~~Maryland recognizes that youth must truly be ready to enter into the workforce and academically prepared to enter into college. The State continues to invest in partnerships with Career Technology Education (CTE) programs for high school students. CTE programs include a work-based learning opportunity (e.g. internships, clinical experiences, or industry-mentored projects) tied to the student’s area of interest. (Page 43) Title I
3. Outline strategies to increase work-based learning experiences such as paid internships and RAs that provide jobseekers with the skills and credentials necessary to secure employment and advance in their jobs with family sustaining wages and benefits by building new sector partnerships and strengthening existing partnerships - EARN will serve as the starting point for this, as some SIPs are providing work-based learning experiences. We look forward to building on lessons learned. (Page 176) Title I
6. Incorporation of an increase in work-based learning opportunities in EARN and throughout the business-focused delivery system with the Job Driven National Emergency Grant Program - Under this system, dislocated worker services will focus on industry-driven partnerships with the business community. Utilizing this renewed focus, employer partnerships create job opportunities for dislocated workers through work based learning, on-the-job training, and customized and occupational skills training. Some EARN Maryland Partnerships are leveraging JDNEG funding, but the WIOA partners will explore ways to more effectively take advantage of this opportunity. Maryland will continue to utilize models like EARN Maryland and those established under the Job Driven National Emergency Grant program in advancing this business focused system. Under this system, dislocated worker services will focus on industry-driven partnerships with the business community. Utilizing this renewed focus, employer partnerships create job opportunities for dislocated workers through work based learning, on-the-job training, and customized and occupational skills training. (Page 177) Title I
• DORS will facilitate activities to bring state of the art transitioning services to Maryland’s students and families, including the following Pre-Employment Transition Services as outlined in the WIOA: job exploration counseling, work-based learning experiences, counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs, workplace readiness training to develop social skills and independent living, and instruction in self-advocacy.
• DORS will continue to explore, develop, and expand new initiatives and methodologies that promote the provision of Pre-Employment Transition Services and successful post-school outcomes, including the following: work experience, employment, postsecondary education and training, community participation, independent living, and healthy lifestyles. These initiatives will be accomplished through a variety of cooperative agreements, cooperative funding agreements, special grants, or other innovative means. (Page 250) Title I
• Training and technical assistance to employers and WIOA partners to promote the awareness of the skills and benefits that people with disabilities can bring to their workforce. Types of training include: information on DORS services and training programs, disability awareness, requirements of the Americans with Disabilities Act, and federal contractor compliance with Section 503. Group training opportunities for businesses will be offered, as well as individual consultation and need-driven training for specific employers.
• Providing consultation on and support to remove disability-related obstacles to employment and the provision of reasonable accommodations for recruitment, work-based learning activities, onboarding, and retention of employees, including Assistive Technology and worksite assessments. Business Services Representatives will serve as points of contact for businesses needing guidance, and the Workforce and Technology Center Rehabilitation Technology Services unit will provide specific and applicable worksite services for consumers and employers. (Page 254) Title I
• Providing business and industry-specific career information and training sessions for consumers.
• Developing and monitoring of work-based learning and resume-building opportunities, such as internships, job shadowing, disability employment awareness month activities, volunteering, and on-the-job training, including expanding programs already in place, such as the Governor’s QUEST Internship Program and the federal agency VR internship programs.
• Promoting the federal Workforce Recruitment Program to businesses and consumers.
