Delaware

States - Big Screen

The First State of Delaware knows the value of Employment First for workers with disabilities to succeed at their careers and live independently in their communities.

State VR Rates and Services

A list of services offered by this state’s Vocational Rehabilitation agency, along with the standard rates paid for the performance of those services.

PDF icon Delaware’s VR Rates and Services

2017 State Population.
1.03%
Change from
2016 to 2017
961,939
2017 Number of people with disabilities (all disabilities, ages 18-64).
-6.8%
Change from
2016 to 2017
52,947
2017 Number of people with disabilities who are employed (all disabilities, ages 18-64).
-3.62%
Change from
2016 to 2017
19,576
2017 Percentage of working age people who are employed (all disabilities).
2.98%
Change from
2016 to 2017
36.97%
2017 Percentage of working age people who are employed (NO disabilities).
-3.2%
Change from
2016 to 2017
73.45%

General

2015 2016 2017
Population. 945,934 952,065 961,939
Number of people with disabilities (all disabilities, ages 18-64). 54,900 56,546 52,947
Number of people with disabilities who are employed (all disabilities, ages 18-64). 18,593 20,284 19,576
Number of people without disabilities who are employed (ages 18-64). 397,545 390,409 390,409
Percentage of working age people who are employed (all disabilities). 33.87% 35.87% 36.97%
Percentage of working age people who are employed (NO disabilities). 77.08% 75.80% 73.45%
State/National unemployment rate. 4.80% 4.40% 4.60%
Poverty Rate (all disabilities). 18.00% 14.30% 16.40%
Poverty Rate (NO disabilities). 11.70% 11.30% 13.20%
Number of males with disabilities (all ages). 55,775 55,020 46,977
Number of females with disabilities (all ages). 58,220 60,738 60,786
Number of Caucasians with disabilities (all ages). 81,503 84,119 83,996
Number of African Americans with disabilities (all ages). 25,162 23,889 17,976
Number of Hispanic/Latinos with disabilities (all ages). 6,722 7,611 4,602
Number of American Indians/Alaska Natives with disabilities (all ages). 912 871 760
Number of Asians with disabilities (all ages). 1,639 1,500 1,432
Number of Hawaiians/Pacific Islanders with disabilities (all ages). N/A N/A N/A
Number of persons of two or more races with disabilities (all ages) 2,842 2,634 2,705
Number of persons of some other race alone with disabilities (all ages) 1,905 2,315 894

 

SSA OUTCOMES

2015 2016 2017
Number of SSI recipients with disabilities who work. 937 953 1,051
Percentage of SSI recipients with disabilities who work relative to total SSI recipients with disabilities. 5.90% 6.00% 6.60%
Old Age Survivor and Disability Insurance (OASDI) recipients/workers with disabilities. 27,385 27,481 27,255

 

MENTAL HEALTH OUTCOMES

2015 2016 2017
Number of mental health services consumers who are employed. 1,072 997 644
Number of mental health services consumers who are part of the labor force (employed or actively looking for employment). 2,510 2,404 1,545
Number of adults served who have a known employment status. 5,056 4,747 3,420
Percentage of all state mental health agency consumers served in the community who are employed. 21.20% 21.00% 18.80%
Percentage of supported employment services evidence based practices (EBP). 0.20% 0.50% 0.30%
Percentage of supported housing services evidence based practices (EBP). 0.60% 0.70% 0.50%
Percentage of assertive community treatment services evidence based practices (EBP). 8.60% 10.70% 8.60%
Percentage of medications management evidence based practices (EBP). N/A N/A N/A
Number of evidence based practices (EBP) supported employment services. 14 34 17
Number of evidence based practices (EBP) supported housing services. 42 47 29
Number of evidence based practices (EBP) assertive community treatment services. 576 681 456
Number of evidence based practices (EBP) medications management. N/A N/A N/A

 

WAGNER PEYSER OUTCOMES

2013 2014 2015
Number of registered job seekers with a disability. 1,761 1,532 1,445
Proportion of registered job seekers with a disability. 0.03 0.03 0.03

 

WORKFORCE DEVELOPMENT OUTCOMES (ADULTS)

2013 2014 2015
Total number of people with a disability that is a substantial barrier to work served by Job Training and Partnership Act/Workforce Investment Act programs. 10 8 12
Total number of people with a disability that is a substantial barrier to work who entered unsubsidized employment. 7 6 7
Percentage of people with a disability that is a substantial barrier to work who entered unsubsidized employment relative to total the number of people with a disability that is a substantial barrier to work. 70.00% 75.00% 58.00%
Incidence rate of people with a disability that is a substantial barrier to work who entered unsubsidized employment per 100,000 individuals in the general state population. 0.76 0.63 0.74

 

VR OUTCOMES

2015 2016 2017
Total Number of people served under VR.
2,143
1,931
N/A
Number of people with visual impairments served under VR. 7 10 N/A
Number of people with communicative (hearing loss, deafness) impairments served under VR. 127 115 N/A
Number of people with physical impairments served under VR. 409 379 N/A
Number of people cognitive impairments served under VR. 678 623 N/A
Number of people psychosocial impairments served under VR. 770 630 N/A
Number of people with mental impairments served under VR. 152 174 N/A
Percentage of overall closures into employment under VR. 35.40% 42.30% N/A
Number of employment network (EN) and vocational rehabilitation (VR) tickets assigned. 1,444 2,171 2,020
Number of eligible ticket to work beneficiaries. 38,656 38,650 38,984
Total number of ID closures using supported employment services with or without Title VI-B funds expended (VI-C prior to 2002). 105 87 N/A
Total number of ID competitive labor market closures. 113 92 N/A

 

IDD OUTCOMES

2014 2015 2016
Dollars spent on day/employment services for integrated employment funding. $5,643,000 $4,657,000 $4,820,000
Dollars spent on day/employment services for facility-based work funding. $13,015,000 $10,919,000 $9,865,000
Dollars spent on day/employment services for facility-based non-work funding. $17,253,000 $17,728,000 $19,212,000
Dollars spent on day/employment services for community based non-work funding. $4,384,000 $4,115,000 $5,129,000
Percentage of people served in integrated employment. 26.00% 30.00% 30.00%
Number of people served in community based non-work. 265 192 187
Number of people served in facility based work. 575 506 523
Number of people served in facility based non-work. 647 730 724
Number supported in integrated employment per 100,000 individuals in the general state population. 58.10 65.50 66.70

 

EDUCATION OUTCOMES

2014 2015 2016
Percent of children with IEPs aged 6 through 21 served inside the regular class 80% or more of the day (Indicator 5a). 67.68% 66.18% 65.72%
Percent of children with IEPs aged 6 through 21 served inside the regular class less than 40% of the day (Indicator 5b). 15.10% 14.96% 14.96%
Percent of children with IEPs aged 6 through 21 served in separate schools, residential facilities, or homebound/hospital placements (Indicator 5c). 5.43% 5.64% 5.46%
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals (Indicator 13). 98.15% 99.23% 99.24%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education within one year of leaving high school (Indicator 14a). 62.86% 63.11% 49.47%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or competitively employed within one year of leaving high school (Indicator 14b). 78.68% 81.27% 92.59%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school (Indicator 14c). 82.64% 85.86% 86.20%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were competitively employed within one year of leaving high school (Subset of Indicator 14). 15.82% 18.16% 33.12%

 

ABILITYONE/JWOD PROGRAM

2014
Number of overall agency blind and SD hours. 394,160
Number of overall total blind and SD workers. 533
Number of AbilityOne blind and SD hours (products). 6,740
Number of AbilityOne blind and SD hours (services). 86,651
Number of AbilityOne blind and SD hours (combined). 93,391
Number of AbilityOne blind and SD workers (products). 4
Number of AbilityOne blind and SD workers (services). 99
Number of AbilityOne blind and SD workers (combined). 103
AbilityOne wages (products). $60,082
AbilityOne wages (services). $1,128,211

 

WAGE AND HOUR DIVISION: 14(c) CERTIFICATE-HOLDING ENTITIES OUTCOMES

2017 2018 2019
Number of 14(c) certificate-holding businesses. 0 0 0
Number of 14(c) certificate-holding school work experience programs (SWEPs). 0 0 0
Number of 14(c) certificate-holding community rehabilitation programs (CRPs). 2 2 0
Number of 14(c) certificate holding patient workers. 0 0 0
Total Number of 14(c) certificate holding entities. 2 2 0
Reported number of people with disabilities working under 14(c) certificate-holding businesses. 0 0 0
Reported number of people with disabilities working under 14 (c) certificate holding school work experience programs (SWEPs). 0 0 0
Reported number of people with disabilities working under 14(c) certificate holding community rehabilitation programs (CRPs). 547 547 0
Reported number of people with disabilities working under 14(c) certificate holding patient workers. 0 0 0
Total reported number of people with disabilities working under 14(c) certificate holding entities. 547 547 0

 

WIOA Profile

 

The material cited below is taken directly from each state’s plan for WIOA implementation. These sections of the state plan were selected because of their relevance to youth and adults with disabilities. However, all programs and services under WIOA must be physically and programmatically accessible to individuals with disabilities.

Employment First State Leadership Mentoring Program (EFSLMP)

~~DVR maintains ongoing relationships with several councils throughout the state that have missions related to individuals with disabilities including the State Council for Persons with Disabilities (SCPD), the Developmental Disabilities Council (DDC), the Governor’s Commission for Community Alternatives, the University of Delaware Center for Disability Studies, the Division of Substance Abuse and Mental Health, and the Governor’s Committee on Equal Employment Opportunity (GCEEO). These councils address issues of common concern to the disability community. DVR’s Director participates in the Governors Employment First Taskforce, which is responsible to monitor implementation of Delaware’s Employment First Legislation. DVR participates with the SCPD, a coordinating council for all disability–related councils throughout the State. DVR participates on the DDC including its Adult Issues committee. DVR participates in the Governor’s Task Force on Community Inclusion, a collaboration of state agencies, organizations and entities involved with issues relating to disabilities. (Page 249) 
• Delaware’s Employment First Initiative requiring that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities.
• Interagency collaboration for support and transition services to special populations. This group collaborates with Delaware’s Community of Practice on Secondary Transition for students with disabilities, which is supported initially by a grant from the federal Office of Special Education and Rehabilitation Services (OSERS), Department of Labor Division of Vocational Rehabilitation, and Division on Developmental Disabilities Services.
• Coordination and collaboration of CTE instructors, special education, and ELL staff in secondary school programs.
• Professional development opportunities in statewide conferences and forums on effective practices.
• Data analysis is used to identify effective programs that serve special populations in the most integrated settings possible. Programs requiring assistance to provide access and demonstrate success will also be identified.  (Page 383)
 

Customized Employment

~~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. The Division of Vocational Rehabilitation (DVR) has a strong relationship established with many transition stakeholders throughout the state. DVR collaborates with the Delaware Department of Education (DOE), including the Exceptional Children Resources and Career & Technical Education Work Groups as well as with the Local Education Agencies and Charter Schools. DVR continues to participate in the State and Regional Transition Councils, the Delaware Community of Practice on Transition and the DOE Cadre meetings. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). DVR and DOE, in collaboration with the Delaware Division for the Visually Impaired (DVI) and the Delaware Division of Developmental Disabilities Services (DDDS), plan and financially support the statewide Transition Conference which continues to draw over 600 attendees, nearly half of whom are transition students. In the spring of 2015, DVR and DOE held the semi–annual Customized Employment Bootcamp for school personnel, DVR staff, community rehabilitation program (CRP) staff and other state agency personnel. This is a long standing training program focused on employment strategies for working with individuals with disabilities, especially high school students and those requiring supported employment services. (Page 252)
DVR will assign a qualified Vocational Rehabilitation Counselor (VRC) to all school programs serving students from grades 9-12. The VRC will maintain a regular schedule with each of their schools to maintain a cooperative working relationship and the LEA/Charter will provide locations within the schools for the VRC to meet with students and staff for planning purposes. The VRC works with the student to explore career opportunities, discuss post-school goals, and collaborate with the schools to develop and implement additional vocationally related training and employment initiatives as needs of students are identified by the transition team. The VRC will also collaborate with schools to address the needs of youth with disabilities at risk of dropping out of school and provide outreach to students potentially eligible for DVR. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities and provide pre–employment transition services. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). The monthly cadre meetings and statewide transition meetings, in which all districts and VR Transition Staff are invited, (Page 257)       
DVR continues to work with the Division of Developmental Disabilities (DDDS) and the Division of Substance Abuse and Mental Health (DSAMH) to maintain good inter-agency relationships. DVR, DDDS and DSAMH have Memorandums of Understanding to address program integration, shared staff and employer training, customized employment, the overall shared serving of our mutual consumers and post-employment follow along services. The collaborative efforts with DDDS and DSAMH have enhanced integrated competitive employment and wrap around support services for persons with significant mental illness and cognitive disabilities statewide.
• The Division of Developmental Disabilities Services (DDDS) and DVR have a seamless continuum of service delivery of for supported employment clients from DVR to DDDS for follow-up and extended services and supports. DVR requires supported employment providers be approved DDDS providers and in compliance with annual training requirement per DDDS via Medicaid. On an semi-annual basis, staff training is provided through a Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. (Page 256)
Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. DVR provides funding to the SE provider (Page 265)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
*     DVR coordinates the Customized Employment Bootcamp training that is provided by George Tilson, Ed.D, formerly with TransCen, Inc., to provide job development and coaching training to front line staff at the community rehabilitation programs (CRP). The training program certifies staff providing services through the programs. The training was held once in 2015, training 20 CRP staff. Bi–monthly training work groups have been held with DVR, DDDS and CRP staff, along with Dr. Tilson, to determine training needs in Delaware and the capacity to increase the Bootcamp training. DVR is working with Dr. Tilson to develop a “Train the Trainer” component to the Bootcamp and offer it quarterly, increasing the capacity to 80–100 staff being trained per year. DVR works with the Department of Education, the Division of Developmental Disabilities Services, and the Division of Substance Abuse and Mental Health to fund and coordinate training through a SE Consortium of state agencies. (Page 299)                                                                    

Blending/ Braiding Resources

~~DDOE will determine the service area with the highest need for Integrated English Literacy and Civics Education services based on the number of individuals with English language acquisition needs according to American Community Survey/US Census and state data. The goal of the Integrated English Literacy and Civics Education Program will be to prepare the English Language Learner based on their individual needs and current skills for entry into an “in–demand” job and/or transition into postsecondary education and/or training for career advancement. The DDOE will continue its efforts with the DWDB, local vocational technical schools and the community college to develop career pathways for English Language Learners. The DDOE will offer technical assistance to programs regarding the braiding of funding from local, state, federal and private sources to support this type of program. (Page 239)
Individuals with disabilities served through other components of the statewide workforce investment system also participate in DVI. DVI has currently developed an agreement with the Division of Employment and Training, the sole contractor responsible for implementation of the Delaware Workforce Development Board’s Job Centers. Within this agreement DVI shall enroll all employment ready customers into the Delaware Job Link System to seek job matches, build resumes, and to improve upon the blending/braiding of systems/funding in Delaware with respect to workforce funding. In establishing the 2017-2018 State Plan it is undetermined and to what extent that individuals with visual impairments are benefitting from other components of the Statewide Workforce Development System. In establishing the combined State Plan DVI entered into a Memorandum of Understanding (MOU) with the Division of Employment and Training to track and share data on a quarterly basis of how many individuals are being referred between program partners and utilizing their services. (Page 333
 

DEI/Disability Resource Coordinators

~~No specific disability related information found.

Financial Literacy /Economic Advancement

~~A. Tutoring, study skills training, instruction, and evidence-based dropout prevention and recovery strategies that lead to completion of the requirements for a secondary school diploma or its recognized equivalent (including a recognized certificate of attendance or similar document for individuals with disabilities) or for a recognized postsecondary credential;
B. Alternative secondary school services, or dropout recovery services, as appropriate;
C. Paid and unpaid work experience that have as a component academic and occupational education, which may include –
i. summer employment opportunities and other employment opportunities available throughout the school year;
ii. pre-apprenticeship programs;
iii. internships and job shadowing; and
iv. on-the-job training opportunities
D. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations in the local are involved, if the local board determines that the programs meet the quality criteria described in section 123;
E. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
F. Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
G. Supportive services;
H. Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
I. Follow-up services for not less than 12 months after the completion of participation, as appropriate;
J. Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
K. Financial literacy education;
L. Entrepreneurial skills training;
M. Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services; and
N. Activities that help youth prepare for and transition to postsecondary education and training. (Page 100)
2.   Youth served will receive the following mandated program elements:
(e)  Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
(j)  Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral;
(k)  Financial literacy education; and
(m) Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration. All other mandated program elements are not required to be provided but the provider must demonstrate how the service options will be made available to all youth participants. The specific program services that are provided to each youth participant will be based on the participant’s objective assessment and individual service strategy. (Page 101)
 (ii) pre-apprenticeship programs;
(iii) internships and job shadowing; and
(iv) on-the-job training opportunities d. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations;
e.    Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
f.    Supportive services;
g.    Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
h.    Follow-up services for not less than 12 months after the completion of participation, as appropriate;
i.    Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
j.    Financial literacy education;
k.   Entrepreneurial skills training;
l.    Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services;
m.   Activities that help youth prepare for and transition to postsecondary education and training. n. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster. ( Page 165)
 

School to Work Transition

~~. Pre-Employment Transition Services projects For the past 2 year, DVR has worked with local provider agencies to develop programming related to the 5 core Pre-Employment Transition Services for transition students ages 14-21 potentially eligible for DVR. In the summer of 2015, DVR was able to offer 11 different programs related to work-based learning experience, career exploration and employment readiness training, and exposure to opportunities for higher education. In 2016, that initiative was expanded to 20 summer and school year programs. The collaboration among DVR, DOE, the LEAs and providers has been exceptional with everyone seeing the value of connecting students to these opportunities. There are many opportunities to monitor and evaluate the programs, both formally and informally. Staff from DVR and many of the schools take time to visit and observe the programs and students while participating. Agencies are required to provide students with pre- and post-testing as one way to evaluate program effectiveness. In addition, agencies are asked to collect information on each student participating and submit formal program reports upon completion of the program. These reports include individual student information and/or overall program evaluation summaries. In addition to the more formal documentation, anecdotal information is shared by students, school staff and family members who see the benefits students gain by participating in these programs. (Page 254)
There are a variety of factors which influence the referral process for students, including school staff not believing a student can work (low expectations, lack of understanding of adult services and supports available, etc.), families not supporting employment as a goal for their child (safety concerns, fear of losing benefits, lack of understanding of adult services and Supported Employment, low expectations etc.), students not choosing employment (limited or lack of exposure to career options, limited understanding of disability and support needs, lack of training in self-advocacy, etc.), and lack of CRP experience to provide SE services to individuals with the most significant disabilities (lack of training and/or experience). Goals and priorities for supported employment (SE) services include:
• expanding the reach of SE services to more students prior to them exiting from high school by providing more outreach to schools, students and families
• connecting students to adult services while still in school, thereby eliminating gaps in services,
• providing students opportunities to participate in assessments and career exploration activities (Page 258)
 

Career Pathways

~~The School to Work Transition Program at DVR consists of eight Transition Counselors and four Transition Assistants throughout the state. Each counselor is assigned to specific school districts, charters and non–public schools in order to ensure students with disabilities are receiving VR services prior to exiting from high school. VR Counselors work with the students, primarily in the schools, to develop their Individualized Plan for Employment and plan for services related to their post–high school employment goals and to provide students with career exploration and vocational counseling and guidance, including Pre–Employment Transition Services. In addition, VR Transition Counselors attend Individual Education Plan (IEP) meetings to explain services and make recommendations to assist the student, family and school staff with transition planning and career preparation. (Page 257)
In order to provide supported employment services throughout Delaware, DVR has cooperative agreements with the agency that serves individuals with significant mental illness, the Division of Substance Abuse and Mental Health (DSAMH), and with the agency that serves individuals with cognitive disabilities, the Division of Developmental Disabilities Services (DDDS). The agreements are monitored by workgroups that review the programs, identifying best practices and areas that need improvement. As delineated in the cooperative agreement, DVR and DDDS collaborate to provide supported employment services to transition–age students and youth and to adults with cognitive/developmental disabilities. The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The Department of Education, the Division of Developmental Disabilities Services and the Division of Vocational Rehabilitation have a cooperative agreements to reflect newly implemented effective practices. For individuals with cognitive disabilities, (Page 259)
Once DVR pays the final milestone at 90 days of employment, DDDS, through a community provider, assumes responsibility for the long-term follow-along extended services.
• The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The model has been refined since its inception in 2005, adding Customized Employment principles and working with providers to begin services earlier, in the year prior to the student’s exiting year. (Page 265)
In response to WIOA, DVR initiated Transition Youth Summer Pilot programs in the April 2015 through an informal RFP process highlighting the tenants of the Pre–Employment Transition Services legislation. Fourteen (14) proposals were received and eleven (11) contracts were awarded as a result. In June and July 2015 programming was implemented. Job training in customer service, culinary arts, retail sales and hospitality was provided, along with employability skills, within the context of paid summer internships for youth. An additional pre–college experience was afforded to participants. The summer pilot program targeted students with a disability, ages 14–21, enrolled in school, and who are likely to be potentially eligible for DVR services. This engaged students not previously served in integrated employment environments. The outcome of the pilot programs has been positive feedback from youth, their families, and providers along with host businesses. Based upon outcomes and impact DVR is exploring expansion of these services throughout the school year to enrolled students with a disability. DVR is exploring expansion of these services to meet the needs of out–of–school youth with a disability in 2016. (Page 258-259)
There is continued collaboration between DVR and Delaware Technical Community College (DTCC) in the initiative to provide intensive educational supports for graduating transition students enrolled in remedial programs at DTCC. The supported education project provides workshops in Math, English and Reading to transition youth, along with some additional specialized study skills training. Over the years, the initiative has grown from one campus to all of the four DTCC campuses statewide, and DVR has started a pilot program in New Castle County by identifying a College VR Counselor who works primarily on the Wilmington and Stanton campuses. This initiative began in August 2015 in order to provide additional VR supports to college students and allow the high school transition counselors to begin working with transition students prior to their Senior year. (Page 255)
Pursuant to section 603(d), DVR recognizes the requirement to reserve 50% of its supported employment allocation on transition–age consumers with the most significant disabilities and will achieve that requirement through the Early Start to Supported Employment program (ESSE). The Division of Vocational Rehabilitation, the Department of Education and the Division of Developmental Disabilities Services (DDDS) collaborate with the local education agencies, community rehabilitation providers, businesses, families and students with disabilities to implement ESSE. The ESSE philosophy is that all persons, regardless of disability, are able to be employed and be successful, active, participating members of their communities. The ESSE program starts two years prior to the student exiting high school through the identification of students and assistance and encouragement to apply for services under DVR and DDDS. The program offers students an opportunity to gain exposure to work in the community and assists them with learning and retaining employment related skills. It provides a more seamless transition from school to work and alleviates student and family stress during the transition to life after high school. (Page 286)
3. Expand opportunities for students to transition from school to work. Transition students and youth served by DVR have a wide range of disabilities and vocational needs. They require quality training programs that focus on careers available in the labor market in order to get employment.
• Support training for school to careers transition counselors to enable them to meet the unique needs of youth with disabilities.
• Work with the Department of Education and the Division of Developmental Disabilities Services to provide supported employment to common clients under the Early Start to Supported Employment program.  (Page 291)
In the fall of 2012, DVR and the Delaware Department of Education collaborated with Goodwill of Delaware, Christiana Care Network, and Red Clay School District to pilot Project SEARCH in Delaware. DVR published a Request for Proposal for both SEARCH sites beginning in the fall of 2014. Contracts were awarded and services implemented in August of 2014. Community Integrated Services and Autism Delaware, Productive Opportunities for Work and Recreation (POW&R) jointly provide Project SEARCH programming for both Bayhealth Medical Center in Kent County and Christiana Care Network in New Castle County, collaborating with Dover and Red Clay school districts. A second Project SEARCH site began in the fall of 2014 in Kent County Delaware, at Bayhealth Medical Center. (Page 298)
 

Work Incentives & Benefits

~~Delaware Department of Labor Division of Vocational Rehabilitation (DVR) Weakness Assessment. DVR’s focus is to help Delawareans with disabilities overcome barriers to employment. The employment gap between Delawareans with and without disabilities is 38.7% and research suggests that a best practice to close this gap is Career Pathways focused counseling strategies, which DVR will be implementing. (Page 30)
Core programming for DVR consumers centers around individualized plans for employment for each consumer that use Career Pathways counseling and assessments and OOLMI data and business/educational partnerships that allow for and support the employment of all eligible DVR consumers towards meaningful integrated employment. DVR is working with core partners to develop a single referral process so clients can access multiple support services simultaneously to assist in completing training and employment goals. (Page 49)
DVR is employing Career Pathways counseling strategies as both an assessment and planning tool for every consumer moving forward. Recognized certificates and credentials are integral parts of consumer’s plans for employment. DVR is working with our training and education providers to insure that wherever possible, certificated and credentialed post–secondary education happens. Pease also refer to our state plan. (Page 59)
D.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program;
E.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) (Page 108)
a.    Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; ( Page 140)
Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. DVR has provided overview training on developing career pathways as a counseling technique and the use of the DET’s Joblink program to all DVR staff. DVR, through the Job Driven Vocational Rehabilitation Technical Assistance Program, is piloting a project in one field office where staff is getting additional training and support for implementing the career pathways process. (Page 281)
28. Eligible youth programs will provide: WIOA requires: a. Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; b. Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted; c. Preparation for postsecondary educational and training opportunities; d. Strong linkages between academic instruction and occupational education that lead to the attainment of recognized postsecondary credentials; e. Preparation for unsubsidized employment opportunities, in appropriate cases; f. Activities leading to the attainment of a secondary school diploma or its recognized equivalent, or a recognized postsecondary credential; g. Effective connections to employers, including small employers, in in-demand industry sectors and occupations of the local and regional labor markets. (Page 164-165)
A.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 183)
B.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) and that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted pursuant to subparagraph (A), except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 184)
How the program will coordinate with other entities to support supplemental services needed by participants to successful complete their studies;
16.  The program’s history in maintaining a high quality information management system that can report measurable participant outcomes and monitor program progress;
17.  Is the program located in an area with a demonstrated need for additional English language acquisition and civics education programs based on valid and reliable data;
18.  How the program will meet the State adjusted levels of performance and how data will be collected to report on performance indicators;
19.  How the program will coordinate with other entities including the Delaware Division of Vocational Rehabilitation, to support individuals with disabilities in the completion of their goals; Services to be provided through Title II RFP Process Applicants will also have to describe the types of services they wish to offer and the strategies they will use to deliver the services. The services required for funding consideration are:
• Appropriate contextualized instruction, including critical thinking skills, focusing on reading, numeracy and writing content areas as described in the National Reporting System guidance for eligible participants based on entry assessment scores. Instruction will be available for grade level 0 – 12.9. (Page 238)
The DDOE uses funds available under Section 222(a)2 to support the required leadership activities described in Section 223. No more than 12.5% of the state’s AEFLA allocation will be allocated to fund these activities. (1) To support the required activities under Section 223(a)(1)(A), DDOE will work with core programs and one-stop partners to align services in support of the state’s workforce development plan. This coordination will include but not be limited to: the development of career pathways to provide access to employment and training services for ABE and ESL students in adult education programs; alignment of assessments; seamless interagency referrals; and cross training of staff regarding partner services. (Page 241)
*     DVR does a great job at transition services and PETS. Continue to look for opportunities to serve students with unique, innovative programs to support students in career pathways.
*    Representative or DVR counselor attend the IEP meeting. Expand Project Search to Sussex County.
*    Wished Voc Rehab coordinated with Special Educators to host WIOA transition workshops during school day. Youth self–advocates need to be included.
*     Please see comment above re: data driving funding allocations. Transition is so very important and more than 7 transition counselors are necessary to allow every student a chance to transition into work/secondary education.
*    Transition services are restricted by the DOE’s counselors in high school by lack of understanding of career path services for students vs college oriented advisement.
*     I wonder how many disabled students in the school systems could benefit from VR services. The identified 1000 is good. Increased numbers of services provided is very good.
*     Provide workshop and conference information and materials to counselors, school resource personnel through organizations such as DE NASW (National Association of Social Workers) and the Mental Health Association.
Goal: 4 presentations per year. (Page 247)
Agency Response: DVR agrees with this recommendation. DVR recognizes that adults with disabilities, including adults with acquired physical disabilities, will continue to require services. The majority of DVR’s counselors have served, and will continue to serve, adults with disabilities. As part of DVR’s initiative to bring Career Pathways focused counseling throughout the agency, DVR counselors will be trained about how to use Career Pathways with adults with acquired disabilities. The concept of multiple entrance and exit points in Career Pathways is particularly relevant as individuals with acquired physical disabilities frequently have transferable skills that will enable them to move elsewhere in the career cluster or to a non–entry–level position on another Career Pathway. (Page 248)
It was determined that certain consumer groups and certain geographic areas had additional service needs; therefore, in May 2014 a supplemental RFP for supported employment, and job placement services with ASL was advertised. Seven proposals were received with three specifically to serve counties with fewer providers for consumers. As a result of successful negotiations DVR increased community based service providers to 50 statewide. It has been determined that an additional supplemental RFP be published in late 2015 or early 2016 to increase both competitive and supported employment services to meet the diverse needs of consumers and increase capacity. The RFP is intended to seek services that reflect the WIOA. (Page 258)
The DVR in-house Business Relations Unit will utilize labor market information and work with businesses to identify those jobs considered in-demand and high growth sectors. This information will be provided to DVR counselors for developing career pathways in addition to creating training and work opportunities for individuals with disabilities. In partnership with business, DVR will gather real-time labor market information based on current conditions, industry and skills segments to identify workforce needs and supports and align credentialed training with community programs to meet those needs and demands. (Page 262)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
DVR is providing training to all staff to assist with understanding the labor market. At a recent, agency–wide program, staff received training regarding Career Pathways and how to use pathways established through the Division of Employment and Training to assist individuals with disabilities to identify career goals and the steps and certifications necessary to reach short–term and long–term employment goals. (Page 271)
The Division, with technical assistance from the Division of Employment and Training and the JDVRTAC, is working towards the development and structural growth to engage career pathways into our business process. This philosophical shift in services and business process will involve training our VR Counselors in WIOA and agency shared expectations. There is also mass email distribution to staff, when publications and webinars are available and applicable to their work, through our national resource centers such as the Institute for Community Inclusion, Commission on Rehabilitation Counselor Certification, etc. (Page 272)
The SRC noted that many of the transition services offered by school counselors focus on preparation for college. Students who are not college–bound need assistance in identifying career pathways and plans to achieve the required experiences and training both as part of their educational experience and through DVR services. DVR is training the DVR staff about career pathway–focused planning and working with the Delaware Department of Labor, Division of Employment and Training to increase access to the credential–bearing programs that lead to employment in Delaware. DVR is also working with the community rehabilitation programs to develop industry–recognized credentials as the end–product of training programs. (Page 277)
Identify, at minimum, one new referral source annually and provide outreach presentations at least semi-annually.
2.   Work with the Division of Services for Aging and Adults with Physical Disabilities to create Supported Employment follow along funding for individuals with physical/orthopedic disabilities who have most significant disabilities.
3.    In the absence of identified follow-along through DSAAPD, utilize DVR funding to provide extended follow-along for individuals with physical/orthopedic disabilities who have most significant disabilities for up to four years.
GOAL 5: Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. (Page 281)
In FY 2016, DVR implemented a focus on career pathways for all DVR consumers. Implementation included agency–wide training on what career pathways are and how to include career pathways information in vocational rehabilitation counseling and guidance. DVR is also improving its vocational evaluation process to help consumers, including transition students and youth, identify short and long–term vocational goals. Career pathways and informed choice are key to assisting students and youth to identify steps in building the credentials to meet their goals. Programs at the postsecondary level, both at community rehabilitation facilities and postsecondary education institutions, are being given DVR support to develop and offer industry–recognized credentials that coordinate with career pathways in the local economies. (Page 288)
DVR holds quarterly meetings with the community rehabilitation programs to review accomplishments and identify ways to improve effectiveness. The division is helping the community rehabilitation programs to understand anticipated changes that will be forthcoming under the WIOA regulations. In incorporating WIOA and the move towards implementing the use of career pathways, DVR is moving away from programs that offer certificates of completion towards programs that offer national industry–recognized credentials and is in the process of incorporating the requirement of industry–recognized credentials to the fullest extent possible. For occupations for which there are no nationally recognized credentials, DVR, in conjunction with businesses, education and training providers, and WIOA partners, towards the development of local, industry–recognized standards and credentials. (Page 289)
The Career & Technical Education and STEM Initiatives workgroup provides leadership and technical assistance in an ongoing effort to meet or exceed the state’s adjusted levels of performance. Delaware career and technical education programs at the secondary level must meet the career and technical education requirements under Title 14, Section 525 (Appendix A) and align with the career pathway requirement under Title 14, Section 505 (Appendix B) of the Delaware Administrative Code. Further, all programs must be approved by the State and appear on the state-approved course list for the applicable funding period. Secondary programs of study will meet state and/or nationally developed standards and apprentice related-training programs will follow applicable State apprentice training requirements under Title 19, Section 1100 of the Delaware Administrative Code. Community college programs must be approved by the Board of Trustees at the Delaware Technical Community College. (Page 367)
 

Employer/ Business

~~While individuals with unidentified disabilities usually receive services within the general population due to personal choice, when disabilities are identified specific services are available. DOL–DET is a Ticket to Work Employment Network provider. Through signage, videos and discussion with one stop staff, individuals who are receiving social security and want to learn more about this program with are offered an initial assessment with a case manager. (Page 153)
MSFW’s will have access to the full array of employment and training services available at the American Job Centers, the Mobile One Stop(MOS) on line services and or through the NJFP partner at a community based partner site to be determined. MSFW’s are entered in the Delaware employment network, Delaware JobLink upon notice of their arrival from the agricultural growers and registered by the SMA. At this point of entry employment service delivery begins. (Page 230)
Under the Ticket–To–Work Initiative, DVR has contacted all Employment Networks (EN) that have agreed to serve Delaware. Currently, eight community rehabilitation facilities contracted through DVR are registered as ENs. The Delaware Department of Labor’s Division of Employment and Training became registered as an EN in 2011 and began receiving Ticket to Work referrals. (Page 259)
 

511

~~III (b) (1) (B) Data Collection. Presently, the data–collection and reporting processes for the WIOA core programs is not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 68)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. (Page 146)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 148)
 

Mental Health

~~Section 188 of the Workforce Investment Act of 1998 (WIA), which prohibits discrimination against all individuals in the United States on the basis of race, color, religion, sex, national origin, age, disability, political affiliation or belief, and against beneficiaries on the basis of either citizenship/status as a lawfully admitted immigrant authorized to work in the United States or participation in any WIOA Title I financially assisted program or activity;
Title VII of the Civil Rights Act of 1964, as amended, which prohibits discrimination on the bases of race, color and national origin; Section 504 of the Rehabilitation Act of 1973, as amended, which prohibits discrimination against individuals with disabilities; (Page 97 )
2. All proposals funded through this Request for Proposal (RFP), when viewed in their entirety, will be readily accessible to disabled individuals and will conform with all non-discrimination and Equal Opportunity laws and regulations covered by Section 188 of the Workforce Innovation and Opportunity Act.
3. All proposers must establish linkages with other state and community agencies in order to assure the delivery of services indicated above. (Page 112)
 

Displaying 41 - 50 of 65

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Pathways to Employment

“Pathways to Employment is a program designed to support low-income teens and young adults with disabilities in Delaware who want to work. Services available through Pathways to Employment include: •Employment Navigator •Career Exploration and Assessment •Supported Employment - Individual •Supported Employment - Small Group •Benefits Counseling •Financial Coaching •Non-Medical Transportation •Personal Care (including a self-directed component) •Orientation, Mobility, Assistive Technology”

Systems
  • Other
Topics
  • Asset Development / Financial Capability

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health

Early Start to Supported Employment Handbook

Early Start to Supported Employment” (ESSE) is intended to create a more seamless transition for students leaving school and entering the adult workforce. The outcome of paid work with post-school supports in place before the student leaves school is the primary goal of ESSE…. Purpose: -Support a seamless transition for students into supported employment upon exiting secondary education (high school). -Alleviate student and family stress during the difficult transition from school to an unknown adult life.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
Topics
  • Customized Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Community Support Services Program Provider Certification Manual

This manual contains the standards by which the Division of Substance Abuse and Mental Health (DSAMH) certifies Intensive Care Management (ICM) programs for persons with psychiatric disabilities. Certification is required for provider enrollment with the Division of Social Services, Delaware Division of Medicaid and Medical Assistance (DMMA) Program for Medicaid reimbursement through the rehabilitative services option of Title XIX of the Social Security Amendments.

