disability employment initiative (dei)/media/workforcegps/disa… · web viewthe u.s. department...

Disability Employment Initiative (DEI)Development Framework of

DEI Implementation

Enter Name of State/Project and Round (e.g. VII) and Focus (e.g.

Youth)

(IMPORTANT NOTE: TA or Project Leads providing this tool to local areas need to modify it to reflect those activities germane to the project. For instance, if the Project does NOT have a Youth focus edit out in the Table of Contents and document the Worksheet related to Guideposts for Success. Delete this Note Upon Completion of these Edits.)

DEI Benchmarks and Outcome Indicators WORKSHEET

Updated July 2017

Prepared for the Disability Employment Initiative by the NDI Technical Assistance Team, U.S. Department of Labor, updated July 2017.

This project has been funded, either wholly or in part, with Federal funds from the Department of Labor under Contract Number DOLJ131A22067. The contents of this publication do not necessarily reflect the views or policies of the Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement of same by the U.S. Government.

Development Framework of DEI ImplementationDEI Benchmarks and Outcome Indicators

Updated July 2017

Table of Contents

Table of Contents Topic Page #

Development Framework of DEI Implementation Page 3

Six Key Elements of Career Pathways Page 5

DEI Development Framework Work Sheet Instructions Page 6

EXAMPLE of a Completed Section of the Work Sheet Page 7

WORK SHEET: Partnerships and Collaboration Page 8

WORK SHEET: Integrated Resource Team Page 11

WORK SHEET: Integrating Services and Blending and Braiding Funds Page 14

WORK SHEET: Customized Employment Page 17

WORK SHEET: Youth Guideposts for Success 0

WORK SHEET: Financial Literacy Strategies Page 22

WORK SHEET: Self-Employment Page 24

DEI Benchmarks and Outcome Indicators Questionnaire Page 27

Development Framework of DEI Implementation 2

Development Framework of DEI Implementation

The U.S. Department of Labor’s (DOL) Employment and Training Administration (ETA), in coordination with the Office of Disability Employment Policy (ODEP), is funding cooperative agreements under the Disability Employment Initiative (DEI) to provide an opportunity for states to develop and implement a plan for improving effective and meaningful participation of youth and adults with disabilities (including individuals with significant disabilities) in the workforce. The goal of the DEI is to improve coordination and collaboration among employment and training and financial literacy programs implemented at state and local levels, including the Ticket to Work Program, build effective community partnerships that leverage public and private resources, and improve employment outcomes for individuals with disabilities by increasing their participation in existing career pathways systems and programs.

Previous DOL grants to improve employment outcomes of individuals with disabilities through systems change in the public workforce system include ETA’s Work Incentive Grants (WIG), Disability Program Navigator Initiative (DPN), and employment service models, such as ODEP’s Customized Employment, Workforce Action (Olmstead), the START-UP Initiative, and State Intermediary Youth grants. DOL has incorporated a number of promising practices from these grants into the DEI.

DOL’s prior grant initiatives have resulted in significant improvements in the delivery of services to individuals with disabilities through the workforce system, including: increased accessibility of the American Job Center (AJC) Network, also known as One-Stop Centers; expanded capacity to serve individuals with disabilities; trained front-line and partner staff; and increased partnerships. Under the DEI, DOL is looking to refine and verify these delivery strategies for further replication across the workforce system. Since Round V, the DEI focus has shifted to increasing Grantee’s participation in career pathways systems and successful existing programs in the public workforce system in partnership with community colleges and other education partners, human services, businesses, and other partners. These career pathways systems are capitalizing on the flexibility that the career pathways model provides to use innovative service delivery strategies. Grantees support job-driven approaches in their pre-existing career pathway systems and programs to equip individuals with disabilities with the skills, competencies, and credentials necessary to help them obtain in-demand jobs, increase earnings, and advance their careers.

DOL also wants projects to “make every effort to sustain the Disability Resource Coordinator (DRC) positions after the grant period ends and to incorporate the promising practices that were successfully implemented by the project into state policies and procedures.”

DEI Development FrameworkDEI projects are implementing several strategic components as significant elements of the service delivery approach to serve the youth or adult population. Some of these strategies are not mutually exclusive nor are they always distinct or separate activities. These are practices and strategies that DOL has identified through both ETA and ODEP grant initiatives to increase education and employment outcomes of individuals with disabilities (including individuals with significant disabilities) while increasing access to existing career pathways systems and programs for individuals with disabilities.


The framework is designed to provide states and local workforce development areas (LWDA) that are serving as DEI pilot (implementing) sites with a developmental tool to (a) assess implementation status of the DEI and (b) identify priorities for ongoing development. This tool serves as a framework to help projects develop in terms of achieving outcomes in each of the seven service delivery areas. There are three focus areas within each service delivery component to assess priorities for growth and improvement of implementation: Beginner (disability expertise), Intermediate (problem solving); and Advanced (policies and practices). Within each focus area, key outcome indicators have been highlighted.

It is important to note:A. During project start-up and implementation, grantees will be focused on three core areas:

1. Development of DEI service delivery components, including identifying existing and potential partnerships and resources, workforce staff training and education, and integrating job seekers with disabilities (including individuals with significant disabilities) into existing career pathways systems and programs (see Career Pathways Readiness Assessment Tool).

2. Involvement in DEI by any state workforce agency or LWDB requires that either the agency or LWDB: 1) already operate as an Employment Network (EN) under the Ticket to Work and Work Incentives Improvement Act; or 2) stipulate their commitment to apply for EN status to the Social Security Administration (SSA) within 60 days.

