[NFBNJ] NFBNJ: October 2016 Commission Edition

[Brian Mackey]

>From the desk of NFBNJ President Joe Ruffalo.

Received from Pamela Gaston, NJCBVI.





Commission Edition

The Monthly Newsletter of the NJ Commission for the Blind and Visually
Impaired

October 2016 - Volume 4, No. 10



Daniel B. Frye, J.D.
Pamela Gaston

Executive Director
Editor


>From the Director’s Desk


October represents a month for celebrating programmatic achievements at the
New Jersey Commission for the Blind and Visually Impaired (CBVI or
Commission). The tenth month of the year is the beginning of our Federal
fiscal year, and it’s in this month that we traditionally receive and
evaluate numbers related to our agency’s performance during the previous
cycle. Since the Workforce Innovation and Opportunity Act (WIOA), though, is
introducing a new paradigm for capturing accomplishment in the Federal
Vocational Rehabilitation program, CBVI has focused less this year on
conventional measurements for quantifying success and has worked instead on
anticipating what the new criteria for effective performance will be,
readying and establishing new units within the agency that respond to WIOA
priorities, and implementing other aspects of our own Strategic Plan.

With these shifts in mind and well underway, I am nevertheless pleased to
report that our staff were instrumental in supporting 211 blind, deaf-blind,
and vision-impaired people to find integrated, competitive employment. The
recent adoption of WIOA has refreshed and rendered more rigorous the
definition of integrated, competitive employment, guaranteeing that the work
must pay at least the Federal minimum wage, as adopted in given local
jurisdictions; require that the disabled job seeker is working in an
integrated environment, down to the smallest unit of the organization; and
implement an expectation that career advancement can be achieved. As of this
writing, we continue to analyze our 211 closures to offer a more detailed
narrative about the types of jobs secured, the compensation and benefits
offered, and other factors recorded, all of which speak to the quality of
the Vocational Rehabilitation closures that were achieved this year.

Preliminary data suggests improvement in specific areas: 95.7% of our
closures during the last Federal fiscal year were at minimum wage or above;
our average hourly wage for an integrated, competitive closure was $16.67;
50% of our closures were full-time employment (35 hours or more per week);
nine consumers were closed as self-employed; and CBVI saw an almost 100%
increase in placement of consumers needing Supported Employment, with 4.27%
of our closures falling into this traditionally under-served category. I
attribute this last increase to our provision of the Customized Employment
training to staff during the last year. In future issues of the Commission
Edition, I will profile other statistics from our other professional
disciplines that will reflect their work, but I think it can be said that
CBVI has enjoyed another successful year of providing meaningful Vocational
Rehabilitation services to our consumers while also managing to prepare for
the new environment created by the adoption of WIOA.



CBVI is an organization that values learning. I am delighted to congratulate
Jenna Finley and Tierrah McLean, two of our most recently hired Vocational
Rehabilitation Counselors (VRCs), who have applied for, and been awarded
full stipends to participate in, the Vision Specialist program sponsored by
the National Research and Training Center on Blindness and Low Vision at
Mississippi State University. This graduate certificate in blindness and low
vision is designed to give new VRCs in the field a comprehensive survey of
blindness-specific aspects of the profession through four on-line graduate
courses and a three-week residential experience at Mississippi State
University where students will apply, first-hand, the skills and theories
discussed in the courses. CBVI is pleased to deepen our expertise by
supporting these two VRCs to participate in this respected course of study.
It’s noteworthy to acknowledge that four VRCs from CBVI applied for
admission to the program, and all four were admitted. Diana Arias and Lori
Kirn did not receive stipends to fund their participation, but also deserve
a salute for their admission to the program. Diana and Lori’s inclusion in
the cohort reflects their readiness to engage in this specialized graduate
instruction. Finally, Eric Duffy, one of our newer Technology Services
Specialists, was selected to participate in an Accessible Google training
hosted by Google at the Jernigan Institute in Baltimore, Maryland. Eric has
returned with significant information about the accessibility features of
products that operate in the Google environment. Again, participation in
this course was competitively controlled, and Eric deserves our
congratulations for his selection. All of these learners will ultimately no
doubt return to CBVI with valuable information to share with our agency
staff, rendering us a richer, better equipped organization to realize our
mission.