Systems
  • Department of Mental Health
  • Medicaid Agencies
Topics
  • Mental Health

Delaware IEP Details

An IEP is developed to meet the individualized needs of each student. The educational services are provided at no cost to the family. The federal Individuals with Disabilities Education Act (IDEA) governs the rules for IEPs in every state. In addition, Delaware also has its own set of regulations with which the IEP process must comply. Every IEP must include: -A thorough analysis of how the student is presently performing in school -The student’s educational goals -A list of services the student will receive, including how often and for how long -Transition services for students of transition age -Any accommodations, supports, and services needed for the child to be successful in the general education curriculum -Whether the child will participate in the state wide assessment with/without accommodations -The extent to which an eligible school aged child will be included in the general education environments The extent to which an eligible preschool aged child will be included in natural environments

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Delaware Division for the Visually Impaired and Employment First

In implementing Employment First as a priority, we continue to examine state systems, such as our own Delaware Industries for the Blind, in shifting from a segregated facility- based model of employment to an integrated and inclusive business through strategic partnerships with other agencies and non-profits

Systems
  • Department of Rehabilitation Services
Topics
  • Segregated Day & Employment Services
  • Cross-Agency Collaboration / Partnerships

Employment First Oversight Commission Report FY 2015

Delaware’s Employment First At (H.B. 319) was signed by Governor Markell on July 16, 2012. This legislation promotes the right that all persons with disabilities have the opportunity for competitive employment and establishes the Employment First Oversight Commission…under the State Council for Persons with Disabilities (SCPD)….The following is a highlight of EFOC activities in FY 15.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Mental Health
  • Segregated Day & Employment Services
  • Provider Transformation
  • Cross-Agency Collaboration / Partnerships
  • Data Sharing

Vocational Rehabilitation - Mental Health Agency Partnership:

The Delaware Division of Vocational Rehabilitation (DVR) and the Delaware Division of Substance Abuse and Mental Health (DSAMH) have been collaborating to provide supported employment (SE) services and supports to individuals with mental illness (MI) for several years in an intensive fashion. In 2006-2007, the partnership intended to jointly implement Evidence-Based Practice (EBP) Supported Employment (SE) programs in the 4 service areas of the state as part of the Johnson and Johnson – Dartmouth Community Mental Health Program. For a variety of reasons, this partnership ended before full implementation. Subsequently DVR contracted with the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston to assist DSAMH and DVR in building on that start using braided funding from the two agencies. Since that time DVR has continued to build up the employment system for MH clients in DE and has been the primary intervention agent for this change. This represents an assertive approach that an SVRA can take to encourage, promote, fund, and advocate for its MH system partner to create more employment opportunities for joint clients.

Systems
  • Department of Rehabilitation Services
  • Department of Mental Health
  • Other
Topics
  • Mental Health
  • Provider Transformation
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging
Displaying 1 - 8 of 8

House Bill 370 AN ACT TO AMEND TITLE 19 OF THE DELAWARE CODE RELATING TO EMPLOYMENT PRACTICES - 09/04/2018

~~“This Bill adds the Secretary of the Department of Human Resources and the Executive Director of Delaware CLASI or their designees to the Employment First Oversight Commission (hereinafter “EFOC”). The Bill also allows non-Delaware residents who work in Delaware for an employment agency that advocates or represents disabled individuals to participate on the EFOC. Finally, the Bill eliminates the prohibition on appointment of state employees to the EFOC under § 745 (1).” Signed into law 9/4/18

Systems
  • Other
Topics
  • Cross-Agency Collaboration / Partnerships

Senate Concurrent Resolution 70 CREATING A MEDICAID BUY-IN STUDY GROUP. - 06/28/2018

~~This Senate Concurrent Resolution creates a Medicaid Buy-In Study Group to study the adoption of an expanded Medicaid Buy-In program that would allow Delawareans with incomes above 138% of the Federal Poverty Level to purchase insurance coverage through the Medicaid program.

Systems
  • Medicaid Agencies
  • Other
Topics
  • Home and Community Based Services (HCBS)

Delaware Regulations, Title 14:900: 925 - 11/13/2017

~~“925 Children with Disabilities Subpart D, Evaluations, Eligibility Determination, Individualized Education Programs:Non-regulatory note: Some sections of this regulation are shown in italics. Federal law requires that the Delaware Department of Education identify in writing any Delaware rule, regulation or policy that is a state-imposed requirement rather than a federal requirement (see 20 USC §14079(a)(2)). The italicized portions of this regulation are Delaware-imposed requirements for the education of children with disabilities and are not specifically required by federal special education law and regulations….20.2 Transition services: Beginning with the earlier of the first IEP to be in effect when the child turns fourteen (14) or enters the eighth (8th) grade, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:20.2.1 Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and20.2.2 The transition services and activities (including courses of study) needed to assist the child in reaching those goals.20.2.2.1 The IEP team shall discuss employment options with children and parents consistent with Delaware's Employment First Policy articulated by 19 Del.C. §743.” 

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Delaware SB 33 - 06/18/2015

This Act implements the legislative recommendations of the IEP Improvement Task Force created by the 147th General Assembly. The recommendations it implements are to: 1.Provide more detailed and helpful information to parents about their rights and resources in the IEP process; 2.Solicit the input of parents and children regarding the IEP process before IEP meetings occur; 3.Provide advance notice to parents and children of documents that will be discussed at IEP meetings; 4.Require the facilitation of parent councils to provide peer support for the parents of students with disabilities; 5.Ensure that teachers, staff, and contract employees do not suffer retaliation for offering their candid opinions during the IEP process; 6.Ensure that employment planning during the IEP process is consistent with Delaware’s employment first policy; 7.Require a robust annual survey of parents and children to ensure that school districts and charter schools are adhering to state and federal law with respect to the IEP process. 8.Ensure that charter schools are attentive to their responsibilities and available resources with respect to students with disabilities. 9.Require that the Department of Education report to the General Assembly on the status of and possible alternatives to the IEP Plus computer system, which has been an impediment to the preparation of IEPs by teachers, staff, and contractors.

Systems
  • Department of Education
Topics
  • School-to-Work Transition
Citations

Delaware HB 60 - 06/10/2015

"This bill creates an Achieving a Better Life Experience (“ABLE”) Program in Delaware, to implement federal legislation enabling the creation of savings accounts with tax advantages similar to 529 accounts, designed to be used by persons with disabilities to save for qualifying disability and education related expenses."

Systems
  • Other
Topics
  • Asset Development / Financial Capability
Citations

DE Employment First Oversight Commission - 07/16/2012

An Employment First Oversight Commission, under the purview of the State Council for Persons with Disabilities, shall be established and “shall facilitate the full, effective and timely implementation of this Act.” This “Commission shall consist of 11 members, who are residents of this State,” including:

“(1) Four members who are persons with a disability and who are knowledgeable of disability issues and who are not state employees, one of which shall be a veteran and one of which shall be a member of the State Council for Persons with Disabilities, … (2) one member who is experienced with employment service programs and who is not a state employee and who shall be appointed by the Speaker of the House of Representatives; (3) a representative of the Division of Industrial Affairs, appointed by the Secretary of Labor; (4) a representative of the Division of Vocational Rehabilitation, appointed by the Secretary of Labor; (5) the Secretary of Education or a designee appointed by the Secretary; (6) the Secretary of Health and Social Services or a designee appointed by the Secretary; (7) the Director of the Division of Developmental Disabilities Services or a designee appointed by the Director; and (8) the Chair of the Developmental Disabilities Council or a designee appointed by the Chair.”

 
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Cross-Agency Collaboration / Partnerships
  • Data Sharing

DE Employment First Act (HB 319) amended by House Amendment Number 1 - 07/16/2012

“House Bill 319 would require state agencies that provide services to persons with disabilities consider, as their first option, employment in an integrated setting for persons with disabilities. The bill also establishes an Employment First Oversight Commission as part of the State Council for Persons with Disabilities to review goals and objectives and prepare an annual report.”

“All persons with disabilities, including veterans with service-connected disabilities, have a right to the opportunity for competitive employment. To promote the realization of this right, this bill creates the Employment First Act. The Act requires that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities. The Act does not require an employer to give preference to hiring persons with disabilities."

“This Act further establishes an Employment First Oversight Commission as part of the State Council for Persons with Disabilities. The Commission reviews measurable goals and objectives as submitted to it by each relevant state agency to ensure implementation of the Act. The Commission tracks the measurable progress of state agencies in implementing the Act. The Commission prepares an annual report as part of the annual report submitted by the State Council for Persons with Disabilities to the Governor and the General Assembly. The report details progress made toward the goals and objectives as well as strategies and policies to help realize the employment first initiative.”

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Persons With Disabilities Employment Protections Act

“This subchapter is intended to encourage and enable qualified persons with disabilities to engage in remunerative employment which is sought by them in good faith. The General Assembly finds that the practice of employment discrimination based on disability is contrary to the public interest and the principles of freedom and equality of opportunity.”

 

Systems
  • Other
Topics
  • Employer Engagement
  • Provider Transformation

No Executive Orders have been entered for this state.

Displaying 11 - 20 of 20

Governor’s Advisory Council for Exceptional Citizens FY 2016 Annual Report - 01/01/2017

~~“This year council and staff at the Governor’s Advisory Council for Exceptional Citizens (GACEC) was pleased to work with other disability advocates and organizations to assist in organizing and planning of the Americans With Disabilities Act 25th Anniversary celebration that was held in Dover in July 2015. We had over 40 vendors participate in the parade and many vendors display their materials as well.

The GACEC worked with the Developmental Disabilities Council (DDC) and the State Council for Persons with Disabilities (SCPD) in preparation for the Joint Retreat which was held in April 2016. We held focus groups throughout the state as well as webinars to gather input from a variety of stakeholders that will help the three Councils understand where we still have barriers. We were pleased to have Attorney General Matthew Denn kick off the day.

We worked collaboratively for countless hours with the DDC and many other Disability Advocates throughout the state on the Supported Decision Making Bill.”

Systems
  • Department of Education
  • Other

Delaware Disability Mentoring Day Expansion - 08/25/2015

In a sign of the increasing interest in employment opportunities for young people with disabilities, Delaware's Disability Mentoring Day for the first time this year will expand to host sites in each of the three counties for a day of job networking and discovering careers. For the previous six years, Disability Mentoring Day has been hosted by the University of Delaware Center for Disabilities Studies, with the Delaware Department of Labor's Division of Vocational Rehabilitation helping to identify students

Systems
  • Department of Rehabilitation Services
  • Other
Topics
  • School-to-Work Transition

Delaware Disability Mentoring Day Expansion - 08/25/2015

In a sign of the increasing interest in employment opportunities for young people with disabilities, Delaware's Disability Mentoring Day for the first time this year will expand to host sites in each of the three counties for a day of job networking and discovering careers.

For the previous six years, Disability Mentoring Day has been hosted by the University of Delaware Center for Disabilities Studies, with the Delaware Department of Labor's Division of Vocational Rehabilitation helping to identify students

Systems
  • Department of Rehabilitation Services
Topics
  • School-to-Work Transition

DE A Better Bottom Line: Employing People with Disabilities - 08/13/2013

Governor Jack Markell spearheaded an initiative at the National Governor’s Association called, “A Better Bottom Line: Employing People with Disabilities.” Governor Markell released a blueprint for governors from this year-long study on policy recommendations to improve employment outcomes for people with disabilities. The goal is to integrate people with disabilities into the workforce.

Systems
  • Other
Topics
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

“RespectAbility: Delaware and Jobs for PWDs” Delaware Employment Resources Rebalancing Initiative (ERRI)

“The Commission and the State of Delaware also received the opportunity to participate as one of the six states in Employment Resources Rebalancing Initiative (ERRI) and Vision Quest Initiative in 2014, whereby a consultant was available to the state’s Employment First Workgroup and a separate Vision Quest local and national consulting group in evaluating current systems, policies, and practices in Delaware to determine if they are in alignment with the employment first priority.”

Systems
  • Other
Topics
  • Home and Community Based Services (HCBS)
  • Provider Transformation
  • Resource Leveraging

Delaware Governor’s Advisory Council for Exceptional Citizens FY 2015 Annual Report

In accordance with CFR 300.650 (b), the Council serves as the State Advisory Panel for the Individuals with Disabilities Education Act (IDEA) and its amendments.   1. Delaware Code: Title 14, Chapter 31, Sub. Sec. 3111  2. Federal Statute: Individuals with Disabilities Education Act (IDEA) and its amendments The State Advisory Panel will: "...advise(s) the state educational agency of unmet needs within the state in the education of children with disabilities; comment(s) publicly on any rules or regulations proposed for issuance by the state regarding the education of children with disabilities and the procedures for distribution of funds under this part; and assist(s) the state in developing and reporting such data and evaluations as may assist the Secretary under Section 618..." 3. Delaware Code: Title 14, Chapter 24, subsection 2408   
Systems
  • Department of Education
  • Other
Topics
  • School-to-Work Transition
  • Employer Engagement

DE Employment First Oversight Commission Report FY 2013-FY 2014

“Delaware’s Employment First Act (H.B. 319) was signed by Governor Markell on July 16, 2012.  It promotes the right that all persons with disabilities have the opportunity for competitive employment and establishes the Employment First Oversight Commission (hereafter referred to as “Commission”) under the State Council for Persons with Disabilities (SCPD).

“The Act recites that it is the policy of this State that competitive employment in an integrated setting shall be considered its first and priority option for people who are of working age, including people with disabilities. All state agencies that provide services and support to persons with disabilities shall follow this policy and ensure that it is effectively implemented in their programs and services. Competitive employment means work in the competitive labor market that is performed on a full-time or part-time basis in an integrated setting and for which a person with a disability is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by persons without disabilities.”

 

 
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

DE Pathways to Employment

“Pathways to Employment, a program now under development in Delaware, is designed to support low-income persons with disabilities who wish to work. The program is a result of an initiative launched by Governor Jack Markell while Chairman of the National Governors Association to improve employment opportunities for individuals with disabilities."

“In February 2014, Delaware submitted an application to the Centers for Medicare & Medicaid Services for a 1915(i) Medicaid State Plan amendment to establish the Pathways program. This amendment will enable the State to provide employment supports to qualified individuals. In its initial phase, Pathways to Employment will target teens and young adults (aged 14 to 25) with disabilities to help them get prepared for and find jobs."

“Pathways to Employment is expected to begin operation in Spring 2015.”

 

 
Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
Topics
  • School-to-Work Transition
  • Asset Development / Financial Capability
  • Resource Leveraging

DE Division of Developmental Disabilities Services Employment First Statement

“The Division of Developmental Disabilities Services affirms that employment and participation in their communities is an important part of the lives of the individuals it serves. Further, the Division believes that employment in the community should be the first service option considered for individuals. In support of this belief, the Division has set a goal of increasing community employment for individuals receiving Center Based Day Program services.   “To that end, Day Program service plans shall be required to address the advancement of individuals towards meaningful participation and employment in their communities. It is the responsibility of the Day Programs funded by the Division to work in collaboration with the relevant Residential Programs and families, to develop these support plans.” 

 

 

 

Systems
  • Department of Intellectual and Developmental Disabilities
Topics
  • Home and Community Based Services (HCBS)
  • Segregated Day & Employment Services
Displaying 11 - 11 of 11

Delaware Governor’s Advisory Council for Exceptional Citizens FY 2015 Annual Report

The membership of the State advisory panel must consist of members  appointed by the Governor, or any other official authorized under State law to make these appointments, that is representative of the State population and that is composed of individuals involved in, or concerned with the education of children with disabilities  including:   Parents of children with disabilities (ages birth through 26); 2.  Individuals with disabilities; 3. Teachers; 4. Representatives of institutions of higher education that prepare special education and related services personnel; 5. State and local education officials, including officials who carry out activities under subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et eq.); 6. Administrators of programs for children with disabilities; 7. Representatives of other State agencies involved in the financing or delivery of related services to children with disabilities; 8. Representatives of private schools and public charter schools; 9. Not less than one representative of a vocational, community, or business organization concerned with the provision of transition services to children with disabilities; 10. A Representative from the State child welfare agency responsible for foster care; and 11.Representatives from the State juvenile and adult corrections agencies  
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
  • Other
Topics
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
Displaying 1 - 3 of 3

TANF Policy Academy for Innovative Employment Strategies- Career Pathways (HHS 2018 ACF OFA FJ 1345) - 03/29/2018

~~“The Department of Health and Human Services, Administration for Children and Families - OFA in the income security and social services sector is offering a public funding opportunity titled "TANF Policy Academy for Innovative Employment Strategies- Career Pathways" and is now available to receive applicants.•Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.475.•This funding opportunity was created on Mar 29, 2018.•Applicants must submit their applications by May 29, 2018 Electronically submitted applications must be submitted no later than 1159 p.m., ET, on the listed application due date.•Each selected applicant is eligible to receive up to $125,000.00 in funding.•The number of recipients for this funding is limited to 4 candidate(s).•Eligible applicants include: State governments.” 

Systems
  • Other
Topics
  • Provider Transformation

DE Disability Employment Initiative - 12/15/2012

The Disability Employment Initiative (DEI) was a three-year federal grant-funded program to improve education, training, employment opportunities, and employment outcomes for youth who were unemployed, underemployed, and/or receiving Social Security disability benefits. In 2010, the Delaware Department of La or Division of Vocational Rehabilitation was awarded a Round 1 DEI grant from the U.S. Department of Labor’s Employment Training Administration.    The departments allocating staff to this project included the Department of Education, Division of Employment and Training, Department of Health and Human Services, Divisions of Developmental Disabilities Services, Substance Abuse and Mental Health, and Technical &Community Colleges.  The project ended in 2013.  
Systems
  • Department of Rehabilitation Services
  • Department of Mental Health
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Self-Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

Delaware Medicaid Money Follows the Person

“ The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA).   “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital) to an eligible residence in the community with available community services and supports.”  

 

Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
  • Other
Topics
  • Home and Community Based Services (HCBS)
  • Cross-Agency Collaboration / Partnerships
Displaying 1 - 7 of 7

Employment First: When Everyone Works, Everyone Wins - 02/05/2019

~~“Chronic unemployment and underemployment of persons with disabilities have huge social costs. According  to a June 2015 news release of the U.S. Bureau of Labor Statistics, in 2014 17.1 percent of persons with a disability were employed; in contrast, the employment-population ratio for those without a disability was 64.6 percent. (http://www.bls.gov/news.release/disabl.nr0.htm External Link , retrieved August 10, 2015.) Shocking? Yes, shocking — and unnecessary.Employment First is a philosophy and public policy in Delaware and many other states. Employment First means that competitive employment - the same kind of employment that most people have - should be the first choice for persons with disabilities. The Employment First Oversight Commission exists for the purpose of making that happen."

Systems
  • Other

Delaware Customized Employment: Evidence-Based Supported Employment Practices - 08/28/2008

This PowerPoint describes the various elements of Customized Employment, from the Discovery Phase, through Job Negotiation and Placement.

Systems
  • Other
Topics
  • Customized Employment
  • Provider Transformation

Early Start to Supported Employment Handbook

Early Start to Supported Employment” (ESSE) is intended to create a more seamless transition for students leaving school and entering the adult workforce. The outcome of paid work with post-school supports in place before the student leaves school is the primary goal of ESSE…. Purpose: -Support a seamless transition for students into supported employment upon exiting secondary education (high school). -Alleviate student and family stress during the difficult transition from school to an unknown adult life.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
Topics
  • Customized Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Community Support Services Program Provider Certification Manual

This manual contains the standards by which the Division of Substance Abuse and Mental Health (DSAMH) certifies Intensive Care Management (ICM) programs for persons with psychiatric disabilities. Certification is required for provider enrollment with the Division of Social Services, Delaware Division of Medicaid and Medical Assistance (DMMA) Program for Medicaid reimbursement through the rehabilitative services option of Title XIX of the Social Security Amendments.

Systems
  • Department of Mental Health
  • Medicaid Agencies
Topics
  • Mental Health

Delaware PROMISE - Services and Supports

This presentation serves as a practical guide for delivering services under Delaware's PROMISE (Promoting Optimal Mental Health for Individuals through Supports and Empowerment) section of Delaware's HCBS Waiver, focused on Mental Health related services. It states that, “PROMISE will offer community-based, recovery-oriented services, meeting needs identified in a person’s Recovery Plan, by providing specific key supports to enable individuals to live independently.” 

Systems
  • Department of Mental Health
  • Medicaid Agencies
  • Other
Topics
  • Customized Employment
  • Self-Employment
  • Mental Health
  • Home and Community Based Services (HCBS)
  • Employer Engagement
  • Provider Transformation

Delaware CHOICES Vocational Rehabilitation Services - Guide

This customer's guide for Delaware's Vocational Rehabilitation System includes detailed descriptions of the kinds of services available through the system, and the various provider agencies throughout the state. Customized Employment is one of the services that providers can list as available to customers.

Systems
  • Department of Rehabilitation Services
  • Department of Workforce Development
Topics
  • Customized Employment
  • Self-Employment
  • School-to-Work Transition
  • Mental Health
  • Employer Engagement
  • Provider Transformation

DE Employment Resources Rebalancing Initiative (ERRI)

“The Commission and the State of Delaware also received the opportunity to participate as one of the six states in Employment Resources Rebalancing Initiative (ERRI) and Vision Quest Initiative in 2014, whereby a consultant was available to the state’s Employment First Workgroup and a separate Vision Quest local and national consulting group in evaluating current systems, policies, and practices in Delaware to determine if they are in alignment with the employment first priority.”

 
Systems
  • Other
Topics
  • Asset Development / Financial Capability
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging
Displaying 1 - 2 of 2

U.S. v. Delaware – 11-CV-591 – (D. Del. 2010) - 07/06/2011

On July 6, 2011 the Division filed in District Court a Complaint and a simultaneous Settlement Agreement resolving its ADA Olmstead investigation into whether persons with mental illness in Delaware are being served in the most integrated settings appropriate to their needs and its CRIPA investigation into conditions of confinement at Delaware Psychiatric Center. The fundamental goals of the Agreement are: to ensure that people who are unnecessarily institutionalized, at the Delaware Psychiatric Center or other inpatient psychiatric facilities, can receive the treatment they need in the community; to ensure that when individuals go into mental health crisis, sufficient resources are available in the community so that they do not need to go unnecessarily to psychiatric hospitals or jails; and to ensure that people with mental illness who are living in the community are not forced to enter institutions because of the lack of stable housing and intensive treatment options in the community.

Systems
  • Other
Topics
  • Mental Health

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health
Displaying 11 - 14 of 14

DE Renewal DDDS (0009.R07.00) - 07/01/2014

~~Provides day habilitation, personal care, prevocational services, residential habilitation, respite, supported employment – individual, supported employment - small group, assistive technology, clinical consultation: behavioral, clinical consultation: nursing, community transition, home or vehicle accessibility adaptations, specialized medical equipment and supplies, supported living for individuals w/autism and ID ages 12 - no max age

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Medicaid State Plan

This page included the Delaware Medicaid state plan.  The state plan outlines the agreement between Delaware and the Federal government and describes how the state will administer its Medicaid program. More specifically it details how the state will follow Federal rules and details plans for claiming Federal matching funds for its program activities.  It also covers groups of individuals to be covered, services to be provided, methodologies for providers to be reimbursed and the administrative activities that are underway Delaware.

Systems
  • Medicaid Agencies
  • Other

DE Division of DD Services - Waiver Amendment Public Notice Attachment

A public notice on various definitions under Delaware's HCBS Waiver, including a (then proposed) revision of 'Supported Employment' to include 'Customized Employment.'

Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
Topics
  • Customized Employment
  • Self-Employment
  • Home and Community Based Services (HCBS)
  • Provider Transformation

States - Large Tablet

Snapshot

The First State of Delaware knows the value of Employment First for workers with disabilities to succeed at their careers and live independently in their communities.

State VR Rates and Services

A list of services offered by this state’s Vocational Rehabilitation agency, along with the standard rates paid for the performance of those services.

PDF icon Delaware’s VR Rates and Services

2017 State Population.
1.03%
Change from
2016 to 2017
961,939
2017 Number of people with disabilities (all disabilities, ages 18-64).
-6.8%
Change from
2016 to 2017
52,947
2017 Number of people with disabilities who are employed (all disabilities, ages 18-64).
-3.62%
Change from
2016 to 2017
19,576
2017 Percentage of working age people who are employed (all disabilities).
2.98%
Change from
2016 to 2017
36.97%
2017 Percentage of working age people who are employed (NO disabilities).
-3.2%
Change from
2016 to 2017
73.45%

State Data

General

2015 2016 2017
Population. 945,934 952,065 961,939
Number of people with disabilities (all disabilities, ages 18-64). 54,900 56,546 52,947
Number of people with disabilities who are employed (all disabilities, ages 18-64). 18,593 20,284 19,576
Number of people without disabilities who are employed (ages 18-64). 397,545 390,409 390,409
Percentage of working age people who are employed (all disabilities). 33.87% 35.87% 36.97%
Percentage of working age people who are employed (NO disabilities). 77.08% 75.80% 73.45%
State/National unemployment rate. 4.80% 4.40% 4.60%
Poverty Rate (all disabilities). 18.00% 14.30% 16.40%
Poverty Rate (NO disabilities). 11.70% 11.30% 13.20%
Number of males with disabilities (all ages). 55,775 55,020 46,977
Number of females with disabilities (all ages). 58,220 60,738 60,786
Number of Caucasians with disabilities (all ages). 81,503 84,119 83,996
Number of African Americans with disabilities (all ages). 25,162 23,889 17,976
Number of Hispanic/Latinos with disabilities (all ages). 6,722 7,611 4,602
Number of American Indians/Alaska Natives with disabilities (all ages). 912 871 760
Number of Asians with disabilities (all ages). 1,639 1,500 1,432
Number of Hawaiians/Pacific Islanders with disabilities (all ages). N/A N/A N/A
Number of persons of two or more races with disabilities (all ages) 2,842 2,634 2,705
Number of persons of some other race alone with disabilities (all ages) 1,905 2,315 894

 

SSA OUTCOMES

2015 2016 2017
Number of SSI recipients with disabilities who work. 937 953 1,051
Percentage of SSI recipients with disabilities who work relative to total SSI recipients with disabilities. 5.90% 6.00% 6.60%
Old Age Survivor and Disability Insurance (OASDI) recipients/workers with disabilities. 27,385 27,481 27,255

 

MENTAL HEALTH OUTCOMES

2015 2016 2017
Number of mental health services consumers who are employed. 1,072 997 644
Number of mental health services consumers who are part of the labor force (employed or actively looking for employment). 2,510 2,404 1,545
Number of adults served who have a known employment status. 5,056 4,747 3,420
Percentage of all state mental health agency consumers served in the community who are employed. 21.20% 21.00% 18.80%
Percentage of supported employment services evidence based practices (EBP). 0.20% 0.50% 0.30%
Percentage of supported housing services evidence based practices (EBP). 0.60% 0.70% 0.50%
Percentage of assertive community treatment services evidence based practices (EBP). 8.60% 10.70% 8.60%
Percentage of medications management evidence based practices (EBP). N/A N/A N/A
Number of evidence based practices (EBP) supported employment services. 14 34 17
Number of evidence based practices (EBP) supported housing services. 42 47 29
Number of evidence based practices (EBP) assertive community treatment services. 576 681 456
Number of evidence based practices (EBP) medications management. N/A N/A N/A

 

WAGNER PEYSER OUTCOMES

2013 2014 2015
Number of registered job seekers with a disability. 1,761 1,532 1,445
Proportion of registered job seekers with a disability. 0.03 0.03 0.03

 

WORKFORCE DEVELOPMENT OUTCOMES (ADULTS)

2013 2014 2015
Total number of people with a disability that is a substantial barrier to work served by Job Training and Partnership Act/Workforce Investment Act programs. 10 8 12
Total number of people with a disability that is a substantial barrier to work who entered unsubsidized employment. 7 6 7
Percentage of people with a disability that is a substantial barrier to work who entered unsubsidized employment relative to total the number of people with a disability that is a substantial barrier to work. 70.00% 75.00% 58.00%
Incidence rate of people with a disability that is a substantial barrier to work who entered unsubsidized employment per 100,000 individuals in the general state population. 0.76 0.63 0.74

 

VR OUTCOMES

2015 2016 2017
Total Number of people served under VR.
2,143
1,931
N/A
Number of people with visual impairments served under VR. 7 10 N/A
Number of people with communicative (hearing loss, deafness) impairments served under VR. 127 115 N/A
Number of people with physical impairments served under VR. 409 379 N/A
Number of people cognitive impairments served under VR. 678 623 N/A
Number of people psychosocial impairments served under VR. 770 630 N/A
Number of people with mental impairments served under VR. 152 174 N/A
Percentage of overall closures into employment under VR. 35.40% 42.30% N/A
Number of employment network (EN) and vocational rehabilitation (VR) tickets assigned. 1,444 2,171 2,020
Number of eligible ticket to work beneficiaries. 38,656 38,650 38,984
Total number of ID closures using supported employment services with or without Title VI-B funds expended (VI-C prior to 2002). 105 87 N/A
Total number of ID competitive labor market closures. 113 92 N/A

 

IDD OUTCOMES

2014 2015 2016
Dollars spent on day/employment services for integrated employment funding. $5,643,000 $4,657,000 $4,820,000
Dollars spent on day/employment services for facility-based work funding. $13,015,000 $10,919,000 $9,865,000
Dollars spent on day/employment services for facility-based non-work funding. $17,253,000 $17,728,000 $19,212,000
Dollars spent on day/employment services for community based non-work funding. $4,384,000 $4,115,000 $5,129,000
Percentage of people served in integrated employment. 26.00% 30.00% 30.00%
Number of people served in community based non-work. 265 192 187
Number of people served in facility based work. 575 506 523
Number of people served in facility based non-work. 647 730 724
Number supported in integrated employment per 100,000 individuals in the general state population. 58.10 65.50 66.70

 

EDUCATION OUTCOMES

2014 2015 2016
Percent of children with IEPs aged 6 through 21 served inside the regular class 80% or more of the day (Indicator 5a). 67.68% 66.18% 65.72%
Percent of children with IEPs aged 6 through 21 served inside the regular class less than 40% of the day (Indicator 5b). 15.10% 14.96% 14.96%
Percent of children with IEPs aged 6 through 21 served in separate schools, residential facilities, or homebound/hospital placements (Indicator 5c). 5.43% 5.64% 5.46%
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals (Indicator 13). 98.15% 99.23% 99.24%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education within one year of leaving high school (Indicator 14a). 62.86% 63.11% 49.47%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or competitively employed within one year of leaving high school (Indicator 14b). 78.68% 81.27% 92.59%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school (Indicator 14c). 82.64% 85.86% 86.20%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were competitively employed within one year of leaving high school (Subset of Indicator 14). 15.82% 18.16% 33.12%

 

ABILITYONE/JWOD PROGRAM

2014
Number of overall agency blind and SD hours. 394,160
Number of overall total blind and SD workers. 533
Number of AbilityOne blind and SD hours (products). 6,740
Number of AbilityOne blind and SD hours (services). 86,651
Number of AbilityOne blind and SD hours (combined). 93,391
Number of AbilityOne blind and SD workers (products). 4
Number of AbilityOne blind and SD workers (services). 99
Number of AbilityOne blind and SD workers (combined). 103
AbilityOne wages (products). $60,082
AbilityOne wages (services). $1,128,211

 

WAGE AND HOUR DIVISION: 14(c) CERTIFICATE-HOLDING ENTITIES OUTCOMES

2017 2018 2019
Number of 14(c) certificate-holding businesses. 0 0 0
Number of 14(c) certificate-holding school work experience programs (SWEPs). 0 0 0
Number of 14(c) certificate-holding community rehabilitation programs (CRPs). 2 2 0
Number of 14(c) certificate holding patient workers. 0 0 0
Total Number of 14(c) certificate holding entities. 2 2 0
Reported number of people with disabilities working under 14(c) certificate-holding businesses. 0 0 0
Reported number of people with disabilities working under 14 (c) certificate holding school work experience programs (SWEPs). 0 0 0
Reported number of people with disabilities working under 14(c) certificate holding community rehabilitation programs (CRPs). 547 547 0
Reported number of people with disabilities working under 14(c) certificate holding patient workers. 0 0 0
Total reported number of people with disabilities working under 14(c) certificate holding entities. 547 547 0

 

WIOA Profile

WIOA Profile

 

The material cited below is taken directly from each state’s plan for WIOA implementation. These sections of the state plan were selected because of their relevance to youth and adults with disabilities. However, all programs and services under WIOA must be physically and programmatically accessible to individuals with disabilities.