3. Determining the method and process for hiring and supervising local level full-time Disability Resource Coordinator positions to implement the state’s DEI project strategic approach OR assisting the designated LWDBs in this process.

B. This framework is NOT to be used to evaluate staff or program performance. Rather, the framework is a tool to assess the implementation level of the DEI.

Phases of DEI DevelopmentA framework which isolates the attributes of development along a continuum and describes more fully the implementation cycle can help determine the progress of any local area’s progress and the state’s initiative at a given time. It can help local areas and states plan the progression for growing and expanding their state DEI project beyond grant funds. It can help evaluators assess the effectiveness of various implementation efforts. The following three pivotal factors can be used to gauge the development of DEI implementation of the strategic service delivery components of a grantee’s service delivery approach to serve the youth, adult or significant disability population:

The degree and distribution of disability expertise related to employment; The level of problem solving in which the DRC and/or the DEI pilot site staff and DEI

Project state level leadership is primarily engaged; and The sustainability of promising practices into state policies and procedures.

Structure of the DEI Framework ToolThe DEI Framework Tool includes the three focus areas (Disability Expertise, Problem-Solving, and Policies and Practices) for each of the seven strategic service delivery components. These have been further clarified as Beginner, Intermediate and Advanced. For each area key outcome indicators have been identified. For each service delivery component, the tool includes:1. A set of instructions and key code followed by a narrative introducing that component and

providing some explanation around that component’s purpose and role within the DEI.2. The three phases of development (Beginner, Intermediate, and Advanced) are separated and

include information around self-contained activities that correspond to that phase. For each activity, you will use the key code to designate your current level of effort, knowledge and/or need by placing an “X” in the key code box that best indicates your progress.


3. Each activity indicates the key career pathways elements that best align with the activity. Note: Identifying the career pathways elements will assist in clarifying the correlation between the specific activity and your career pathways strategy. This can be used in conjunction with the Career Pathways Readiness Assessment Tool as facilitated by your NDI-DEI TA Liaison.


Six Key Elements of Career PathwaysBelow are the six key elements of a successful career pathways system, including each element’s key components. Please use as a reference while completing this Tool:

1) Build cross-agency partnerships -- A cross-agency leadership team clarifies the roles and responsibilities of each partner and gains high level support from political leaders for an integrated career pathways system. Key element components include: a) Engage cross-agency partners and employers. b) Establish a shared vision, mission, and set of goals. c) Define the roles and responsibilities of all partners. d) Develop a work plan and/or Memorandum of Understanding for the partnership.

2) Identify sector or industry and engage business -- Sectors and industries are selected and are partners and co-investors in the development of career pathways systems. Key element components include: a) Conduct labor market analysis to target high demand and growing industries. b) Survey and engage key industry leaders from targeted industries and sector partnerships. c) Clarify the role of employers in the development and operation of programs. d) Identify existing training systems within industry as well as the natural progression and/or mobility (career ladders/lattices). e) Identify the skill competencies and associated training needs. f) Sustain and expand business partnerships.

3) Design education and training programs -- Career pathways programs provide a clear sequence of education courses and credentials that meet the skills needs of high-demand industries. Key element components include: a) Identify and engage education and training partners. b) Identify target populations, entry points, and recruitment strategies. c) Review, develop, or modify competency models with employers and develop and validate career ladders/lattices. d) Develop or modify programs to ensure they meet industry recognized and/or postsecondary credentials. e) Evaluate and adapt curriculum and supports available in existing career pathways to ensure they are accessible and inclusive of persons with disabilities. f) Analyze the state’s and region’s education and training resource and response capability. g) Research and promote work-based learning opportunities within business and industry. h) Develop integrated, accelerated, contextualized learning strategies. i) Provide flexible delivery methods. j) Provide career services, case management, and comprehensive supportive services. k) Provide employment assistance and retention services. l) Collaborate with the state and local Workforce Development Boards by providing disability related expertise in the creation and implementation of their local WIOA strategic plans.

4) Identify funding needs and sources -- Necessary resources are raised and/or leveraged to develop, operate, and sustain the career pathways system and programs. Key element components include: a) Identify the costs associated with system and program development and operations. b) Identify sources of funding available from partner agencies and related public and private resources and secure funding. c) Develop long-term sustainability plan with state or local partners.

5) Align policies and programs -- State and local policies and administrative reforms have been revised to align with implementation of a career pathways system. Key element components include: a) Identify state and local policies necessary to implement career pathways systems. b) Identify and pursue needed reforms in state and local policy. c) Implement statutory and administrative procedures to facilitate cross-agency collaboration.

6) Measure systems change and performance -- Appropriate measures and evaluation methods are in place to support continuous improvement of the career pathways system. Key element components include: a) Define desired system, program, and participant outcomes. b) Identify the data needed to measure system, program, and participant outcomes. c) Implement a process to collect, store, track, share, and analyze data. d) Design and implement a plan for reporting system and program outcomes.


DEI Development Framework Work Sheet Instructions

DEI Project staff Contact InformationPlease enter information about you and your implementing site below:

Name / Position TitleE-mail address and Phone NumberDEI Pilot Site – LWDB and/or state

Primary Job CenterDate

This work sheet has been developed to help local level DEI Project staff to determine status of the activities identified in the DEI Development Framework. This exercise will help state and local project staff, the training and technical assistance provider and the national DEI program office to better understand the progress that has been made to date and identify areas where additional support, training, and guidance may be required.

A key code has been provided below with four categories that can be used to establish the current status of the activity with an additional code (H = Help) in the event that the staff member will need additional assistance in initiating and/or completing that activity. DEI Project staff will use this key code to designate their current level of effort, knowledge and/or need for each activity/key indicator within the DEI Development Framework.