In closing this month, I want to encourage strongly all staff to plan to
participate in our second biannual Statewide Staff Development Seminar,
scheduled to be held on Thursday, November 3, 2016, at the DCF Professional
Center in New Brunswick. Details about this agency-wide day of programming
have already been circulated to each of you. I am optimistic that the agenda
that our Planning Committee has prepared for you will serve to motivate,
inspire, and introduce valuable information to all of our staff-from the
newest to the most senior-resulting in a stronger, more coherent Commission
community. Arranging for an event of this size requires a great deal of
logistical planning, but I hope that we all leave this event better
informed, aware of our influence on the lives of our consumers, and
re-energized to continue the critical work of the Commission. Please come
prepared to take full advantage of the day. The more you put into the
experience; the more you will receive from it.

Daniel B. Frye

Executive Director



Learning Lunch Reminder:

As previously noted, these monthly sessions will see me meeting with five
CBVI staff and a member of our Executive Management Team to receive feedback
or suggestions on what the Commission might do that is new and exciting.
Please indicate your interest in being part of such an up and coming forum
by sending an email with the subject line “Learning Lunch” to my interim
assistant, Christine Cooper, at  <mailto:Christine.Cooper at dhs.state.nj.us>
Christine.Cooper at dhs.state.nj.us.

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Program Administration - John C. Walsh, Chief


Workforce Innovation and Opportunity Act (WIOA): #4 - Partnerships


On October 11, 2016, Dennis M. Bone, Chairman of the State Employment and
Training Commission (SETC) released the revised version of the New Jersey
Combined State Plan that provides a blueprint for the talent development
system in New Jersey.  In his announcement, Chairman Bone noted the
collaborative efforts of the core partners including the Departments of
Education, Human Services, Labor and Workforce Development, and the Office
of the Secretary of Higher Education to develop this comprehensive plan that
will guide the provision of services over the next four years. The 440 page
plan, New Jersey Combined State Plan for WIOA, 2016, can be found in its
entirety on the SETC website at  <http://www.njsetc.net> www.njsetc.net.

The Commission’s administration worked closely with key staff at the SETC
and other partners to include specific sections of the plan that address the
work of CBVI and also to provide input on the overall plan. The goals and
the objectives for the Commission, as contained in the plan, are in
alignment with the agency’s strategic plan.

A key component of the Combined State Plan is an emphasis on building and
expanding partnerships, not only amongst the various core partners of the
Workforce Development System, but also developing more robust relationships
with employers and the business community to respond to their unique
business and workforce needs.  The creation of the CBVI Business Relations
Unit is one example of the Commission’s response to further developing
services for our customers from those communities.  Over the next year, CBVI
will be working with various partners throughout the state to find ways to
collaborate on the provision of services that enhance employment outcomes
for our consumers.

In the Introduction section of the Combined State Plan, five core activities
are detailed that stress the importance of developing partnerships and
strengthening collaborations amongst the various partners in the state’s
talent development system, including the state’s diverse employers.  These
core activities are:

1.   New partnerships with employers across the state’s seven key
industries

2.   Strong collaborations between workforce programs, education and higher
education

3.   The use of technology to better connect jobseekers and employers

4.   Better labor market intelligence to inform workforce investments and

5.   Innovative partnerships between the state, local governments, community
and faith-based organizations and educational institutions

In addition, the Combined State Plan focuses on five primary themes that
summarize key activities of workforce development partners within the blue
print document for the next four years of implementation of the Workforce
Innovation and Opportunity Act (WIOA) of 2014. I have included them below in
their entirety to serve as a guide as CBVI staff engages with partners in
our system to improve access to other programs and services for our
consumers to promote employment outcomes.





Theme 1: Building Career Pathways with a Focus on Industry‐Valued
Credentials

Through a common definition of career pathways, a newly created list of
industry‐valued credentials, literacy standards and a renewed commitment to
Employment First for all persons with disabilities, New Jersey will ensure
that all workforce investments are enabling individuals to access greater
economic opportunity and to build on their skills throughout their careers.
These efforts will expand the number of career pathways, at all levels of
education and workforce services, which will help more individuals obtain
industry-valued credentials and degrees.