Employment First State Leadership Mentoring Program (EFSLMP)

~~DVR maintains ongoing relationships with several councils throughout the state that have missions related to individuals with disabilities including the State Council for Persons with Disabilities (SCPD), the Developmental Disabilities Council (DDC), the Governor’s Commission for Community Alternatives, the University of Delaware Center for Disability Studies, the Division of Substance Abuse and Mental Health, and the Governor’s Committee on Equal Employment Opportunity (GCEEO). These councils address issues of common concern to the disability community. DVR’s Director participates in the Governors Employment First Taskforce, which is responsible to monitor implementation of Delaware’s Employment First Legislation. DVR participates with the SCPD, a coordinating council for all disability–related councils throughout the State. DVR participates on the DDC including its Adult Issues committee. DVR participates in the Governor’s Task Force on Community Inclusion, a collaboration of state agencies, organizations and entities involved with issues relating to disabilities. (Page 249) 
• Delaware’s Employment First Initiative requiring that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities.
• Interagency collaboration for support and transition services to special populations. This group collaborates with Delaware’s Community of Practice on Secondary Transition for students with disabilities, which is supported initially by a grant from the federal Office of Special Education and Rehabilitation Services (OSERS), Department of Labor Division of Vocational Rehabilitation, and Division on Developmental Disabilities Services.
• Coordination and collaboration of CTE instructors, special education, and ELL staff in secondary school programs.
• Professional development opportunities in statewide conferences and forums on effective practices.
• Data analysis is used to identify effective programs that serve special populations in the most integrated settings possible. Programs requiring assistance to provide access and demonstrate success will also be identified.  (Page 383)
 

Customized Employment

~~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. The Division of Vocational Rehabilitation (DVR) has a strong relationship established with many transition stakeholders throughout the state. DVR collaborates with the Delaware Department of Education (DOE), including the Exceptional Children Resources and Career & Technical Education Work Groups as well as with the Local Education Agencies and Charter Schools. DVR continues to participate in the State and Regional Transition Councils, the Delaware Community of Practice on Transition and the DOE Cadre meetings. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). DVR and DOE, in collaboration with the Delaware Division for the Visually Impaired (DVI) and the Delaware Division of Developmental Disabilities Services (DDDS), plan and financially support the statewide Transition Conference which continues to draw over 600 attendees, nearly half of whom are transition students. In the spring of 2015, DVR and DOE held the semi–annual Customized Employment Bootcamp for school personnel, DVR staff, community rehabilitation program (CRP) staff and other state agency personnel. This is a long standing training program focused on employment strategies for working with individuals with disabilities, especially high school students and those requiring supported employment services. (Page 252)
DVR will assign a qualified Vocational Rehabilitation Counselor (VRC) to all school programs serving students from grades 9-12. The VRC will maintain a regular schedule with each of their schools to maintain a cooperative working relationship and the LEA/Charter will provide locations within the schools for the VRC to meet with students and staff for planning purposes. The VRC works with the student to explore career opportunities, discuss post-school goals, and collaborate with the schools to develop and implement additional vocationally related training and employment initiatives as needs of students are identified by the transition team. The VRC will also collaborate with schools to address the needs of youth with disabilities at risk of dropping out of school and provide outreach to students potentially eligible for DVR. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities and provide pre–employment transition services. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). The monthly cadre meetings and statewide transition meetings, in which all districts and VR Transition Staff are invited, (Page 257)       
DVR continues to work with the Division of Developmental Disabilities (DDDS) and the Division of Substance Abuse and Mental Health (DSAMH) to maintain good inter-agency relationships. DVR, DDDS and DSAMH have Memorandums of Understanding to address program integration, shared staff and employer training, customized employment, the overall shared serving of our mutual consumers and post-employment follow along services. The collaborative efforts with DDDS and DSAMH have enhanced integrated competitive employment and wrap around support services for persons with significant mental illness and cognitive disabilities statewide.
• The Division of Developmental Disabilities Services (DDDS) and DVR have a seamless continuum of service delivery of for supported employment clients from DVR to DDDS for follow-up and extended services and supports. DVR requires supported employment providers be approved DDDS providers and in compliance with annual training requirement per DDDS via Medicaid. On an semi-annual basis, staff training is provided through a Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. (Page 256)
Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. DVR provides funding to the SE provider (Page 265)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
*     DVR coordinates the Customized Employment Bootcamp training that is provided by George Tilson, Ed.D, formerly with TransCen, Inc., to provide job development and coaching training to front line staff at the community rehabilitation programs (CRP). The training program certifies staff providing services through the programs. The training was held once in 2015, training 20 CRP staff. Bi–monthly training work groups have been held with DVR, DDDS and CRP staff, along with Dr. Tilson, to determine training needs in Delaware and the capacity to increase the Bootcamp training. DVR is working with Dr. Tilson to develop a “Train the Trainer” component to the Bootcamp and offer it quarterly, increasing the capacity to 80–100 staff being trained per year. DVR works with the Department of Education, the Division of Developmental Disabilities Services, and the Division of Substance Abuse and Mental Health to fund and coordinate training through a SE Consortium of state agencies. (Page 299)                                                                    

Blending/ Braiding Resources

~~DDOE will determine the service area with the highest need for Integrated English Literacy and Civics Education services based on the number of individuals with English language acquisition needs according to American Community Survey/US Census and state data. The goal of the Integrated English Literacy and Civics Education Program will be to prepare the English Language Learner based on their individual needs and current skills for entry into an “in–demand” job and/or transition into postsecondary education and/or training for career advancement. The DDOE will continue its efforts with the DWDB, local vocational technical schools and the community college to develop career pathways for English Language Learners. The DDOE will offer technical assistance to programs regarding the braiding of funding from local, state, federal and private sources to support this type of program. (Page 239)
Individuals with disabilities served through other components of the statewide workforce investment system also participate in DVI. DVI has currently developed an agreement with the Division of Employment and Training, the sole contractor responsible for implementation of the Delaware Workforce Development Board’s Job Centers. Within this agreement DVI shall enroll all employment ready customers into the Delaware Job Link System to seek job matches, build resumes, and to improve upon the blending/braiding of systems/funding in Delaware with respect to workforce funding. In establishing the 2017-2018 State Plan it is undetermined and to what extent that individuals with visual impairments are benefitting from other components of the Statewide Workforce Development System. In establishing the combined State Plan DVI entered into a Memorandum of Understanding (MOU) with the Division of Employment and Training to track and share data on a quarterly basis of how many individuals are being referred between program partners and utilizing their services. (Page 333
 

DEI/Disability Resource Coordinators

~~No specific disability related information found.

Financial Literacy /Economic Advancement

~~A. Tutoring, study skills training, instruction, and evidence-based dropout prevention and recovery strategies that lead to completion of the requirements for a secondary school diploma or its recognized equivalent (including a recognized certificate of attendance or similar document for individuals with disabilities) or for a recognized postsecondary credential;
B. Alternative secondary school services, or dropout recovery services, as appropriate;
C. Paid and unpaid work experience that have as a component academic and occupational education, which may include –
i. summer employment opportunities and other employment opportunities available throughout the school year;
ii. pre-apprenticeship programs;
iii. internships and job shadowing; and
iv. on-the-job training opportunities
D. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations in the local are involved, if the local board determines that the programs meet the quality criteria described in section 123;
E. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
F. Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
G. Supportive services;
H. Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
I. Follow-up services for not less than 12 months after the completion of participation, as appropriate;
J. Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
K. Financial literacy education;
L. Entrepreneurial skills training;
M. Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services; and
N. Activities that help youth prepare for and transition to postsecondary education and training. (Page 100)
2.   Youth served will receive the following mandated program elements:
(e)  Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
(j)  Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral;
(k)  Financial literacy education; and
(m) Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration. All other mandated program elements are not required to be provided but the provider must demonstrate how the service options will be made available to all youth participants. The specific program services that are provided to each youth participant will be based on the participant’s objective assessment and individual service strategy. (Page 101)
 (ii) pre-apprenticeship programs;
(iii) internships and job shadowing; and
(iv) on-the-job training opportunities d. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations;
e.    Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
f.    Supportive services;
g.    Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
h.    Follow-up services for not less than 12 months after the completion of participation, as appropriate;
i.    Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
j.    Financial literacy education;
k.   Entrepreneurial skills training;
l.    Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services;
m.   Activities that help youth prepare for and transition to postsecondary education and training. n. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster. ( Page 165)
 

School to Work Transition

~~. Pre-Employment Transition Services projects For the past 2 year, DVR has worked with local provider agencies to develop programming related to the 5 core Pre-Employment Transition Services for transition students ages 14-21 potentially eligible for DVR. In the summer of 2015, DVR was able to offer 11 different programs related to work-based learning experience, career exploration and employment readiness training, and exposure to opportunities for higher education. In 2016, that initiative was expanded to 20 summer and school year programs. The collaboration among DVR, DOE, the LEAs and providers has been exceptional with everyone seeing the value of connecting students to these opportunities. There are many opportunities to monitor and evaluate the programs, both formally and informally. Staff from DVR and many of the schools take time to visit and observe the programs and students while participating. Agencies are required to provide students with pre- and post-testing as one way to evaluate program effectiveness. In addition, agencies are asked to collect information on each student participating and submit formal program reports upon completion of the program. These reports include individual student information and/or overall program evaluation summaries. In addition to the more formal documentation, anecdotal information is shared by students, school staff and family members who see the benefits students gain by participating in these programs. (Page 254)
There are a variety of factors which influence the referral process for students, including school staff not believing a student can work (low expectations, lack of understanding of adult services and supports available, etc.), families not supporting employment as a goal for their child (safety concerns, fear of losing benefits, lack of understanding of adult services and Supported Employment, low expectations etc.), students not choosing employment (limited or lack of exposure to career options, limited understanding of disability and support needs, lack of training in self-advocacy, etc.), and lack of CRP experience to provide SE services to individuals with the most significant disabilities (lack of training and/or experience). Goals and priorities for supported employment (SE) services include:
• expanding the reach of SE services to more students prior to them exiting from high school by providing more outreach to schools, students and families
• connecting students to adult services while still in school, thereby eliminating gaps in services,
• providing students opportunities to participate in assessments and career exploration activities (Page 258)
 

Career Pathways

~~The School to Work Transition Program at DVR consists of eight Transition Counselors and four Transition Assistants throughout the state. Each counselor is assigned to specific school districts, charters and non–public schools in order to ensure students with disabilities are receiving VR services prior to exiting from high school. VR Counselors work with the students, primarily in the schools, to develop their Individualized Plan for Employment and plan for services related to their post–high school employment goals and to provide students with career exploration and vocational counseling and guidance, including Pre–Employment Transition Services. In addition, VR Transition Counselors attend Individual Education Plan (IEP) meetings to explain services and make recommendations to assist the student, family and school staff with transition planning and career preparation. (Page 257)
In order to provide supported employment services throughout Delaware, DVR has cooperative agreements with the agency that serves individuals with significant mental illness, the Division of Substance Abuse and Mental Health (DSAMH), and with the agency that serves individuals with cognitive disabilities, the Division of Developmental Disabilities Services (DDDS). The agreements are monitored by workgroups that review the programs, identifying best practices and areas that need improvement. As delineated in the cooperative agreement, DVR and DDDS collaborate to provide supported employment services to transition–age students and youth and to adults with cognitive/developmental disabilities. The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The Department of Education, the Division of Developmental Disabilities Services and the Division of Vocational Rehabilitation have a cooperative agreements to reflect newly implemented effective practices. For individuals with cognitive disabilities, (Page 259)
Once DVR pays the final milestone at 90 days of employment, DDDS, through a community provider, assumes responsibility for the long-term follow-along extended services.
• The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The model has been refined since its inception in 2005, adding Customized Employment principles and working with providers to begin services earlier, in the year prior to the student’s exiting year. (Page 265)
In response to WIOA, DVR initiated Transition Youth Summer Pilot programs in the April 2015 through an informal RFP process highlighting the tenants of the Pre–Employment Transition Services legislation. Fourteen (14) proposals were received and eleven (11) contracts were awarded as a result. In June and July 2015 programming was implemented. Job training in customer service, culinary arts, retail sales and hospitality was provided, along with employability skills, within the context of paid summer internships for youth. An additional pre–college experience was afforded to participants. The summer pilot program targeted students with a disability, ages 14–21, enrolled in school, and who are likely to be potentially eligible for DVR services. This engaged students not previously served in integrated employment environments. The outcome of the pilot programs has been positive feedback from youth, their families, and providers along with host businesses. Based upon outcomes and impact DVR is exploring expansion of these services throughout the school year to enrolled students with a disability. DVR is exploring expansion of these services to meet the needs of out–of–school youth with a disability in 2016. (Page 258-259)
There is continued collaboration between DVR and Delaware Technical Community College (DTCC) in the initiative to provide intensive educational supports for graduating transition students enrolled in remedial programs at DTCC. The supported education project provides workshops in Math, English and Reading to transition youth, along with some additional specialized study skills training. Over the years, the initiative has grown from one campus to all of the four DTCC campuses statewide, and DVR has started a pilot program in New Castle County by identifying a College VR Counselor who works primarily on the Wilmington and Stanton campuses. This initiative began in August 2015 in order to provide additional VR supports to college students and allow the high school transition counselors to begin working with transition students prior to their Senior year. (Page 255)
Pursuant to section 603(d), DVR recognizes the requirement to reserve 50% of its supported employment allocation on transition–age consumers with the most significant disabilities and will achieve that requirement through the Early Start to Supported Employment program (ESSE). The Division of Vocational Rehabilitation, the Department of Education and the Division of Developmental Disabilities Services (DDDS) collaborate with the local education agencies, community rehabilitation providers, businesses, families and students with disabilities to implement ESSE. The ESSE philosophy is that all persons, regardless of disability, are able to be employed and be successful, active, participating members of their communities. The ESSE program starts two years prior to the student exiting high school through the identification of students and assistance and encouragement to apply for services under DVR and DDDS. The program offers students an opportunity to gain exposure to work in the community and assists them with learning and retaining employment related skills. It provides a more seamless transition from school to work and alleviates student and family stress during the transition to life after high school. (Page 286)
3. Expand opportunities for students to transition from school to work. Transition students and youth served by DVR have a wide range of disabilities and vocational needs. They require quality training programs that focus on careers available in the labor market in order to get employment.
• Support training for school to careers transition counselors to enable them to meet the unique needs of youth with disabilities.
• Work with the Department of Education and the Division of Developmental Disabilities Services to provide supported employment to common clients under the Early Start to Supported Employment program.  (Page 291)
In the fall of 2012, DVR and the Delaware Department of Education collaborated with Goodwill of Delaware, Christiana Care Network, and Red Clay School District to pilot Project SEARCH in Delaware. DVR published a Request for Proposal for both SEARCH sites beginning in the fall of 2014. Contracts were awarded and services implemented in August of 2014. Community Integrated Services and Autism Delaware, Productive Opportunities for Work and Recreation (POW&R) jointly provide Project SEARCH programming for both Bayhealth Medical Center in Kent County and Christiana Care Network in New Castle County, collaborating with Dover and Red Clay school districts. A second Project SEARCH site began in the fall of 2014 in Kent County Delaware, at Bayhealth Medical Center. (Page 298)
 

Work Incentives & Benefits

~~Delaware Department of Labor Division of Vocational Rehabilitation (DVR) Weakness Assessment. DVR’s focus is to help Delawareans with disabilities overcome barriers to employment. The employment gap between Delawareans with and without disabilities is 38.7% and research suggests that a best practice to close this gap is Career Pathways focused counseling strategies, which DVR will be implementing. (Page 30)
Core programming for DVR consumers centers around individualized plans for employment for each consumer that use Career Pathways counseling and assessments and OOLMI data and business/educational partnerships that allow for and support the employment of all eligible DVR consumers towards meaningful integrated employment. DVR is working with core partners to develop a single referral process so clients can access multiple support services simultaneously to assist in completing training and employment goals. (Page 49)
DVR is employing Career Pathways counseling strategies as both an assessment and planning tool for every consumer moving forward. Recognized certificates and credentials are integral parts of consumer’s plans for employment. DVR is working with our training and education providers to insure that wherever possible, certificated and credentialed post–secondary education happens. Pease also refer to our state plan. (Page 59)
D.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program;
E.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) (Page 108)
a.    Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; ( Page 140)
Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. DVR has provided overview training on developing career pathways as a counseling technique and the use of the DET’s Joblink program to all DVR staff. DVR, through the Job Driven Vocational Rehabilitation Technical Assistance Program, is piloting a project in one field office where staff is getting additional training and support for implementing the career pathways process. (Page 281)
28. Eligible youth programs will provide: WIOA requires: a. Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; b. Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted; c. Preparation for postsecondary educational and training opportunities; d. Strong linkages between academic instruction and occupational education that lead to the attainment of recognized postsecondary credentials; e. Preparation for unsubsidized employment opportunities, in appropriate cases; f. Activities leading to the attainment of a secondary school diploma or its recognized equivalent, or a recognized postsecondary credential; g. Effective connections to employers, including small employers, in in-demand industry sectors and occupations of the local and regional labor markets. (Page 164-165)
A.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 183)
B.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) and that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted pursuant to subparagraph (A), except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 184)
How the program will coordinate with other entities to support supplemental services needed by participants to successful complete their studies;
16.  The program’s history in maintaining a high quality information management system that can report measurable participant outcomes and monitor program progress;
17.  Is the program located in an area with a demonstrated need for additional English language acquisition and civics education programs based on valid and reliable data;
18.  How the program will meet the State adjusted levels of performance and how data will be collected to report on performance indicators;
19.  How the program will coordinate with other entities including the Delaware Division of Vocational Rehabilitation, to support individuals with disabilities in the completion of their goals; Services to be provided through Title II RFP Process Applicants will also have to describe the types of services they wish to offer and the strategies they will use to deliver the services. The services required for funding consideration are:
• Appropriate contextualized instruction, including critical thinking skills, focusing on reading, numeracy and writing content areas as described in the National Reporting System guidance for eligible participants based on entry assessment scores. Instruction will be available for grade level 0 – 12.9. (Page 238)
The DDOE uses funds available under Section 222(a)2 to support the required leadership activities described in Section 223. No more than 12.5% of the state’s AEFLA allocation will be allocated to fund these activities. (1) To support the required activities under Section 223(a)(1)(A), DDOE will work with core programs and one-stop partners to align services in support of the state’s workforce development plan. This coordination will include but not be limited to: the development of career pathways to provide access to employment and training services for ABE and ESL students in adult education programs; alignment of assessments; seamless interagency referrals; and cross training of staff regarding partner services. (Page 241)
*     DVR does a great job at transition services and PETS. Continue to look for opportunities to serve students with unique, innovative programs to support students in career pathways.
*    Representative or DVR counselor attend the IEP meeting. Expand Project Search to Sussex County.
*    Wished Voc Rehab coordinated with Special Educators to host WIOA transition workshops during school day. Youth self–advocates need to be included.
*     Please see comment above re: data driving funding allocations. Transition is so very important and more than 7 transition counselors are necessary to allow every student a chance to transition into work/secondary education.
*    Transition services are restricted by the DOE’s counselors in high school by lack of understanding of career path services for students vs college oriented advisement.
*     I wonder how many disabled students in the school systems could benefit from VR services. The identified 1000 is good. Increased numbers of services provided is very good.
*     Provide workshop and conference information and materials to counselors, school resource personnel through organizations such as DE NASW (National Association of Social Workers) and the Mental Health Association.
Goal: 4 presentations per year. (Page 247)
Agency Response: DVR agrees with this recommendation. DVR recognizes that adults with disabilities, including adults with acquired physical disabilities, will continue to require services. The majority of DVR’s counselors have served, and will continue to serve, adults with disabilities. As part of DVR’s initiative to bring Career Pathways focused counseling throughout the agency, DVR counselors will be trained about how to use Career Pathways with adults with acquired disabilities. The concept of multiple entrance and exit points in Career Pathways is particularly relevant as individuals with acquired physical disabilities frequently have transferable skills that will enable them to move elsewhere in the career cluster or to a non–entry–level position on another Career Pathway. (Page 248)
It was determined that certain consumer groups and certain geographic areas had additional service needs; therefore, in May 2014 a supplemental RFP for supported employment, and job placement services with ASL was advertised. Seven proposals were received with three specifically to serve counties with fewer providers for consumers. As a result of successful negotiations DVR increased community based service providers to 50 statewide. It has been determined that an additional supplemental RFP be published in late 2015 or early 2016 to increase both competitive and supported employment services to meet the diverse needs of consumers and increase capacity. The RFP is intended to seek services that reflect the WIOA. (Page 258)
The DVR in-house Business Relations Unit will utilize labor market information and work with businesses to identify those jobs considered in-demand and high growth sectors. This information will be provided to DVR counselors for developing career pathways in addition to creating training and work opportunities for individuals with disabilities. In partnership with business, DVR will gather real-time labor market information based on current conditions, industry and skills segments to identify workforce needs and supports and align credentialed training with community programs to meet those needs and demands. (Page 262)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
DVR is providing training to all staff to assist with understanding the labor market. At a recent, agency–wide program, staff received training regarding Career Pathways and how to use pathways established through the Division of Employment and Training to assist individuals with disabilities to identify career goals and the steps and certifications necessary to reach short–term and long–term employment goals. (Page 271)
The Division, with technical assistance from the Division of Employment and Training and the JDVRTAC, is working towards the development and structural growth to engage career pathways into our business process. This philosophical shift in services and business process will involve training our VR Counselors in WIOA and agency shared expectations. There is also mass email distribution to staff, when publications and webinars are available and applicable to their work, through our national resource centers such as the Institute for Community Inclusion, Commission on Rehabilitation Counselor Certification, etc. (Page 272)
The SRC noted that many of the transition services offered by school counselors focus on preparation for college. Students who are not college–bound need assistance in identifying career pathways and plans to achieve the required experiences and training both as part of their educational experience and through DVR services. DVR is training the DVR staff about career pathway–focused planning and working with the Delaware Department of Labor, Division of Employment and Training to increase access to the credential–bearing programs that lead to employment in Delaware. DVR is also working with the community rehabilitation programs to develop industry–recognized credentials as the end–product of training programs. (Page 277)
Identify, at minimum, one new referral source annually and provide outreach presentations at least semi-annually.
2.   Work with the Division of Services for Aging and Adults with Physical Disabilities to create Supported Employment follow along funding for individuals with physical/orthopedic disabilities who have most significant disabilities.
3.    In the absence of identified follow-along through DSAAPD, utilize DVR funding to provide extended follow-along for individuals with physical/orthopedic disabilities who have most significant disabilities for up to four years.
GOAL 5: Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. (Page 281)
In FY 2016, DVR implemented a focus on career pathways for all DVR consumers. Implementation included agency–wide training on what career pathways are and how to include career pathways information in vocational rehabilitation counseling and guidance. DVR is also improving its vocational evaluation process to help consumers, including transition students and youth, identify short and long–term vocational goals. Career pathways and informed choice are key to assisting students and youth to identify steps in building the credentials to meet their goals. Programs at the postsecondary level, both at community rehabilitation facilities and postsecondary education institutions, are being given DVR support to develop and offer industry–recognized credentials that coordinate with career pathways in the local economies. (Page 288)
DVR holds quarterly meetings with the community rehabilitation programs to review accomplishments and identify ways to improve effectiveness. The division is helping the community rehabilitation programs to understand anticipated changes that will be forthcoming under the WIOA regulations. In incorporating WIOA and the move towards implementing the use of career pathways, DVR is moving away from programs that offer certificates of completion towards programs that offer national industry–recognized credentials and is in the process of incorporating the requirement of industry–recognized credentials to the fullest extent possible. For occupations for which there are no nationally recognized credentials, DVR, in conjunction with businesses, education and training providers, and WIOA partners, towards the development of local, industry–recognized standards and credentials. (Page 289)
The Career & Technical Education and STEM Initiatives workgroup provides leadership and technical assistance in an ongoing effort to meet or exceed the state’s adjusted levels of performance. Delaware career and technical education programs at the secondary level must meet the career and technical education requirements under Title 14, Section 525 (Appendix A) and align with the career pathway requirement under Title 14, Section 505 (Appendix B) of the Delaware Administrative Code. Further, all programs must be approved by the State and appear on the state-approved course list for the applicable funding period. Secondary programs of study will meet state and/or nationally developed standards and apprentice related-training programs will follow applicable State apprentice training requirements under Title 19, Section 1100 of the Delaware Administrative Code. Community college programs must be approved by the Board of Trustees at the Delaware Technical Community College. (Page 367)
 

Employer/ Business

~~While individuals with unidentified disabilities usually receive services within the general population due to personal choice, when disabilities are identified specific services are available. DOL–DET is a Ticket to Work Employment Network provider. Through signage, videos and discussion with one stop staff, individuals who are receiving social security and want to learn more about this program with are offered an initial assessment with a case manager. (Page 153)
MSFW’s will have access to the full array of employment and training services available at the American Job Centers, the Mobile One Stop(MOS) on line services and or through the NJFP partner at a community based partner site to be determined. MSFW’s are entered in the Delaware employment network, Delaware JobLink upon notice of their arrival from the agricultural growers and registered by the SMA. At this point of entry employment service delivery begins. (Page 230)
Under the Ticket–To–Work Initiative, DVR has contacted all Employment Networks (EN) that have agreed to serve Delaware. Currently, eight community rehabilitation facilities contracted through DVR are registered as ENs. The Delaware Department of Labor’s Division of Employment and Training became registered as an EN in 2011 and began receiving Ticket to Work referrals. (Page 259)
 

511

~~III (b) (1) (B) Data Collection. Presently, the data–collection and reporting processes for the WIOA core programs is not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 68)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. (Page 146)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 148)
 

Mental Health

~~Section 188 of the Workforce Investment Act of 1998 (WIA), which prohibits discrimination against all individuals in the United States on the basis of race, color, religion, sex, national origin, age, disability, political affiliation or belief, and against beneficiaries on the basis of either citizenship/status as a lawfully admitted immigrant authorized to work in the United States or participation in any WIOA Title I financially assisted program or activity;
Title VII of the Civil Rights Act of 1964, as amended, which prohibits discrimination on the bases of race, color and national origin; Section 504 of the Rehabilitation Act of 1973, as amended, which prohibits discrimination against individuals with disabilities; (Page 97 )
2. All proposals funded through this Request for Proposal (RFP), when viewed in their entirety, will be readily accessible to disabled individuals and will conform with all non-discrimination and Equal Opportunity laws and regulations covered by Section 188 of the Workforce Innovation and Opportunity Act.
3. All proposers must establish linkages with other state and community agencies in order to assure the delivery of services indicated above. (Page 112)
 

Policies and Initiatives

Displaying 41 - 50 of 65

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Pathways to Employment

“Pathways to Employment is a program designed to support low-income teens and young adults with disabilities in Delaware who want to work. Services available through Pathways to Employment include: •Employment Navigator •Career Exploration and Assessment •Supported Employment - Individual •Supported Employment - Small Group •Benefits Counseling •Financial Coaching •Non-Medical Transportation •Personal Care (including a self-directed component) •Orientation, Mobility, Assistive Technology”

Systems
  • Other
Topics
  • Asset Development / Financial Capability

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health

Early Start to Supported Employment Handbook

Early Start to Supported Employment” (ESSE) is intended to create a more seamless transition for students leaving school and entering the adult workforce. The outcome of paid work with post-school supports in place before the student leaves school is the primary goal of ESSE…. Purpose: -Support a seamless transition for students into supported employment upon exiting secondary education (high school). -Alleviate student and family stress during the difficult transition from school to an unknown adult life.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
Topics
  • Customized Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Community Support Services Program Provider Certification Manual

This manual contains the standards by which the Division of Substance Abuse and Mental Health (DSAMH) certifies Intensive Care Management (ICM) programs for persons with psychiatric disabilities. Certification is required for provider enrollment with the Division of Social Services, Delaware Division of Medicaid and Medical Assistance (DMMA) Program for Medicaid reimbursement through the rehabilitative services option of Title XIX of the Social Security Amendments.

Systems
  • Department of Mental Health
  • Medicaid Agencies
Topics
  • Mental Health

Delaware IEP Details

An IEP is developed to meet the individualized needs of each student. The educational services are provided at no cost to the family. The federal Individuals with Disabilities Education Act (IDEA) governs the rules for IEPs in every state. In addition, Delaware also has its own set of regulations with which the IEP process must comply. Every IEP must include: -A thorough analysis of how the student is presently performing in school -The student’s educational goals -A list of services the student will receive, including how often and for how long -Transition services for students of transition age -Any accommodations, supports, and services needed for the child to be successful in the general education curriculum -Whether the child will participate in the state wide assessment with/without accommodations -The extent to which an eligible school aged child will be included in the general education environments The extent to which an eligible preschool aged child will be included in natural environments

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Delaware Division for the Visually Impaired and Employment First

In implementing Employment First as a priority, we continue to examine state systems, such as our own Delaware Industries for the Blind, in shifting from a segregated facility- based model of employment to an integrated and inclusive business through strategic partnerships with other agencies and non-profits

Systems
  • Department of Rehabilitation Services
Topics
  • Segregated Day & Employment Services
  • Cross-Agency Collaboration / Partnerships

Employment First Oversight Commission Report FY 2015

Delaware’s Employment First At (H.B. 319) was signed by Governor Markell on July 16, 2012. This legislation promotes the right that all persons with disabilities have the opportunity for competitive employment and establishes the Employment First Oversight Commission…under the State Council for Persons with Disabilities (SCPD)….The following is a highlight of EFOC activities in FY 15.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Mental Health
  • Segregated Day & Employment Services
  • Provider Transformation
  • Cross-Agency Collaboration / Partnerships
  • Data Sharing

Vocational Rehabilitation - Mental Health Agency Partnership:

The Delaware Division of Vocational Rehabilitation (DVR) and the Delaware Division of Substance Abuse and Mental Health (DSAMH) have been collaborating to provide supported employment (SE) services and supports to individuals with mental illness (MI) for several years in an intensive fashion. In 2006-2007, the partnership intended to jointly implement Evidence-Based Practice (EBP) Supported Employment (SE) programs in the 4 service areas of the state as part of the Johnson and Johnson – Dartmouth Community Mental Health Program. For a variety of reasons, this partnership ended before full implementation. Subsequently DVR contracted with the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston to assist DSAMH and DVR in building on that start using braided funding from the two agencies. Since that time DVR has continued to build up the employment system for MH clients in DE and has been the primary intervention agent for this change. This represents an assertive approach that an SVRA can take to encourage, promote, fund, and advocate for its MH system partner to create more employment opportunities for joint clients.

Systems
  • Department of Rehabilitation Services
  • Department of Mental Health
  • Other
Topics
  • Mental Health
  • Provider Transformation
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging
Displaying 1 - 8 of 8

House Bill 370 AN ACT TO AMEND TITLE 19 OF THE DELAWARE CODE RELATING TO EMPLOYMENT PRACTICES - 09/04/2018

~~“This Bill adds the Secretary of the Department of Human Resources and the Executive Director of Delaware CLASI or their designees to the Employment First Oversight Commission (hereinafter “EFOC”). The Bill also allows non-Delaware residents who work in Delaware for an employment agency that advocates or represents disabled individuals to participate on the EFOC. Finally, the Bill eliminates the prohibition on appointment of state employees to the EFOC under § 745 (1).” Signed into law 9/4/18

Systems
  • Other
Topics
  • Cross-Agency Collaboration / Partnerships

Senate Concurrent Resolution 70 CREATING A MEDICAID BUY-IN STUDY GROUP. - 06/28/2018

~~This Senate Concurrent Resolution creates a Medicaid Buy-In Study Group to study the adoption of an expanded Medicaid Buy-In program that would allow Delawareans with incomes above 138% of the Federal Poverty Level to purchase insurance coverage through the Medicaid program.

Systems
  • Medicaid Agencies
  • Other
Topics
  • Home and Community Based Services (HCBS)

Delaware Regulations, Title 14:900: 925 - 11/13/2017

~~“925 Children with Disabilities Subpart D, Evaluations, Eligibility Determination, Individualized Education Programs:Non-regulatory note: Some sections of this regulation are shown in italics. Federal law requires that the Delaware Department of Education identify in writing any Delaware rule, regulation or policy that is a state-imposed requirement rather than a federal requirement (see 20 USC §14079(a)(2)). The italicized portions of this regulation are Delaware-imposed requirements for the education of children with disabilities and are not specifically required by federal special education law and regulations….20.2 Transition services: Beginning with the earlier of the first IEP to be in effect when the child turns fourteen (14) or enters the eighth (8th) grade, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:20.2.1 Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and20.2.2 The transition services and activities (including courses of study) needed to assist the child in reaching those goals.20.2.2.1 The IEP team shall discuss employment options with children and parents consistent with Delaware's Employment First Policy articulated by 19 Del.C. §743.” 

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Delaware SB 33 - 06/18/2015

This Act implements the legislative recommendations of the IEP Improvement Task Force created by the 147th General Assembly. The recommendations it implements are to: 1.Provide more detailed and helpful information to parents about their rights and resources in the IEP process; 2.Solicit the input of parents and children regarding the IEP process before IEP meetings occur; 3.Provide advance notice to parents and children of documents that will be discussed at IEP meetings; 4.Require the facilitation of parent councils to provide peer support for the parents of students with disabilities; 5.Ensure that teachers, staff, and contract employees do not suffer retaliation for offering their candid opinions during the IEP process; 6.Ensure that employment planning during the IEP process is consistent with Delaware’s employment first policy; 7.Require a robust annual survey of parents and children to ensure that school districts and charter schools are adhering to state and federal law with respect to the IEP process. 8.Ensure that charter schools are attentive to their responsibilities and available resources with respect to students with disabilities. 9.Require that the Department of Education report to the General Assembly on the status of and possible alternatives to the IEP Plus computer system, which has been an impediment to the preparation of IEPs by teachers, staff, and contractors.

Systems
  • Department of Education
Topics
  • School-to-Work Transition
Citations

Delaware HB 60 - 06/10/2015

"This bill creates an Achieving a Better Life Experience (“ABLE”) Program in Delaware, to implement federal legislation enabling the creation of savings accounts with tax advantages similar to 529 accounts, designed to be used by persons with disabilities to save for qualifying disability and education related expenses."

Systems
  • Other
Topics
  • Asset Development / Financial Capability
Citations

DE Employment First Oversight Commission - 07/16/2012

An Employment First Oversight Commission, under the purview of the State Council for Persons with Disabilities, shall be established and “shall facilitate the full, effective and timely implementation of this Act.” This “Commission shall consist of 11 members, who are residents of this State,” including:

“(1) Four members who are persons with a disability and who are knowledgeable of disability issues and who are not state employees, one of which shall be a veteran and one of which shall be a member of the State Council for Persons with Disabilities, … (2) one member who is experienced with employment service programs and who is not a state employee and who shall be appointed by the Speaker of the House of Representatives; (3) a representative of the Division of Industrial Affairs, appointed by the Secretary of Labor; (4) a representative of the Division of Vocational Rehabilitation, appointed by the Secretary of Labor; (5) the Secretary of Education or a designee appointed by the Secretary; (6) the Secretary of Health and Social Services or a designee appointed by the Secretary; (7) the Director of the Division of Developmental Disabilities Services or a designee appointed by the Director; and (8) the Chair of the Developmental Disabilities Council or a designee appointed by the Chair.”

 
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Cross-Agency Collaboration / Partnerships
  • Data Sharing

DE Employment First Act (HB 319) amended by House Amendment Number 1 - 07/16/2012

“House Bill 319 would require state agencies that provide services to persons with disabilities consider, as their first option, employment in an integrated setting for persons with disabilities. The bill also establishes an Employment First Oversight Commission as part of the State Council for Persons with Disabilities to review goals and objectives and prepare an annual report.”