A short questionnaire is included at the end of the worksheet to allow you to reflect back upon your answers and the assessment that your local area has completed.

INSTRUCTIONS: Complete one worksheet for each local level DEI implementing site and return the completed document via e-mail in MS Word format to your State Lead and NDI Technical Assistance Liaison.

DEI Development Framework Work Sheet KEY CODEKey

Code Key Code DescriptionD Done: This activity has been completed and requires no further action at this time.C Current/In-Progress: This activity has been initiated and is ongoing at this time.F Future: Plans are in place to initiate and/or implement this activity in the near future.

NNone and/or N/A: No action has taken place related to this activity and no plan is in place for the future, or This activity is not one that I and/or my level (e.g. DRC & LWDA, or State Level DEI &

State workforce system and state level partners) are responsible for implementing.

HHELP = Choose one of the following: Ch = Assistance is required to complete this activity. Fh = Assistance is required to initiate this activity. Nh = Assistance is required to begin to understand how to plan for this activity.

Reasonable Accommodation: This document is accessible to screen readers. If you use other assistive technology and/or would like additional support in completing the tool, please contact your NDI-DEI Technical Assistance Liaison.

Page | 7

EXAMPLE of a Completed Section of the Work SheetThe example shown below demonstrates how to use the key code information when filling out the work sheet. Below this we identify how this assists the DEI staff person completing this report and what it conveys to state level DEI staff, training and TA provider and national DEI office.

Directions: Designate your current level of effort, knowledge and/or need for each activity/key indicator within the DEI Development Framework by placing an “X” in the key code box that best indicates your progress.

Phases of DEI Development / Activity and Outcome Key CodeD

DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

The Integrated Resource Team (IRT) approach is a promising practice identified by the Disability Program Navigator (DPN) Initiative whereby a team comprised of representatives from different agencies and service systems (both general workforce and disability-specific) coordinate services and leverage funding to meet the employment needs of an individual job seeker with a disability. The job seeker is the key member of the IRT and works with providers (e.g., WIOA Case Manager, Vocational Rehabilitation Counselor, interpreter service, community college) to identify and strategize how their combined services and resources can benefit and support the individual’s education, training, or employment goals. IRTs are organized around an individual job seeker with a disability who experiences multiple challenges to employment and who has been enrolled in WIOA Title I services (or is attempting to attain enrollment in these services).

A. Integrated Resource Team: Beginner (Disability Expertise) Phase Work Plan is developed with priorities that describe how job seekers

who experience disabilities and/or challenges to employment including Ticket Holders will be engaged in the state’s WIOA Title I services enrollment process emphasizing career exploration and resource planning.

X C F N Ch Fh Nh 1,3

B. Integrated Resource Team: Intermediate (Problem Solving) Phase DRC conducts in service training for Job Center front-line staff on

providing active resource coordination to job seekers who experience disabilities and/or multiple challenges to employment, including Ticket eligible customers, who require a more intensive level of support in order to access services with the purpose of enrolling those who are eligible into WIOA Title I services.

D C F N X Fh Nh 1,3

C. Integrated Resource Team: Advanced (Policies and Practices) Phase A policy is in place to provide active resource coordination that

allows the coordination of program services to the job seeker with disabilities and multiple challenges to employment, including Social Security beneficiaries (i.e., SSI and SSDI).

D C F X Ch Fh Nh 5

DEI Project staff completing a section of the work sheet will see at a glance the activities they have already addressed (D), activities they are currently engaged in (C), and activities they have plans to address in the future (F). They will also be able to identify areas where they would benefit from additional support (Ch, Fh), and activities that they either will not be responsible for addressing OR do not have plans in place to address (N).

State Level DEI Project staff, the NDI training and technical assistance provider, and the national DEI Program office can use the information provided in the worksheet to understand what has been addressed and what is being addressed. Additionally, the information from the work sheet can be used to identify topic areas that require additional support, training, and/or guidance.

Page | 8

WORK SHEET – Partnerships and CollaborationDirections: Designate your current level of effort, knowledge and/or need for each activity/key indicator within the DEI Development Framework by placing an “X” in the key code box that best indicates your progress.


DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

Partnerships and collaboration includes coordination with a variety of partners that impact the ability of adults and youth with disabilities (including individuals with significant disabilities) to successfully participate in education, training, and employment opportunities. Coordination across multiple agencies includes outreach to customers and consumers, service and/or partner co-location and integration in the American Job Center Network, and leveraging available funds, resources, and organizational expertise. Partnering across multiple systems and programs is often a pre-requisite to providing all the supports that are needed to successfully address multiple challenges to employment. Increasing participation in career pathways systems and successful existing programs in the public workforce system in partnership with community colleges and other education partners, human services, businesses, and other partners will equip individuals with disabilities with the skills, competencies, and credentials necessary to help them obtain in-demand jobs, increase earnings, and advance their careers.

A. Partnerships and Collaboration: Beginner (Disability Expertise) Phase DEI State Lead communicates state-level expectations to

regional/local level on timeline of goals, recommendations and expected outcomes, including the Ticket/EN requirement and collaboration with existing career pathways programs.

D C F N Ch Fh Nh 1,2

DRC conducts interagency networking and creates a resource map of various services available to build effective community partnerships that leverage public and private resources to better serve job seekers with disabilities and multiple challenges, including Ticket Holders and improve employment outcomes.

D C F N Ch Fh Nh 1,2,3,4

DRC improves cross-agency collaboration by implementing two or more strategies: hosting tours / orientations of Job Center; producing newsletters, sharing community resources with staff; coordinating job developer groups; offering on-site resources to partners.