Theme 2: Expanding High‐Quality Employer‐Driven Partnerships

Across departments, New Jersey is focusing investments and programs on
building employer-driven, high quality partnerships that follow a common
definition and framework. These partnerships are critical to building new
career pathways for jobseekers and students and help increase the number of
individuals with an industry‐valued postsecondary degree or credential. To
further support these efforts, the state’s seven industry-focused talent
networks will facilitate the development of new high‐quality,
employer-driven partnerships across the state; and investments in new
Targeted Industry Partnerships and Talent Development Centers will build a
foundation for all of the state’s workforce development investments.

Theme 3: Strengthening Career Navigation Assistance through One-Stop Career
Centers and Broad Partnerships

New Jersey is committed to supporting One-Stop Career Centers that meet
local needs and assist individuals in obtaining new skills and employment.
New Jersey will expand the number of jobseekers and students who have access
to high quality career guidance and job search assistance through a new
network of One-Stop Career Centers, community colleges, libraries, community
and faith-based organizations, and organized labor and educational
institutions.

Theme 4: Strengthening Governance through Effective Workforce Development
Boards and Regional Collaborations

Effective Workforce Development Boards (WDB) are critical to the success of
New Jersey’s Talent Development system. Led by the private sector, but
inclusive of key partners, local WDB engaged in an active governance role
ensure that investments are made in effective programs and that local
residents can access the services they need for career success. New Jersey
has committed to supporting regional planning, service coordination and
resource sharing for all workforce education and training programs,
recognizing that labor markets are not constrained by governmental or
political boundaries. New Jersey is a densely populated state and our labor
markets are not constrained by state and county boundaries. These efforts
will be organized around three regions of the state: North, Central and
South.

Theme 5: Ensuring System Integrity through Metrics and Greater Transparency

To reflect the strategic priorities of the state, New Jersey is adopting an
additional set of performance measures and applying these measures, and
those required by the Workforce Innovation and Opportunity Act, to a broader
number of programs. New Jersey will make performance data on workforce
development programs accessible to workforce decision-makers and the public.
The Eligible Training Provider List and Consumer Report Card are critical
tools for assisting jobseekers and students who are making decisions about
short-term occupational training programs.


Human Resources - Hugo Ruiz, Manager


What Human Resources Means Today


When we stop to think about what human resources means to us, there is the
inevitable tendency to immediately think of it in somewhat narrow and
limited terms.  After all, isn’t human resources just about recruiting
employees, making sure they get paid, and terminating them if they don’t
work out for the organization?  Perhaps such a definition would have been
adequate 30 or 40 years ago.  However, as we will see, the human resources
field has evolved into a complex discipline over the years.  Today it plays
a vital role in the success of an organization.  To be a key player in the
organization, human resources staff must focus on more than just recruiting,
paying, and terminating employees.

Consider for a moment all the changes that have occurred in the last couple
of decades in our state and federal laws. In the year 1960, for example, we
didn’t have any of the following laws on our books impacting the workplace:

*        Title VII of the Civil Rights Act of 1964, landmark federal
legislation prohibiting discrimination in the workplace, schools, and places
of public accommodation based on race, gender and other protected categories

*        The New Jersey Law Against Discrimination

*        The Americans with Disabilities Act of 1990

*        The Family and Medical Leave Act of 1993

*        The New Jersey Family Leave Act

*        The New Jersey Public Employer-Employee Relations Act of 1968, (the
Magna Carta of unionized public workers in New Jersey)

*        The New Jersey Conscientious Employee Protection Act of 1986 (“The
Whistleblower Act”)

*        The Health Insurance Portability and Accountability Act of 1996,
protecting employee health information (HIPAA)

An analysis of these laws would be beyond the scope of this article, but
perhaps they each merit  individual treatment in subsequent issues of the
Commission Edition, but suffice it to say that they have had a direct impact
on how we do things as employees and the role that human resources plays in
the modern workplace.

Equally important, when human resources deals with a unionized workplace, as
is the case with the State of New Jersey’s public workers, it must know how
to properly administer, interpret and apply the various contractual
provisions contained in the labor agreements in a multiplicity of areas,
such as grievances, employee discipline, leaves, seniority, reassignments,
transfers, layoff rights, indemnification for legal claims arising in the
workplace, and in many other areas.  In the same vein, it must know how to
act with professionalism, civility, and understanding when addressing
employee issues and dealing with authorized union representatives, not only
in disciplinary matters, but also in grievances and potential unfair labor
practice matters.  Employee relations, an integral sub-discipline of human
resources, must possess a clear understanding of the relevant contractual
language when addressing these issues.