“All persons with disabilities, including veterans with service-connected disabilities, have a right to the opportunity for competitive employment. To promote the realization of this right, this bill creates the Employment First Act. The Act requires that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities. The Act does not require an employer to give preference to hiring persons with disabilities."

“This Act further establishes an Employment First Oversight Commission as part of the State Council for Persons with Disabilities. The Commission reviews measurable goals and objectives as submitted to it by each relevant state agency to ensure implementation of the Act. The Commission tracks the measurable progress of state agencies in implementing the Act. The Commission prepares an annual report as part of the annual report submitted by the State Council for Persons with Disabilities to the Governor and the General Assembly. The report details progress made toward the goals and objectives as well as strategies and policies to help realize the employment first initiative.”

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Persons With Disabilities Employment Protections Act

“This subchapter is intended to encourage and enable qualified persons with disabilities to engage in remunerative employment which is sought by them in good faith. The General Assembly finds that the practice of employment discrimination based on disability is contrary to the public interest and the principles of freedom and equality of opportunity.”

 

Systems
  • Other
Topics
  • Employer Engagement
  • Provider Transformation

No Executive Orders have been entered for this state.

Displaying 11 - 20 of 20

Governor’s Advisory Council for Exceptional Citizens FY 2016 Annual Report - 01/01/2017

~~“This year council and staff at the Governor’s Advisory Council for Exceptional Citizens (GACEC) was pleased to work with other disability advocates and organizations to assist in organizing and planning of the Americans With Disabilities Act 25th Anniversary celebration that was held in Dover in July 2015. We had over 40 vendors participate in the parade and many vendors display their materials as well.

The GACEC worked with the Developmental Disabilities Council (DDC) and the State Council for Persons with Disabilities (SCPD) in preparation for the Joint Retreat which was held in April 2016. We held focus groups throughout the state as well as webinars to gather input from a variety of stakeholders that will help the three Councils understand where we still have barriers. We were pleased to have Attorney General Matthew Denn kick off the day.

We worked collaboratively for countless hours with the DDC and many other Disability Advocates throughout the state on the Supported Decision Making Bill.”

Systems
  • Department of Education
  • Other

Delaware Disability Mentoring Day Expansion - 08/25/2015

In a sign of the increasing interest in employment opportunities for young people with disabilities, Delaware's Disability Mentoring Day for the first time this year will expand to host sites in each of the three counties for a day of job networking and discovering careers. For the previous six years, Disability Mentoring Day has been hosted by the University of Delaware Center for Disabilities Studies, with the Delaware Department of Labor's Division of Vocational Rehabilitation helping to identify students

Systems
  • Department of Rehabilitation Services
  • Other
Topics
  • School-to-Work Transition

Delaware Disability Mentoring Day Expansion - 08/25/2015

In a sign of the increasing interest in employment opportunities for young people with disabilities, Delaware's Disability Mentoring Day for the first time this year will expand to host sites in each of the three counties for a day of job networking and discovering careers.

For the previous six years, Disability Mentoring Day has been hosted by the University of Delaware Center for Disabilities Studies, with the Delaware Department of Labor's Division of Vocational Rehabilitation helping to identify students

Systems
  • Department of Rehabilitation Services
Topics
  • School-to-Work Transition

DE A Better Bottom Line: Employing People with Disabilities - 08/13/2013

Governor Jack Markell spearheaded an initiative at the National Governor’s Association called, “A Better Bottom Line: Employing People with Disabilities.” Governor Markell released a blueprint for governors from this year-long study on policy recommendations to improve employment outcomes for people with disabilities. The goal is to integrate people with disabilities into the workforce.

Systems
  • Other
Topics
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

“RespectAbility: Delaware and Jobs for PWDs” Delaware Employment Resources Rebalancing Initiative (ERRI)

“The Commission and the State of Delaware also received the opportunity to participate as one of the six states in Employment Resources Rebalancing Initiative (ERRI) and Vision Quest Initiative in 2014, whereby a consultant was available to the state’s Employment First Workgroup and a separate Vision Quest local and national consulting group in evaluating current systems, policies, and practices in Delaware to determine if they are in alignment with the employment first priority.”

Systems
  • Other
Topics
  • Home and Community Based Services (HCBS)
  • Provider Transformation
  • Resource Leveraging

Delaware Governor’s Advisory Council for Exceptional Citizens FY 2015 Annual Report

In accordance with CFR 300.650 (b), the Council serves as the State Advisory Panel for the Individuals with Disabilities Education Act (IDEA) and its amendments.   1. Delaware Code: Title 14, Chapter 31, Sub. Sec. 3111  2. Federal Statute: Individuals with Disabilities Education Act (IDEA) and its amendments The State Advisory Panel will: "...advise(s) the state educational agency of unmet needs within the state in the education of children with disabilities; comment(s) publicly on any rules or regulations proposed for issuance by the state regarding the education of children with disabilities and the procedures for distribution of funds under this part; and assist(s) the state in developing and reporting such data and evaluations as may assist the Secretary under Section 618..." 3. Delaware Code: Title 14, Chapter 24, subsection 2408   
Systems
  • Department of Education
  • Other
Topics
  • School-to-Work Transition
  • Employer Engagement

DE Employment First Oversight Commission Report FY 2013-FY 2014

“Delaware’s Employment First Act (H.B. 319) was signed by Governor Markell on July 16, 2012.  It promotes the right that all persons with disabilities have the opportunity for competitive employment and establishes the Employment First Oversight Commission (hereafter referred to as “Commission”) under the State Council for Persons with Disabilities (SCPD).

“The Act recites that it is the policy of this State that competitive employment in an integrated setting shall be considered its first and priority option for people who are of working age, including people with disabilities. All state agencies that provide services and support to persons with disabilities shall follow this policy and ensure that it is effectively implemented in their programs and services. Competitive employment means work in the competitive labor market that is performed on a full-time or part-time basis in an integrated setting and for which a person with a disability is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by persons without disabilities.”

 

 
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

DE Pathways to Employment

“Pathways to Employment, a program now under development in Delaware, is designed to support low-income persons with disabilities who wish to work. The program is a result of an initiative launched by Governor Jack Markell while Chairman of the National Governors Association to improve employment opportunities for individuals with disabilities."

“In February 2014, Delaware submitted an application to the Centers for Medicare & Medicaid Services for a 1915(i) Medicaid State Plan amendment to establish the Pathways program. This amendment will enable the State to provide employment supports to qualified individuals. In its initial phase, Pathways to Employment will target teens and young adults (aged 14 to 25) with disabilities to help them get prepared for and find jobs."

“Pathways to Employment is expected to begin operation in Spring 2015.”

 

 
Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
Topics
  • School-to-Work Transition
  • Asset Development / Financial Capability
  • Resource Leveraging

DE Division of Developmental Disabilities Services Employment First Statement

“The Division of Developmental Disabilities Services affirms that employment and participation in their communities is an important part of the lives of the individuals it serves. Further, the Division believes that employment in the community should be the first service option considered for individuals. In support of this belief, the Division has set a goal of increasing community employment for individuals receiving Center Based Day Program services.   “To that end, Day Program service plans shall be required to address the advancement of individuals towards meaningful participation and employment in their communities. It is the responsibility of the Day Programs funded by the Division to work in collaboration with the relevant Residential Programs and families, to develop these support plans.” 

 

 

 

Systems
  • Department of Intellectual and Developmental Disabilities
Topics
  • Home and Community Based Services (HCBS)
  • Segregated Day & Employment Services
Displaying 11 - 11 of 11

Delaware Governor’s Advisory Council for Exceptional Citizens FY 2015 Annual Report

The membership of the State advisory panel must consist of members  appointed by the Governor, or any other official authorized under State law to make these appointments, that is representative of the State population and that is composed of individuals involved in, or concerned with the education of children with disabilities  including:   Parents of children with disabilities (ages birth through 26); 2.  Individuals with disabilities; 3. Teachers; 4. Representatives of institutions of higher education that prepare special education and related services personnel; 5. State and local education officials, including officials who carry out activities under subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et eq.); 6. Administrators of programs for children with disabilities; 7. Representatives of other State agencies involved in the financing or delivery of related services to children with disabilities; 8. Representatives of private schools and public charter schools; 9. Not less than one representative of a vocational, community, or business organization concerned with the provision of transition services to children with disabilities; 10. A Representative from the State child welfare agency responsible for foster care; and 11.Representatives from the State juvenile and adult corrections agencies  
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
  • Other
Topics
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
Displaying 1 - 3 of 3

TANF Policy Academy for Innovative Employment Strategies- Career Pathways (HHS 2018 ACF OFA FJ 1345) - 03/29/2018

~~“The Department of Health and Human Services, Administration for Children and Families - OFA in the income security and social services sector is offering a public funding opportunity titled "TANF Policy Academy for Innovative Employment Strategies- Career Pathways" and is now available to receive applicants.•Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.475.•This funding opportunity was created on Mar 29, 2018.•Applicants must submit their applications by May 29, 2018 Electronically submitted applications must be submitted no later than 1159 p.m., ET, on the listed application due date.•Each selected applicant is eligible to receive up to $125,000.00 in funding.•The number of recipients for this funding is limited to 4 candidate(s).•Eligible applicants include: State governments.” 

Systems
  • Other
Topics
  • Provider Transformation

DE Disability Employment Initiative - 12/15/2012

The Disability Employment Initiative (DEI) was a three-year federal grant-funded program to improve education, training, employment opportunities, and employment outcomes for youth who were unemployed, underemployed, and/or receiving Social Security disability benefits. In 2010, the Delaware Department of La or Division of Vocational Rehabilitation was awarded a Round 1 DEI grant from the U.S. Department of Labor’s Employment Training Administration.    The departments allocating staff to this project included the Department of Education, Division of Employment and Training, Department of Health and Human Services, Divisions of Developmental Disabilities Services, Substance Abuse and Mental Health, and Technical &Community Colleges.  The project ended in 2013.  
Systems
  • Department of Rehabilitation Services
  • Department of Mental Health
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Self-Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

Delaware Medicaid Money Follows the Person

“ The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA).   “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital) to an eligible residence in the community with available community services and supports.”  

 

Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
  • Other
Topics
  • Home and Community Based Services (HCBS)
  • Cross-Agency Collaboration / Partnerships
Displaying 1 - 7 of 7

Employment First: When Everyone Works, Everyone Wins - 02/05/2019

~~“Chronic unemployment and underemployment of persons with disabilities have huge social costs. According  to a June 2015 news release of the U.S. Bureau of Labor Statistics, in 2014 17.1 percent of persons with a disability were employed; in contrast, the employment-population ratio for those without a disability was 64.6 percent. (http://www.bls.gov/news.release/disabl.nr0.htm External Link , retrieved August 10, 2015.) Shocking? Yes, shocking — and unnecessary.Employment First is a philosophy and public policy in Delaware and many other states. Employment First means that competitive employment - the same kind of employment that most people have - should be the first choice for persons with disabilities. The Employment First Oversight Commission exists for the purpose of making that happen."

Systems
  • Other

Delaware Customized Employment: Evidence-Based Supported Employment Practices - 08/28/2008

This PowerPoint describes the various elements of Customized Employment, from the Discovery Phase, through Job Negotiation and Placement.

Systems
  • Other
Topics
  • Customized Employment
  • Provider Transformation

Early Start to Supported Employment Handbook

Early Start to Supported Employment” (ESSE) is intended to create a more seamless transition for students leaving school and entering the adult workforce. The outcome of paid work with post-school supports in place before the student leaves school is the primary goal of ESSE…. Purpose: -Support a seamless transition for students into supported employment upon exiting secondary education (high school). -Alleviate student and family stress during the difficult transition from school to an unknown adult life.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
Topics
  • Customized Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Community Support Services Program Provider Certification Manual

This manual contains the standards by which the Division of Substance Abuse and Mental Health (DSAMH) certifies Intensive Care Management (ICM) programs for persons with psychiatric disabilities. Certification is required for provider enrollment with the Division of Social Services, Delaware Division of Medicaid and Medical Assistance (DMMA) Program for Medicaid reimbursement through the rehabilitative services option of Title XIX of the Social Security Amendments.

Systems
  • Department of Mental Health
  • Medicaid Agencies
Topics
  • Mental Health

Delaware PROMISE - Services and Supports

This presentation serves as a practical guide for delivering services under Delaware's PROMISE (Promoting Optimal Mental Health for Individuals through Supports and Empowerment) section of Delaware's HCBS Waiver, focused on Mental Health related services. It states that, “PROMISE will offer community-based, recovery-oriented services, meeting needs identified in a person’s Recovery Plan, by providing specific key supports to enable individuals to live independently.” 

Systems
  • Department of Mental Health
  • Medicaid Agencies
  • Other
Topics
  • Customized Employment
  • Self-Employment
  • Mental Health
  • Home and Community Based Services (HCBS)
  • Employer Engagement
  • Provider Transformation

Delaware CHOICES Vocational Rehabilitation Services - Guide

This customer's guide for Delaware's Vocational Rehabilitation System includes detailed descriptions of the kinds of services available through the system, and the various provider agencies throughout the state. Customized Employment is one of the services that providers can list as available to customers.

Systems
  • Department of Rehabilitation Services
  • Department of Workforce Development
Topics
  • Customized Employment
  • Self-Employment
  • School-to-Work Transition
  • Mental Health
  • Employer Engagement
  • Provider Transformation

DE Employment Resources Rebalancing Initiative (ERRI)

“The Commission and the State of Delaware also received the opportunity to participate as one of the six states in Employment Resources Rebalancing Initiative (ERRI) and Vision Quest Initiative in 2014, whereby a consultant was available to the state’s Employment First Workgroup and a separate Vision Quest local and national consulting group in evaluating current systems, policies, and practices in Delaware to determine if they are in alignment with the employment first priority.”

 
Systems
  • Other
Topics
  • Asset Development / Financial Capability
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging
Displaying 1 - 2 of 2

U.S. v. Delaware – 11-CV-591 – (D. Del. 2010) - 07/06/2011

On July 6, 2011 the Division filed in District Court a Complaint and a simultaneous Settlement Agreement resolving its ADA Olmstead investigation into whether persons with mental illness in Delaware are being served in the most integrated settings appropriate to their needs and its CRIPA investigation into conditions of confinement at Delaware Psychiatric Center. The fundamental goals of the Agreement are: to ensure that people who are unnecessarily institutionalized, at the Delaware Psychiatric Center or other inpatient psychiatric facilities, can receive the treatment they need in the community; to ensure that when individuals go into mental health crisis, sufficient resources are available in the community so that they do not need to go unnecessarily to psychiatric hospitals or jails; and to ensure that people with mental illness who are living in the community are not forced to enter institutions because of the lack of stable housing and intensive treatment options in the community.

Systems
  • Other
Topics
  • Mental Health

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health
Displaying 11 - 14 of 14

DE Renewal DDDS (0009.R07.00) - 07/01/2014

~~Provides day habilitation, personal care, prevocational services, residential habilitation, respite, supported employment – individual, supported employment - small group, assistive technology, clinical consultation: behavioral, clinical consultation: nursing, community transition, home or vehicle accessibility adaptations, specialized medical equipment and supplies, supported living for individuals w/autism and ID ages 12 - no max age

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Medicaid State Plan

This page included the Delaware Medicaid state plan.  The state plan outlines the agreement between Delaware and the Federal government and describes how the state will administer its Medicaid program. More specifically it details how the state will follow Federal rules and details plans for claiming Federal matching funds for its program activities.  It also covers groups of individuals to be covered, services to be provided, methodologies for providers to be reimbursed and the administrative activities that are underway Delaware.

Systems
  • Medicaid Agencies
  • Other

DE Division of DD Services - Waiver Amendment Public Notice Attachment

A public notice on various definitions under Delaware's HCBS Waiver, including a (then proposed) revision of 'Supported Employment' to include 'Customized Employment.'

Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
Topics
  • Customized Employment
  • Self-Employment
  • Home and Community Based Services (HCBS)
  • Provider Transformation

States - Small Tablet

Snapshot

The First State of Delaware knows the value of Employment First for workers with disabilities to succeed at their careers and live independently in their communities.

State VR Rates and Services

A list of services offered by this state’s Vocational Rehabilitation agency, along with the standard rates paid for the performance of those services.

PDF icon Delaware’s VR Rates and Services

2017 State Population.
1.03%
Change from
2016 to 2017
961,939
2017 Number of people with disabilities (all disabilities, ages 18-64).
-6.8%
Change from
2016 to 2017
52,947
2017 Number of people with disabilities who are employed (all disabilities, ages 18-64).
-3.62%
Change from
2016 to 2017
19,576
2017 Percentage of working age people who are employed (all disabilities).
2.98%
Change from
2016 to 2017
36.97%
2017 Percentage of working age people who are employed (NO disabilities).
-3.2%
Change from
2016 to 2017
73.45%

State Data

General

2015 2016 2017
Population. 945,934 952,065 961,939
Number of people with disabilities (all disabilities, ages 18-64). 54,900 56,546 52,947
Number of people with disabilities who are employed (all disabilities, ages 18-64). 18,593 20,284 19,576
Number of people without disabilities who are employed (ages 18-64). 397,545 390,409 390,409
Percentage of working age people who are employed (all disabilities). 33.87% 35.87% 36.97%
Percentage of working age people who are employed (NO disabilities). 77.08% 75.80% 73.45%
State/National unemployment rate. 4.80% 4.40% 4.60%
Poverty Rate (all disabilities). 18.00% 14.30% 16.40%
Poverty Rate (NO disabilities). 11.70% 11.30% 13.20%
Number of males with disabilities (all ages). 55,775 55,020 46,977
Number of females with disabilities (all ages). 58,220 60,738 60,786
Number of Caucasians with disabilities (all ages). 81,503 84,119 83,996
Number of African Americans with disabilities (all ages). 25,162 23,889 17,976
Number of Hispanic/Latinos with disabilities (all ages). 6,722 7,611 4,602
Number of American Indians/Alaska Natives with disabilities (all ages). 912 871 760
Number of Asians with disabilities (all ages). 1,639 1,500 1,432
Number of Hawaiians/Pacific Islanders with disabilities (all ages). N/A N/A N/A
Number of persons of two or more races with disabilities (all ages) 2,842 2,634 2,705
Number of persons of some other race alone with disabilities (all ages) 1,905 2,315 894

 

SSA OUTCOMES

2015 2016 2017
Number of SSI recipients with disabilities who work. 937 953 1,051
Percentage of SSI recipients with disabilities who work relative to total SSI recipients with disabilities. 5.90% 6.00% 6.60%
Old Age Survivor and Disability Insurance (OASDI) recipients/workers with disabilities. 27,385 27,481 27,255

 

MENTAL HEALTH OUTCOMES

2015 2016 2017
Number of mental health services consumers who are employed. 1,072 997 644
Number of mental health services consumers who are part of the labor force (employed or actively looking for employment). 2,510 2,404 1,545
Number of adults served who have a known employment status. 5,056 4,747 3,420
Percentage of all state mental health agency consumers served in the community who are employed. 21.20% 21.00% 18.80%
Percentage of supported employment services evidence based practices (EBP). 0.20% 0.50% 0.30%
Percentage of supported housing services evidence based practices (EBP). 0.60% 0.70% 0.50%
Percentage of assertive community treatment services evidence based practices (EBP). 8.60% 10.70% 8.60%
Percentage of medications management evidence based practices (EBP). N/A N/A N/A
Number of evidence based practices (EBP) supported employment services. 14 34 17
Number of evidence based practices (EBP) supported housing services. 42 47 29
Number of evidence based practices (EBP) assertive community treatment services. 576 681 456
Number of evidence based practices (EBP) medications management. N/A N/A N/A

 

WAGNER PEYSER OUTCOMES

2013 2014 2015
Number of registered job seekers with a disability. 1,761 1,532 1,445
Proportion of registered job seekers with a disability. 0.03 0.03 0.03

 

WORKFORCE DEVELOPMENT OUTCOMES (ADULTS)

2013 2014 2015
Total number of people with a disability that is a substantial barrier to work served by Job Training and Partnership Act/Workforce Investment Act programs. 10 8 12
Total number of people with a disability that is a substantial barrier to work who entered unsubsidized employment. 7 6 7
Percentage of people with a disability that is a substantial barrier to work who entered unsubsidized employment relative to total the number of people with a disability that is a substantial barrier to work. 70.00% 75.00% 58.00%
Incidence rate of people with a disability that is a substantial barrier to work who entered unsubsidized employment per 100,000 individuals in the general state population. 0.76 0.63 0.74

 

VR OUTCOMES

2015 2016 2017
Total Number of people served under VR.
2,143
1,931
N/A
Number of people with visual impairments served under VR. 7 10 N/A
Number of people with communicative (hearing loss, deafness) impairments served under VR. 127 115 N/A
Number of people with physical impairments served under VR. 409 379 N/A
Number of people cognitive impairments served under VR. 678 623 N/A
Number of people psychosocial impairments served under VR. 770 630 N/A
Number of people with mental impairments served under VR. 152 174 N/A
Percentage of overall closures into employment under VR. 35.40% 42.30% N/A
Number of employment network (EN) and vocational rehabilitation (VR) tickets assigned. 1,444 2,171 2,020
Number of eligible ticket to work beneficiaries. 38,656 38,650 38,984
Total number of ID closures using supported employment services with or without Title VI-B funds expended (VI-C prior to 2002). 105 87 N/A
Total number of ID competitive labor market closures. 113 92 N/A

 

IDD OUTCOMES

2014 2015 2016
Dollars spent on day/employment services for integrated employment funding. $5,643,000 $4,657,000 $4,820,000
Dollars spent on day/employment services for facility-based work funding. $13,015,000 $10,919,000 $9,865,000
Dollars spent on day/employment services for facility-based non-work funding. $17,253,000 $17,728,000 $19,212,000
Dollars spent on day/employment services for community based non-work funding. $4,384,000 $4,115,000 $5,129,000
Percentage of people served in integrated employment. 26.00% 30.00% 30.00%
Number of people served in community based non-work. 265 192 187
Number of people served in facility based work. 575 506 523
Number of people served in facility based non-work. 647 730 724
Number supported in integrated employment per 100,000 individuals in the general state population. 58.10 65.50 66.70

 

EDUCATION OUTCOMES

2014 2015 2016
Percent of children with IEPs aged 6 through 21 served inside the regular class 80% or more of the day (Indicator 5a). 67.68% 66.18% 65.72%
Percent of children with IEPs aged 6 through 21 served inside the regular class less than 40% of the day (Indicator 5b). 15.10% 14.96% 14.96%
Percent of children with IEPs aged 6 through 21 served in separate schools, residential facilities, or homebound/hospital placements (Indicator 5c). 5.43% 5.64% 5.46%
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals (Indicator 13). 98.15% 99.23% 99.24%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education within one year of leaving high school (Indicator 14a). 62.86% 63.11% 49.47%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or competitively employed within one year of leaving high school (Indicator 14b). 78.68% 81.27% 92.59%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school (Indicator 14c). 82.64% 85.86% 86.20%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were competitively employed within one year of leaving high school (Subset of Indicator 14). 15.82% 18.16% 33.12%

 

ABILITYONE/JWOD PROGRAM

2014
Number of overall agency blind and SD hours. 394,160
Number of overall total blind and SD workers. 533
Number of AbilityOne blind and SD hours (products). 6,740
Number of AbilityOne blind and SD hours (services). 86,651
Number of AbilityOne blind and SD hours (combined). 93,391
Number of AbilityOne blind and SD workers (products). 4
Number of AbilityOne blind and SD workers (services). 99
Number of AbilityOne blind and SD workers (combined). 103
AbilityOne wages (products). $60,082
AbilityOne wages (services). $1,128,211

 

WAGE AND HOUR DIVISION: 14(c) CERTIFICATE-HOLDING ENTITIES OUTCOMES

2017 2018 2019
Number of 14(c) certificate-holding businesses. 0 0 0
Number of 14(c) certificate-holding school work experience programs (SWEPs). 0 0 0
Number of 14(c) certificate-holding community rehabilitation programs (CRPs). 2 2 0
Number of 14(c) certificate holding patient workers. 0 0 0
Total Number of 14(c) certificate holding entities. 2 2 0
Reported number of people with disabilities working under 14(c) certificate-holding businesses. 0 0 0
Reported number of people with disabilities working under 14 (c) certificate holding school work experience programs (SWEPs). 0 0 0
Reported number of people with disabilities working under 14(c) certificate holding community rehabilitation programs (CRPs). 547 547 0
Reported number of people with disabilities working under 14(c) certificate holding patient workers. 0 0 0
Total reported number of people with disabilities working under 14(c) certificate holding entities. 547 547 0

 

WIOA Profile

WIOA Profile

 

The material cited below is taken directly from each state’s plan for WIOA implementation. These sections of the state plan were selected because of their relevance to youth and adults with disabilities. However, all programs and services under WIOA must be physically and programmatically accessible to individuals with disabilities.

Employment First State Leadership Mentoring Program (EFSLMP)

~~DVR maintains ongoing relationships with several councils throughout the state that have missions related to individuals with disabilities including the State Council for Persons with Disabilities (SCPD), the Developmental Disabilities Council (DDC), the Governor’s Commission for Community Alternatives, the University of Delaware Center for Disability Studies, the Division of Substance Abuse and Mental Health, and the Governor’s Committee on Equal Employment Opportunity (GCEEO). These councils address issues of common concern to the disability community. DVR’s Director participates in the Governors Employment First Taskforce, which is responsible to monitor implementation of Delaware’s Employment First Legislation. DVR participates with the SCPD, a coordinating council for all disability–related councils throughout the State. DVR participates on the DDC including its Adult Issues committee. DVR participates in the Governor’s Task Force on Community Inclusion, a collaboration of state agencies, organizations and entities involved with issues relating to disabilities. (Page 249) 
• Delaware’s Employment First Initiative requiring that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities.
• Interagency collaboration for support and transition services to special populations. This group collaborates with Delaware’s Community of Practice on Secondary Transition for students with disabilities, which is supported initially by a grant from the federal Office of Special Education and Rehabilitation Services (OSERS), Department of Labor Division of Vocational Rehabilitation, and Division on Developmental Disabilities Services.
• Coordination and collaboration of CTE instructors, special education, and ELL staff in secondary school programs.
• Professional development opportunities in statewide conferences and forums on effective practices.
• Data analysis is used to identify effective programs that serve special populations in the most integrated settings possible. Programs requiring assistance to provide access and demonstrate success will also be identified.  (Page 383)
 

Customized Employment

~~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. The Division of Vocational Rehabilitation (DVR) has a strong relationship established with many transition stakeholders throughout the state. DVR collaborates with the Delaware Department of Education (DOE), including the Exceptional Children Resources and Career & Technical Education Work Groups as well as with the Local Education Agencies and Charter Schools. DVR continues to participate in the State and Regional Transition Councils, the Delaware Community of Practice on Transition and the DOE Cadre meetings. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). DVR and DOE, in collaboration with the Delaware Division for the Visually Impaired (DVI) and the Delaware Division of Developmental Disabilities Services (DDDS), plan and financially support the statewide Transition Conference which continues to draw over 600 attendees, nearly half of whom are transition students. In the spring of 2015, DVR and DOE held the semi–annual Customized Employment Bootcamp for school personnel, DVR staff, community rehabilitation program (CRP) staff and other state agency personnel. This is a long standing training program focused on employment strategies for working with individuals with disabilities, especially high school students and those requiring supported employment services. (Page 252)
DVR will assign a qualified Vocational Rehabilitation Counselor (VRC) to all school programs serving students from grades 9-12. The VRC will maintain a regular schedule with each of their schools to maintain a cooperative working relationship and the LEA/Charter will provide locations within the schools for the VRC to meet with students and staff for planning purposes. The VRC works with the student to explore career opportunities, discuss post-school goals, and collaborate with the schools to develop and implement additional vocationally related training and employment initiatives as needs of students are identified by the transition team. The VRC will also collaborate with schools to address the needs of youth with disabilities at risk of dropping out of school and provide outreach to students potentially eligible for DVR. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities and provide pre–employment transition services. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). The monthly cadre meetings and statewide transition meetings, in which all districts and VR Transition Staff are invited, (Page 257)       
DVR continues to work with the Division of Developmental Disabilities (DDDS) and the Division of Substance Abuse and Mental Health (DSAMH) to maintain good inter-agency relationships. DVR, DDDS and DSAMH have Memorandums of Understanding to address program integration, shared staff and employer training, customized employment, the overall shared serving of our mutual consumers and post-employment follow along services. The collaborative efforts with DDDS and DSAMH have enhanced integrated competitive employment and wrap around support services for persons with significant mental illness and cognitive disabilities statewide.
• The Division of Developmental Disabilities Services (DDDS) and DVR have a seamless continuum of service delivery of for supported employment clients from DVR to DDDS for follow-up and extended services and supports. DVR requires supported employment providers be approved DDDS providers and in compliance with annual training requirement per DDDS via Medicaid. On an semi-annual basis, staff training is provided through a Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. (Page 256)
Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. DVR provides funding to the SE provider (Page 265)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
*     DVR coordinates the Customized Employment Bootcamp training that is provided by George Tilson, Ed.D, formerly with TransCen, Inc., to provide job development and coaching training to front line staff at the community rehabilitation programs (CRP). The training program certifies staff providing services through the programs. The training was held once in 2015, training 20 CRP staff. Bi–monthly training work groups have been held with DVR, DDDS and CRP staff, along with Dr. Tilson, to determine training needs in Delaware and the capacity to increase the Bootcamp training. DVR is working with Dr. Tilson to develop a “Train the Trainer” component to the Bootcamp and offer it quarterly, increasing the capacity to 80–100 staff being trained per year. DVR works with the Department of Education, the Division of Developmental Disabilities Services, and the Division of Substance Abuse and Mental Health to fund and coordinate training through a SE Consortium of state agencies. (Page 299)                                                                    

Blending/ Braiding Resources

~~DDOE will determine the service area with the highest need for Integrated English Literacy and Civics Education services based on the number of individuals with English language acquisition needs according to American Community Survey/US Census and state data. The goal of the Integrated English Literacy and Civics Education Program will be to prepare the English Language Learner based on their individual needs and current skills for entry into an “in–demand” job and/or transition into postsecondary education and/or training for career advancement. The DDOE will continue its efforts with the DWDB, local vocational technical schools and the community college to develop career pathways for English Language Learners. The DDOE will offer technical assistance to programs regarding the braiding of funding from local, state, federal and private sources to support this type of program. (Page 239)
Individuals with disabilities served through other components of the statewide workforce investment system also participate in DVI. DVI has currently developed an agreement with the Division of Employment and Training, the sole contractor responsible for implementation of the Delaware Workforce Development Board’s Job Centers. Within this agreement DVI shall enroll all employment ready customers into the Delaware Job Link System to seek job matches, build resumes, and to improve upon the blending/braiding of systems/funding in Delaware with respect to workforce funding. In establishing the 2017-2018 State Plan it is undetermined and to what extent that individuals with visual impairments are benefitting from other components of the Statewide Workforce Development System. In establishing the combined State Plan DVI entered into a Memorandum of Understanding (MOU) with the Division of Employment and Training to track and share data on a quarterly basis of how many individuals are being referred between program partners and utilizing their services. (Page 333
 

DEI/Disability Resource Coordinators

~~No specific disability related information found.