DRC conducts in service training for Job Center staff and partners on implementing collaborative strategies through shared resources, communication and outcomes. The Career Pathways Readiness Assessment Tool will be used to create a baseline for the State level and regional capacity to align DEI and existing career pathways program, and develop an action plan moving forward.

D C F N Ch Fh Nh 1

B. Partnerships and Collaboration: Intermediate (Problem Solving) Phase Service providers and agency staff are cross-trained to become

familiar with the scope of available services for job seekers with disabilities (including Ticketholders) and multiple challenges to employment, and create effective relationships with existing career pathways program providers.

D C F N Ch Fh Nh 1

The State Lead or DRC establishes a state level or regional interagency committee with new and existing partners to build


Page | 9



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

interagency partnerships and collaboration. This interagency committee can be new or it can be established from an existing group.

State level or regional interagency committee streamlines interagency referral processes and maximizes resources. D C F N Ch Fh Nh 1,4,5

State level or regional interagency committee will foster partnerships and collaboration at the state and local levels, including the inclusion of additional partners, to promote the participation of individuals with disabilities in their existing career pathways system and programs. The Career Pathways Readiness Assessment Tool Action Plan will be revisited regularly (every 6 to 12 months) to gauge the effectiveness of the plan and update the plan as needed.


State level or regional interagency committee addresses physical, programmatic and communication access within workforce and partner systems.


State level or regional interagency committee coordinates job development and marketing approach to businesses. D C F N Ch Fh Nh 1,2

C. Partnerships and Collaboration: Advanced (Policies and Practices) Phase Project has actively identified efforts to sustain the dedicated staff

person position to continue ongoing training and technical assistance around partnering across multiple systems and programs.


DRC conducts ongoing service training for WIOA Job Center staff and partners on state level or regional stakeholder resource coordination service delivery models and strategies across agency partners to expand services to job seekers with disabilities and multiple challenges to employment including Ticket Holders.

D C F N Ch Fh Nh 1,4,5

Co-location and work incentives coordination occur in the Job Center as a result of collaboration with the WIPA Program or other certified benefits planners. Increase in Tickets assigned with revenue generated to expand / improve Job Center services for job seekers with disabilities and multiple challenges to employment.


State level or regional interagency committee will identify specific changes that will lead to increased participation of individuals with disabilities in existing career pathways systems through systemic change and through changes in career pathways program and the effective use of The Career Pathways Readiness Assessment Tool.


Intake forms / case management systems (e.g., integrated MIS/data sharing agreements) are coordinated to create unified entry point to multiple services at a state or regional level.


Cross-agency efforts are coordinated to pursue Federal or state D C F N Ch Fh Nh 1,2,3,4,5,6

Page | 10



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

grant opportunities to advance employment and economic results at the state and/or regional levels.

Interagency committees develop systems partnerships and collaboration models (e.g., through MOAs) that have led to increases in the enrollment of job seekers with disabilities and multiple challenges to employment in WIOA Title I services through the blending and braiding and leveraging of resources and shared positive employment outcomes leading to increases in retention and earnings.


Strategies are in place to serve youth and adult job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment that include heightened disability awareness, accessibility, universal design and learning strategies, increased knowledge of key resources such as the varied partners that impact the ability of job seekers with disabilities to successfully participate in education, training, and employment opportunities, and use of integrated team approaches with varied service systems.

D C F N Ch Fh Nh 1,2,3,4,5

Page | 11

WORK SHEET – Integrated Resource TeamDirections: Designate your current level of effort, knowledge and/or need for each activity/key indicator within the DEI Development Framework by placing an “X” in the key code box that best indicates your progress.


DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

The Integrated Resource Team (IRT) approach is a promising practice identified by the Disability Program Navigator (DPN) Initiative whereby a team comprised of representatives from different agencies and service systems (both general workforce and disability-specific) coordinate services and leverage funding to meet the employment needs of an individual job seeker with a disability. The job seeker is the key member of the IRT and works with providers (e.g., WIOA Case Manager, Vocational Rehabilitation Counselor, interpreter service, community college) to identify and strategize how their combined services and resources can benefit and support the individual’s education, training, or employment goals. IRTs are organized around an individual job seeker with a disability who experiences multiple challenges to employment and who has been enrolled in WIOA Title I services (or is attempting to attain enrollment in these services). The IRT can address the individual and programmatic challenges that may limit individuals with a disability from participating in career pathways programs by accessing resources multiple service delivery systems simultaneously, which greatly improves opportunities for individuals with a disability to seek, find and retain employment.

A. Integrated Resource Team: Beginner (Disability Expertise) Phase Work Plan is developed with priorities that describe how job seekers

who experience disabilities and/or multiple challenges to employment including Ticket Holders will be engaged in the state’s WIOA Title I services enrollment process emphasizing career exploration and resource planning in an effort to develop a feasible career pathway plan.


DRC identifies and creates map of local WIOA Title I service delivery flow and existing system resources, challenges, gaps and duplication that impact efforts to serve job seekers with disabilities and multiple challenges to employment.


DRC conducts outreach and maps resources among wide range of local service systems (generic and disability-specific). D C F N Ch Fh Nh 1,2,3,4

DRC conducts in service training for Job Center front-line staff on the purpose and use of the IRT approach for serving job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment. The training includes information on identifying Ticket eligibility and identifying potential career pathways for DEI customers.