• Engaging businesses in Training Program Advisory Committees at DORS’ Workforce and Technology Center to ensure training programs meet business and industry needs and standards and to facilitate work-based learning and employment opportunities. (Page 255) Title I
In 2013, the CSNA reported that transitioning students need to have more opportunities for basic work experiences and exposure to role models to develop an understanding of employer expectations and to develop a strong work ethic, rather than be satisfied with remaining on government assistance. In 2016, this is still true and even more so because of the requirement to make pre-employment transition services available for students with disabilities. There are very few community rehabilitation programs that offer opportunities for youth who are deaf to participate in a work-based learning environment. Gallaudet University (GU) and National Technical Institute for the Deaf (NTID) continue to offer Science, Technology, Engineering, and Math (STEM) summer camps and other summer learning programs on campus. DORS is committed to serving consumers that participate in these camps and summer learning programs, but the associated out-of-state costs are high. There is a need for these types of programs to be offered in-state to provide increased access for all deaf students. (Page 280) Title I
A policy and braided funding mechanism with BHA assures that the individuals BHA report as receiving SEP services are individuals referred to DORS for the provision of job coaching for job development and intensive job coaching at the onset of employment. To assess whether supported employment services for individuals with Severe and Persistent Mental Illness are being appropriately integrated between DORS and BHA statewide according to this braided-funding policy, the BHO Services Report data on the number of individuals served by County paid through June 2016 was compared to DORS data on the number of individuals with a priority population diagnosis served under an Individualized Plan for Employment through June 2016.
The results of this comparison are provided in the table below. For each County, the table displays the total number receiving any Behavioral Health Administration (BHA) services, the total receiving BHA supported employment funding, the total receiving services from DORS under an IPE, and the total number of Community Rehabilitation Programs (CRPs) approved both by DORS and BHA to provide services in the County. (Page 284) Title I
• A review of DORS information for individuals with a potential priority population diagnosis (e.g. Major Depression, Bi-Polar Disorder, or Schizophrenia) who were in an Individualized Plan for Employment (IPE) in FY16 found that DORS is capturing a majority of the individuals reported to be receiving SEP through BHA.
• In Baltimore City it appears that DORS is working with about twice the number of individuals reported by BHA. This may be due to a number of factors: counselors, other than those with the behavioral health supported employment expertise, are working with those individuals and are not aware of supports available in the community, miscoding of primary diagnosis, or they may be carryover cases from previous years that have been closed/discharged from the BHA system.
• In Region 6, there appears to be a need for additional CRPs and additional counselors with a technical specialty to service this population. (Page 287) Title I
• DORS may wish to pilot various case management approaches which appear to hold promise. For instance, the agency may choose to assign counselors a specialty based upon their work strengths. For example, Counselor A may meet with a consumer to gather all pertinent intake information (e.g. demographics, documentation of disability, etc.), then Counselor B may provide all services related to implementation of the IPE, while Counselor C may manage all financial matters for an assigned number of consumers (e.g. issue and track purchase authorizations and Maintenance and Transportation logs), Counselor D may assist consumers to access services in the community to address barriers affecting their ability to become or maintain employment. (Page 291) Title I
1. Ensure that VR counselors and staff work with high school students with disabilities, families, school personnel, business partners, and community partners to help these students prepare for and achieve employment and self-sufficiency.
2. Emphasize and implement transition services, including work-based learning experiences such as Project Search, internships, and summer work-based learning experiences to promote long-term career success and leadership, including expanding transitioning services through federal initiatives, such as the Maryland Workplace Collaborative.
3. Provide Pre-Employment Transition Services as outlined in the Workforce Innovation and Opportunity Act (WIOA), including the following services: job exploration counseling, work-based learning experiences, counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs, workplace readiness training, and instruction on Self-Advocacy for students with disabilities who are 14-21 years old.
4. Provide training and support to DORS transition counselors and pre-employment transition services counselors through the Transition Specialists Group and other meetings, the Transition Conference, and training programs. Training shall help counselors identify and develop tools and resources related to postsecondary education and best practices in working with families and transitioning students. (Pages 316- 317) Title IV
1. Continue to have the Business Services Representatives in each region assist with enhancing services to businesses to include recruitment assistance, technical assistance for tax incentives, development of work-based learning opportunities, OJT and customized training, education, and disability awareness training.
2. Engage with businesses through the CSAVR National Employment Team (NET) activities, including use of the national Talent Acquisition Portal (TAP).