In the public sector, human resources must be knowledgeable of the
applicable New Jersey civil service laws and regulations protecting
employees in the areas of discipline, leaves and hours of work,
classification and compensation,  selection and appointment, veterans
preference, benefits, employee training and development, and equal
employment opportunity.

Lastly, human resources must maintain clear lines of communication with
staff throughout the organization.  It must successfully interact with
directors, managers, supervisors, professional, and support staff to help
resolve the many issues that arise on a daily basis.  It must help
management manage the organization, direct it, lead it, train it,
professionalize it, and help bring about transformational change to always
strive, as in the case of CBVI, to improve the delivery of services to our
consumers and forge closer bonds of cooperation with our many partners in
the field of blindness education and prevention.

In sum, it should be clear by now that there is more to human resources than
many of us may think.  As always, please bring any questions or concerns to
our Human Resources Office.  Our staff is here to provide you with all the
assistance you need. Please do not hesitate to contact me at (973) 648-2412;
fax: (973) 648-3419; and email  <mailto:Hugo.Ruiz at dhs.state.nj.us>
Hugo.Ruiz at dhs.state.nj.us.


Vocational Rehabilitation and Transition Services - Amanda Gerson,
Coordinator


Employment, Development, Guidance, and Engagement (EDGE) Program Update: The
second year of the EDGE Program kicked off on September 24th. Approximately
40 students have enrolled in the program for the 2016-2017 school year, with
rolling admission available for newly referred students. During the first
meeting, in addition to the students getting to know one another and their
mentors, Chris Miller from Disability Rights NJ, presented on the importance
of voting, and a hands-on demonstration of a voting machine was provided.

This year, the program will be running two tracks - one for new EDGE
students, and one for our students returning for a second year. The first
will have a similar curriculum to last year for new EDGE students to explore
professional communications, college and career preparation, independence
skills, interviewing skills, and resume building. The new track for our
returning students will be even more hands-on, putting the conceptual skills
they learned last year into practice to further their college and career
readiness. All students will also have the opportunity to participate in
more recreational and community-based events to enhance their independence
and travel skills, including a trip later in October to see an
audio-described production of “The Producers”, and a trip into New York
City to visit the Rockefeller Center Christmas Tree.

Business Relations Unit Update: Our Business Relations Specialists are busy
this month for National Disability Employment Awareness Month, holding
events for consumers in each part of the state, as well as working with our
business partners, such as Unilever, Prudential, and the Federal Aviation
Administration. To learn more about National Disability Employment Awareness
Month, including the history and this year’s theme of “#InclusionWorks”,
you can visit the Office of Disability Employment Policy’s website at:
<https://www.dol.gov/odep/topics/ndeam/>
https://www.dol.gov/odep/topics/ndeam/.

WE Team Update: The Welcome and Evaluation (WE) Team went live on September
6th, 2016, and has been busily working to serve all potential CBVI consumers
and to provide information and referral to individuals contacting CBVI.
Since its inception, through the first week in October, the WE Team
facilitated the opening and referral of 78 consumers to CBVI services. We
thank everyone for their support, and will be seeking feedback from the
service centers in late October to gather more information and data on how
the pilot is going.


Educational Services - Eva Scott, Director of Blindness Education


“If you have knowledge, let others light their candles in it.” -  Margaret
Fuller



The Annual Teachers’ Symposium:  The Blindness Education Unit’s Annual
Teachers’ Symposium occurred on October 12th and 13th, 2016.  There were
approximately 150 classroom teachers and other school professionals in
attendance, and most of the individual workshops were filled to capacity.
Each day of the Symposium began with a wonderful keynote address from CBVI’
s Executive Director, Dan Frye, whose remarks helped promote an
understanding of the importance of welcoming blind and vision-impaired
students into school communities and in having high expectations of them.



Our Blindness Education teachers conducted small workshops on a variety of
topics related to Braille readers, large print readers, dual media readers,
and students who are blind and have additional disabilities.  There was also
an informative and very well received presentation on adaptive physical
education for blind or vision-impaired students.  The participants also had
an opportunity to learn from O&M instructors, transition counselors, and
technology specialists during presentations pertaining to their areas of
expertise and for the second year in a row, Dan Frye and I conducted a
workshop for school administrators and child study team members.