B. Integrated Resource Team: Intermediate (Problem Solving) Phase DRC conducts in service training for Job Center front-line staff on

providing active resource coordination to job seekers who experience disabilities and/or multiple challenges to employment, including Ticket eligible customers, who require a more intensive level of support in order to access services with the purpose of enrolling those who are eligible into WIOA services.


Page | 12



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

DRC facilitates and/or leads first IRT meetings to ensure Job Center staff and all partners are aware of the purpose of the IRT, including service coordination, shared plans communication and follow through. The ultimate goal is for the DRC to model how the IRT approach works so that moving forward AJC staff and partners can take the lead on the IRT and utilize the DRC as support. This increases the number of IRTs, builds the capacity of the system to serve job seekers with disabilities, and ensures that the DRC does not become the de facto case manager for individuals with disabilities accessing the center.

D C F N Ch Fh Nh 1

State level or regional interagency committee streamlines interagency referral processes and maximizes resources. D C F N Ch Fh Nh 1,4,5

AJC staff members and partners are familiar with a wide range of community resources and collaborate with service providers to reach common employment goals of job seekers.

D C F N Ch Fh Nh 1

Strategies are developed and implemented to increase cross-agency referrals and co-enrollments. D C F N Ch Fh Nh 1,5

C. Integrated Resource Team: Advanced (Policies and Practices) Phase Strategies are in place to serve youth and adult job seekers with

disabilities (including individuals with significant disabilities) and multiple challenges to employment that include heightened disability awareness, accessibility, and universal design and learning strategies, increased knowledge of key resources such as generic workforce and disability-specific agencies and service systems, use of integrated team approaches with varied service systems, and development of individualized career pathways plans.


A policy is in place to provide active resource coordination that allows the coordination of program services to the job seeker with disabilities and multiple challenges to employment, including Social Security beneficiaries (i.e., SSI and SSDI).


Job seekers with disabilities and multiple challenges to employment who are co-enrolled in both WIOA Title I and other Job Center partner and non-mandated partner programs becomes common leading to an increase in enrollment, retention and earnings and number of Tickets assigned.


Project has actively identified efforts to sustain the dedicated staff person position to continue ongoing training and technical assistance around the use of the IRT model.


Customers with disabilities and multiple challenges to employment have access to the process used to develop individual employment

D C F N Ch Fh Nh 1,2,3,5,6

Page | 13



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

plans. These plans include information on high-growth job sectors that lead to career pathways, resulting in economic self-sufficiency.

Revenue generated from the Ticket to Work Program is used to expand/improve Job Center services for job seekers with disabilities.(including individuals with significant disabilities) and multiple challenges to employment.


DRC conducts ongoing service training for WIOA Job Center staff and partners on providing active resource coordination service delivery models and strategies with the purpose of enrolling eligible job seekers (including Ticket Holders) into WIOA services.


Page | 14

WORK SHEET – Integrating Resources and Services, Blending and Braiding Funds, Leveraging Resources



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

Integrating services and the blending and braiding of funds from multiple funding sources are strategies that are often incorporated into IRT, Youth Guideposts for Success, Vocational Rehabilitation, customized employment, and other employment models. Leveraging different Federal and state program funds involves two or more agencies contributing resources to the individual job seeker’s education, training, or employment goals. For the purposes of the DEI, “blended funding'' describes mechanisms that pool dollars from multiple sources and make them in some ways indistinguishable. “Braided funding'' uses similar mechanisms, but the funding streams remain separate. Both mechanisms are used to provide greater effectiveness by leveraging multiple resources to assist the individual customer in achieving employment outcomes.

A. Integrating Services and the Blending and Braiding of Funds: Beginner (Disability Expertise) Phase DEI State Lead makes connections with pilot sites and agencies at a

systems level that have committed to engage in the process of integrating services and the blending and braiding of funds.

D C F N Ch Fh Nh 1, 3,4

Work plan is developed with priorities for integrating services for job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment. This plan coordinates Ticket services for eligible customers to promote the blending and braiding of resources at a systems level, as well as leverage funding for individual employment and training-related needs.


DRC maps other initiatives and programs within and outside of the public workforce system and serves as a liaison in expanding opportunities and leveraging resources at a systems level to better serve job seekers with disabilities and multiple challenges to employment.


DRC conducts in-service training for Job Center front-line staff on leveraging of resources and blending and braiding of different Federal and state program funds, using the IRT model, which contributes to education, training or employment goals of job seekers with disabilities and multiple challenges to employment.


B. Integrating Services and the Blending and Braiding of Funds: Intermediate (Problem Solving) Phase DRC works with local WDB to leverage resources by developing

informal or formal agreements at a systems level to leverage public and private resources, enhanced interagency collaboration, and coordinate more blending and/or braiding of funding.


Job Center staff and partner staff work together within established system parameters to serve a cohort of job seekers with disabilities


Page | 15



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

and multiple challenges to employment using an integrated service approach with cost and resource sharing.

DRC conducts in-service training for Job Center front line and partner staff on implementing systems level agreements that integrate services and blend/braid funds from multiple funding sources around job seekers with disabilities and multiple challenges to employment, including Ticket Holders.


DRC facilitates and models the use of the IRT approach to show how a team of different agency and partner staff can blend and braid services and resources to meet the employment-related needs of individual job seekers with disabilities to achieve successful WIOA Title I outcomes.


C. Integrating Services and the Blending and Braiding of Funds: Advanced (Policies and Practices) Phase Project has actively identified efforts to sustain the dedicated staff

person position to continue ongoing training and technical assistance on blending and braiding of funds and leveraging of resources.


A policy is in place to foster blending and braiding of WIOA and other agency resources, including Ticket revenue, to meet the individualized needs of job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment and to expand/improve Job Center services.