3. Collaborate with WIOA partners and community rehabilitation programs to leverage business contacts, share resources and expertise, and coordinate services that are beneficial to businesses and promote the employment of individuals with disabilities. (Pages 320) Title IV
o The number of services to businesses will increase as compared to the previous year, and will be documented in the AWARE employer module, as well as through a pilot using the MWE to measure effectiveness in serving employers.
o The number of work-based learning opportunities, including but not limited to QUEST, Summer Youth Employment, and On-the-Job Training opportunities, will increase as compared to the previous year and be tracked through the AWARE case management system. (Pages 320) Title IV
Individuals shall be placed in priority categories at the time of eligibility determination. Depending upon DORS’ resources, the categories shall be closed for services in ascending order beginning with Category III and proceeding to Categories II and I. Services shall be provided only to those individuals in an open category. However, DORS shall continue to plan for and provide services to any individual determined eligible prior to the date on which the Order of Selection category to which the individual has been assigned has been closed, irrespective of the severity of the individual’s disability.
DORS staff will be advised via formal issuance when categories are closed or reopened. Consumers shall be taken off the waiting list when resources are available to provide services, based on their application date.
The Order of Selection categories are as follows:
• I. Individuals with Most Significant Disabilities.
• II. Individuals with Significant Disabilities.
• III. Individuals with Non-Severe Disabilities.
Under the order of selection, DORS will continue to emphasize and enhance services to students with disabilities transitioning from school to work. (Page 325) Title IV
DORS provides VR services and pre-employment transition services in partnership with local education agencies, workforce partners, and businesses that lead to successful outcomes in postsecondary education and employment for students with disabilities.
• DORS will ensure that VR counselors and staff work with high school students (including those in special education, with 504 plans, with severe medical conditions, and those who have a disability for purposes of section 504), families, school personnel, and community partners to help students prepare for and achieve employment and self-sufficiency;
• DORS will continue to emphasize and implement evidence-based transition practices, including work-based experiences such as Project Search, internships, and summer employment to promote long-term career success and leadership, including expanding transitioning services at the Workforce and Technology Center (especially for consumers not planning to attend college);
• DORS will implement the provision of Pre-Employment Transition Services as outlined in the Workforce Innovation and Opportunity Act, including the following services: Job Exploration Counseling, Work-based learning experiences, Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs, Workplace readiness training, and Instruction on Self-Advocacy for high school students with disabilities who are 14-21 years old; and
• The Division will continue to provide training and support to transition counselors through the Transition Specialists Group and other meetings, the Transition Conference, and training programs. Training shall help counselors identify and develop tools and resources related to postsecondary education and best practices in working with families and transitioning students. The agency will also collaborate with Developmental Disabilities Administration and clarify procedures to ensure seamless transition for individuals receiving Developmental Disabilities Administration assistance. (Page 331-332) Title IV
1. Ensure that VR counselors and staff work with high school students with disabilities, families, school personnel, and community partners to help these students prepare for and achieve employment and self-sufficiency.
2. Emphasize and implement transition services, including work-based learning experiences such as Project Search, internships, and summer employment to promote long-term career success and leadership, including expanding transitioning services at the Workforce and Technology Center.
3. Provide Pre-Employment Transition Services as outlined in the Workforce Innovation and Opportunity Act (WIOA) including the following services: job exploration counseling, work-based learning experiences, counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs, workplace readiness training, and instruction on self-advocacy for students with disabilities who are 14-21 years old. (Page 335) Title IV
4. Provide training and support to DORS transition counselors through the Transition Specialists Group and other meetings, the Transition Conference and training programs. Training shall help counselors identify and develop tools and resources related to postsecondary education and best practices in working with families and transitioning students. (Page 335) Title IV
DORS saw a decrease in the number of students who achieved employment outcomes from 849 in FY 16 to 590 in FY 17. This decrease was partially due to the new emphasis on providing pre-employment transition services to students with disabilities and partially because DORS discontinued assisting individuals to obtain employment in jobs created for the purpose of employing individuals with disabilities because they do not fit the definition of “integrated” employment.
• Funding will be provided to support leadership programs for youth with disabilities.