Given the positive feedback I received from both participants and
presenters, I would like to extend my sincere thanks to all who presented
workshops or provided essential support behind the scenes to make the event
successful.  This includes staff from Blindness Education, O&M, Assistive
Technology, Transitional Services, the Meyer Center, Management Services,
and Organizational Logistics. Numerous participants commented as they were
leaving the symposium, that they now have a much better understanding of
their blind or vision-impaired students, and they complimented our staff on
their knowledge and professionalism.



It is important to note that the Annual Teachers’ Symposium is an essential
event because by bringing together classroom teachers who serve students who
are blind or vision-impaired, we provide an opportunity for them to witness
the full array of services provided by CBVI and to gain a broad perspective
in terms of our students’ current educational needs as well as their future
educational needs.  This event helps participating teachers bring into focus
what needs to take place now, in our students’ educational programs to
establish a foundation for their future success. Simply stated, when our
staff share their knowledge with classroom teachers, we are able to
demystify how blind and vision-impaired students learn and what they need to
become successful adults.



Provider Service Agreement Update: To date, we are still awaiting
approximately 328 outstanding provider service agreements (contracts) from
school districts.  The service agreements are arriving each day.  In mid to
late December I will prepare a third mailing to school districts with
service agreements still outstanding.






Independent Living & Clinical Services - Elizabeth DeShields, Coordinator


A SHORE Thing Proved to be a Sure Thing


>From September 25th to September 30th, 12 consumers accompanied by four
companions participated in our first ever Senior Hands On Retreat Experience
(SHORE) held at Resorts Hotel in Atlantic City, NJ. Programming was
scheduled from 8:00 a.m. to 7:00 p.m. throughout the week, with some slight
variations.  Plenty of staff were always in attendance during scheduled
hours, and a Support Service Provider (SSP) was available every evening from
5:00 to 11:00 PM to assist the participants as needed.

After the participants and companions arrived at the Resorts they were met
by staff and Orientation and Mobility (O&M) lessons began immediately.
Following O&M instruction, we gathered in our meeting room to go over the
agenda for the week and introductions. Sixteen strangers were paired up
randomly to participate in an ice breaker introduction activity.  The
couples were given time to find out about each other and then introduce the
other person to the group. What happened next was amazing and completely set
the tone for the rest of the week:

*        Two of the participants found out they went to high school together
in Staten Island, New York, attended the same church while in NY, and their
children knew each other



*        Two participants discovered that each of their first cousins are
married, to one another



*        Two participants were thrilled that they were both Puerto Rican,
immediately bonded and began started speaking Spanish to each other



*        Another pair who’d never met before discovered that they not only
currently live in the same apartment complex, but also realized that they
played on opposing sports teams when they were younger.



Throughout the week more commonalities were discovered and additional
connections developed.

After just one day, it became obvious that the participants were becoming
more independent and gaining confidence in their skills.  Their companions
also began to encourage independence, although some companions found it
difficult to take a step back.

Throughout the week participants received instruction in kitchen safety,
cooking, communications, introduction to Braille, and assistive technology
(IPad) training led by our RT and AT staff. An overall health and nutrition
workshop was presented by CBVI Eye Health Nurses (EHN).  Participants were
provided many opportunities to continue to build on the independent living
skills that were shown to them. These skills were practiced in various
settings, such as walking the boardwalk, shopping at the supermarket, dining
at restaurants, cooking at the Lion’s Blind Center in Absecon, train travel
to Philadelphia from Atlantic City, participating in a Touch Tour at the
Italian Market in South Philadelphia, and many other day-to-day experiences
throughout the week at the hotel.

Other SHORE program presentations and learning opportunities included:

*        DHS Acting Commissioner, Beth Connolly, spent time with some of the
participants in Philadelphia at the Italian Market.

*        LaTreice Branson provided a variety of drums and led a drum circle
for all.  The attendees expressed their enjoyment and commented that they
found this activity both therapeutic and entertaining.



*        Morgan Fitzpatrick, a certified Yoga instructor provided the group
with Yoga lessons and relaxation therapy. Morgan also performed a one-man
show, entitled CONES, which detailed his own experiences as a person living
with vision loss.  All participants said that they could relate to the play
and were pleased that it was included in our Philadelphia outing.



*        Tony Santiago, a Certified OneTouch instructor, provided
information and lessons on OneTouch Self-Defense Techniques for people who
are blind and vision-impaired.