A policy is in place to focus on helping job seekers with disabilities and multiple challenges to employment enroll in WIOA Title I services and co-enroll in WIOA Title I and other service systems for customers who need additional resources that lead to increases in enrollment, retention and earnings.


A policy is in place to increase the blending and braiding of the public workforce development system's resources with mandated and non-mandated partners across multiple service delivery systems to leverage funding for individual job seekers.


DRC conducts ongoing service delivery training for WIOA Title I Job Center staff and partners on IRT service models and strategies (i.e., strength based assessment and career exploration, active resource coordination) that are incorporated into the WIOA service flow and are standardized service strategy for customers accessing multiple service systems.


Increased number of Tickets assigned with revenue generated that is used to expand/improve Job Center services for job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment.


Page | 16



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

Strategies are in place to serve youth and adult job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment that include heightened disability awareness, accessibility, universal design and learning strategies, increased knowledge of key resources such as the leveraging and blending and braiding of funds from multiple funding sources, and use of integrated team approaches with varied service systems.

D C F N Ch Fh Nh 1,2,3,4,5,6

Page | 17

WORK SHEET – Customized EmploymentDirections: Designate your current level of effort, knowledge and/or need for each activity/key indicator within the DEI Development Framework by placing an “X” in the key code box that best indicates your progress.


DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

Customized employment (CE) is a flexible process that involves individualizing the relationship between job seekers and employers in ways that meet the needs of both. It is based on an individualized determination and discovery of the strengths, needs, and interests of a person with multiple challenges. Customized employment will often take the form of: task reassignment; job carving; job sharing; self-employment. Customized employment provides an avenue to employment for job seekers who feel that traditional job search methods do not meet their needs. Under the DEI, grantees that select a population focus of individuals with significant disabilities must use a customized employment approach within the public workforce system to help job seekers with significant disabilities participate in career pathways programs.

A. Customized Employment: Beginner (Disability Expertise) Phase Work Plan is developed with priorities for using customized

employment strategies. Discovery and Development of a Vocational Profile which are utilized as planning tools to formulate a career goal; creation of an individualized career profile to be used with employers, along with knowledge of different customized strategies to use with employers such as task reassignment, job carving, job sharing and job creation.


DRC provides information to Job Center front-line and partner staff on CE strategies to address the needs of job seekers with multiple challenges to employment in the AJC including Discovery and Development of a Vocational Profile which are utilized as planning tools to formulate a career goal; creation of an individualized career profile to be used with employers, along with knowledge of different customized strategies to use with employers such as task reassignment, job carving, job sharing and job creation.


DRC identifies and creates a resource map of other supports and services that can leverage CE strategies not provided directly by the WIOA Title I service delivery system.


Customized employment strategies and case examples are identified and shared with Job Center front-line staff and partner staff and updated on a quarterly basis.


B. Customized Employment: Intermediate (Problem Solving) Phase Resource planning and coordination is used for job seekers with

multiple challenges to employment for accessing needed resources. When appropriate, resource planning and coordination will consider the use of CE strategies and components to include Discovery; Use of the Job Seeker Planning Tool as an adjunct to the Discovery Process; Vocational Profile; Individualized Career Profile; and Employer Negotiation (e.g., Task Reassignment, Job Carving, Job


Page | 18



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

Sharing, and Job Creation). DRC facilitates the use of the Integrated Resource Team model,

along with other DEI service delivery strategies (e.g., Partnerships and Collaboration and Blending, Braiding and Leveraging), to individualize employment practices around an employment goal.


Job Center staff have a process in place for negotiating with other systems in order to enter agreements that allow them to provide CE service strategies not provided directly by the WIOA Title I service delivery system.


Increased access to community-based services and resources for WIOA Title I-enrolled job seekers with multiple challenges to employment.


For job seekers who experience multiple challenges to employment, Discovery is considered a viable and practical alternative to “traditional” career-mapping resources /workshops/exercises and the AJC partners with other systems to provide this service if it is unable to provide the service itself.

D C F N Ch Fh Nh 1

C. Customized Employment: Advanced (Policies and Practices) Phase Project has actively identified efforts to sustain the dedicated staff

person position to continue ongoing training and technical assistance on customized employment strategies and approaches for job seekers with multiple challenges to employment.

D C F N Ch Fh Nh 1,2,3,4,5

DRC conducts ongoing service training for WIOA Title I Job Center staff and partners on customized employment service delivery models and strategies to leverage funds and resources, including Ticket revenue, to achieve positive employment outcomes and expand/improve Job Center services for job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment.


A policy is in place that allows the AJC to leverage partners and resources to perform CE strategies and models in order to serve job seekers with multiple challenges to employment.


IRT model is implemented in the Job Center as an option for serving job seekers with multiple challenges to employment. The IRT can be utilized as a vehicle to incorporate career planning based on elements of CE that are being utilized/have been utilized such as the Discovery Process, the Vocational Profile, the individualized career profile as well as can serve as the grounds for discussing how to approach employers regarding customization of a possible job.


Procedures are in place, which could include the use of CE D C F N Ch Fh Nh 1,5

Page | 19



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

strategies, to increase access to WIOA Title I services that lead to increases in enrollment, retention and earnings by job seekers with disabilities and multiple challenges to employment.

Staff employing CE strategies with customers work closely with Job Center Business Services Representatives / Team on an ongoing basis to help identify potential local businesses which may be amenable to job carving, job sharing and other flexible employment strategies. This could include CE Staff accompanying Business Service Teams to Employer locations and at the very least includes Business Service Staff/Team being trained on customized principles.