During FY17, DORS contributed $17,130.00 to support the Maryland Youth Leadership Forum for youth with disabilities.
• The DORS Transition Specialists Group will meet at least semiannually and include staff training on pertinent topics (e.g. pre-employment transition services), and will identify, develop and disseminate tools and resources for transitioning students related to postsecondary education. (Page 336) Title IV
1. The Business Services Representatives in each region will assist with enhancing services to businesses to include recruitment assistance, technical assistance for tax incentives, development of work-based learning opportunities, OJT and customized training, education, and disability awareness training.
2. The Business Relations Branch will assist counselors and consumers to use Labor Market Information when identifying appropriate employment goals (Needs Assessment Rec. 8). (Page 341) Title IV
o The number of work-based learning opportunities, including QUEST and On-the-Job Training opportunities, will increase and be tracked through the AWARE case management system.
61 QUEST internship opportunities were made available, and 34 individuals completed QUEST internships. The number of opportunities decreased; however, nine intern host agencies offered three month extensions to their interns in lieu of advertising for a new intern. This allowed those individuals to gain additional skills and six months of experience, which is the minimum requirement for many entry level state positions. In addition, 33 work-based learning activities and 26 on-the-job training (OJT) activities were documented in AWARE. (Page 342) Title IV
1. Ensure that VR counselors and staff work with high school students with disabilities, families, school personnel, and community partners to help these students prepare for and achieve employment and self-sufficiency.
2. Emphasize and implement transition services, including work-based learning experiences such as Project Search, internships, and summer employment to promote long-term career success and leadership, including expanding transitioning services at the Workforce and Technology Center.
3. Provide Pre-Employment Transition Services as outlined in the Workforce Innovation and Opportunity Act (WIOA) including the following services: job exploration counseling, work-based learning experiences, counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs, workplace readiness training, and instruction on self-advocacy for students with disabilities who are 14-21 years old. (Page 352) Title IV
During FY 17, DORS served 5,568 individuals with supported employment identified as a service on their IPEs, which exceeded the goal to serve 4,000. During FY17, DORS and the Maryland Behavioral Health Administration (BHA) have been updating the MOU to meet the requirements under WIOA, specifically, the process for serving youth with serious and persistent mental illness. This agreement, which identifies the roles and responsibilities of both partners at the state and local level, will further strengthen the collaborative relationship between both agencies. Also, throughout FY17, DORS and DDA have been actively updating their cooperative agreement to reflect collaborative practices and changes related to WIOA. DORS anticipates finalizing both cooperative agreements in 2018. (Page 369) Title IV
The state of Maryland developed a comprehensive approach to the adolescent pregnancy problem including:
o Improvements in education, such as providing sexuality education, access to contraceptives and other health promotion services to reach out-of-school adolescents;
o Community based programs, such as local multimedia promotion of responsible decision-making on sexual matters;
o Enhanced social services, such as physical and sexual abuse prevention at primary, secondary, and tertiary levels;
o Employment development, such as school-to-work opportunities in partnership with private business and public agencies; and
o Health initiatives, such as improved access to birth control counseling and services for sexually active adolescents and parenting classes for every pregnant teenager and her partner. Programs and services for people in this age group will be improved or added, as needed. (Page 420) Title IV
Each SCSEP participant works with a SCSEP employment specialist and a AJC staff person to identify the services that would best assist with career goals and movement toward unsubsidized employment. The staff search for opportunities to utilize services provided under WIOA and other related programs available in the local job center. It is the goal of SCSEP to provide and utilize services and programs that are available in the AJCs to assist participants to attain individual and program goals. Participants are assessed and referred to additional services available in each AJC that will aid in reaching employment goals of their Individual Employment Plan (IEP).
MD SCSEP has integrated into DLLR’s AJCs. To strengthen these partnerships, MD SCSEP staff periodically schedule joint meetings with the LEAs at these AJCs to find ways to work together more efficiently. Joint meetings will also ensure that all participants receiving services within the local AJCs become informed of the wealth of supportive services. (Page 513) Title IV