*        Bruce Kastner gave a presentation on common eye conditions that
effect seniors.



*        Susan Vanino, Support Program Coordinator spoke to the participants
about adjustment to vision loss and Assistive Support Programs for
Independence Renewal and Education (ASPIRE) and several of the participants
opened up to the group and shared their experiences.  One of the women, who
had been very quiet and appeared to be shy, inquired about support groups in
her area so that she may attend.



In between all the wonderful programing and events, it was evident that the
participants were bonding. The uplifting environment and positive energy was
contagious. Some of the men were getting together in the evening after
programming and just “hanging out.” Others were looking out for one
another and always made sure that everyone was with the group. Participants
were sharing their knowledge and teaching their new found friends and
laughter was, for the most part, the background music for the entire
program.

On the last day of the program during our closing ceremonies, CBVI Executive
Director, Dan Frye, offered inspirational remarks to the participants.  John
Walsh, Chief of Program Administration and Jack Thompson, Southern Regional
Manager also provided words of encouragement, however, some of the most
uplifting and heartfelt words came from the individuals who participated in
the program. One of the companions stated “I now realize that I have to
back off and allow Josh (the participant/consumer) to be independent, since
he really can do it.” Another said, “I came here feeling alone and I’m
leaving with family.” Dennis admitted to not going out to eat in several
years, because he didn’t feel comfortable and now he has the confidence to
eat in public.  All were overjoyed by the week’s events, the staff, the
friends they made and the skills they acquired.

The positive feedback didn’t end there - when staff followed up with one
gentleman who attended the program, not only did the consumer and his
companion retell stories of the week and express their gratitude but, went
on to say how they have plans to get together with two other consumers that
participated in the program.  Russ, a participant of the program sent a card
that read, “What a team! A SHORE Thing was great, and something to build
on.  The staff hit a home run.  I feel like I have a new start.”

A SHORE Thing was a pilot program, and although the planning committee was
confident that it would be well received, none of us could have anticipated
just how successful and awesome this experience turned out to be, not only
for those that attended the program, but also, for those of us staffing the
event.

To the planning committee and all of the staff that assisted and went above
and beyond, thank you for all of your hard work behind the scenes and during
the event.  Getting to work together with each of you, and our consumers,
plus all the incredible experiences and joy that occurred as a result of
this program has been tremendously rewarding.


Joseph Kohn Training Center - Del Basha, Manager


Think back for a second to the very first computer you ever used. If it was
a Commodore 64 for example, that system was the cutting edge product back in
1982. Cutting edge of course meant that it was an 8-bit computer with 64 KB
of RAM. Fast forward a few decades to the latest Toshiba Satellite with 12
GB memory and a 1 TB hard disk. To put this in perspective, remember that it
takes one million kilobytes (KBs) to make up just one gigabyte (GB) and one
thousand GBs to make up just one terabyte (TB). Keeping in mind this
exponential growth in the world of technology, it’s imperative for those
with vocational plans to be exposed to the state of the art technology
innovations. One of the objectives of the JKTC program is to do just that.

JKTC Technology Training - Submitted by Jay Durnan, TSS: People often ask,
“What do students learn in Technology class at the JKTC?”  Well, here is
the answer to that question that burns in all of your thoughts.

Consumers who come through the JKTC are first assessed on their keyboarding
skills.  Then they work with a program called Talking Typer to help improve
any typing skills that are lacking.  After they have learned the keyboard,
they move on to Technology class, where it is determined which assistive
technology software would work best for them. Whether it is JAWS, MAGic or
ZoomText, students learn how to set up program settings to best suit their
needs.  After the settings are finalized, students are ready to learn how to
navigate different areas of the computer, such as the desktop, the taskbar,
the Start screen, and the file explorer.  Microsoft Word is then introduced
for them to learn about file management by practicing creating documents,
saving them, and finding them again.  Next, they move on to text editing, to
learn how to navigate text by various elements, such as character, word,
line, and paragraph.  Students are then shown how to select text and perform
cut, copy and paste functions.  After they are comfortable with those
functions they learn how to format text by applying different font
attributes, such as bolding, italicizing, underlining, changing font size,
and creating bulleted lists.