Strategies are in place to serve youth and adult job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment that include heightened disability awareness, accessibility, and universal design and learning strategies, increased knowledge of key resources such as customized employment models and strategies, and use of integrated team approaches with varied service systems.


Page | 20

WORK SHEET – Youth Guideposts for SuccessDirections: Designate your current level of effort, knowledge and/or need for each activity/key indicator within the DEI Development Framework by placing an “X” in the key code box that best indicates your progress.


DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

The Guideposts for Success is a policy and practice framework, which reflects what research identifies as key educational and career development interventions that make a positive difference in the lives of all youth, including youth with disabilities (as well as youth with significant disabilities). The Guideposts use an approach that all youth, including those with disabilities, need exposure to: 1) school-based preparatory experiences; 2) career preparation and work-based learning experiences; 3) youth development and leadership; 4) connecting activities, including knowledge of transportation, health care and financial planning; and 5) family involvement and support. DEI projects that choose a youth population focus will incorporate an approach to career pathways programs for youth that implement strategies based upon and consistent with the youth Guideposts for Success.

A. Guideposts for Success: Beginner (Disability Expertise) Phase For all DEI Youth Projects, DRCs and State Lead participate in

targeted training designed to address the unique needs of how youth are served in the larger workforce system and, more specifically, examine services through the WIOA Title I Youth programs.


DRC, State Lead and DEI TA liaison determine strategic approach to addressing the needs of youth and develop a Work Plan with priorities around the five Guideposts for education and outreach, capacity building and policy development.


DRC maps resources to assess the transition services and programs within the Job Center and in the community using the Guideposts for Success Resource Mapping Tool as a framework.


DRC networks and builds partnerships with targeted youth populations and agencies/organizations serving them. D C F N Ch Fh Nh 1,2,3,4

B. Guideposts for Success: Intermediate (Problem Solving) Phase DRC applies Guideposts Resource Mapping tool to current youth

activities available to all youth, including those with disabilities. D C F N Ch Fh Nh 1,2,3,4

Materials are available in the Job Center and updated on a continual basis on the five Guideposts for Success. Strategies and tools to serve youth with disabilities in transition are developed across systems based on local area need.

D C F N Ch Fh Nh 1,2,3,4,5

DRC conducts in service training for Job Center staff on outcomes of resource mapping and how the Youth Guideposts for Success will be incorporated into the state’s existing Youth WIOA Title I service delivery model.


DRC models/teaches Job Center Staff, in particular WIOA Title I Youth staff, how the use of resource mapping creates additional resources for youth and how those resources are incorporated for each individual youth in helping them attain their


Page | 21



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

educational/employment goals. Strategies are developed and implemented to increase cross-agency

referrals and co-enrollments. D C F N Ch Fh Nh 1,2,3,4,5

Strategies are in place to serve youth with disabilities (including youth with significant disabilities) in transition that include heightened disability awareness, accessibility, and universal design and learning strategies, increased knowledge of key resources such as benefits counseling and soft skills training, and use of integrated team approaches with varied service systems.

D C F N Ch Fh Nh 1,2,3,4,5

C. Guideposts for Success: Advanced (Policies and Practices) Phase Project has actively identified efforts to sustain the dedicated staff

person position to continue ongoing training and technical assistance around key educational and career development interventions (based on the Guideposts) for serving youth with disabilities within WIOA Title I.


A policy is in place to use the Guideposts when working with youth with disabilities and service practitioners in developing any individualized plans (e.g., IEPs, IPEs, ILPs or service strategies as required by WIOA). The Guideposts for specific targeted populations (mental health, foster care, juvenile justice, and learning disabilities) are used where relevant.

D C F N Ch Fh Nh 5

A policy is in place to provide ongoing service training for Youth service providers and WIOA Title I Job Center staff and partners on service delivery models and strategies resulting in measurable outcomes for youth with disabilities (including youth with significant disabilities) in WIOA Youth programs.

D C F N Ch Fh Nh 5

State and local regions have a policy in place to effectively integrate youth with disabilities into their program models. D C F N Ch Fh Nh 5

Increase in WIOA Title I Youth outcomes that lead to increases in enrollment, retention and earnings. D C F N Ch Fh Nh 1,2,3,4,5,6

DRCs work with Youth service providers and WIOA Title I Job Center staff to ensure that programs are informed of or designed around the Guideposts principles.


Page | 22

WORK SHEET – Financial Literacy StrategiesDirections: Designate your current level of effort, knowledge and/or need for each activity/key indicator within the DEI Development Framework by placing an “X” in the key code box that best indicates your progress.


DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

Financial literacy strategies include various approaches to enhance long-term economic self-sufficiency, including individual development accounts (IDAs), financial literacy training for youth and adults, Social Security Administration’s (SSA) Plan for Achieving Self Support (PASS) and other work incentives, the Earned Income Tax Credit (EITC) and other tax provisions and self-directed benefit and resource accounts, among others. Financial literacy strategies also include benefits and services that are funded through resources other than those made available under WIOA such as free volunteer income tax assistance (VITA), homeownership services, nutrition, health care, or child care assistance.

A. Financial Literacy Strategies: Beginner (Disability Expertise) Phase Work incentives and benefits planning assistance are coordinated on

and off-site with the WIPA program or other certified benefits planners.


Developed a work plan with priorities for education and outreach, capacity building and policy development. D C F N Ch Fh Nh 1,5

Job Center customers are informed about the EITC and linked to local VITA sites and other free tax preparation options. D C F N Ch Fh Nh 1

Asset building resources have been identified and information materials are disseminated at Job Centers and updated quarterly, including information about ABLE accounts.