Financial Literacy /Economic Advancement

~~A. Tutoring, study skills training, instruction, and evidence-based dropout prevention and recovery strategies that lead to completion of the requirements for a secondary school diploma or its recognized equivalent (including a recognized certificate of attendance or similar document for individuals with disabilities) or for a recognized postsecondary credential;
B. Alternative secondary school services, or dropout recovery services, as appropriate;
C. Paid and unpaid work experience that have as a component academic and occupational education, which may include –
i. summer employment opportunities and other employment opportunities available throughout the school year;
ii. pre-apprenticeship programs;
iii. internships and job shadowing; and
iv. on-the-job training opportunities
D. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations in the local are involved, if the local board determines that the programs meet the quality criteria described in section 123;
E. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
F. Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
G. Supportive services;
H. Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
I. Follow-up services for not less than 12 months after the completion of participation, as appropriate;
J. Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
K. Financial literacy education;
L. Entrepreneurial skills training;
M. Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services; and
N. Activities that help youth prepare for and transition to postsecondary education and training. (Page 100)
2.   Youth served will receive the following mandated program elements:
(e)  Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
(j)  Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral;
(k)  Financial literacy education; and
(m) Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration. All other mandated program elements are not required to be provided but the provider must demonstrate how the service options will be made available to all youth participants. The specific program services that are provided to each youth participant will be based on the participant’s objective assessment and individual service strategy. (Page 101)
 (ii) pre-apprenticeship programs;
(iii) internships and job shadowing; and
(iv) on-the-job training opportunities d. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations;
e.    Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
f.    Supportive services;
g.    Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
h.    Follow-up services for not less than 12 months after the completion of participation, as appropriate;
i.    Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
j.    Financial literacy education;
k.   Entrepreneurial skills training;
l.    Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services;
m.   Activities that help youth prepare for and transition to postsecondary education and training. n. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster. ( Page 165)
 

School to Work Transition

~~. Pre-Employment Transition Services projects For the past 2 year, DVR has worked with local provider agencies to develop programming related to the 5 core Pre-Employment Transition Services for transition students ages 14-21 potentially eligible for DVR. In the summer of 2015, DVR was able to offer 11 different programs related to work-based learning experience, career exploration and employment readiness training, and exposure to opportunities for higher education. In 2016, that initiative was expanded to 20 summer and school year programs. The collaboration among DVR, DOE, the LEAs and providers has been exceptional with everyone seeing the value of connecting students to these opportunities. There are many opportunities to monitor and evaluate the programs, both formally and informally. Staff from DVR and many of the schools take time to visit and observe the programs and students while participating. Agencies are required to provide students with pre- and post-testing as one way to evaluate program effectiveness. In addition, agencies are asked to collect information on each student participating and submit formal program reports upon completion of the program. These reports include individual student information and/or overall program evaluation summaries. In addition to the more formal documentation, anecdotal information is shared by students, school staff and family members who see the benefits students gain by participating in these programs. (Page 254)
There are a variety of factors which influence the referral process for students, including school staff not believing a student can work (low expectations, lack of understanding of adult services and supports available, etc.), families not supporting employment as a goal for their child (safety concerns, fear of losing benefits, lack of understanding of adult services and Supported Employment, low expectations etc.), students not choosing employment (limited or lack of exposure to career options, limited understanding of disability and support needs, lack of training in self-advocacy, etc.), and lack of CRP experience to provide SE services to individuals with the most significant disabilities (lack of training and/or experience). Goals and priorities for supported employment (SE) services include:
• expanding the reach of SE services to more students prior to them exiting from high school by providing more outreach to schools, students and families
• connecting students to adult services while still in school, thereby eliminating gaps in services,
• providing students opportunities to participate in assessments and career exploration activities (Page 258)
 

Career Pathways

~~The School to Work Transition Program at DVR consists of eight Transition Counselors and four Transition Assistants throughout the state. Each counselor is assigned to specific school districts, charters and non–public schools in order to ensure students with disabilities are receiving VR services prior to exiting from high school. VR Counselors work with the students, primarily in the schools, to develop their Individualized Plan for Employment and plan for services related to their post–high school employment goals and to provide students with career exploration and vocational counseling and guidance, including Pre–Employment Transition Services. In addition, VR Transition Counselors attend Individual Education Plan (IEP) meetings to explain services and make recommendations to assist the student, family and school staff with transition planning and career preparation. (Page 257)
In order to provide supported employment services throughout Delaware, DVR has cooperative agreements with the agency that serves individuals with significant mental illness, the Division of Substance Abuse and Mental Health (DSAMH), and with the agency that serves individuals with cognitive disabilities, the Division of Developmental Disabilities Services (DDDS). The agreements are monitored by workgroups that review the programs, identifying best practices and areas that need improvement. As delineated in the cooperative agreement, DVR and DDDS collaborate to provide supported employment services to transition–age students and youth and to adults with cognitive/developmental disabilities. The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The Department of Education, the Division of Developmental Disabilities Services and the Division of Vocational Rehabilitation have a cooperative agreements to reflect newly implemented effective practices. For individuals with cognitive disabilities, (Page 259)
Once DVR pays the final milestone at 90 days of employment, DDDS, through a community provider, assumes responsibility for the long-term follow-along extended services.
• The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The model has been refined since its inception in 2005, adding Customized Employment principles and working with providers to begin services earlier, in the year prior to the student’s exiting year. (Page 265)
In response to WIOA, DVR initiated Transition Youth Summer Pilot programs in the April 2015 through an informal RFP process highlighting the tenants of the Pre–Employment Transition Services legislation. Fourteen (14) proposals were received and eleven (11) contracts were awarded as a result. In June and July 2015 programming was implemented. Job training in customer service, culinary arts, retail sales and hospitality was provided, along with employability skills, within the context of paid summer internships for youth. An additional pre–college experience was afforded to participants. The summer pilot program targeted students with a disability, ages 14–21, enrolled in school, and who are likely to be potentially eligible for DVR services. This engaged students not previously served in integrated employment environments. The outcome of the pilot programs has been positive feedback from youth, their families, and providers along with host businesses. Based upon outcomes and impact DVR is exploring expansion of these services throughout the school year to enrolled students with a disability. DVR is exploring expansion of these services to meet the needs of out–of–school youth with a disability in 2016. (Page 258-259)
There is continued collaboration between DVR and Delaware Technical Community College (DTCC) in the initiative to provide intensive educational supports for graduating transition students enrolled in remedial programs at DTCC. The supported education project provides workshops in Math, English and Reading to transition youth, along with some additional specialized study skills training. Over the years, the initiative has grown from one campus to all of the four DTCC campuses statewide, and DVR has started a pilot program in New Castle County by identifying a College VR Counselor who works primarily on the Wilmington and Stanton campuses. This initiative began in August 2015 in order to provide additional VR supports to college students and allow the high school transition counselors to begin working with transition students prior to their Senior year. (Page 255)
Pursuant to section 603(d), DVR recognizes the requirement to reserve 50% of its supported employment allocation on transition–age consumers with the most significant disabilities and will achieve that requirement through the Early Start to Supported Employment program (ESSE). The Division of Vocational Rehabilitation, the Department of Education and the Division of Developmental Disabilities Services (DDDS) collaborate with the local education agencies, community rehabilitation providers, businesses, families and students with disabilities to implement ESSE. The ESSE philosophy is that all persons, regardless of disability, are able to be employed and be successful, active, participating members of their communities. The ESSE program starts two years prior to the student exiting high school through the identification of students and assistance and encouragement to apply for services under DVR and DDDS. The program offers students an opportunity to gain exposure to work in the community and assists them with learning and retaining employment related skills. It provides a more seamless transition from school to work and alleviates student and family stress during the transition to life after high school. (Page 286)
3. Expand opportunities for students to transition from school to work. Transition students and youth served by DVR have a wide range of disabilities and vocational needs. They require quality training programs that focus on careers available in the labor market in order to get employment.
• Support training for school to careers transition counselors to enable them to meet the unique needs of youth with disabilities.
• Work with the Department of Education and the Division of Developmental Disabilities Services to provide supported employment to common clients under the Early Start to Supported Employment program.  (Page 291)
In the fall of 2012, DVR and the Delaware Department of Education collaborated with Goodwill of Delaware, Christiana Care Network, and Red Clay School District to pilot Project SEARCH in Delaware. DVR published a Request for Proposal for both SEARCH sites beginning in the fall of 2014. Contracts were awarded and services implemented in August of 2014. Community Integrated Services and Autism Delaware, Productive Opportunities for Work and Recreation (POW&R) jointly provide Project SEARCH programming for both Bayhealth Medical Center in Kent County and Christiana Care Network in New Castle County, collaborating with Dover and Red Clay school districts. A second Project SEARCH site began in the fall of 2014 in Kent County Delaware, at Bayhealth Medical Center. (Page 298)
 

Work Incentives & Benefits

~~Delaware Department of Labor Division of Vocational Rehabilitation (DVR) Weakness Assessment. DVR’s focus is to help Delawareans with disabilities overcome barriers to employment. The employment gap between Delawareans with and without disabilities is 38.7% and research suggests that a best practice to close this gap is Career Pathways focused counseling strategies, which DVR will be implementing. (Page 30)
Core programming for DVR consumers centers around individualized plans for employment for each consumer that use Career Pathways counseling and assessments and OOLMI data and business/educational partnerships that allow for and support the employment of all eligible DVR consumers towards meaningful integrated employment. DVR is working with core partners to develop a single referral process so clients can access multiple support services simultaneously to assist in completing training and employment goals. (Page 49)
DVR is employing Career Pathways counseling strategies as both an assessment and planning tool for every consumer moving forward. Recognized certificates and credentials are integral parts of consumer’s plans for employment. DVR is working with our training and education providers to insure that wherever possible, certificated and credentialed post–secondary education happens. Pease also refer to our state plan. (Page 59)
D.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program;
E.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) (Page 108)
a.    Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; ( Page 140)
Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. DVR has provided overview training on developing career pathways as a counseling technique and the use of the DET’s Joblink program to all DVR staff. DVR, through the Job Driven Vocational Rehabilitation Technical Assistance Program, is piloting a project in one field office where staff is getting additional training and support for implementing the career pathways process. (Page 281)
28. Eligible youth programs will provide: WIOA requires: a. Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; b. Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted; c. Preparation for postsecondary educational and training opportunities; d. Strong linkages between academic instruction and occupational education that lead to the attainment of recognized postsecondary credentials; e. Preparation for unsubsidized employment opportunities, in appropriate cases; f. Activities leading to the attainment of a secondary school diploma or its recognized equivalent, or a recognized postsecondary credential; g. Effective connections to employers, including small employers, in in-demand industry sectors and occupations of the local and regional labor markets. (Page 164-165)
A.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 183)
B.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) and that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted pursuant to subparagraph (A), except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 184)
How the program will coordinate with other entities to support supplemental services needed by participants to successful complete their studies;
16.  The program’s history in maintaining a high quality information management system that can report measurable participant outcomes and monitor program progress;
17.  Is the program located in an area with a demonstrated need for additional English language acquisition and civics education programs based on valid and reliable data;
18.  How the program will meet the State adjusted levels of performance and how data will be collected to report on performance indicators;
19.  How the program will coordinate with other entities including the Delaware Division of Vocational Rehabilitation, to support individuals with disabilities in the completion of their goals; Services to be provided through Title II RFP Process Applicants will also have to describe the types of services they wish to offer and the strategies they will use to deliver the services. The services required for funding consideration are:
• Appropriate contextualized instruction, including critical thinking skills, focusing on reading, numeracy and writing content areas as described in the National Reporting System guidance for eligible participants based on entry assessment scores. Instruction will be available for grade level 0 – 12.9. (Page 238)
The DDOE uses funds available under Section 222(a)2 to support the required leadership activities described in Section 223. No more than 12.5% of the state’s AEFLA allocation will be allocated to fund these activities. (1) To support the required activities under Section 223(a)(1)(A), DDOE will work with core programs and one-stop partners to align services in support of the state’s workforce development plan. This coordination will include but not be limited to: the development of career pathways to provide access to employment and training services for ABE and ESL students in adult education programs; alignment of assessments; seamless interagency referrals; and cross training of staff regarding partner services. (Page 241)
*     DVR does a great job at transition services and PETS. Continue to look for opportunities to serve students with unique, innovative programs to support students in career pathways.
*    Representative or DVR counselor attend the IEP meeting. Expand Project Search to Sussex County.
*    Wished Voc Rehab coordinated with Special Educators to host WIOA transition workshops during school day. Youth self–advocates need to be included.
*     Please see comment above re: data driving funding allocations. Transition is so very important and more than 7 transition counselors are necessary to allow every student a chance to transition into work/secondary education.
*    Transition services are restricted by the DOE’s counselors in high school by lack of understanding of career path services for students vs college oriented advisement.
*     I wonder how many disabled students in the school systems could benefit from VR services. The identified 1000 is good. Increased numbers of services provided is very good.
*     Provide workshop and conference information and materials to counselors, school resource personnel through organizations such as DE NASW (National Association of Social Workers) and the Mental Health Association.
Goal: 4 presentations per year. (Page 247)
Agency Response: DVR agrees with this recommendation. DVR recognizes that adults with disabilities, including adults with acquired physical disabilities, will continue to require services. The majority of DVR’s counselors have served, and will continue to serve, adults with disabilities. As part of DVR’s initiative to bring Career Pathways focused counseling throughout the agency, DVR counselors will be trained about how to use Career Pathways with adults with acquired disabilities. The concept of multiple entrance and exit points in Career Pathways is particularly relevant as individuals with acquired physical disabilities frequently have transferable skills that will enable them to move elsewhere in the career cluster or to a non–entry–level position on another Career Pathway. (Page 248)
It was determined that certain consumer groups and certain geographic areas had additional service needs; therefore, in May 2014 a supplemental RFP for supported employment, and job placement services with ASL was advertised. Seven proposals were received with three specifically to serve counties with fewer providers for consumers. As a result of successful negotiations DVR increased community based service providers to 50 statewide. It has been determined that an additional supplemental RFP be published in late 2015 or early 2016 to increase both competitive and supported employment services to meet the diverse needs of consumers and increase capacity. The RFP is intended to seek services that reflect the WIOA. (Page 258)
The DVR in-house Business Relations Unit will utilize labor market information and work with businesses to identify those jobs considered in-demand and high growth sectors. This information will be provided to DVR counselors for developing career pathways in addition to creating training and work opportunities for individuals with disabilities. In partnership with business, DVR will gather real-time labor market information based on current conditions, industry and skills segments to identify workforce needs and supports and align credentialed training with community programs to meet those needs and demands. (Page 262)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
DVR is providing training to all staff to assist with understanding the labor market. At a recent, agency–wide program, staff received training regarding Career Pathways and how to use pathways established through the Division of Employment and Training to assist individuals with disabilities to identify career goals and the steps and certifications necessary to reach short–term and long–term employment goals. (Page 271)
The Division, with technical assistance from the Division of Employment and Training and the JDVRTAC, is working towards the development and structural growth to engage career pathways into our business process. This philosophical shift in services and business process will involve training our VR Counselors in WIOA and agency shared expectations. There is also mass email distribution to staff, when publications and webinars are available and applicable to their work, through our national resource centers such as the Institute for Community Inclusion, Commission on Rehabilitation Counselor Certification, etc. (Page 272)
The SRC noted that many of the transition services offered by school counselors focus on preparation for college. Students who are not college–bound need assistance in identifying career pathways and plans to achieve the required experiences and training both as part of their educational experience and through DVR services. DVR is training the DVR staff about career pathway–focused planning and working with the Delaware Department of Labor, Division of Employment and Training to increase access to the credential–bearing programs that lead to employment in Delaware. DVR is also working with the community rehabilitation programs to develop industry–recognized credentials as the end–product of training programs. (Page 277)
Identify, at minimum, one new referral source annually and provide outreach presentations at least semi-annually.
2.   Work with the Division of Services for Aging and Adults with Physical Disabilities to create Supported Employment follow along funding for individuals with physical/orthopedic disabilities who have most significant disabilities.
3.    In the absence of identified follow-along through DSAAPD, utilize DVR funding to provide extended follow-along for individuals with physical/orthopedic disabilities who have most significant disabilities for up to four years.
GOAL 5: Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. (Page 281)
In FY 2016, DVR implemented a focus on career pathways for all DVR consumers. Implementation included agency–wide training on what career pathways are and how to include career pathways information in vocational rehabilitation counseling and guidance. DVR is also improving its vocational evaluation process to help consumers, including transition students and youth, identify short and long–term vocational goals. Career pathways and informed choice are key to assisting students and youth to identify steps in building the credentials to meet their goals. Programs at the postsecondary level, both at community rehabilitation facilities and postsecondary education institutions, are being given DVR support to develop and offer industry–recognized credentials that coordinate with career pathways in the local economies. (Page 288)
DVR holds quarterly meetings with the community rehabilitation programs to review accomplishments and identify ways to improve effectiveness. The division is helping the community rehabilitation programs to understand anticipated changes that will be forthcoming under the WIOA regulations. In incorporating WIOA and the move towards implementing the use of career pathways, DVR is moving away from programs that offer certificates of completion towards programs that offer national industry–recognized credentials and is in the process of incorporating the requirement of industry–recognized credentials to the fullest extent possible. For occupations for which there are no nationally recognized credentials, DVR, in conjunction with businesses, education and training providers, and WIOA partners, towards the development of local, industry–recognized standards and credentials. (Page 289)
The Career & Technical Education and STEM Initiatives workgroup provides leadership and technical assistance in an ongoing effort to meet or exceed the state’s adjusted levels of performance. Delaware career and technical education programs at the secondary level must meet the career and technical education requirements under Title 14, Section 525 (Appendix A) and align with the career pathway requirement under Title 14, Section 505 (Appendix B) of the Delaware Administrative Code. Further, all programs must be approved by the State and appear on the state-approved course list for the applicable funding period. Secondary programs of study will meet state and/or nationally developed standards and apprentice related-training programs will follow applicable State apprentice training requirements under Title 19, Section 1100 of the Delaware Administrative Code. Community college programs must be approved by the Board of Trustees at the Delaware Technical Community College. (Page 367)
 

Employer/ Business

~~While individuals with unidentified disabilities usually receive services within the general population due to personal choice, when disabilities are identified specific services are available. DOL–DET is a Ticket to Work Employment Network provider. Through signage, videos and discussion with one stop staff, individuals who are receiving social security and want to learn more about this program with are offered an initial assessment with a case manager. (Page 153)
MSFW’s will have access to the full array of employment and training services available at the American Job Centers, the Mobile One Stop(MOS) on line services and or through the NJFP partner at a community based partner site to be determined. MSFW’s are entered in the Delaware employment network, Delaware JobLink upon notice of their arrival from the agricultural growers and registered by the SMA. At this point of entry employment service delivery begins. (Page 230)
Under the Ticket–To–Work Initiative, DVR has contacted all Employment Networks (EN) that have agreed to serve Delaware. Currently, eight community rehabilitation facilities contracted through DVR are registered as ENs. The Delaware Department of Labor’s Division of Employment and Training became registered as an EN in 2011 and began receiving Ticket to Work referrals. (Page 259)
 

511

~~III (b) (1) (B) Data Collection. Presently, the data–collection and reporting processes for the WIOA core programs is not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 68)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. (Page 146)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 148)
 

Mental Health

~~Section 188 of the Workforce Investment Act of 1998 (WIA), which prohibits discrimination against all individuals in the United States on the basis of race, color, religion, sex, national origin, age, disability, political affiliation or belief, and against beneficiaries on the basis of either citizenship/status as a lawfully admitted immigrant authorized to work in the United States or participation in any WIOA Title I financially assisted program or activity;
Title VII of the Civil Rights Act of 1964, as amended, which prohibits discrimination on the bases of race, color and national origin; Section 504 of the Rehabilitation Act of 1973, as amended, which prohibits discrimination against individuals with disabilities; (Page 97 )
2. All proposals funded through this Request for Proposal (RFP), when viewed in their entirety, will be readily accessible to disabled individuals and will conform with all non-discrimination and Equal Opportunity laws and regulations covered by Section 188 of the Workforce Innovation and Opportunity Act.
3. All proposers must establish linkages with other state and community agencies in order to assure the delivery of services indicated above. (Page 112)
 

Policies and Initiatives

Displaying 41 - 50 of 65

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Pathways to Employment

“Pathways to Employment is a program designed to support low-income teens and young adults with disabilities in Delaware who want to work. Services available through Pathways to Employment include: •Employment Navigator •Career Exploration and Assessment •Supported Employment - Individual •Supported Employment - Small Group •Benefits Counseling •Financial Coaching •Non-Medical Transportation •Personal Care (including a self-directed component) •Orientation, Mobility, Assistive Technology”

Systems
  • Other
Topics
  • Asset Development / Financial Capability

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health

Early Start to Supported Employment Handbook

Early Start to Supported Employment” (ESSE) is intended to create a more seamless transition for students leaving school and entering the adult workforce. The outcome of paid work with post-school supports in place before the student leaves school is the primary goal of ESSE…. Purpose: -Support a seamless transition for students into supported employment upon exiting secondary education (high school). -Alleviate student and family stress during the difficult transition from school to an unknown adult life.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
Topics
  • Customized Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Community Support Services Program Provider Certification Manual

This manual contains the standards by which the Division of Substance Abuse and Mental Health (DSAMH) certifies Intensive Care Management (ICM) programs for persons with psychiatric disabilities. Certification is required for provider enrollment with the Division of Social Services, Delaware Division of Medicaid and Medical Assistance (DMMA) Program for Medicaid reimbursement through the rehabilitative services option of Title XIX of the Social Security Amendments.

Systems
  • Department of Mental Health
  • Medicaid Agencies
Topics
  • Mental Health

Delaware IEP Details

An IEP is developed to meet the individualized needs of each student. The educational services are provided at no cost to the family. The federal Individuals with Disabilities Education Act (IDEA) governs the rules for IEPs in every state. In addition, Delaware also has its own set of regulations with which the IEP process must comply. Every IEP must include: -A thorough analysis of how the student is presently performing in school -The student’s educational goals -A list of services the student will receive, including how often and for how long -Transition services for students of transition age -Any accommodations, supports, and services needed for the child to be successful in the general education curriculum -Whether the child will participate in the state wide assessment with/without accommodations -The extent to which an eligible school aged child will be included in the general education environments The extent to which an eligible preschool aged child will be included in natural environments

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Delaware Division for the Visually Impaired and Employment First

In implementing Employment First as a priority, we continue to examine state systems, such as our own Delaware Industries for the Blind, in shifting from a segregated facility- based model of employment to an integrated and inclusive business through strategic partnerships with other agencies and non-profits

Systems
  • Department of Rehabilitation Services
Topics
  • Segregated Day & Employment Services
  • Cross-Agency Collaboration / Partnerships

Employment First Oversight Commission Report FY 2015

Delaware’s Employment First At (H.B. 319) was signed by Governor Markell on July 16, 2012. This legislation promotes the right that all persons with disabilities have the opportunity for competitive employment and establishes the Employment First Oversight Commission…under the State Council for Persons with Disabilities (SCPD)….The following is a highlight of EFOC activities in FY 15.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Mental Health
  • Segregated Day & Employment Services
  • Provider Transformation
  • Cross-Agency Collaboration / Partnerships
  • Data Sharing

Vocational Rehabilitation - Mental Health Agency Partnership:

The Delaware Division of Vocational Rehabilitation (DVR) and the Delaware Division of Substance Abuse and Mental Health (DSAMH) have been collaborating to provide supported employment (SE) services and supports to individuals with mental illness (MI) for several years in an intensive fashion. In 2006-2007, the partnership intended to jointly implement Evidence-Based Practice (EBP) Supported Employment (SE) programs in the 4 service areas of the state as part of the Johnson and Johnson – Dartmouth Community Mental Health Program. For a variety of reasons, this partnership ended before full implementation. Subsequently DVR contracted with the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston to assist DSAMH and DVR in building on that start using braided funding from the two agencies. Since that time DVR has continued to build up the employment system for MH clients in DE and has been the primary intervention agent for this change. This represents an assertive approach that an SVRA can take to encourage, promote, fund, and advocate for its MH system partner to create more employment opportunities for joint clients.

Systems
  • Department of Rehabilitation Services
  • Department of Mental Health
  • Other
Topics
  • Mental Health
  • Provider Transformation
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging
Displaying 1 - 8 of 8

House Bill 370 AN ACT TO AMEND TITLE 19 OF THE DELAWARE CODE RELATING TO EMPLOYMENT PRACTICES - 09/04/2018

~~“This Bill adds the Secretary of the Department of Human Resources and the Executive Director of Delaware CLASI or their designees to the Employment First Oversight Commission (hereinafter “EFOC”). The Bill also allows non-Delaware residents who work in Delaware for an employment agency that advocates or represents disabled individuals to participate on the EFOC. Finally, the Bill eliminates the prohibition on appointment of state employees to the EFOC under § 745 (1).” Signed into law 9/4/18

Systems
  • Other
Topics
  • Cross-Agency Collaboration / Partnerships

Senate Concurrent Resolution 70 CREATING A MEDICAID BUY-IN STUDY GROUP. - 06/28/2018

~~This Senate Concurrent Resolution creates a Medicaid Buy-In Study Group to study the adoption of an expanded Medicaid Buy-In program that would allow Delawareans with incomes above 138% of the Federal Poverty Level to purchase insurance coverage through the Medicaid program.

Systems
  • Medicaid Agencies
  • Other
Topics
  • Home and Community Based Services (HCBS)

Delaware Regulations, Title 14:900: 925 - 11/13/2017

~~“925 Children with Disabilities Subpart D, Evaluations, Eligibility Determination, Individualized Education Programs:Non-regulatory note: Some sections of this regulation are shown in italics. Federal law requires that the Delaware Department of Education identify in writing any Delaware rule, regulation or policy that is a state-imposed requirement rather than a federal requirement (see 20 USC §14079(a)(2)). The italicized portions of this regulation are Delaware-imposed requirements for the education of children with disabilities and are not specifically required by federal special education law and regulations….20.2 Transition services: Beginning with the earlier of the first IEP to be in effect when the child turns fourteen (14) or enters the eighth (8th) grade, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:20.2.1 Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and20.2.2 The transition services and activities (including courses of study) needed to assist the child in reaching those goals.20.2.2.1 The IEP team shall discuss employment options with children and parents consistent with Delaware's Employment First Policy articulated by 19 Del.C. §743.” 

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Delaware SB 33 - 06/18/2015

This Act implements the legislative recommendations of the IEP Improvement Task Force created by the 147th General Assembly. The recommendations it implements are to: 1.Provide more detailed and helpful information to parents about their rights and resources in the IEP process; 2.Solicit the input of parents and children regarding the IEP process before IEP meetings occur; 3.Provide advance notice to parents and children of documents that will be discussed at IEP meetings; 4.Require the facilitation of parent councils to provide peer support for the parents of students with disabilities; 5.Ensure that teachers, staff, and contract employees do not suffer retaliation for offering their candid opinions during the IEP process; 6.Ensure that employment planning during the IEP process is consistent with Delaware’s employment first policy; 7.Require a robust annual survey of parents and children to ensure that school districts and charter schools are adhering to state and federal law with respect to the IEP process. 8.Ensure that charter schools are attentive to their responsibilities and available resources with respect to students with disabilities. 9.Require that the Department of Education report to the General Assembly on the status of and possible alternatives to the IEP Plus computer system, which has been an impediment to the preparation of IEPs by teachers, staff, and contractors.

Systems
  • Department of Education
Topics
  • School-to-Work Transition
Citations

Delaware HB 60 - 06/10/2015

"This bill creates an Achieving a Better Life Experience (“ABLE”) Program in Delaware, to implement federal legislation enabling the creation of savings accounts with tax advantages similar to 529 accounts, designed to be used by persons with disabilities to save for qualifying disability and education related expenses."

Systems
  • Other
Topics
  • Asset Development / Financial Capability
Citations

DE Employment First Oversight Commission - 07/16/2012

An Employment First Oversight Commission, under the purview of the State Council for Persons with Disabilities, shall be established and “shall facilitate the full, effective and timely implementation of this Act.” This “Commission shall consist of 11 members, who are residents of this State,” including:

“(1) Four members who are persons with a disability and who are knowledgeable of disability issues and who are not state employees, one of which shall be a veteran and one of which shall be a member of the State Council for Persons with Disabilities, … (2) one member who is experienced with employment service programs and who is not a state employee and who shall be appointed by the Speaker of the House of Representatives; (3) a representative of the Division of Industrial Affairs, appointed by the Secretary of Labor; (4) a representative of the Division of Vocational Rehabilitation, appointed by the Secretary of Labor; (5) the Secretary of Education or a designee appointed by the Secretary; (6) the Secretary of Health and Social Services or a designee appointed by the Secretary; (7) the Director of the Division of Developmental Disabilities Services or a designee appointed by the Director; and (8) the Chair of the Developmental Disabilities Council or a designee appointed by the Chair.”

 
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Cross-Agency Collaboration / Partnerships
  • Data Sharing

DE Employment First Act (HB 319) amended by House Amendment Number 1 - 07/16/2012

“House Bill 319 would require state agencies that provide services to persons with disabilities consider, as their first option, employment in an integrated setting for persons with disabilities. The bill also establishes an Employment First Oversight Commission as part of the State Council for Persons with Disabilities to review goals and objectives and prepare an annual report.”

“All persons with disabilities, including veterans with service-connected disabilities, have a right to the opportunity for competitive employment. To promote the realization of this right, this bill creates the Employment First Act. The Act requires that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities. The Act does not require an employer to give preference to hiring persons with disabilities."

“This Act further establishes an Employment First Oversight Commission as part of the State Council for Persons with Disabilities. The Commission reviews measurable goals and objectives as submitted to it by each relevant state agency to ensure implementation of the Act. The Commission tracks the measurable progress of state agencies in implementing the Act. The Commission prepares an annual report as part of the annual report submitted by the State Council for Persons with Disabilities to the Governor and the General Assembly. The report details progress made toward the goals and objectives as well as strategies and policies to help realize the employment first initiative.”

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Persons With Disabilities Employment Protections Act

“This subchapter is intended to encourage and enable qualified persons with disabilities to engage in remunerative employment which is sought by them in good faith. The General Assembly finds that the practice of employment discrimination based on disability is contrary to the public interest and the principles of freedom and equality of opportunity.”

 

Systems
  • Other
Topics
  • Employer Engagement
  • Provider Transformation

No Executive Orders have been entered for this state.

Displaying 11 - 20 of 20

Governor’s Advisory Council for Exceptional Citizens FY 2016 Annual Report - 01/01/2017

~~“This year council and staff at the Governor’s Advisory Council for Exceptional Citizens (GACEC) was pleased to work with other disability advocates and organizations to assist in organizing and planning of the Americans With Disabilities Act 25th Anniversary celebration that was held in Dover in July 2015. We had over 40 vendors participate in the parade and many vendors display their materials as well.

The GACEC worked with the Developmental Disabilities Council (DDC) and the State Council for Persons with Disabilities (SCPD) in preparation for the Joint Retreat which was held in April 2016. We held focus groups throughout the state as well as webinars to gather input from a variety of stakeholders that will help the three Councils understand where we still have barriers. We were pleased to have Attorney General Matthew Denn kick off the day.

We worked collaboratively for countless hours with the DDC and many other Disability Advocates throughout the state on the Supported Decision Making Bill.”

Systems
  • Department of Education
  • Other

Delaware Disability Mentoring Day Expansion - 08/25/2015

In a sign of the increasing interest in employment opportunities for young people with disabilities, Delaware's Disability Mentoring Day for the first time this year will expand to host sites in each of the three counties for a day of job networking and discovering careers. For the previous six years, Disability Mentoring Day has been hosted by the University of Delaware Center for Disabilities Studies, with the Delaware Department of Labor's Division of Vocational Rehabilitation helping to identify students

Systems
  • Department of Rehabilitation Services
  • Other
Topics
  • School-to-Work Transition

Delaware Disability Mentoring Day Expansion - 08/25/2015

In a sign of the increasing interest in employment opportunities for young people with disabilities, Delaware's Disability Mentoring Day for the first time this year will expand to host sites in each of the three counties for a day of job networking and discovering careers.

For the previous six years, Disability Mentoring Day has been hosted by the University of Delaware Center for Disabilities Studies, with the Delaware Department of Labor's Division of Vocational Rehabilitation helping to identify students

Systems
  • Department of Rehabilitation Services
Topics
  • School-to-Work Transition

DE A Better Bottom Line: Employing People with Disabilities - 08/13/2013

Governor Jack Markell spearheaded an initiative at the National Governor’s Association called, “A Better Bottom Line: Employing People with Disabilities.” Governor Markell released a blueprint for governors from this year-long study on policy recommendations to improve employment outcomes for people with disabilities. The goal is to integrate people with disabilities into the workforce.

Systems
  • Other
Topics
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

“RespectAbility: Delaware and Jobs for PWDs” Delaware Employment Resources Rebalancing Initiative (ERRI)

“The Commission and the State of Delaware also received the opportunity to participate as one of the six states in Employment Resources Rebalancing Initiative (ERRI) and Vision Quest Initiative in 2014, whereby a consultant was available to the state’s Employment First Workgroup and a separate Vision Quest local and national consulting group in evaluating current systems, policies, and practices in Delaware to determine if they are in alignment with the employment first priority.”

Systems
  • Other
Topics
  • Home and Community Based Services (HCBS)
  • Provider Transformation
  • Resource Leveraging

Delaware Governor’s Advisory Council for Exceptional Citizens FY 2015 Annual Report

In accordance with CFR 300.650 (b), the Council serves as the State Advisory Panel for the Individuals with Disabilities Education Act (IDEA) and its amendments.   1. Delaware Code: Title 14, Chapter 31, Sub. Sec. 3111  2. Federal Statute: Individuals with Disabilities Education Act (IDEA) and its amendments The State Advisory Panel will: "...advise(s) the state educational agency of unmet needs within the state in the education of children with disabilities; comment(s) publicly on any rules or regulations proposed for issuance by the state regarding the education of children with disabilities and the procedures for distribution of funds under this part; and assist(s) the state in developing and reporting such data and evaluations as may assist the Secretary under Section 618..." 3. Delaware Code: Title 14, Chapter 24, subsection 2408   
Systems
  • Department of Education
  • Other
Topics
  • School-to-Work Transition
  • Employer Engagement

DE Employment First Oversight Commission Report FY 2013-FY 2014

“Delaware’s Employment First Act (H.B. 319) was signed by Governor Markell on July 16, 2012.  It promotes the right that all persons with disabilities have the opportunity for competitive employment and establishes the Employment First Oversight Commission (hereafter referred to as “Commission”) under the State Council for Persons with Disabilities (SCPD).

“The Act recites that it is the policy of this State that competitive employment in an integrated setting shall be considered its first and priority option for people who are of working age, including people with disabilities. All state agencies that provide services and support to persons with disabilities shall follow this policy and ensure that it is effectively implemented in their programs and services. Competitive employment means work in the competitive labor market that is performed on a full-time or part-time basis in an integrated setting and for which a person with a disability is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by persons without disabilities.”

 

 
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

DE Pathways to Employment

“Pathways to Employment, a program now under development in Delaware, is designed to support low-income persons with disabilities who wish to work. The program is a result of an initiative launched by Governor Jack Markell while Chairman of the National Governors Association to improve employment opportunities for individuals with disabilities."

“In February 2014, Delaware submitted an application to the Centers for Medicare & Medicaid Services for a 1915(i) Medicaid State Plan amendment to establish the Pathways program. This amendment will enable the State to provide employment supports to qualified individuals. In its initial phase, Pathways to Employment will target teens and young adults (aged 14 to 25) with disabilities to help them get prepared for and find jobs."

“Pathways to Employment is expected to begin operation in Spring 2015.”

 

 
Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
Topics
  • School-to-Work Transition
  • Asset Development / Financial Capability
  • Resource Leveraging

DE Division of Developmental Disabilities Services Employment First Statement

“The Division of Developmental Disabilities Services affirms that employment and participation in their communities is an important part of the lives of the individuals it serves. Further, the Division believes that employment in the community should be the first service option considered for individuals. In support of this belief, the Division has set a goal of increasing community employment for individuals receiving Center Based Day Program services.   “To that end, Day Program service plans shall be required to address the advancement of individuals towards meaningful participation and employment in their communities. It is the responsibility of the Day Programs funded by the Division to work in collaboration with the relevant Residential Programs and families, to develop these support plans.” 

 

 

 

Systems
  • Department of Intellectual and Developmental Disabilities
Topics
  • Home and Community Based Services (HCBS)
  • Segregated Day & Employment Services
Displaying 11 - 11 of 11

Delaware Governor’s Advisory Council for Exceptional Citizens FY 2015 Annual Report

The membership of the State advisory panel must consist of members  appointed by the Governor, or any other official authorized under State law to make these appointments, that is representative of the State population and that is composed of individuals involved in, or concerned with the education of children with disabilities  including:   Parents of children with disabilities (ages birth through 26); 2.  Individuals with disabilities; 3. Teachers; 4. Representatives of institutions of higher education that prepare special education and related services personnel; 5. State and local education officials, including officials who carry out activities under subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et eq.); 6. Administrators of programs for children with disabilities; 7. Representatives of other State agencies involved in the financing or delivery of related services to children with disabilities; 8. Representatives of private schools and public charter schools; 9. Not less than one representative of a vocational, community, or business organization concerned with the provision of transition services to children with disabilities; 10. A Representative from the State child welfare agency responsible for foster care; and 11.Representatives from the State juvenile and adult corrections agencies  
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
  • Other
Topics
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
Displaying 1 - 3 of 3

TANF Policy Academy for Innovative Employment Strategies- Career Pathways (HHS 2018 ACF OFA FJ 1345) - 03/29/2018

~~“The Department of Health and Human Services, Administration for Children and Families - OFA in the income security and social services sector is offering a public funding opportunity titled "TANF Policy Academy for Innovative Employment Strategies- Career Pathways" and is now available to receive applicants.•Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.475.•This funding opportunity was created on Mar 29, 2018.•Applicants must submit their applications by May 29, 2018 Electronically submitted applications must be submitted no later than 1159 p.m., ET, on the listed application due date.•Each selected applicant is eligible to receive up to $125,000.00 in funding.•The number of recipients for this funding is limited to 4 candidate(s).•Eligible applicants include: State governments.” 

Systems
  • Other
Topics
  • Provider Transformation

DE Disability Employment Initiative - 12/15/2012

The Disability Employment Initiative (DEI) was a three-year federal grant-funded program to improve education, training, employment opportunities, and employment outcomes for youth who were unemployed, underemployed, and/or receiving Social Security disability benefits. In 2010, the Delaware Department of La or Division of Vocational Rehabilitation was awarded a Round 1 DEI grant from the U.S. Department of Labor’s Employment Training Administration.    The departments allocating staff to this project included the Department of Education, Division of Employment and Training, Department of Health and Human Services, Divisions of Developmental Disabilities Services, Substance Abuse and Mental Health, and Technical &Community Colleges.  The project ended in 2013.  
Systems
  • Department of Rehabilitation Services
  • Department of Mental Health
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Self-Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

Delaware Medicaid Money Follows the Person

“ The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA).   “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital) to an eligible residence in the community with available community services and supports.”  