Next the students move on to learning about using the Internet.  They
practice going to different websites and navigating around webpages.
Eventually, they will also learn to use email, including practicing how to
send basic text emails, sending emails that contain attachments, how to
detect emails that have attachments, and how to download an attachment into
specific locations.

Students also have an opportunity to learn Microsoft Excel.  If they choose
to proceed, they will learn how to read and navigate spreadsheets, detect,
read, insert, edit and delete comments.  They will also learn how to create
basic formulas and how to fill information into additional cells quickly.
They are shown how to hide and unhide columns and rows, along with deleting
them. They are also shown how to resize columns and rows and how to format a
spreadsheet.

All technology instruction is customized to each consumer’s needs and
employment goals.  Some students may not cover every topic but others may
receive training in areas not mentioned above, for example, focusing more on
learning about their SmartPhones or tablets.  What is definite is that
students will leave the JKTC with more technology knowledge than they had
when they first arrived at the center.


Business Enterprises of New Jersey - Deacon Truesdale, Manager


The Business Enterprises New Jersey (BENJ) program is continuing to
proactively establish, maintain, and enhance communications with VR staff.
On September 22nd members of the BENJ unit welcomed and met with Dawn
Corbett-Nivison and Stephen Hornikel, the two VR counselors newly assigned
to working with the program’s current licensed managers.  This meeting
included discussion of the various services that both the BENJ Field
Representatives VR counselors provide. This meeting was very useful towards
clarifying roles and dispelling misconceptions. I would like to thank all
who attended this meeting.

Any VR counselors interested in learning more about the program or visiting
a location are encouraged to contact the BENJ office at 732-418-3270.


Regional Updates


Northern Service Region - John Reiff, Manager


How We Doin NSR?

Three PDQs measure how the IL and VR primary caseworkers (PCW) performed in
the NSR with regard to closing cases in status 26 during Federal Fiscal Year
2016 which ran from October 1, 2015 through September 30, 2016.

VR PCWs assigned to the NSR during this period closed 97 cases as successful
vocational rehabilitations in status 26. Top performers were Fanny Mendoza
with 19, Vlad Kravtsov with 17, and Carolina Gonzalez with 15. Nice work
ladies and gentleman.

The IL and ILOB 26 closures are not a measure at this time of successful
closures for which services were completed during FFY 2016. A large number
of the IL and ILOB 26s were cases for which services had been completed
prior to October 1, 2015. However these cases were not closed until sometime
in FFY 2016.  Hence the numbers that follow largely reflect the effort to
catch up with closures on some caseloads. With that in mind, IL PCWs in the
NSR closed 187 IL cases and 338 ILOB cases in status 26 during FFY 2016.
That represents a lot of work and I thank each of you, although we still
have some catch up to do with IL and ILOB closures. The objective is of
course case closure at the time when services are completed. The result will
be lean, primary caseloads that are easier to manage.


Southern Region - Jack Thompson, Manager


Submitted by Karen Markey, Certified O&M Specialist: There are many
professional service disciplines existing within CBVI such as O&M, Rehab
Teaching, Eye Health Nursing, VR, Blindness Education, as well as
supervisors and management. Our collective mission is to offer
individualized skills which impact the level of independence and confidence
of consumers.

CBVI employees bring to their jobs a variety of skills and ideas. For
instance, working with individual consumers or groups may also involve
requesting the assistance or creative ideas of someone other than an
employee. An example of this occurred during a trip to the USS Battleship
New Jersey. Naval veteran, Don Fortune, created a model of the USS
Battleship New Jersey for a group of CBVI students touring the ship during a
summer trip. The children were encouraged to feel the model and perceive the
different parts of the ship as they toured the vessel along with their
sighted peers. Mr. Fortune’s model changed a casual walk along an historic
icon into an educational experience. This is an example of the importance of
collaboration and creative thinking that is required for optimal experiences
for our consumers.

Another challenge working with consumers is assessing and planning
instructional strategies for individuals with other disabilities. One of
these disabilities may be that individual’s inability to communicate,
either expressively or receptively. This issue may result from hearing loss,
stroke or traumatic brain injury. A non-verbal consumer needing O&M,
experienced difficulty in expressive language due to a stroke, which
affected the temporal and occipital part of his brain. The consumer
initially had vision after the stroke but was incapable of speaking or
recognizing letters. At that time, his family used visual symbols on a board
and a Dynavox, (augmented communication device) was used to assist his
expressive language.  Subsequently, the consumer then became blind and the
family sought the CBVI services.

