TABLE 7. COMBINED FEDERAL PARTNER MEASURES
Measure
PY 2016 Proposed/
Expected Level
PY 2016 Negotiated/
Adjusted Level
PY 2017 Proposed/
Expected Level
PY 2017 Negotiated/
Adjusted Level
APPENDIX 2. OTHER STATE ATTACHMENTS (OPTIONAL)
The organizational charts for the state agencies are available at the following links.
Appendix 2: Arkansas Department of Workforce Services:
http://dws.arkansas.gov/WorkForcePlan/chart15.html
Appendix 3: Arkansas Department of Career Education:
http://dws.arkansas.gov/WorkForcePlan/chart16.html
Appendix 4: Arkansas Department of Human Services and Division of Services for the Blind:
http://dws.arkansas.gov/WorkForcePlan/chart17.html and
http://dws.arkansas.gov/WorkForcePlan/chart18.html