 

Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
  • Other
Topics
  • Home and Community Based Services (HCBS)
  • Cross-Agency Collaboration / Partnerships
Displaying 1 - 7 of 7

Employment First: When Everyone Works, Everyone Wins - 02/05/2019

~~“Chronic unemployment and underemployment of persons with disabilities have huge social costs. According  to a June 2015 news release of the U.S. Bureau of Labor Statistics, in 2014 17.1 percent of persons with a disability were employed; in contrast, the employment-population ratio for those without a disability was 64.6 percent. (http://www.bls.gov/news.release/disabl.nr0.htm External Link , retrieved August 10, 2015.) Shocking? Yes, shocking — and unnecessary.Employment First is a philosophy and public policy in Delaware and many other states. Employment First means that competitive employment - the same kind of employment that most people have - should be the first choice for persons with disabilities. The Employment First Oversight Commission exists for the purpose of making that happen."

Systems
  • Other

Delaware Customized Employment: Evidence-Based Supported Employment Practices - 08/28/2008

This PowerPoint describes the various elements of Customized Employment, from the Discovery Phase, through Job Negotiation and Placement.

Systems
  • Other
Topics
  • Customized Employment
  • Provider Transformation

Early Start to Supported Employment Handbook

Early Start to Supported Employment” (ESSE) is intended to create a more seamless transition for students leaving school and entering the adult workforce. The outcome of paid work with post-school supports in place before the student leaves school is the primary goal of ESSE…. Purpose: -Support a seamless transition for students into supported employment upon exiting secondary education (high school). -Alleviate student and family stress during the difficult transition from school to an unknown adult life.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
Topics
  • Customized Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Community Support Services Program Provider Certification Manual

This manual contains the standards by which the Division of Substance Abuse and Mental Health (DSAMH) certifies Intensive Care Management (ICM) programs for persons with psychiatric disabilities. Certification is required for provider enrollment with the Division of Social Services, Delaware Division of Medicaid and Medical Assistance (DMMA) Program for Medicaid reimbursement through the rehabilitative services option of Title XIX of the Social Security Amendments.

Systems
  • Department of Mental Health
  • Medicaid Agencies
Topics
  • Mental Health

Delaware PROMISE - Services and Supports

This presentation serves as a practical guide for delivering services under Delaware's PROMISE (Promoting Optimal Mental Health for Individuals through Supports and Empowerment) section of Delaware's HCBS Waiver, focused on Mental Health related services. It states that, “PROMISE will offer community-based, recovery-oriented services, meeting needs identified in a person’s Recovery Plan, by providing specific key supports to enable individuals to live independently.” 

Systems
  • Department of Mental Health
  • Medicaid Agencies
  • Other
Topics
  • Customized Employment
  • Self-Employment
  • Mental Health
  • Home and Community Based Services (HCBS)
  • Employer Engagement
  • Provider Transformation

Delaware CHOICES Vocational Rehabilitation Services - Guide

This customer's guide for Delaware's Vocational Rehabilitation System includes detailed descriptions of the kinds of services available through the system, and the various provider agencies throughout the state. Customized Employment is one of the services that providers can list as available to customers.

Systems
  • Department of Rehabilitation Services
  • Department of Workforce Development
Topics
  • Customized Employment
  • Self-Employment
  • School-to-Work Transition
  • Mental Health
  • Employer Engagement
  • Provider Transformation

DE Employment Resources Rebalancing Initiative (ERRI)

“The Commission and the State of Delaware also received the opportunity to participate as one of the six states in Employment Resources Rebalancing Initiative (ERRI) and Vision Quest Initiative in 2014, whereby a consultant was available to the state’s Employment First Workgroup and a separate Vision Quest local and national consulting group in evaluating current systems, policies, and practices in Delaware to determine if they are in alignment with the employment first priority.”

 
Systems
  • Other
Topics
  • Asset Development / Financial Capability
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging
Displaying 1 - 2 of 2

U.S. v. Delaware – 11-CV-591 – (D. Del. 2010) - 07/06/2011

On July 6, 2011 the Division filed in District Court a Complaint and a simultaneous Settlement Agreement resolving its ADA Olmstead investigation into whether persons with mental illness in Delaware are being served in the most integrated settings appropriate to their needs and its CRIPA investigation into conditions of confinement at Delaware Psychiatric Center. The fundamental goals of the Agreement are: to ensure that people who are unnecessarily institutionalized, at the Delaware Psychiatric Center or other inpatient psychiatric facilities, can receive the treatment they need in the community; to ensure that when individuals go into mental health crisis, sufficient resources are available in the community so that they do not need to go unnecessarily to psychiatric hospitals or jails; and to ensure that people with mental illness who are living in the community are not forced to enter institutions because of the lack of stable housing and intensive treatment options in the community.

Systems
  • Other
Topics
  • Mental Health

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health
Displaying 11 - 14 of 14

DE Renewal DDDS (0009.R07.00) - 07/01/2014

~~Provides day habilitation, personal care, prevocational services, residential habilitation, respite, supported employment – individual, supported employment - small group, assistive technology, clinical consultation: behavioral, clinical consultation: nursing, community transition, home or vehicle accessibility adaptations, specialized medical equipment and supplies, supported living for individuals w/autism and ID ages 12 - no max age

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Medicaid State Plan

This page included the Delaware Medicaid state plan.  The state plan outlines the agreement between Delaware and the Federal government and describes how the state will administer its Medicaid program. More specifically it details how the state will follow Federal rules and details plans for claiming Federal matching funds for its program activities.  It also covers groups of individuals to be covered, services to be provided, methodologies for providers to be reimbursed and the administrative activities that are underway Delaware.

Systems
  • Medicaid Agencies
  • Other

DE Division of DD Services - Waiver Amendment Public Notice Attachment

A public notice on various definitions under Delaware's HCBS Waiver, including a (then proposed) revision of 'Supported Employment' to include 'Customized Employment.'

Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
Topics
  • Customized Employment
  • Self-Employment
  • Home and Community Based Services (HCBS)
  • Provider Transformation

States - Phablet

Snapshot

The First State of Delaware knows the value of Employment First for workers with disabilities to succeed at their careers and live independently in their communities.

State VR Rates and Services

A list of services offered by this state’s Vocational Rehabilitation agency, along with the standard rates paid for the performance of those services.

PDF icon Delaware’s VR Rates and Services

2017 State Population.
1.03%
Change from
2016 to 2017
961,939
2017 Number of people with disabilities (all disabilities, ages 18-64).
-6.8%
Change from
2016 to 2017
52,947
2017 Number of people with disabilities who are employed (all disabilities, ages 18-64).
-3.62%
Change from
2016 to 2017
19,576
2017 Percentage of working age people who are employed (all disabilities).
2.98%
Change from
2016 to 2017
36.97%
2017 Percentage of working age people who are employed (NO disabilities).
-3.2%
Change from
2016 to 2017
73.45%

State Data

General

2017
Population. 961,939
Number of people with disabilities (all disabilities, ages 18-64). 52,947
Number of people with disabilities who are employed (all disabilities, ages 18-64). 19,576
Number of people without disabilities who are employed (ages 18-64). 390,409
Percentage of working age people who are employed (all disabilities). 36.97%
Percentage of working age people who are employed (NO disabilities). 73.45%
State/National unemployment rate. 4.60%
Poverty Rate (all disabilities). 16.40%
Poverty Rate (NO disabilities). 13.20%
Number of males with disabilities (all ages). 46,977
Number of females with disabilities (all ages). 60,786
Number of Caucasians with disabilities (all ages). 83,996
Number of African Americans with disabilities (all ages). 17,976
Number of Hispanic/Latinos with disabilities (all ages). 4,602
Number of American Indians/Alaska Natives with disabilities (all ages). 760
Number of Asians with disabilities (all ages). 1,432
Number of Hawaiians/Pacific Islanders with disabilities (all ages). N/A
Number of persons of two or more races with disabilities (all ages) 2,705
Number of persons of some other race alone with disabilities (all ages) 894

 

SSA OUTCOMES

2017
Number of SSI recipients with disabilities who work. 1,051
Percentage of SSI recipients with disabilities who work relative to total SSI recipients with disabilities. 6.60%
Old Age Survivor and Disability Insurance (OASDI) recipients/workers with disabilities. 27,255

 

MENTAL HEALTH OUTCOMES

2017
Number of mental health services consumers who are employed. 644
Number of mental health services consumers who are part of the labor force (employed or actively looking for employment). 1,545
Number of adults served who have a known employment status. 3,420
Percentage of all state mental health agency consumers served in the community who are employed. 18.80%
Percentage of supported employment services evidence based practices (EBP). 0.30%
Percentage of supported housing services evidence based practices (EBP). 0.50%
Percentage of assertive community treatment services evidence based practices (EBP). 8.60%
Percentage of medications management evidence based practices (EBP). N/A
Number of evidence based practices (EBP) supported employment services. 17
Number of evidence based practices (EBP) supported housing services. 29
Number of evidence based practices (EBP) assertive community treatment services. 456
Number of evidence based practices (EBP) medications management. N/A

 

WAGNER PEYSER OUTCOMES

2015
Number of registered job seekers with a disability. 1,445
Proportion of registered job seekers with a disability. 0.03

 

WORKFORCE DEVELOPMENT OUTCOMES (ADULTS)

2015
Total number of people with a disability that is a substantial barrier to work served by Job Training and Partnership Act/Workforce Investment Act programs. 12
Total number of people with a disability that is a substantial barrier to work who entered unsubsidized employment. 7
Percentage of people with a disability that is a substantial barrier to work who entered unsubsidized employment relative to total the number of people with a disability that is a substantial barrier to work. 58.00%
Incidence rate of people with a disability that is a substantial barrier to work who entered unsubsidized employment per 100,000 individuals in the general state population. 0.74

 

VR OUTCOMES

2017
Total Number of people served under VR.
N/A
Number of people with visual impairments served under VR. N/A
Number of people with communicative (hearing loss, deafness) impairments served under VR. N/A
Number of people with physical impairments served under VR. N/A
Number of people cognitive impairments served under VR. N/A
Number of people psychosocial impairments served under VR. N/A
Number of people with mental impairments served under VR. N/A
Percentage of overall closures into employment under VR. N/A
Number of employment network (EN) and vocational rehabilitation (VR) tickets assigned. 2,020
Number of eligible ticket to work beneficiaries. 38,984
Total number of ID closures using supported employment services with or without Title VI-B funds expended (VI-C prior to 2002). N/A
Total number of ID competitive labor market closures. N/A

 

IDD OUTCOMES

2016
Dollars spent on day/employment services for integrated employment funding. $4,820,000
Dollars spent on day/employment services for facility-based work funding. $9,865,000
Dollars spent on day/employment services for facility-based non-work funding. $19,212,000
Dollars spent on day/employment services for community based non-work funding. $5,129,000
Percentage of people served in integrated employment. 30.00%
Number of people served in community based non-work. 187
Number of people served in facility based work. 523
Number of people served in facility based non-work. 724
Number supported in integrated employment per 100,000 individuals in the general state population. 66.70

 

EDUCATION OUTCOMES

2016
Percent of children with IEPs aged 6 through 21 served inside the regular class 80% or more of the day (Indicator 5a). 65.72%
Percent of children with IEPs aged 6 through 21 served inside the regular class less than 40% of the day (Indicator 5b). 14.96%
Percent of children with IEPs aged 6 through 21 served in separate schools, residential facilities, or homebound/hospital placements (Indicator 5c). 5.46%
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals (Indicator 13). 99.24%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education within one year of leaving high school (Indicator 14a). 49.47%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or competitively employed within one year of leaving high school (Indicator 14b). 92.59%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school (Indicator 14c). 86.20%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were competitively employed within one year of leaving high school (Subset of Indicator 14). 33.12%

 

ABILITYONE/JWOD PROGRAM

2014
Number of overall agency blind and SD hours. 394,160
Number of overall total blind and SD workers. 533
Number of AbilityOne blind and SD hours (products). 6,740
Number of AbilityOne blind and SD hours (services). 86,651
Number of AbilityOne blind and SD hours (combined). 93,391
Number of AbilityOne blind and SD workers (products). 4
Number of AbilityOne blind and SD workers (services). 99
Number of AbilityOne blind and SD workers (combined). 103
AbilityOne wages (products). $60,082
AbilityOne wages (services). $1,128,211

 

WAGE AND HOUR DIVISION: 14(c) CERTIFICATE-HOLDING ENTITIES OUTCOMES

2019
Number of 14(c) certificate-holding businesses. 0
Number of 14(c) certificate-holding school work experience programs (SWEPs). 0
Number of 14(c) certificate-holding community rehabilitation programs (CRPs). 0
Number of 14(c) certificate holding patient workers. 0
Total Number of 14(c) certificate holding entities. 0
Reported number of people with disabilities working under 14(c) certificate-holding businesses. 0
Reported number of people with disabilities working under 14 (c) certificate holding school work experience programs (SWEPs). 0
Reported number of people with disabilities working under 14(c) certificate holding community rehabilitation programs (CRPs). 0
Reported number of people with disabilities working under 14(c) certificate holding patient workers. 0
Total reported number of people with disabilities working under 14(c) certificate holding entities. 0

 

WIOA Profile

WIOA Profile

 

The material cited below is taken directly from each state’s plan for WIOA implementation. These sections of the state plan were selected because of their relevance to youth and adults with disabilities. However, all programs and services under WIOA must be physically and programmatically accessible to individuals with disabilities.

Employment First State Leadership Mentoring Program (EFSLMP)

~~DVR maintains ongoing relationships with several councils throughout the state that have missions related to individuals with disabilities including the State Council for Persons with Disabilities (SCPD), the Developmental Disabilities Council (DDC), the Governor’s Commission for Community Alternatives, the University of Delaware Center for Disability Studies, the Division of Substance Abuse and Mental Health, and the Governor’s Committee on Equal Employment Opportunity (GCEEO). These councils address issues of common concern to the disability community. DVR’s Director participates in the Governors Employment First Taskforce, which is responsible to monitor implementation of Delaware’s Employment First Legislation. DVR participates with the SCPD, a coordinating council for all disability–related councils throughout the State. DVR participates on the DDC including its Adult Issues committee. DVR participates in the Governor’s Task Force on Community Inclusion, a collaboration of state agencies, organizations and entities involved with issues relating to disabilities. (Page 249) 
• Delaware’s Employment First Initiative requiring that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities.
• Interagency collaboration for support and transition services to special populations. This group collaborates with Delaware’s Community of Practice on Secondary Transition for students with disabilities, which is supported initially by a grant from the federal Office of Special Education and Rehabilitation Services (OSERS), Department of Labor Division of Vocational Rehabilitation, and Division on Developmental Disabilities Services.
• Coordination and collaboration of CTE instructors, special education, and ELL staff in secondary school programs.
• Professional development opportunities in statewide conferences and forums on effective practices.
• Data analysis is used to identify effective programs that serve special populations in the most integrated settings possible. Programs requiring assistance to provide access and demonstrate success will also be identified.  (Page 383)
 

Customized Employment

~~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. The Division of Vocational Rehabilitation (DVR) has a strong relationship established with many transition stakeholders throughout the state. DVR collaborates with the Delaware Department of Education (DOE), including the Exceptional Children Resources and Career & Technical Education Work Groups as well as with the Local Education Agencies and Charter Schools. DVR continues to participate in the State and Regional Transition Councils, the Delaware Community of Practice on Transition and the DOE Cadre meetings. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). DVR and DOE, in collaboration with the Delaware Division for the Visually Impaired (DVI) and the Delaware Division of Developmental Disabilities Services (DDDS), plan and financially support the statewide Transition Conference which continues to draw over 600 attendees, nearly half of whom are transition students. In the spring of 2015, DVR and DOE held the semi–annual Customized Employment Bootcamp for school personnel, DVR staff, community rehabilitation program (CRP) staff and other state agency personnel. This is a long standing training program focused on employment strategies for working with individuals with disabilities, especially high school students and those requiring supported employment services. (Page 252)
DVR will assign a qualified Vocational Rehabilitation Counselor (VRC) to all school programs serving students from grades 9-12. The VRC will maintain a regular schedule with each of their schools to maintain a cooperative working relationship and the LEA/Charter will provide locations within the schools for the VRC to meet with students and staff for planning purposes. The VRC works with the student to explore career opportunities, discuss post-school goals, and collaborate with the schools to develop and implement additional vocationally related training and employment initiatives as needs of students are identified by the transition team. The VRC will also collaborate with schools to address the needs of youth with disabilities at risk of dropping out of school and provide outreach to students potentially eligible for DVR. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities and provide pre–employment transition services. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). The monthly cadre meetings and statewide transition meetings, in which all districts and VR Transition Staff are invited, (Page 257)       
DVR continues to work with the Division of Developmental Disabilities (DDDS) and the Division of Substance Abuse and Mental Health (DSAMH) to maintain good inter-agency relationships. DVR, DDDS and DSAMH have Memorandums of Understanding to address program integration, shared staff and employer training, customized employment, the overall shared serving of our mutual consumers and post-employment follow along services. The collaborative efforts with DDDS and DSAMH have enhanced integrated competitive employment and wrap around support services for persons with significant mental illness and cognitive disabilities statewide.
• The Division of Developmental Disabilities Services (DDDS) and DVR have a seamless continuum of service delivery of for supported employment clients from DVR to DDDS for follow-up and extended services and supports. DVR requires supported employment providers be approved DDDS providers and in compliance with annual training requirement per DDDS via Medicaid. On an semi-annual basis, staff training is provided through a Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. (Page 256)
Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. DVR provides funding to the SE provider (Page 265)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
*     DVR coordinates the Customized Employment Bootcamp training that is provided by George Tilson, Ed.D, formerly with TransCen, Inc., to provide job development and coaching training to front line staff at the community rehabilitation programs (CRP). The training program certifies staff providing services through the programs. The training was held once in 2015, training 20 CRP staff. Bi–monthly training work groups have been held with DVR, DDDS and CRP staff, along with Dr. Tilson, to determine training needs in Delaware and the capacity to increase the Bootcamp training. DVR is working with Dr. Tilson to develop a “Train the Trainer” component to the Bootcamp and offer it quarterly, increasing the capacity to 80–100 staff being trained per year. DVR works with the Department of Education, the Division of Developmental Disabilities Services, and the Division of Substance Abuse and Mental Health to fund and coordinate training through a SE Consortium of state agencies. (Page 299)                                                                    

Blending/ Braiding Resources

~~DDOE will determine the service area with the highest need for Integrated English Literacy and Civics Education services based on the number of individuals with English language acquisition needs according to American Community Survey/US Census and state data. The goal of the Integrated English Literacy and Civics Education Program will be to prepare the English Language Learner based on their individual needs and current skills for entry into an “in–demand” job and/or transition into postsecondary education and/or training for career advancement. The DDOE will continue its efforts with the DWDB, local vocational technical schools and the community college to develop career pathways for English Language Learners. The DDOE will offer technical assistance to programs regarding the braiding of funding from local, state, federal and private sources to support this type of program. (Page 239)
Individuals with disabilities served through other components of the statewide workforce investment system also participate in DVI. DVI has currently developed an agreement with the Division of Employment and Training, the sole contractor responsible for implementation of the Delaware Workforce Development Board’s Job Centers. Within this agreement DVI shall enroll all employment ready customers into the Delaware Job Link System to seek job matches, build resumes, and to improve upon the blending/braiding of systems/funding in Delaware with respect to workforce funding. In establishing the 2017-2018 State Plan it is undetermined and to what extent that individuals with visual impairments are benefitting from other components of the Statewide Workforce Development System. In establishing the combined State Plan DVI entered into a Memorandum of Understanding (MOU) with the Division of Employment and Training to track and share data on a quarterly basis of how many individuals are being referred between program partners and utilizing their services. (Page 333
 

DEI/Disability Resource Coordinators

~~No specific disability related information found.

Financial Literacy /Economic Advancement

~~A. Tutoring, study skills training, instruction, and evidence-based dropout prevention and recovery strategies that lead to completion of the requirements for a secondary school diploma or its recognized equivalent (including a recognized certificate of attendance or similar document for individuals with disabilities) or for a recognized postsecondary credential;
B. Alternative secondary school services, or dropout recovery services, as appropriate;
C. Paid and unpaid work experience that have as a component academic and occupational education, which may include –
i. summer employment opportunities and other employment opportunities available throughout the school year;
ii. pre-apprenticeship programs;
iii. internships and job shadowing; and
iv. on-the-job training opportunities
D. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations in the local are involved, if the local board determines that the programs meet the quality criteria described in section 123;
E. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
F. Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
G. Supportive services;
H. Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
I. Follow-up services for not less than 12 months after the completion of participation, as appropriate;
J. Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
K. Financial literacy education;
L. Entrepreneurial skills training;
M. Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services; and
N. Activities that help youth prepare for and transition to postsecondary education and training. (Page 100)
2.   Youth served will receive the following mandated program elements:
(e)  Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
(j)  Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral;
(k)  Financial literacy education; and
(m) Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration. All other mandated program elements are not required to be provided but the provider must demonstrate how the service options will be made available to all youth participants. The specific program services that are provided to each youth participant will be based on the participant’s objective assessment and individual service strategy. (Page 101)
 (ii) pre-apprenticeship programs;
(iii) internships and job shadowing; and
(iv) on-the-job training opportunities d. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations;
e.    Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
f.    Supportive services;
g.    Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
h.    Follow-up services for not less than 12 months after the completion of participation, as appropriate;
i.    Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
j.    Financial literacy education;
k.   Entrepreneurial skills training;
l.    Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services;
m.   Activities that help youth prepare for and transition to postsecondary education and training. n. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster. ( Page 165)
 

School to Work Transition

~~. Pre-Employment Transition Services projects For the past 2 year, DVR has worked with local provider agencies to develop programming related to the 5 core Pre-Employment Transition Services for transition students ages 14-21 potentially eligible for DVR. In the summer of 2015, DVR was able to offer 11 different programs related to work-based learning experience, career exploration and employment readiness training, and exposure to opportunities for higher education. In 2016, that initiative was expanded to 20 summer and school year programs. The collaboration among DVR, DOE, the LEAs and providers has been exceptional with everyone seeing the value of connecting students to these opportunities. There are many opportunities to monitor and evaluate the programs, both formally and informally. Staff from DVR and many of the schools take time to visit and observe the programs and students while participating. Agencies are required to provide students with pre- and post-testing as one way to evaluate program effectiveness. In addition, agencies are asked to collect information on each student participating and submit formal program reports upon completion of the program. These reports include individual student information and/or overall program evaluation summaries. In addition to the more formal documentation, anecdotal information is shared by students, school staff and family members who see the benefits students gain by participating in these programs. (Page 254)
There are a variety of factors which influence the referral process for students, including school staff not believing a student can work (low expectations, lack of understanding of adult services and supports available, etc.), families not supporting employment as a goal for their child (safety concerns, fear of losing benefits, lack of understanding of adult services and Supported Employment, low expectations etc.), students not choosing employment (limited or lack of exposure to career options, limited understanding of disability and support needs, lack of training in self-advocacy, etc.), and lack of CRP experience to provide SE services to individuals with the most significant disabilities (lack of training and/or experience). Goals and priorities for supported employment (SE) services include:
• expanding the reach of SE services to more students prior to them exiting from high school by providing more outreach to schools, students and families
• connecting students to adult services while still in school, thereby eliminating gaps in services,
• providing students opportunities to participate in assessments and career exploration activities (Page 258)
 

Career Pathways

~~The School to Work Transition Program at DVR consists of eight Transition Counselors and four Transition Assistants throughout the state. Each counselor is assigned to specific school districts, charters and non–public schools in order to ensure students with disabilities are receiving VR services prior to exiting from high school. VR Counselors work with the students, primarily in the schools, to develop their Individualized Plan for Employment and plan for services related to their post–high school employment goals and to provide students with career exploration and vocational counseling and guidance, including Pre–Employment Transition Services. In addition, VR Transition Counselors attend Individual Education Plan (IEP) meetings to explain services and make recommendations to assist the student, family and school staff with transition planning and career preparation. (Page 257)
In order to provide supported employment services throughout Delaware, DVR has cooperative agreements with the agency that serves individuals with significant mental illness, the Division of Substance Abuse and Mental Health (DSAMH), and with the agency that serves individuals with cognitive disabilities, the Division of Developmental Disabilities Services (DDDS). The agreements are monitored by workgroups that review the programs, identifying best practices and areas that need improvement. As delineated in the cooperative agreement, DVR and DDDS collaborate to provide supported employment services to transition–age students and youth and to adults with cognitive/developmental disabilities. The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The Department of Education, the Division of Developmental Disabilities Services and the Division of Vocational Rehabilitation have a cooperative agreements to reflect newly implemented effective practices. For individuals with cognitive disabilities, (Page 259)
Once DVR pays the final milestone at 90 days of employment, DDDS, through a community provider, assumes responsibility for the long-term follow-along extended services.
• The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The model has been refined since its inception in 2005, adding Customized Employment principles and working with providers to begin services earlier, in the year prior to the student’s exiting year. (Page 265)
In response to WIOA, DVR initiated Transition Youth Summer Pilot programs in the April 2015 through an informal RFP process highlighting the tenants of the Pre–Employment Transition Services legislation. Fourteen (14) proposals were received and eleven (11) contracts were awarded as a result. In June and July 2015 programming was implemented. Job training in customer service, culinary arts, retail sales and hospitality was provided, along with employability skills, within the context of paid summer internships for youth. An additional pre–college experience was afforded to participants. The summer pilot program targeted students with a disability, ages 14–21, enrolled in school, and who are likely to be potentially eligible for DVR services. This engaged students not previously served in integrated employment environments. The outcome of the pilot programs has been positive feedback from youth, their families, and providers along with host businesses. Based upon outcomes and impact DVR is exploring expansion of these services throughout the school year to enrolled students with a disability. DVR is exploring expansion of these services to meet the needs of out–of–school youth with a disability in 2016. (Page 258-259)
There is continued collaboration between DVR and Delaware Technical Community College (DTCC) in the initiative to provide intensive educational supports for graduating transition students enrolled in remedial programs at DTCC. The supported education project provides workshops in Math, English and Reading to transition youth, along with some additional specialized study skills training. Over the years, the initiative has grown from one campus to all of the four DTCC campuses statewide, and DVR has started a pilot program in New Castle County by identifying a College VR Counselor who works primarily on the Wilmington and Stanton campuses. This initiative began in August 2015 in order to provide additional VR supports to college students and allow the high school transition counselors to begin working with transition students prior to their Senior year. (Page 255)
Pursuant to section 603(d), DVR recognizes the requirement to reserve 50% of its supported employment allocation on transition–age consumers with the most significant disabilities and will achieve that requirement through the Early Start to Supported Employment program (ESSE). The Division of Vocational Rehabilitation, the Department of Education and the Division of Developmental Disabilities Services (DDDS) collaborate with the local education agencies, community rehabilitation providers, businesses, families and students with disabilities to implement ESSE. The ESSE philosophy is that all persons, regardless of disability, are able to be employed and be successful, active, participating members of their communities. The ESSE program starts two years prior to the student exiting high school through the identification of students and assistance and encouragement to apply for services under DVR and DDDS. The program offers students an opportunity to gain exposure to work in the community and assists them with learning and retaining employment related skills. It provides a more seamless transition from school to work and alleviates student and family stress during the transition to life after high school. (Page 286)
3. Expand opportunities for students to transition from school to work. Transition students and youth served by DVR have a wide range of disabilities and vocational needs. They require quality training programs that focus on careers available in the labor market in order to get employment.
• Support training for school to careers transition counselors to enable them to meet the unique needs of youth with disabilities.
• Work with the Department of Education and the Division of Developmental Disabilities Services to provide supported employment to common clients under the Early Start to Supported Employment program.  (Page 291)
In the fall of 2012, DVR and the Delaware Department of Education collaborated with Goodwill of Delaware, Christiana Care Network, and Red Clay School District to pilot Project SEARCH in Delaware. DVR published a Request for Proposal for both SEARCH sites beginning in the fall of 2014. Contracts were awarded and services implemented in August of 2014. Community Integrated Services and Autism Delaware, Productive Opportunities for Work and Recreation (POW&R) jointly provide Project SEARCH programming for both Bayhealth Medical Center in Kent County and Christiana Care Network in New Castle County, collaborating with Dover and Red Clay school districts. A second Project SEARCH site began in the fall of 2014 in Kent County Delaware, at Bayhealth Medical Center. (Page 298)
 

Work Incentives & Benefits

~~Delaware Department of Labor Division of Vocational Rehabilitation (DVR) Weakness Assessment. DVR’s focus is to help Delawareans with disabilities overcome barriers to employment. The employment gap between Delawareans with and without disabilities is 38.7% and research suggests that a best practice to close this gap is Career Pathways focused counseling strategies, which DVR will be implementing. (Page 30)
Core programming for DVR consumers centers around individualized plans for employment for each consumer that use Career Pathways counseling and assessments and OOLMI data and business/educational partnerships that allow for and support the employment of all eligible DVR consumers towards meaningful integrated employment. DVR is working with core partners to develop a single referral process so clients can access multiple support services simultaneously to assist in completing training and employment goals. (Page 49)
DVR is employing Career Pathways counseling strategies as both an assessment and planning tool for every consumer moving forward. Recognized certificates and credentials are integral parts of consumer’s plans for employment. DVR is working with our training and education providers to insure that wherever possible, certificated and credentialed post–secondary education happens. Pease also refer to our state plan. (Page 59)
D.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program;
E.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) (Page 108)
a.    Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; ( Page 140)
Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. DVR has provided overview training on developing career pathways as a counseling technique and the use of the DET’s Joblink program to all DVR staff. DVR, through the Job Driven Vocational Rehabilitation Technical Assistance Program, is piloting a project in one field office where staff is getting additional training and support for implementing the career pathways process. (Page 281)
28. Eligible youth programs will provide: WIOA requires: a. Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; b. Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted; c. Preparation for postsecondary educational and training opportunities; d. Strong linkages between academic instruction and occupational education that lead to the attainment of recognized postsecondary credentials; e. Preparation for unsubsidized employment opportunities, in appropriate cases; f. Activities leading to the attainment of a secondary school diploma or its recognized equivalent, or a recognized postsecondary credential; g. Effective connections to employers, including small employers, in in-demand industry sectors and occupations of the local and regional labor markets. (Page 164-165)
A.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 183)
B.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) and that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted pursuant to subparagraph (A), except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 184)
How the program will coordinate with other entities to support supplemental services needed by participants to successful complete their studies;
16.  The program’s history in maintaining a high quality information management system that can report measurable participant outcomes and monitor program progress;
17.  Is the program located in an area with a demonstrated need for additional English language acquisition and civics education programs based on valid and reliable data;
18.  How the program will meet the State adjusted levels of performance and how data will be collected to report on performance indicators;
19.  How the program will coordinate with other entities including the Delaware Division of Vocational Rehabilitation, to support individuals with disabilities in the completion of their goals; Services to be provided through Title II RFP Process Applicants will also have to describe the types of services they wish to offer and the strategies they will use to deliver the services. The services required for funding consideration are:
• Appropriate contextualized instruction, including critical thinking skills, focusing on reading, numeracy and writing content areas as described in the National Reporting System guidance for eligible participants based on entry assessment scores. Instruction will be available for grade level 0 – 12.9. (Page 238)
The DDOE uses funds available under Section 222(a)2 to support the required leadership activities described in Section 223. No more than 12.5% of the state’s AEFLA allocation will be allocated to fund these activities. (1) To support the required activities under Section 223(a)(1)(A), DDOE will work with core programs and one-stop partners to align services in support of the state’s workforce development plan. This coordination will include but not be limited to: the development of career pathways to provide access to employment and training services for ABE and ESL students in adult education programs; alignment of assessments; seamless interagency referrals; and cross training of staff regarding partner services. (Page 241)
*     DVR does a great job at transition services and PETS. Continue to look for opportunities to serve students with unique, innovative programs to support students in career pathways.
*    Representative or DVR counselor attend the IEP meeting. Expand Project Search to Sussex County.
*    Wished Voc Rehab coordinated with Special Educators to host WIOA transition workshops during school day. Youth self–advocates need to be included.
*     Please see comment above re: data driving funding allocations. Transition is so very important and more than 7 transition counselors are necessary to allow every student a chance to transition into work/secondary education.
*    Transition services are restricted by the DOE’s counselors in high school by lack of understanding of career path services for students vs college oriented advisement.
*     I wonder how many disabled students in the school systems could benefit from VR services. The identified 1000 is good. Increased numbers of services provided is very good.
*     Provide workshop and conference information and materials to counselors, school resource personnel through organizations such as DE NASW (National Association of Social Workers) and the Mental Health Association.
Goal: 4 presentations per year. (Page 247)
Agency Response: DVR agrees with this recommendation. DVR recognizes that adults with disabilities, including adults with acquired physical disabilities, will continue to require services. The majority of DVR’s counselors have served, and will continue to serve, adults with disabilities. As part of DVR’s initiative to bring Career Pathways focused counseling throughout the agency, DVR counselors will be trained about how to use Career Pathways with adults with acquired disabilities. The concept of multiple entrance and exit points in Career Pathways is particularly relevant as individuals with acquired physical disabilities frequently have transferable skills that will enable them to move elsewhere in the career cluster or to a non–entry–level position on another Career Pathway. (Page 248)
It was determined that certain consumer groups and certain geographic areas had additional service needs; therefore, in May 2014 a supplemental RFP for supported employment, and job placement services with ASL was advertised. Seven proposals were received with three specifically to serve counties with fewer providers for consumers. As a result of successful negotiations DVR increased community based service providers to 50 statewide. It has been determined that an additional supplemental RFP be published in late 2015 or early 2016 to increase both competitive and supported employment services to meet the diverse needs of consumers and increase capacity. The RFP is intended to seek services that reflect the WIOA. (Page 258)
The DVR in-house Business Relations Unit will utilize labor market information and work with businesses to identify those jobs considered in-demand and high growth sectors. This information will be provided to DVR counselors for developing career pathways in addition to creating training and work opportunities for individuals with disabilities. In partnership with business, DVR will gather real-time labor market information based on current conditions, industry and skills segments to identify workforce needs and supports and align credentialed training with community programs to meet those needs and demands. (Page 262)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
DVR is providing training to all staff to assist with understanding the labor market. At a recent, agency–wide program, staff received training regarding Career Pathways and how to use pathways established through the Division of Employment and Training to assist individuals with disabilities to identify career goals and the steps and certifications necessary to reach short–term and long–term employment goals. (Page 271)
The Division, with technical assistance from the Division of Employment and Training and the JDVRTAC, is working towards the development and structural growth to engage career pathways into our business process. This philosophical shift in services and business process will involve training our VR Counselors in WIOA and agency shared expectations. There is also mass email distribution to staff, when publications and webinars are available and applicable to their work, through our national resource centers such as the Institute for Community Inclusion, Commission on Rehabilitation Counselor Certification, etc. (Page 272)
The SRC noted that many of the transition services offered by school counselors focus on preparation for college. Students who are not college–bound need assistance in identifying career pathways and plans to achieve the required experiences and training both as part of their educational experience and through DVR services. DVR is training the DVR staff about career pathway–focused planning and working with the Delaware Department of Labor, Division of Employment and Training to increase access to the credential–bearing programs that lead to employment in Delaware. DVR is also working with the community rehabilitation programs to develop industry–recognized credentials as the end–product of training programs. (Page 277)
Identify, at minimum, one new referral source annually and provide outreach presentations at least semi-annually.
2.   Work with the Division of Services for Aging and Adults with Physical Disabilities to create Supported Employment follow along funding for individuals with physical/orthopedic disabilities who have most significant disabilities.
3.    In the absence of identified follow-along through DSAAPD, utilize DVR funding to provide extended follow-along for individuals with physical/orthopedic disabilities who have most significant disabilities for up to four years.
GOAL 5: Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. (Page 281)
In FY 2016, DVR implemented a focus on career pathways for all DVR consumers. Implementation included agency–wide training on what career pathways are and how to include career pathways information in vocational rehabilitation counseling and guidance. DVR is also improving its vocational evaluation process to help consumers, including transition students and youth, identify short and long–term vocational goals. Career pathways and informed choice are key to assisting students and youth to identify steps in building the credentials to meet their goals. Programs at the postsecondary level, both at community rehabilitation facilities and postsecondary education institutions, are being given DVR support to develop and offer industry–recognized credentials that coordinate with career pathways in the local economies. (Page 288)
DVR holds quarterly meetings with the community rehabilitation programs to review accomplishments and identify ways to improve effectiveness. The division is helping the community rehabilitation programs to understand anticipated changes that will be forthcoming under the WIOA regulations. In incorporating WIOA and the move towards implementing the use of career pathways, DVR is moving away from programs that offer certificates of completion towards programs that offer national industry–recognized credentials and is in the process of incorporating the requirement of industry–recognized credentials to the fullest extent possible. For occupations for which there are no nationally recognized credentials, DVR, in conjunction with businesses, education and training providers, and WIOA partners, towards the development of local, industry–recognized standards and credentials. (Page 289)
The Career & Technical Education and STEM Initiatives workgroup provides leadership and technical assistance in an ongoing effort to meet or exceed the state’s adjusted levels of performance. Delaware career and technical education programs at the secondary level must meet the career and technical education requirements under Title 14, Section 525 (Appendix A) and align with the career pathway requirement under Title 14, Section 505 (Appendix B) of the Delaware Administrative Code. Further, all programs must be approved by the State and appear on the state-approved course list for the applicable funding period. Secondary programs of study will meet state and/or nationally developed standards and apprentice related-training programs will follow applicable State apprentice training requirements under Title 19, Section 1100 of the Delaware Administrative Code. Community college programs must be approved by the Board of Trustees at the Delaware Technical Community College. (Page 367)
 