At the time of the primary intake, it was noted that the consumer needed to
learn to ambulate independently around his home and to also find a way to
communicate. While being introduced to the mobility cane, he used body
gestures in attempt to communicate his needs. This often resulted in the
consumer’s increased level of frustration. His wife asked for ideas on how
she could help improve her husband’s ability to express his thoughts and
eliminate some of his fears and frustration.  Attempts were made to teach
uncontracted Braille with the idea that, if he could easily learn Braille,
he could use the Braille writer to communicate his thoughts.

Braille soon became problematic and determining another possible means of
communication became a critical concern. Consulting and then collaborating
with Eye Health Nurse, Nancy Kasmar proved to be beneficial. Having had
experience with ways to communicate with patients in a hospital setting, she
was able to offer alternative communication ideas, after interviewing and
assessing the consumer, but, he continued to be frustrated.

During a visit, the consumer repeatedly gestured that he wanted to go to his
bedroom. His wife assisted him and once there, he pointed up into the
closet. He wanted his drawing pad and pencils. We returned to the kitchen
where we all sat down at the table anticipating consumer’s next request. He
took the pencil and felt for the parameter of the drawing pad. Beginning at
the top of the page, he drew what appeared to be the sky and a bird. He then
used his left hand to find the middle part of the page and began to draw. We
all were questioning him as to what objects he was drawing.  He shook his
head yes when we were correct in guessing - a tractor. The consumer then
used his hand to position the pencil on the bottom of the page and drew what
appeared to be a cow. His wife asked if it was a farm animal and he shook
his head yes. Nancy and I were amazed at his spatial orientation to the
drawing paper.

The consumer then began to gesture pointing to a small room off from the
kitchen. His wife began asking him what he wanted. She asked if he was
drawing his farm and he shook his head yes. His wife mentioned that he wrote
a book of poetry about his farm. At this time the consumer began smiling and
nodding his head yes. His wife asked if he wanted her to show us his book of
poetry and he again nodded, yes. The consumer smiled each time his wife
verbally affirmed his thoughts.

It took months to reach this consumer but working with my co-worker, Nancy
Kasmar, and receiving her thoughts and ideas was an integral part of his
intervention and success.


New or Noteworthy


1784: The first school for the blind, The Royal Institution for the Young
Blind was established in Paris, France, by Valentine Huay. The purpose of
the school was to educate the students, but also to teach the trades of
spinning and letterpress. During the French Revolution, the school was taken
over and in 1791; it became The National Institute for Blind Workers.



1820: Louis Braille, who had been a student at The Royal Institution, learns
Night Writing, invented by Charles Barbier in response to Napoleon’s demand
for a code that soldiers could use to communicate silently and without light
at night. In 1829, he simplified that code to a 6-dot tactile reading and
writing system for use by the blind.



In addition to Braille, a number of other methods for blind people to read
and/or write on paper were used. One of the most popular was the English
system of Dr. William Moon, invented in 1845. Moon type was thought to be
easy to learn because it strongly resembled the written alphabet but
Braille, with its slate and stylus was unique in that it was the first and,
until the advent of computers with screen readers, only method for a blind
person to write and read what they had written independently.


<http://www.nj.com/monmouth/index.ssf/2016/06/nj_girl_to_compete_in_national
_braille_competition.html#comments> comments


The Last Words


“Challenges are what makes life interesting and overcoming them is what
makes life meaningful.”  Joshua J. Marine





Please send items or suggestions for the next issue of the Commission
Edition by or before 11 a.m., Monday, November 21, 2016:

 <mailto:Pamela.Gaston at dhs.state.nj.us> Pamela.Gaston at dhs.state.nj.us and
<mailto:Bernice.Davis at dhs.state.nj.us> Bernice.Davis at dhs.state.nj.us





Forwarded by:



Brian A. Mackey

Brian A. Mackey
Owner, Mackey Enterprises, LLC
Treasurer & Webmaster, National Federation of the Blind of New Jersey
609-953-6988
 <mailto:Bmackey88 at gmail.com> Bmackey88 at gmail.com
 <http://www.mackeyenterprisesllc.com/> www.mackeyenterprisesllc.com

“Happy are those who dream dreams and are willing to pay the price to make
those dreams come true”
      -Vince Papale



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