Employer/ Business

~~While individuals with unidentified disabilities usually receive services within the general population due to personal choice, when disabilities are identified specific services are available. DOL–DET is a Ticket to Work Employment Network provider. Through signage, videos and discussion with one stop staff, individuals who are receiving social security and want to learn more about this program with are offered an initial assessment with a case manager. (Page 153)
MSFW’s will have access to the full array of employment and training services available at the American Job Centers, the Mobile One Stop(MOS) on line services and or through the NJFP partner at a community based partner site to be determined. MSFW’s are entered in the Delaware employment network, Delaware JobLink upon notice of their arrival from the agricultural growers and registered by the SMA. At this point of entry employment service delivery begins. (Page 230)
Under the Ticket–To–Work Initiative, DVR has contacted all Employment Networks (EN) that have agreed to serve Delaware. Currently, eight community rehabilitation facilities contracted through DVR are registered as ENs. The Delaware Department of Labor’s Division of Employment and Training became registered as an EN in 2011 and began receiving Ticket to Work referrals. (Page 259)
 

511

~~III (b) (1) (B) Data Collection. Presently, the data–collection and reporting processes for the WIOA core programs is not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 68)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. (Page 146)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 148)
 

Mental Health

~~Section 188 of the Workforce Investment Act of 1998 (WIA), which prohibits discrimination against all individuals in the United States on the basis of race, color, religion, sex, national origin, age, disability, political affiliation or belief, and against beneficiaries on the basis of either citizenship/status as a lawfully admitted immigrant authorized to work in the United States or participation in any WIOA Title I financially assisted program or activity;
Title VII of the Civil Rights Act of 1964, as amended, which prohibits discrimination on the bases of race, color and national origin; Section 504 of the Rehabilitation Act of 1973, as amended, which prohibits discrimination against individuals with disabilities; (Page 97 )
2. All proposals funded through this Request for Proposal (RFP), when viewed in their entirety, will be readily accessible to disabled individuals and will conform with all non-discrimination and Equal Opportunity laws and regulations covered by Section 188 of the Workforce Innovation and Opportunity Act.
3. All proposers must establish linkages with other state and community agencies in order to assure the delivery of services indicated above. (Page 112)
 

Policies and Initiatives

Displaying 41 - 50 of 65

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Pathways to Employment

“Pathways to Employment is a program designed to support low-income teens and young adults with disabilities in Delaware who want to work. Services available through Pathways to Employment include: •Employment Navigator •Career Exploration and Assessment •Supported Employment - Individual •Supported Employment - Small Group •Benefits Counseling •Financial Coaching •Non-Medical Transportation •Personal Care (including a self-directed component) •Orientation, Mobility, Assistive Technology”

Systems
  • Other
Topics
  • Asset Development / Financial Capability

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health

Early Start to Supported Employment Handbook

Early Start to Supported Employment” (ESSE) is intended to create a more seamless transition for students leaving school and entering the adult workforce. The outcome of paid work with post-school supports in place before the student leaves school is the primary goal of ESSE…. Purpose: -Support a seamless transition for students into supported employment upon exiting secondary education (high school). -Alleviate student and family stress during the difficult transition from school to an unknown adult life.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
Topics
  • Customized Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Community Support Services Program Provider Certification Manual

This manual contains the standards by which the Division of Substance Abuse and Mental Health (DSAMH) certifies Intensive Care Management (ICM) programs for persons with psychiatric disabilities. Certification is required for provider enrollment with the Division of Social Services, Delaware Division of Medicaid and Medical Assistance (DMMA) Program for Medicaid reimbursement through the rehabilitative services option of Title XIX of the Social Security Amendments.

Systems
  • Department of Mental Health
  • Medicaid Agencies
Topics
  • Mental Health

Delaware IEP Details

An IEP is developed to meet the individualized needs of each student. The educational services are provided at no cost to the family. The federal Individuals with Disabilities Education Act (IDEA) governs the rules for IEPs in every state. In addition, Delaware also has its own set of regulations with which the IEP process must comply. Every IEP must include: -A thorough analysis of how the student is presently performing in school -The student’s educational goals -A list of services the student will receive, including how often and for how long -Transition services for students of transition age -Any accommodations, supports, and services needed for the child to be successful in the general education curriculum -Whether the child will participate in the state wide assessment with/without accommodations -The extent to which an eligible school aged child will be included in the general education environments The extent to which an eligible preschool aged child will be included in natural environments

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Delaware Division for the Visually Impaired and Employment First

In implementing Employment First as a priority, we continue to examine state systems, such as our own Delaware Industries for the Blind, in shifting from a segregated facility- based model of employment to an integrated and inclusive business through strategic partnerships with other agencies and non-profits

Systems
  • Department of Rehabilitation Services
Topics
  • Segregated Day & Employment Services
  • Cross-Agency Collaboration / Partnerships

Employment First Oversight Commission Report FY 2015

Delaware’s Employment First At (H.B. 319) was signed by Governor Markell on July 16, 2012. This legislation promotes the right that all persons with disabilities have the opportunity for competitive employment and establishes the Employment First Oversight Commission…under the State Council for Persons with Disabilities (SCPD)….The following is a highlight of EFOC activities in FY 15.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Mental Health
  • Segregated Day & Employment Services
  • Provider Transformation
  • Cross-Agency Collaboration / Partnerships
  • Data Sharing

Vocational Rehabilitation - Mental Health Agency Partnership:

The Delaware Division of Vocational Rehabilitation (DVR) and the Delaware Division of Substance Abuse and Mental Health (DSAMH) have been collaborating to provide supported employment (SE) services and supports to individuals with mental illness (MI) for several years in an intensive fashion. In 2006-2007, the partnership intended to jointly implement Evidence-Based Practice (EBP) Supported Employment (SE) programs in the 4 service areas of the state as part of the Johnson and Johnson – Dartmouth Community Mental Health Program. For a variety of reasons, this partnership ended before full implementation. Subsequently DVR contracted with the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston to assist DSAMH and DVR in building on that start using braided funding from the two agencies. Since that time DVR has continued to build up the employment system for MH clients in DE and has been the primary intervention agent for this change. This represents an assertive approach that an SVRA can take to encourage, promote, fund, and advocate for its MH system partner to create more employment opportunities for joint clients.

Systems
  • Department of Rehabilitation Services
  • Department of Mental Health
  • Other
Topics
  • Mental Health
  • Provider Transformation
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging
Displaying 1 - 8 of 8

House Bill 370 AN ACT TO AMEND TITLE 19 OF THE DELAWARE CODE RELATING TO EMPLOYMENT PRACTICES - 09/04/2018

~~“This Bill adds the Secretary of the Department of Human Resources and the Executive Director of Delaware CLASI or their designees to the Employment First Oversight Commission (hereinafter “EFOC”). The Bill also allows non-Delaware residents who work in Delaware for an employment agency that advocates or represents disabled individuals to participate on the EFOC. Finally, the Bill eliminates the prohibition on appointment of state employees to the EFOC under § 745 (1).” Signed into law 9/4/18

Systems
  • Other
Topics
  • Cross-Agency Collaboration / Partnerships

Senate Concurrent Resolution 70 CREATING A MEDICAID BUY-IN STUDY GROUP. - 06/28/2018

~~This Senate Concurrent Resolution creates a Medicaid Buy-In Study Group to study the adoption of an expanded Medicaid Buy-In program that would allow Delawareans with incomes above 138% of the Federal Poverty Level to purchase insurance coverage through the Medicaid program.

Systems
  • Medicaid Agencies
  • Other
Topics
  • Home and Community Based Services (HCBS)

Delaware Regulations, Title 14:900: 925 - 11/13/2017

~~“925 Children with Disabilities Subpart D, Evaluations, Eligibility Determination, Individualized Education Programs:Non-regulatory note: Some sections of this regulation are shown in italics. Federal law requires that the Delaware Department of Education identify in writing any Delaware rule, regulation or policy that is a state-imposed requirement rather than a federal requirement (see 20 USC §14079(a)(2)). The italicized portions of this regulation are Delaware-imposed requirements for the education of children with disabilities and are not specifically required by federal special education law and regulations….20.2 Transition services: Beginning with the earlier of the first IEP to be in effect when the child turns fourteen (14) or enters the eighth (8th) grade, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:20.2.1 Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and20.2.2 The transition services and activities (including courses of study) needed to assist the child in reaching those goals.20.2.2.1 The IEP team shall discuss employment options with children and parents consistent with Delaware's Employment First Policy articulated by 19 Del.C. §743.” 

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Delaware SB 33 - 06/18/2015

This Act implements the legislative recommendations of the IEP Improvement Task Force created by the 147th General Assembly. The recommendations it implements are to: 1.Provide more detailed and helpful information to parents about their rights and resources in the IEP process; 2.Solicit the input of parents and children regarding the IEP process before IEP meetings occur; 3.Provide advance notice to parents and children of documents that will be discussed at IEP meetings; 4.Require the facilitation of parent councils to provide peer support for the parents of students with disabilities; 5.Ensure that teachers, staff, and contract employees do not suffer retaliation for offering their candid opinions during the IEP process; 6.Ensure that employment planning during the IEP process is consistent with Delaware’s employment first policy; 7.Require a robust annual survey of parents and children to ensure that school districts and charter schools are adhering to state and federal law with respect to the IEP process. 8.Ensure that charter schools are attentive to their responsibilities and available resources with respect to students with disabilities. 9.Require that the Department of Education report to the General Assembly on the status of and possible alternatives to the IEP Plus computer system, which has been an impediment to the preparation of IEPs by teachers, staff, and contractors.

Systems
  • Department of Education
Topics
  • School-to-Work Transition
Citations

Delaware HB 60 - 06/10/2015

"This bill creates an Achieving a Better Life Experience (“ABLE”) Program in Delaware, to implement federal legislation enabling the creation of savings accounts with tax advantages similar to 529 accounts, designed to be used by persons with disabilities to save for qualifying disability and education related expenses."

Systems
  • Other
Topics
  • Asset Development / Financial Capability
Citations

DE Employment First Oversight Commission - 07/16/2012

An Employment First Oversight Commission, under the purview of the State Council for Persons with Disabilities, shall be established and “shall facilitate the full, effective and timely implementation of this Act.” This “Commission shall consist of 11 members, who are residents of this State,” including:

“(1) Four members who are persons with a disability and who are knowledgeable of disability issues and who are not state employees, one of which shall be a veteran and one of which shall be a member of the State Council for Persons with Disabilities, … (2) one member who is experienced with employment service programs and who is not a state employee and who shall be appointed by the Speaker of the House of Representatives; (3) a representative of the Division of Industrial Affairs, appointed by the Secretary of Labor; (4) a representative of the Division of Vocational Rehabilitation, appointed by the Secretary of Labor; (5) the Secretary of Education or a designee appointed by the Secretary; (6) the Secretary of Health and Social Services or a designee appointed by the Secretary; (7) the Director of the Division of Developmental Disabilities Services or a designee appointed by the Director; and (8) the Chair of the Developmental Disabilities Council or a designee appointed by the Chair.”

 
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Cross-Agency Collaboration / Partnerships
  • Data Sharing

DE Employment First Act (HB 319) amended by House Amendment Number 1 - 07/16/2012

“House Bill 319 would require state agencies that provide services to persons with disabilities consider, as their first option, employment in an integrated setting for persons with disabilities. The bill also establishes an Employment First Oversight Commission as part of the State Council for Persons with Disabilities to review goals and objectives and prepare an annual report.”

“All persons with disabilities, including veterans with service-connected disabilities, have a right to the opportunity for competitive employment. To promote the realization of this right, this bill creates the Employment First Act. The Act requires that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities. The Act does not require an employer to give preference to hiring persons with disabilities."

“This Act further establishes an Employment First Oversight Commission as part of the State Council for Persons with Disabilities. The Commission reviews measurable goals and objectives as submitted to it by each relevant state agency to ensure implementation of the Act. The Commission tracks the measurable progress of state agencies in implementing the Act. The Commission prepares an annual report as part of the annual report submitted by the State Council for Persons with Disabilities to the Governor and the General Assembly. The report details progress made toward the goals and objectives as well as strategies and policies to help realize the employment first initiative.”

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Persons With Disabilities Employment Protections Act

“This subchapter is intended to encourage and enable qualified persons with disabilities to engage in remunerative employment which is sought by them in good faith. The General Assembly finds that the practice of employment discrimination based on disability is contrary to the public interest and the principles of freedom and equality of opportunity.”

 

Systems
  • Other
Topics
  • Employer Engagement
  • Provider Transformation

No Executive Orders have been entered for this state.

Displaying 11 - 20 of 20

Governor’s Advisory Council for Exceptional Citizens FY 2016 Annual Report - 01/01/2017

~~“This year council and staff at the Governor’s Advisory Council for Exceptional Citizens (GACEC) was pleased to work with other disability advocates and organizations to assist in organizing and planning of the Americans With Disabilities Act 25th Anniversary celebration that was held in Dover in July 2015. We had over 40 vendors participate in the parade and many vendors display their materials as well.

The GACEC worked with the Developmental Disabilities Council (DDC) and the State Council for Persons with Disabilities (SCPD) in preparation for the Joint Retreat which was held in April 2016. We held focus groups throughout the state as well as webinars to gather input from a variety of stakeholders that will help the three Councils understand where we still have barriers. We were pleased to have Attorney General Matthew Denn kick off the day.

We worked collaboratively for countless hours with the DDC and many other Disability Advocates throughout the state on the Supported Decision Making Bill.”

Systems
  • Department of Education
  • Other

Delaware Disability Mentoring Day Expansion - 08/25/2015

In a sign of the increasing interest in employment opportunities for young people with disabilities, Delaware's Disability Mentoring Day for the first time this year will expand to host sites in each of the three counties for a day of job networking and discovering careers. For the previous six years, Disability Mentoring Day has been hosted by the University of Delaware Center for Disabilities Studies, with the Delaware Department of Labor's Division of Vocational Rehabilitation helping to identify students

Systems
  • Department of Rehabilitation Services
  • Other
Topics
  • School-to-Work Transition

Delaware Disability Mentoring Day Expansion - 08/25/2015

In a sign of the increasing interest in employment opportunities for young people with disabilities, Delaware's Disability Mentoring Day for the first time this year will expand to host sites in each of the three counties for a day of job networking and discovering careers.

For the previous six years, Disability Mentoring Day has been hosted by the University of Delaware Center for Disabilities Studies, with the Delaware Department of Labor's Division of Vocational Rehabilitation helping to identify students

Systems
  • Department of Rehabilitation Services
Topics
  • School-to-Work Transition

DE A Better Bottom Line: Employing People with Disabilities - 08/13/2013

Governor Jack Markell spearheaded an initiative at the National Governor’s Association called, “A Better Bottom Line: Employing People with Disabilities.” Governor Markell released a blueprint for governors from this year-long study on policy recommendations to improve employment outcomes for people with disabilities. The goal is to integrate people with disabilities into the workforce.

Systems
  • Other
Topics
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

“RespectAbility: Delaware and Jobs for PWDs” Delaware Employment Resources Rebalancing Initiative (ERRI)

“The Commission and the State of Delaware also received the opportunity to participate as one of the six states in Employment Resources Rebalancing Initiative (ERRI) and Vision Quest Initiative in 2014, whereby a consultant was available to the state’s Employment First Workgroup and a separate Vision Quest local and national consulting group in evaluating current systems, policies, and practices in Delaware to determine if they are in alignment with the employment first priority.”

Systems
  • Other
Topics
  • Home and Community Based Services (HCBS)
  • Provider Transformation
  • Resource Leveraging

Delaware Governor’s Advisory Council for Exceptional Citizens FY 2015 Annual Report

In accordance with CFR 300.650 (b), the Council serves as the State Advisory Panel for the Individuals with Disabilities Education Act (IDEA) and its amendments.   1. Delaware Code: Title 14, Chapter 31, Sub. Sec. 3111  2. Federal Statute: Individuals with Disabilities Education Act (IDEA) and its amendments The State Advisory Panel will: "...advise(s) the state educational agency of unmet needs within the state in the education of children with disabilities; comment(s) publicly on any rules or regulations proposed for issuance by the state regarding the education of children with disabilities and the procedures for distribution of funds under this part; and assist(s) the state in developing and reporting such data and evaluations as may assist the Secretary under Section 618..." 3. Delaware Code: Title 14, Chapter 24, subsection 2408   
Systems
  • Department of Education
  • Other
Topics
  • School-to-Work Transition
  • Employer Engagement

DE Employment First Oversight Commission Report FY 2013-FY 2014

“Delaware’s Employment First Act (H.B. 319) was signed by Governor Markell on July 16, 2012.  It promotes the right that all persons with disabilities have the opportunity for competitive employment and establishes the Employment First Oversight Commission (hereafter referred to as “Commission”) under the State Council for Persons with Disabilities (SCPD).

“The Act recites that it is the policy of this State that competitive employment in an integrated setting shall be considered its first and priority option for people who are of working age, including people with disabilities. All state agencies that provide services and support to persons with disabilities shall follow this policy and ensure that it is effectively implemented in their programs and services. Competitive employment means work in the competitive labor market that is performed on a full-time or part-time basis in an integrated setting and for which a person with a disability is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by persons without disabilities.”

 

 
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

DE Pathways to Employment

“Pathways to Employment, a program now under development in Delaware, is designed to support low-income persons with disabilities who wish to work. The program is a result of an initiative launched by Governor Jack Markell while Chairman of the National Governors Association to improve employment opportunities for individuals with disabilities."

“In February 2014, Delaware submitted an application to the Centers for Medicare & Medicaid Services for a 1915(i) Medicaid State Plan amendment to establish the Pathways program. This amendment will enable the State to provide employment supports to qualified individuals. In its initial phase, Pathways to Employment will target teens and young adults (aged 14 to 25) with disabilities to help them get prepared for and find jobs."

“Pathways to Employment is expected to begin operation in Spring 2015.”

 

 
Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
Topics
  • School-to-Work Transition
  • Asset Development / Financial Capability
  • Resource Leveraging

DE Division of Developmental Disabilities Services Employment First Statement

“The Division of Developmental Disabilities Services affirms that employment and participation in their communities is an important part of the lives of the individuals it serves. Further, the Division believes that employment in the community should be the first service option considered for individuals. In support of this belief, the Division has set a goal of increasing community employment for individuals receiving Center Based Day Program services.   “To that end, Day Program service plans shall be required to address the advancement of individuals towards meaningful participation and employment in their communities. It is the responsibility of the Day Programs funded by the Division to work in collaboration with the relevant Residential Programs and families, to develop these support plans.” 

 

 

 

Systems
  • Department of Intellectual and Developmental Disabilities
Topics
  • Home and Community Based Services (HCBS)
  • Segregated Day & Employment Services
Displaying 11 - 11 of 11

Delaware Governor’s Advisory Council for Exceptional Citizens FY 2015 Annual Report

The membership of the State advisory panel must consist of members  appointed by the Governor, or any other official authorized under State law to make these appointments, that is representative of the State population and that is composed of individuals involved in, or concerned with the education of children with disabilities  including:   Parents of children with disabilities (ages birth through 26); 2.  Individuals with disabilities; 3. Teachers; 4. Representatives of institutions of higher education that prepare special education and related services personnel; 5. State and local education officials, including officials who carry out activities under subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et eq.); 6. Administrators of programs for children with disabilities; 7. Representatives of other State agencies involved in the financing or delivery of related services to children with disabilities; 8. Representatives of private schools and public charter schools; 9. Not less than one representative of a vocational, community, or business organization concerned with the provision of transition services to children with disabilities; 10. A Representative from the State child welfare agency responsible for foster care; and 11.Representatives from the State juvenile and adult corrections agencies  
Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
  • Other
Topics
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
Displaying 1 - 3 of 3

TANF Policy Academy for Innovative Employment Strategies- Career Pathways (HHS 2018 ACF OFA FJ 1345) - 03/29/2018

~~“The Department of Health and Human Services, Administration for Children and Families - OFA in the income security and social services sector is offering a public funding opportunity titled "TANF Policy Academy for Innovative Employment Strategies- Career Pathways" and is now available to receive applicants.•Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.475.•This funding opportunity was created on Mar 29, 2018.•Applicants must submit their applications by May 29, 2018 Electronically submitted applications must be submitted no later than 1159 p.m., ET, on the listed application due date.•Each selected applicant is eligible to receive up to $125,000.00 in funding.•The number of recipients for this funding is limited to 4 candidate(s).•Eligible applicants include: State governments.” 

Systems
  • Other
Topics
  • Provider Transformation

DE Disability Employment Initiative - 12/15/2012

The Disability Employment Initiative (DEI) was a three-year federal grant-funded program to improve education, training, employment opportunities, and employment outcomes for youth who were unemployed, underemployed, and/or receiving Social Security disability benefits. In 2010, the Delaware Department of La or Division of Vocational Rehabilitation was awarded a Round 1 DEI grant from the U.S. Department of Labor’s Employment Training Administration.    The departments allocating staff to this project included the Department of Education, Division of Employment and Training, Department of Health and Human Services, Divisions of Developmental Disabilities Services, Substance Abuse and Mental Health, and Technical &Community Colleges.  The project ended in 2013.  
Systems
  • Department of Rehabilitation Services
  • Department of Mental Health
  • Department of Intellectual and Developmental Disabilities
  • Department of Workforce Development
  • Department of Education
Topics
  • Self-Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging

Delaware Medicaid Money Follows the Person

“ The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA).   “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital) to an eligible residence in the community with available community services and supports.”  

 

Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
  • Other
Topics
  • Home and Community Based Services (HCBS)
  • Cross-Agency Collaboration / Partnerships
Displaying 1 - 7 of 7

Employment First: When Everyone Works, Everyone Wins - 02/05/2019

~~“Chronic unemployment and underemployment of persons with disabilities have huge social costs. According  to a June 2015 news release of the U.S. Bureau of Labor Statistics, in 2014 17.1 percent of persons with a disability were employed; in contrast, the employment-population ratio for those without a disability was 64.6 percent. (http://www.bls.gov/news.release/disabl.nr0.htm External Link , retrieved August 10, 2015.) Shocking? Yes, shocking — and unnecessary.Employment First is a philosophy and public policy in Delaware and many other states. Employment First means that competitive employment - the same kind of employment that most people have - should be the first choice for persons with disabilities. The Employment First Oversight Commission exists for the purpose of making that happen."

Systems
  • Other

Delaware Customized Employment: Evidence-Based Supported Employment Practices - 08/28/2008

This PowerPoint describes the various elements of Customized Employment, from the Discovery Phase, through Job Negotiation and Placement.

Systems
  • Other
Topics
  • Customized Employment
  • Provider Transformation

Early Start to Supported Employment Handbook

Early Start to Supported Employment” (ESSE) is intended to create a more seamless transition for students leaving school and entering the adult workforce. The outcome of paid work with post-school supports in place before the student leaves school is the primary goal of ESSE…. Purpose: -Support a seamless transition for students into supported employment upon exiting secondary education (high school). -Alleviate student and family stress during the difficult transition from school to an unknown adult life.

Systems
  • Department of Rehabilitation Services
  • Department of Intellectual and Developmental Disabilities
  • Department of Education
Topics
  • Customized Employment
  • School-to-Work Transition
  • Employer Engagement
  • Cross-Agency Collaboration / Partnerships

Delaware Community Support Services Program Provider Certification Manual

This manual contains the standards by which the Division of Substance Abuse and Mental Health (DSAMH) certifies Intensive Care Management (ICM) programs for persons with psychiatric disabilities. Certification is required for provider enrollment with the Division of Social Services, Delaware Division of Medicaid and Medical Assistance (DMMA) Program for Medicaid reimbursement through the rehabilitative services option of Title XIX of the Social Security Amendments.

Systems
  • Department of Mental Health
  • Medicaid Agencies
Topics
  • Mental Health

Delaware PROMISE - Services and Supports

This presentation serves as a practical guide for delivering services under Delaware's PROMISE (Promoting Optimal Mental Health for Individuals through Supports and Empowerment) section of Delaware's HCBS Waiver, focused on Mental Health related services. It states that, “PROMISE will offer community-based, recovery-oriented services, meeting needs identified in a person’s Recovery Plan, by providing specific key supports to enable individuals to live independently.” 

Systems
  • Department of Mental Health
  • Medicaid Agencies
  • Other
Topics
  • Customized Employment
  • Self-Employment
  • Mental Health
  • Home and Community Based Services (HCBS)
  • Employer Engagement
  • Provider Transformation

Delaware CHOICES Vocational Rehabilitation Services - Guide

This customer's guide for Delaware's Vocational Rehabilitation System includes detailed descriptions of the kinds of services available through the system, and the various provider agencies throughout the state. Customized Employment is one of the services that providers can list as available to customers.

Systems
  • Department of Rehabilitation Services
  • Department of Workforce Development
Topics
  • Customized Employment
  • Self-Employment
  • School-to-Work Transition
  • Mental Health
  • Employer Engagement
  • Provider Transformation

DE Employment Resources Rebalancing Initiative (ERRI)

“The Commission and the State of Delaware also received the opportunity to participate as one of the six states in Employment Resources Rebalancing Initiative (ERRI) and Vision Quest Initiative in 2014, whereby a consultant was available to the state’s Employment First Workgroup and a separate Vision Quest local and national consulting group in evaluating current systems, policies, and practices in Delaware to determine if they are in alignment with the employment first priority.”

 
Systems
  • Other
Topics
  • Asset Development / Financial Capability
  • Cross-Agency Collaboration / Partnerships
  • Resource Leveraging
Displaying 1 - 2 of 2

U.S. v. Delaware – 11-CV-591 – (D. Del. 2010) - 07/06/2011

On July 6, 2011 the Division filed in District Court a Complaint and a simultaneous Settlement Agreement resolving its ADA Olmstead investigation into whether persons with mental illness in Delaware are being served in the most integrated settings appropriate to their needs and its CRIPA investigation into conditions of confinement at Delaware Psychiatric Center. The fundamental goals of the Agreement are: to ensure that people who are unnecessarily institutionalized, at the Delaware Psychiatric Center or other inpatient psychiatric facilities, can receive the treatment they need in the community; to ensure that when individuals go into mental health crisis, sufficient resources are available in the community so that they do not need to go unnecessarily to psychiatric hospitals or jails; and to ensure that people with mental illness who are living in the community are not forced to enter institutions because of the lack of stable housing and intensive treatment options in the community.

Systems
  • Other
Topics
  • Mental Health

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health
Displaying 11 - 14 of 14

DE Renewal DDDS (0009.R07.00) - 07/01/2014

~~Provides day habilitation, personal care, prevocational services, residential habilitation, respite, supported employment – individual, supported employment - small group, assistive technology, clinical consultation: behavioral, clinical consultation: nursing, community transition, home or vehicle accessibility adaptations, specialized medical equipment and supplies, supported living for individuals w/autism and ID ages 12 - no max age

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Medicaid State Plan

This page included the Delaware Medicaid state plan.  The state plan outlines the agreement between Delaware and the Federal government and describes how the state will administer its Medicaid program. More specifically it details how the state will follow Federal rules and details plans for claiming Federal matching funds for its program activities.  It also covers groups of individuals to be covered, services to be provided, methodologies for providers to be reimbursed and the administrative activities that are underway Delaware.

Systems
  • Medicaid Agencies
  • Other

DE Division of DD Services - Waiver Amendment Public Notice Attachment

A public notice on various definitions under Delaware's HCBS Waiver, including a (then proposed) revision of 'Supported Employment' to include 'Customized Employment.'

Systems
  • Department of Intellectual and Developmental Disabilities
  • Medicaid Agencies
Topics
  • Customized Employment
  • Self-Employment
  • Home and Community Based Services (HCBS)
  • Provider Transformation

States - Phone

Snapshot

The First State of Delaware knows the value of Employment First for workers with disabilities to succeed at their careers and live independently in their communities.

State VR Rates and Services

A list of services offered by this state’s Vocational Rehabilitation agency, along with the standard rates paid for the performance of those services.

PDF icon Delaware’s VR Rates and Services

2017 State Population.
1.03%
Change from
2016 to 2017
961,939
2017 Number of people with disabilities (all disabilities, ages 18-64).
-6.8%
Change from
2016 to 2017
52,947
2017 Number of people with disabilities who are employed (all disabilities, ages 18-64).
-3.62%
Change from
2016 to 2017
19,576
2017 Percentage of working age people who are employed (all disabilities).
2.98%
Change from
2016 to 2017
36.97%
2017 Percentage of working age people who are employed (NO disabilities).
-3.2%
Change from
2016 to 2017
73.45%

State Data

General

2017
Population. 961,939
Number of people with disabilities (all disabilities, ages 18-64). 52,947
Number of people with disabilities who are employed (all disabilities, ages 18-64). 19,576
Number of people without disabilities who are employed (ages 18-64). 390,409
Percentage of working age people who are employed (all disabilities). 36.97%
Percentage of working age people who are employed (NO disabilities). 73.45%
State/National unemployment rate. 4.60%
Poverty Rate (all disabilities). 16.40%
Poverty Rate (NO disabilities). 13.20%
Number of males with disabilities (all ages). 46,977
Number of females with disabilities (all ages). 60,786
Number of Caucasians with disabilities (all ages). 83,996
Number of African Americans with disabilities (all ages). 17,976
Number of Hispanic/Latinos with disabilities (all ages). 4,602
Number of American Indians/Alaska Natives with disabilities (all ages). 760
Number of Asians with disabilities (all ages). 1,432
Number of Hawaiians/Pacific Islanders with disabilities (all ages). N/A
Number of persons of two or more races with disabilities (all ages) 2,705
Number of persons of some other race alone with disabilities (all ages) 894

 

SSA OUTCOMES

2017
Number of SSI recipients with disabilities who work. 1,051
Percentage of SSI recipients with disabilities who work relative to total SSI recipients with disabilities. 6.60%
Old Age Survivor and Disability Insurance (OASDI) recipients/workers with disabilities. 27,255

 

MENTAL HEALTH OUTCOMES

2017
Number of mental health services consumers who are employed. 644
Number of mental health services consumers who are part of the labor force (employed or actively looking for employment). 1,545
Number of adults served who have a known employment status. 3,420
Percentage of all state mental health agency consumers served in the community who are employed. 18.80%
Percentage of supported employment services evidence based practices (EBP). 0.30%
Percentage of supported housing services evidence based practices (EBP). 0.50%
Percentage of assertive community treatment services evidence based practices (EBP). 8.60%
Percentage of medications management evidence based practices (EBP). N/A
Number of evidence based practices (EBP) supported employment services. 17
Number of evidence based practices (EBP) supported housing services. 29
Number of evidence based practices (EBP) assertive community treatment services. 456
Number of evidence based practices (EBP) medications management. N/A

 

WAGNER PEYSER OUTCOMES

2015
Number of registered job seekers with a disability. 1,445
Proportion of registered job seekers with a disability. 0.03

 

WORKFORCE DEVELOPMENT OUTCOMES (ADULTS)

2015
Total number of people with a disability that is a substantial barrier to work served by Job Training and Partnership Act/Workforce Investment Act programs. 12
Total number of people with a disability that is a substantial barrier to work who entered unsubsidized employment. 7
Percentage of people with a disability that is a substantial barrier to work who entered unsubsidized employment relative to total the number of people with a disability that is a substantial barrier to work. 58.00%
Incidence rate of people with a disability that is a substantial barrier to work who entered unsubsidized employment per 100,000 individuals in the general state population. 0.74

 

VR OUTCOMES

2017
Total Number of people served under VR.
N/A
Number of people with visual impairments served under VR. N/A
Number of people with communicative (hearing loss, deafness) impairments served under VR. N/A
Number of people with physical impairments served under VR. N/A
Number of people cognitive impairments served under VR. N/A
Number of people psychosocial impairments served under VR. N/A
Number of people with mental impairments served under VR. N/A
Percentage of overall closures into employment under VR. N/A
Number of employment network (EN) and vocational rehabilitation (VR) tickets assigned. 2,020
Number of eligible ticket to work beneficiaries. 38,984
Total number of ID closures using supported employment services with or without Title VI-B funds expended (VI-C prior to 2002). N/A
Total number of ID competitive labor market closures. N/A

 

IDD OUTCOMES

2016
Dollars spent on day/employment services for integrated employment funding. $4,820,000
Dollars spent on day/employment services for facility-based work funding. $9,865,000
Dollars spent on day/employment services for facility-based non-work funding. $19,212,000
Dollars spent on day/employment services for community based non-work funding. $5,129,000
Percentage of people served in integrated employment. 30.00%
Number of people served in community based non-work. 187
Number of people served in facility based work. 523
Number of people served in facility based non-work. 724
Number supported in integrated employment per 100,000 individuals in the general state population. 66.70

 

EDUCATION OUTCOMES

2016
Percent of children with IEPs aged 6 through 21 served inside the regular class 80% or more of the day (Indicator 5a). 65.72%
Percent of children with IEPs aged 6 through 21 served inside the regular class less than 40% of the day (Indicator 5b). 14.96%
Percent of children with IEPs aged 6 through 21 served in separate schools, residential facilities, or homebound/hospital placements (Indicator 5c). 5.46%
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals (Indicator 13). 99.24%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education within one year of leaving high school (Indicator 14a). 49.47%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or competitively employed within one year of leaving high school (Indicator 14b). 92.59%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school (Indicator 14c). 86.20%
Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were competitively employed within one year of leaving high school (Subset of Indicator 14). 33.12%

 

ABILITYONE/JWOD PROGRAM

2014
Number of overall agency blind and SD hours. 394,160
Number of overall total blind and SD workers. 533
Number of AbilityOne blind and SD hours (products). 6,740
Number of AbilityOne blind and SD hours (services). 86,651
Number of AbilityOne blind and SD hours (combined). 93,391
Number of AbilityOne blind and SD workers (products). 4
Number of AbilityOne blind and SD workers (services). 99
Number of AbilityOne blind and SD workers (combined). 103
AbilityOne wages (products). $60,082
AbilityOne wages (services). $1,128,211

 

WAGE AND HOUR DIVISION: 14(c) CERTIFICATE-HOLDING ENTITIES OUTCOMES

2019
Number of 14(c) certificate-holding businesses. 0
Number of 14(c) certificate-holding school work experience programs (SWEPs). 0
Number of 14(c) certificate-holding community rehabilitation programs (CRPs). 0
Number of 14(c) certificate holding patient workers. 0
Total Number of 14(c) certificate holding entities. 0
Reported number of people with disabilities working under 14(c) certificate-holding businesses. 0
Reported number of people with disabilities working under 14 (c) certificate holding school work experience programs (SWEPs). 0
Reported number of people with disabilities working under 14(c) certificate holding community rehabilitation programs (CRPs). 0
Reported number of people with disabilities working under 14(c) certificate holding patient workers. 0
Total reported number of people with disabilities working under 14(c) certificate holding entities. 0

 

WIOA Profile

WIOA Profile

 

The material cited below is taken directly from each state’s plan for WIOA implementation. These sections of the state plan were selected because of their relevance to youth and adults with disabilities. However, all programs and services under WIOA must be physically and programmatically accessible to individuals with disabilities.

Employment First State Leadership Mentoring Program (EFSLMP)

~~DVR maintains ongoing relationships with several councils throughout the state that have missions related to individuals with disabilities including the State Council for Persons with Disabilities (SCPD), the Developmental Disabilities Council (DDC), the Governor’s Commission for Community Alternatives, the University of Delaware Center for Disability Studies, the Division of Substance Abuse and Mental Health, and the Governor’s Committee on Equal Employment Opportunity (GCEEO). These councils address issues of common concern to the disability community. DVR’s Director participates in the Governors Employment First Taskforce, which is responsible to monitor implementation of Delaware’s Employment First Legislation. DVR participates with the SCPD, a coordinating council for all disability–related councils throughout the State. DVR participates on the DDC including its Adult Issues committee. DVR participates in the Governor’s Task Force on Community Inclusion, a collaboration of state agencies, organizations and entities involved with issues relating to disabilities. (Page 249) 
• Delaware’s Employment First Initiative requiring that state agencies that provide services and support to persons with disabilities shall consider, as their first option, competitive employment in an integrated setting for persons with disabilities.
• Interagency collaboration for support and transition services to special populations. This group collaborates with Delaware’s Community of Practice on Secondary Transition for students with disabilities, which is supported initially by a grant from the federal Office of Special Education and Rehabilitation Services (OSERS), Department of Labor Division of Vocational Rehabilitation, and Division on Developmental Disabilities Services.
• Coordination and collaboration of CTE instructors, special education, and ELL staff in secondary school programs.
• Professional development opportunities in statewide conferences and forums on effective practices.
• Data analysis is used to identify effective programs that serve special populations in the most integrated settings possible. Programs requiring assistance to provide access and demonstrate success will also be identified.  (Page 383)
 

Customized Employment

~~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. The Division of Vocational Rehabilitation (DVR) has a strong relationship established with many transition stakeholders throughout the state. DVR collaborates with the Delaware Department of Education (DOE), including the Exceptional Children Resources and Career & Technical Education Work Groups as well as with the Local Education Agencies and Charter Schools. DVR continues to participate in the State and Regional Transition Councils, the Delaware Community of Practice on Transition and the DOE Cadre meetings. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). DVR and DOE, in collaboration with the Delaware Division for the Visually Impaired (DVI) and the Delaware Division of Developmental Disabilities Services (DDDS), plan and financially support the statewide Transition Conference which continues to draw over 600 attendees, nearly half of whom are transition students. In the spring of 2015, DVR and DOE held the semi–annual Customized Employment Bootcamp for school personnel, DVR staff, community rehabilitation program (CRP) staff and other state agency personnel. This is a long standing training program focused on employment strategies for working with individuals with disabilities, especially high school students and those requiring supported employment services. (Page 252)
DVR will assign a qualified Vocational Rehabilitation Counselor (VRC) to all school programs serving students from grades 9-12. The VRC will maintain a regular schedule with each of their schools to maintain a cooperative working relationship and the LEA/Charter will provide locations within the schools for the VRC to meet with students and staff for planning purposes. The VRC works with the student to explore career opportunities, discuss post-school goals, and collaborate with the schools to develop and implement additional vocationally related training and employment initiatives as needs of students are identified by the transition team. The VRC will also collaborate with schools to address the needs of youth with disabilities at risk of dropping out of school and provide outreach to students potentially eligible for DVR. The Division of Vocational Rehabilitation works closely with the DOE and other organizations on a variety of other initiatives to facilitate the transition process for students with disabilities and provide pre–employment transition services. Some of these initiatives include the annual Transition Conference, Customized Employment Bootcamp, Project SEARCH and the Start on Success program (SOS). The monthly cadre meetings and statewide transition meetings, in which all districts and VR Transition Staff are invited, (Page 257)       
DVR continues to work with the Division of Developmental Disabilities (DDDS) and the Division of Substance Abuse and Mental Health (DSAMH) to maintain good inter-agency relationships. DVR, DDDS and DSAMH have Memorandums of Understanding to address program integration, shared staff and employer training, customized employment, the overall shared serving of our mutual consumers and post-employment follow along services. The collaborative efforts with DDDS and DSAMH have enhanced integrated competitive employment and wrap around support services for persons with significant mental illness and cognitive disabilities statewide.
• The Division of Developmental Disabilities Services (DDDS) and DVR have a seamless continuum of service delivery of for supported employment clients from DVR to DDDS for follow-up and extended services and supports. DVR requires supported employment providers be approved DDDS providers and in compliance with annual training requirement per DDDS via Medicaid. On an semi-annual basis, staff training is provided through a Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. (Page 256)
Supported Customized Employment Bootcamp program that trains DVR supported employment staff, along with representatives from DDDS, DSAMH, the Department of Education, LEAs including individuals from the school districts, charter schools and community rehabilitation providers. This program is jointly funded by DVR, DDDS and DOE and offers training on effective supported employment and business engagement processes. This training facilitates skill building, networking and cross-agency understanding and collaboration to better serve our mutual consumers and local businesses.
• The cooperative agreement specifies which agency is responsible throughout the supported employment process with DVR responsible through employment stabilization. DVR provides funding to the SE provider (Page 265)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
*     DVR coordinates the Customized Employment Bootcamp training that is provided by George Tilson, Ed.D, formerly with TransCen, Inc., to provide job development and coaching training to front line staff at the community rehabilitation programs (CRP). The training program certifies staff providing services through the programs. The training was held once in 2015, training 20 CRP staff. Bi–monthly training work groups have been held with DVR, DDDS and CRP staff, along with Dr. Tilson, to determine training needs in Delaware and the capacity to increase the Bootcamp training. DVR is working with Dr. Tilson to develop a “Train the Trainer” component to the Bootcamp and offer it quarterly, increasing the capacity to 80–100 staff being trained per year. DVR works with the Department of Education, the Division of Developmental Disabilities Services, and the Division of Substance Abuse and Mental Health to fund and coordinate training through a SE Consortium of state agencies. (Page 299)                                                                    

Blending/ Braiding Resources

~~DDOE will determine the service area with the highest need for Integrated English Literacy and Civics Education services based on the number of individuals with English language acquisition needs according to American Community Survey/US Census and state data. The goal of the Integrated English Literacy and Civics Education Program will be to prepare the English Language Learner based on their individual needs and current skills for entry into an “in–demand” job and/or transition into postsecondary education and/or training for career advancement. The DDOE will continue its efforts with the DWDB, local vocational technical schools and the community college to develop career pathways for English Language Learners. The DDOE will offer technical assistance to programs regarding the braiding of funding from local, state, federal and private sources to support this type of program. (Page 239)
Individuals with disabilities served through other components of the statewide workforce investment system also participate in DVI. DVI has currently developed an agreement with the Division of Employment and Training, the sole contractor responsible for implementation of the Delaware Workforce Development Board’s Job Centers. Within this agreement DVI shall enroll all employment ready customers into the Delaware Job Link System to seek job matches, build resumes, and to improve upon the blending/braiding of systems/funding in Delaware with respect to workforce funding. In establishing the 2017-2018 State Plan it is undetermined and to what extent that individuals with visual impairments are benefitting from other components of the Statewide Workforce Development System. In establishing the combined State Plan DVI entered into a Memorandum of Understanding (MOU) with the Division of Employment and Training to track and share data on a quarterly basis of how many individuals are being referred between program partners and utilizing their services. (Page 333
 

DEI/Disability Resource Coordinators

~~No specific disability related information found.

Financial Literacy /Economic Advancement

~~A. Tutoring, study skills training, instruction, and evidence-based dropout prevention and recovery strategies that lead to completion of the requirements for a secondary school diploma or its recognized equivalent (including a recognized certificate of attendance or similar document for individuals with disabilities) or for a recognized postsecondary credential;
B. Alternative secondary school services, or dropout recovery services, as appropriate;
C. Paid and unpaid work experience that have as a component academic and occupational education, which may include –
i. summer employment opportunities and other employment opportunities available throughout the school year;
ii. pre-apprenticeship programs;
iii. internships and job shadowing; and
iv. on-the-job training opportunities
D. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations in the local are involved, if the local board determines that the programs meet the quality criteria described in section 123;
E. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
F. Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
G. Supportive services;
H. Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
I. Follow-up services for not less than 12 months after the completion of participation, as appropriate;
J. Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
K. Financial literacy education;
L. Entrepreneurial skills training;
M. Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services; and
N. Activities that help youth prepare for and transition to postsecondary education and training. (Page 100)
2.   Youth served will receive the following mandated program elements:
(e)  Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
(j)  Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral;
(k)  Financial literacy education; and
(m) Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration. All other mandated program elements are not required to be provided but the provider must demonstrate how the service options will be made available to all youth participants. The specific program services that are provided to each youth participant will be based on the participant’s objective assessment and individual service strategy. (Page 101)
 (ii) pre-apprenticeship programs;
(iii) internships and job shadowing; and
(iv) on-the-job training opportunities d. Occupational skill training, which shall include priority consideration for training programs that lead to recognized postsecondary credentials that are aligned with in-demand industry sectors or occupations;
e.    Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social and civic behaviors, as appropriate;
f.    Supportive services;
g.    Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;
h.    Follow-up services for not less than 12 months after the completion of participation, as appropriate;
i.    Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and referral; as appropriate;
j.    Financial literacy education;
k.   Entrepreneurial skills training;
l.    Services that provide labor market and employment information about in-demand industry sectors or occupations available in the local area, such as career awareness, career counseling, and career exploration services;
m.   Activities that help youth prepare for and transition to postsecondary education and training. n. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster. ( Page 165)
 

School to Work Transition

~~. Pre-Employment Transition Services projects For the past 2 year, DVR has worked with local provider agencies to develop programming related to the 5 core Pre-Employment Transition Services for transition students ages 14-21 potentially eligible for DVR. In the summer of 2015, DVR was able to offer 11 different programs related to work-based learning experience, career exploration and employment readiness training, and exposure to opportunities for higher education. In 2016, that initiative was expanded to 20 summer and school year programs. The collaboration among DVR, DOE, the LEAs and providers has been exceptional with everyone seeing the value of connecting students to these opportunities. There are many opportunities to monitor and evaluate the programs, both formally and informally. Staff from DVR and many of the schools take time to visit and observe the programs and students while participating. Agencies are required to provide students with pre- and post-testing as one way to evaluate program effectiveness. In addition, agencies are asked to collect information on each student participating and submit formal program reports upon completion of the program. These reports include individual student information and/or overall program evaluation summaries. In addition to the more formal documentation, anecdotal information is shared by students, school staff and family members who see the benefits students gain by participating in these programs. (Page 254)
There are a variety of factors which influence the referral process for students, including school staff not believing a student can work (low expectations, lack of understanding of adult services and supports available, etc.), families not supporting employment as a goal for their child (safety concerns, fear of losing benefits, lack of understanding of adult services and Supported Employment, low expectations etc.), students not choosing employment (limited or lack of exposure to career options, limited understanding of disability and support needs, lack of training in self-advocacy, etc.), and lack of CRP experience to provide SE services to individuals with the most significant disabilities (lack of training and/or experience). Goals and priorities for supported employment (SE) services include:
• expanding the reach of SE services to more students prior to them exiting from high school by providing more outreach to schools, students and families
• connecting students to adult services while still in school, thereby eliminating gaps in services,
• providing students opportunities to participate in assessments and career exploration activities (Page 258)
 

Career Pathways

~~The School to Work Transition Program at DVR consists of eight Transition Counselors and four Transition Assistants throughout the state. Each counselor is assigned to specific school districts, charters and non–public schools in order to ensure students with disabilities are receiving VR services prior to exiting from high school. VR Counselors work with the students, primarily in the schools, to develop their Individualized Plan for Employment and plan for services related to their post–high school employment goals and to provide students with career exploration and vocational counseling and guidance, including Pre–Employment Transition Services. In addition, VR Transition Counselors attend Individual Education Plan (IEP) meetings to explain services and make recommendations to assist the student, family and school staff with transition planning and career preparation. (Page 257)
In order to provide supported employment services throughout Delaware, DVR has cooperative agreements with the agency that serves individuals with significant mental illness, the Division of Substance Abuse and Mental Health (DSAMH), and with the agency that serves individuals with cognitive disabilities, the Division of Developmental Disabilities Services (DDDS). The agreements are monitored by workgroups that review the programs, identifying best practices and areas that need improvement. As delineated in the cooperative agreement, DVR and DDDS collaborate to provide supported employment services to transition–age students and youth and to adults with cognitive/developmental disabilities. The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The Department of Education, the Division of Developmental Disabilities Services and the Division of Vocational Rehabilitation have a cooperative agreements to reflect newly implemented effective practices. For individuals with cognitive disabilities, (Page 259)
Once DVR pays the final milestone at 90 days of employment, DDDS, through a community provider, assumes responsibility for the long-term follow-along extended services.
• The Early Start to Supported Employment Model provides Supported Employment Services to students with developmental disabilities transitioning from school to work. The model has been refined since its inception in 2005, adding Customized Employment principles and working with providers to begin services earlier, in the year prior to the student’s exiting year. (Page 265)
In response to WIOA, DVR initiated Transition Youth Summer Pilot programs in the April 2015 through an informal RFP process highlighting the tenants of the Pre–Employment Transition Services legislation. Fourteen (14) proposals were received and eleven (11) contracts were awarded as a result. In June and July 2015 programming was implemented. Job training in customer service, culinary arts, retail sales and hospitality was provided, along with employability skills, within the context of paid summer internships for youth. An additional pre–college experience was afforded to participants. The summer pilot program targeted students with a disability, ages 14–21, enrolled in school, and who are likely to be potentially eligible for DVR services. This engaged students not previously served in integrated employment environments. The outcome of the pilot programs has been positive feedback from youth, their families, and providers along with host businesses. Based upon outcomes and impact DVR is exploring expansion of these services throughout the school year to enrolled students with a disability. DVR is exploring expansion of these services to meet the needs of out–of–school youth with a disability in 2016. (Page 258-259)
There is continued collaboration between DVR and Delaware Technical Community College (DTCC) in the initiative to provide intensive educational supports for graduating transition students enrolled in remedial programs at DTCC. The supported education project provides workshops in Math, English and Reading to transition youth, along with some additional specialized study skills training. Over the years, the initiative has grown from one campus to all of the four DTCC campuses statewide, and DVR has started a pilot program in New Castle County by identifying a College VR Counselor who works primarily on the Wilmington and Stanton campuses. This initiative began in August 2015 in order to provide additional VR supports to college students and allow the high school transition counselors to begin working with transition students prior to their Senior year. (Page 255)
Pursuant to section 603(d), DVR recognizes the requirement to reserve 50% of its supported employment allocation on transition–age consumers with the most significant disabilities and will achieve that requirement through the Early Start to Supported Employment program (ESSE). The Division of Vocational Rehabilitation, the Department of Education and the Division of Developmental Disabilities Services (DDDS) collaborate with the local education agencies, community rehabilitation providers, businesses, families and students with disabilities to implement ESSE. The ESSE philosophy is that all persons, regardless of disability, are able to be employed and be successful, active, participating members of their communities. The ESSE program starts two years prior to the student exiting high school through the identification of students and assistance and encouragement to apply for services under DVR and DDDS. The program offers students an opportunity to gain exposure to work in the community and assists them with learning and retaining employment related skills. It provides a more seamless transition from school to work and alleviates student and family stress during the transition to life after high school. (Page 286)
3. Expand opportunities for students to transition from school to work. Transition students and youth served by DVR have a wide range of disabilities and vocational needs. They require quality training programs that focus on careers available in the labor market in order to get employment.
• Support training for school to careers transition counselors to enable them to meet the unique needs of youth with disabilities.
• Work with the Department of Education and the Division of Developmental Disabilities Services to provide supported employment to common clients under the Early Start to Supported Employment program.  (Page 291)
In the fall of 2012, DVR and the Delaware Department of Education collaborated with Goodwill of Delaware, Christiana Care Network, and Red Clay School District to pilot Project SEARCH in Delaware. DVR published a Request for Proposal for both SEARCH sites beginning in the fall of 2014. Contracts were awarded and services implemented in August of 2014. Community Integrated Services and Autism Delaware, Productive Opportunities for Work and Recreation (POW&R) jointly provide Project SEARCH programming for both Bayhealth Medical Center in Kent County and Christiana Care Network in New Castle County, collaborating with Dover and Red Clay school districts. A second Project SEARCH site began in the fall of 2014 in Kent County Delaware, at Bayhealth Medical Center. (Page 298)
 

Work Incentives & Benefits

~~Delaware Department of Labor Division of Vocational Rehabilitation (DVR) Weakness Assessment. DVR’s focus is to help Delawareans with disabilities overcome barriers to employment. The employment gap between Delawareans with and without disabilities is 38.7% and research suggests that a best practice to close this gap is Career Pathways focused counseling strategies, which DVR will be implementing. (Page 30)
Core programming for DVR consumers centers around individualized plans for employment for each consumer that use Career Pathways counseling and assessments and OOLMI data and business/educational partnerships that allow for and support the employment of all eligible DVR consumers towards meaningful integrated employment. DVR is working with core partners to develop a single referral process so clients can access multiple support services simultaneously to assist in completing training and employment goals. (Page 49)
DVR is employing Career Pathways counseling strategies as both an assessment and planning tool for every consumer moving forward. Recognized certificates and credentials are integral parts of consumer’s plans for employment. DVR is working with our training and education providers to insure that wherever possible, certificated and credentialed post–secondary education happens. Pease also refer to our state plan. (Page 59)
D.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program;
E.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) (Page 108)
a.    Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; ( Page 140)
Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. DVR has provided overview training on developing career pathways as a counseling technique and the use of the DET’s Joblink program to all DVR staff. DVR, through the Job Driven Vocational Rehabilitation Technical Assistance Program, is piloting a project in one field office where staff is getting additional training and support for implementing the career pathways process. (Page 281)
28. Eligible youth programs will provide: WIOA requires: a. Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants; b. Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted; c. Preparation for postsecondary educational and training opportunities; d. Strong linkages between academic instruction and occupational education that lead to the attainment of recognized postsecondary credentials; e. Preparation for unsubsidized employment opportunities, in appropriate cases; f. Activities leading to the attainment of a secondary school diploma or its recognized equivalent, or a recognized postsecondary credential; g. Effective connections to employers, including small employers, in in-demand industry sectors and occupations of the local and regional labor markets. (Page 164-165)
A.   Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 183)
B.   Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance described in section 116(b)(A)(ii) and that shall identify career pathways that include education and employment goals (including in appropriate circumstances, nontraditional employment), and appropriate services for the participant taking into account the assessment conducted pursuant to subparagraph (A), except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program; (Page 184)
How the program will coordinate with other entities to support supplemental services needed by participants to successful complete their studies;
16.  The program’s history in maintaining a high quality information management system that can report measurable participant outcomes and monitor program progress;
17.  Is the program located in an area with a demonstrated need for additional English language acquisition and civics education programs based on valid and reliable data;
18.  How the program will meet the State adjusted levels of performance and how data will be collected to report on performance indicators;
19.  How the program will coordinate with other entities including the Delaware Division of Vocational Rehabilitation, to support individuals with disabilities in the completion of their goals; Services to be provided through Title II RFP Process Applicants will also have to describe the types of services they wish to offer and the strategies they will use to deliver the services. The services required for funding consideration are:
• Appropriate contextualized instruction, including critical thinking skills, focusing on reading, numeracy and writing content areas as described in the National Reporting System guidance for eligible participants based on entry assessment scores. Instruction will be available for grade level 0 – 12.9. (Page 238)
The DDOE uses funds available under Section 222(a)2 to support the required leadership activities described in Section 223. No more than 12.5% of the state’s AEFLA allocation will be allocated to fund these activities. (1) To support the required activities under Section 223(a)(1)(A), DDOE will work with core programs and one-stop partners to align services in support of the state’s workforce development plan. This coordination will include but not be limited to: the development of career pathways to provide access to employment and training services for ABE and ESL students in adult education programs; alignment of assessments; seamless interagency referrals; and cross training of staff regarding partner services. (Page 241)
*     DVR does a great job at transition services and PETS. Continue to look for opportunities to serve students with unique, innovative programs to support students in career pathways.
*    Representative or DVR counselor attend the IEP meeting. Expand Project Search to Sussex County.
*    Wished Voc Rehab coordinated with Special Educators to host WIOA transition workshops during school day. Youth self–advocates need to be included.
*     Please see comment above re: data driving funding allocations. Transition is so very important and more than 7 transition counselors are necessary to allow every student a chance to transition into work/secondary education.
*    Transition services are restricted by the DOE’s counselors in high school by lack of understanding of career path services for students vs college oriented advisement.
*     I wonder how many disabled students in the school systems could benefit from VR services. The identified 1000 is good. Increased numbers of services provided is very good.
*     Provide workshop and conference information and materials to counselors, school resource personnel through organizations such as DE NASW (National Association of Social Workers) and the Mental Health Association.
Goal: 4 presentations per year. (Page 247)
Agency Response: DVR agrees with this recommendation. DVR recognizes that adults with disabilities, including adults with acquired physical disabilities, will continue to require services. The majority of DVR’s counselors have served, and will continue to serve, adults with disabilities. As part of DVR’s initiative to bring Career Pathways focused counseling throughout the agency, DVR counselors will be trained about how to use Career Pathways with adults with acquired disabilities. The concept of multiple entrance and exit points in Career Pathways is particularly relevant as individuals with acquired physical disabilities frequently have transferable skills that will enable them to move elsewhere in the career cluster or to a non–entry–level position on another Career Pathway. (Page 248)
It was determined that certain consumer groups and certain geographic areas had additional service needs; therefore, in May 2014 a supplemental RFP for supported employment, and job placement services with ASL was advertised. Seven proposals were received with three specifically to serve counties with fewer providers for consumers. As a result of successful negotiations DVR increased community based service providers to 50 statewide. It has been determined that an additional supplemental RFP be published in late 2015 or early 2016 to increase both competitive and supported employment services to meet the diverse needs of consumers and increase capacity. The RFP is intended to seek services that reflect the WIOA. (Page 258)
The DVR in-house Business Relations Unit will utilize labor market information and work with businesses to identify those jobs considered in-demand and high growth sectors. This information will be provided to DVR counselors for developing career pathways in addition to creating training and work opportunities for individuals with disabilities. In partnership with business, DVR will gather real-time labor market information based on current conditions, industry and skills segments to identify workforce needs and supports and align credentialed training with community programs to meet those needs and demands. (Page 262)
DVR is currently meeting semi-annually with all ACT team community partners, specifically front line workers and supervisors, DSAMH ACT management and DVR front line workers to share best competitive integrated employment practices and to apply consistency across providers and agencies. All new community partner employment specialists experience customized employment training via DVR. Quarterly meetings are held with community partners to review contractual employment responsibilities. Contracts with community partners have been modified to require all job ready consumers be registered with DOL one-stop Employment and Training JobLink web based career pathways focused case management system. Progress reports are required monthly. DVR and community partners also work closely with the Business Leadership Network, the Workforce Development Board and with DOL Employment and Training to maximize integrated employment opportunities for the ACT team population. (Page 266)
DVR is providing training to all staff to assist with understanding the labor market. At a recent, agency–wide program, staff received training regarding Career Pathways and how to use pathways established through the Division of Employment and Training to assist individuals with disabilities to identify career goals and the steps and certifications necessary to reach short–term and long–term employment goals. (Page 271)
The Division, with technical assistance from the Division of Employment and Training and the JDVRTAC, is working towards the development and structural growth to engage career pathways into our business process. This philosophical shift in services and business process will involve training our VR Counselors in WIOA and agency shared expectations. There is also mass email distribution to staff, when publications and webinars are available and applicable to their work, through our national resource centers such as the Institute for Community Inclusion, Commission on Rehabilitation Counselor Certification, etc. (Page 272)
The SRC noted that many of the transition services offered by school counselors focus on preparation for college. Students who are not college–bound need assistance in identifying career pathways and plans to achieve the required experiences and training both as part of their educational experience and through DVR services. DVR is training the DVR staff about career pathway–focused planning and working with the Delaware Department of Labor, Division of Employment and Training to increase access to the credential–bearing programs that lead to employment in Delaware. DVR is also working with the community rehabilitation programs to develop industry–recognized credentials as the end–product of training programs. (Page 277)
Identify, at minimum, one new referral source annually and provide outreach presentations at least semi-annually.
2.   Work with the Division of Services for Aging and Adults with Physical Disabilities to create Supported Employment follow along funding for individuals with physical/orthopedic disabilities who have most significant disabilities.
3.    In the absence of identified follow-along through DSAAPD, utilize DVR funding to provide extended follow-along for individuals with physical/orthopedic disabilities who have most significant disabilities for up to four years.
GOAL 5: Address the needs of transition youth and adults who are not college-bound Performance Objectives and Measures DVR is infusing the agency’s program with information about developing individual career pathways in high-demand industries as well as using the career pathways developed by the Delaware Division of Employment and Training. The career pathways process assists individuals in identifying the steps necessary to develop short-term and long-term vocational goals. Often, the individual is able to enter a pathway by obtaining an entry-level credential that does not require a college degree. Other individuals who are not able to continue in their previous employment may be able to move onto a different pathway using transferable skills or by obtaining additional credentials. (Page 281)
In FY 2016, DVR implemented a focus on career pathways for all DVR consumers. Implementation included agency–wide training on what career pathways are and how to include career pathways information in vocational rehabilitation counseling and guidance. DVR is also improving its vocational evaluation process to help consumers, including transition students and youth, identify short and long–term vocational goals. Career pathways and informed choice are key to assisting students and youth to identify steps in building the credentials to meet their goals. Programs at the postsecondary level, both at community rehabilitation facilities and postsecondary education institutions, are being given DVR support to develop and offer industry–recognized credentials that coordinate with career pathways in the local economies. (Page 288)
DVR holds quarterly meetings with the community rehabilitation programs to review accomplishments and identify ways to improve effectiveness. The division is helping the community rehabilitation programs to understand anticipated changes that will be forthcoming under the WIOA regulations. In incorporating WIOA and the move towards implementing the use of career pathways, DVR is moving away from programs that offer certificates of completion towards programs that offer national industry–recognized credentials and is in the process of incorporating the requirement of industry–recognized credentials to the fullest extent possible. For occupations for which there are no nationally recognized credentials, DVR, in conjunction with businesses, education and training providers, and WIOA partners, towards the development of local, industry–recognized standards and credentials. (Page 289)
The Career & Technical Education and STEM Initiatives workgroup provides leadership and technical assistance in an ongoing effort to meet or exceed the state’s adjusted levels of performance. Delaware career and technical education programs at the secondary level must meet the career and technical education requirements under Title 14, Section 525 (Appendix A) and align with the career pathway requirement under Title 14, Section 505 (Appendix B) of the Delaware Administrative Code. Further, all programs must be approved by the State and appear on the state-approved course list for the applicable funding period. Secondary programs of study will meet state and/or nationally developed standards and apprentice related-training programs will follow applicable State apprentice training requirements under Title 19, Section 1100 of the Delaware Administrative Code. Community college programs must be approved by the Board of Trustees at the Delaware Technical Community College. (Page 367)
 

Employer/ Business

~~While individuals with unidentified disabilities usually receive services within the general population due to personal choice, when disabilities are identified specific services are available. DOL–DET is a Ticket to Work Employment Network provider. Through signage, videos and discussion with one stop staff, individuals who are receiving social security and want to learn more about this program with are offered an initial assessment with a case manager. (Page 153)
MSFW’s will have access to the full array of employment and training services available at the American Job Centers, the Mobile One Stop(MOS) on line services and or through the NJFP partner at a community based partner site to be determined. MSFW’s are entered in the Delaware employment network, Delaware JobLink upon notice of their arrival from the agricultural growers and registered by the SMA. At this point of entry employment service delivery begins. (Page 230)
Under the Ticket–To–Work Initiative, DVR has contacted all Employment Networks (EN) that have agreed to serve Delaware. Currently, eight community rehabilitation facilities contracted through DVR are registered as ENs. The Delaware Department of Labor’s Division of Employment and Training became registered as an EN in 2011 and began receiving Ticket to Work referrals. (Page 259)
 

511

~~III (b) (1) (B) Data Collection. Presently, the data–collection and reporting processes for the WIOA core programs is not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 68)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. (Page 146)
The Core Partners in Delaware have a history of working together when data exchanges are necessary. Presently, the data–collection and reporting processes for the WIOA core programs are not integrated. The data–collection and reporting processes for all DOL programs and activities is executed in the DJL system. The data–collection and reporting processes for DOE programs is carried out by the Literacy Pro system for the Adult Education program and the AWARE system for the Vocational Rehabilitation programs. Information reported by U.S. DOL and U.S. DOE on August 13, 2015 in a Workforce3 One seminar indicated the WIOA annual report would be submitted by core programs directly to their respective U.S. Federal agencies. Activities to integrate systems among the core programs are contingent upon final WIOA regulations. (Page 148)
 

Mental Health

~~Section 188 of the Workforce Investment Act of 1998 (WIA), which prohibits discrimination against all individuals in the United States on the basis of race, color, religion, sex, national origin, age, disability, political affiliation or belief, and against beneficiaries on the basis of either citizenship/status as a lawfully admitted immigrant authorized to work in the United States or participation in any WIOA Title I financially assisted program or activity;
Title VII of the Civil Rights Act of 1964, as amended, which prohibits discrimination on the bases of race, color and national origin; Section 504 of the Rehabilitation Act of 1973, as amended, which prohibits discrimination against individuals with disabilities; (Page 97 )
2. All proposals funded through this Request for Proposal (RFP), when viewed in their entirety, will be readily accessible to disabled individuals and will conform with all non-discrimination and Equal Opportunity laws and regulations covered by Section 188 of the Workforce Innovation and Opportunity Act.
3. All proposers must establish linkages with other state and community agencies in order to assure the delivery of services indicated above. (Page 112)
 

Policies and Initiatives

Displaying 41 - 50 of 65

Medicaid Money Follows the Person

The Money Follows the Person Demonstration (MFP) "Finding A Way Home" Program, is a special project funded by the Federal Government and the Delaware Department of Health and Social Services (DHSS) Division of Medicaid and Medical Assistance (DMMA). “The MFP Program is available to assist eligible individuals that choose to participate in moving from an eligible Long Term Care (LTC) facility, (nursing home, Intermediate Care Facility for Developmental Disabilities ICF/DD or state hospital), to an eligible residence in the community with available community services and supports.”

Systems
  • Medicaid Agencies
Topics
  • Home and Community Based Services (HCBS)

Delaware Pathways to Employment

“Pathways to Employment is a program designed to support low-income teens and young adults with disabilities in Delaware who want to work. Services available through Pathways to Employment include: •Employment Navigator •Career Exploration and Assessment •Supported Employment - Individual •Supported Employment - Small Group •Benefits Counseling •Financial Coaching •Non-Medical Transportation •Personal Care (including a self-directed component) •Orientation, Mobility, Assistive Technology”

Systems
  • Other
Topics
  • Asset Development / Financial Capability

Delaware Department of Education “Transitions After High School”

“Transition planning should be in effect when a student turns 14 or enter the Grade 8, or younger if deemed appropriate by the IEP team. Students with disabilities and their families must be offered transition planning as part of their Individualized Education Program (IEP) process. Transition planning prepares students for their future after high school and through adulthood. Transition planning focuses on allowing students with disabilities and their families to create their own goals and provides plans for achievement. Transition planning in the IEP process focuses on employment, post-secondary education or training, community participation and independent living. The IEP team should include the student as a part of the transition planning process. Also, agency representatives who may provide and/or pay for transition services become critical members of the planning team as well.”

Systems
  • Department of Education
Topics
  • School-to-Work Transition

Implementation of the Settlement Agreement between the United States and Delaware Report

As this report demonstrates, DHSS and its Division of Substance Abuse and Mental Health (DSAMH) continue to develop and enhance community-based mental health services and supports. The Settlement Agreement specified five target areas – crisis services, intensive support services, housing, supported employment and rehabilitation services, and family and peer supports. In this report, you will read about the tremendous progress made in those areas and the challenges that remain

Systems
  • Department of Mental Health
  • Other
Topics
  • Mental Health