D C F N Ch Fh Nh 1

B. Financial Literacy Strategies: Intermediate (Problem Solving) Phase DRC conducts in service training for Job Center front-line staff and

partners on linking employment goals to saving and asset building tools and resources. This should include a Financial literacy component in the WIOA Title I services, where the Job Center front-line staff and partners are incorporating strategies in development of the Individual Employment Plan (IEP).

D C F N Ch Fh Nh 1

Asset Summit is convened with leaders from the asset and disability communities. Financial Fitness Fairs, Super Saturdays or other events are held to raise awareness of asset building tools/resources among individuals with disabilities.


Employment plans of Ticket users considered and savings and asset building objectives are included. D C F N Ch Fh Nh 1,2

DRC has Integrated Resource Teams to incorporate savings and asset building objectives on an individualized basis with job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment.

D C F N Ch Fh Nh 1

Use of a financial health assessment is added to development of individual plan for employment and resources are identified to assist with financial goal setting and coaching.


Page | 23



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

Financial Literacy Work Group is established and meets regularly. D C F N Ch Fh Nh 1

C. Financial Literacy Strategies: Advanced (Policies and Practices) Phase Project has actively identified efforts to sustain the dedicated staff

person position to continue ongoing training and technical assistance on financial literacy strategies including their relevance and link to the public workforce system.


DRC conducts ongoing service training for WIOA Title I Job Center staff and partners on financial literacy service delivery models and strategies to help connect job seekers with disabilities (including individuals with significant disabilities) to the workforce system and to enhance long-term economic self-sufficiency.


Financial education classes are offered at the Job Center as part of Core Services. D C F N Ch Fh Nh 1,5

Financial Literacy Work Group continues to meet regularly with expanded partnership base and documents education and outreach, capacity building, and policy development outcomes.


Job Center has become a community resource and location for financial literacy activities including a site for financial education, volunteer tax assistance (e.g., VITA, MyFreeTaxes), benefits planning and advisement, credit counseling; and linked to matched savings plans (Assets for Independence grantees), affordable financial services and ABLE accounts.


DRC and senior WDB staff are active participants on Asset Building Coalition. D C F N Ch Fh Nh 1,5

Financial health assessment has become a part of intake and financial goal setting and development of individual plan for employment.


Data is collected regarding setting financial goals, participation in financial education or coaching, and outcomes achieved. D C F N Ch Fh Nh 5,6

Strategies are in place to serve youth and adult job seekers with disabilities (including individuals with significant disabilities) and multiple challenges to employment that include heightened disability awareness, accessibility, universal design and learning strategies, increased knowledge of key resources such as benefits counseling and work incentives and other financial literacy strategies, and use of integrated team approaches with varied service systems.


Page | 24

WORK SHEET – Self-EmploymentDirections: Designate your current level of effort, knowledge and/or need for each activity/key indicator within the DEI Development Framework by placing an “X” in the key code box that best indicates your progress.


DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

Many job seekers with disabilities are turning to the flexibility of self-employment to meet both their career aspirations and financial goals. Self-employed persons have increased latitude in determining the hours they work, the type of work they do, and how much money they make. Self-employment strategies for youth and adults with disabilities are consistent with ETA’s policy guidance (Training and Employment Guidance Letter, No.12-10, Supporting Entrepreneurial and Self-Employment Training through the Workforce Investment System, November 2010) to encourage states to establish parameters for funding entrepreneurial and self-employment training under Title I of WIA, which authorizes the provision of entrepreneurial training to adult and dislocated workers, and authorizes entrepreneurial work experiences for youth. This guidance is still operational under WIOA, which also includes reference to self-employment activities and opportunities.

A. Self-Employment Strategies: Beginner (Disability Expertise) Phase DRC with assistance from DEI Project Lead, Job Center

Management, and LWDB members identifies and creates a map of current community resources to support self-employment objectives.


Work Plan is developed with priorities that describe how the Job Center will partner with the local Small Business Development Center (SBDC) and VR to offer self-employment as an employment option to job seekers who experience disabilities (including individuals with significant disabilities) and/or multiple challenges to employment including Ticket Holders.


Materials are available in the Job Center to connect interested individuals to self-employment training and technical assistance resources.


DRC provides introduction to staff from local SBDC on Job Center services and programs and conducts in-service training on strategies, methods, and resources for serving people with disabilities and multiple challenges to employment.


SBDC and VR provide in-service for Job Center staff to improve awareness and understanding of available supports and services to help individuals with disabilities pursue self-employment goals


Establish a Self-Employment Work Group that includes representatives from VR, SBDC, Assets for Independence (AFI) grantees and the Job Center to identify specific challenges and facilitators to self-employment objectives within their LWDA for individuals with disabilities. The Work Group should reference ODEP’s final report from the START-UP USA Initiative, as well as resources on Self-Employment and Entrepreneurship for methods for delivering self-employment services to people with disabilities and also for a comprehensive list of possible barriers and facilitators to self-employment from which to work in developing the LWDA’s


Page | 25

http://www.dol.gov/odep/topics/SelfEmploymentEntrepreneurship.htm

http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2957



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

tailored list of barriers and facilitators.

B. Self-Employment Strategies: Intermediate (Problem Solving) Phase Self-Employment Work Group designed an improved process of

support that better integrates the use of public and private resources to advance self-employment outcomes for the target audience.


DRC compiles and disseminates benefit information that increases the use of Social Security work incentives (PASS and PESS) and the use of the “discovery process” as a valuable tool to help prospective entrepreneurs in determining what type of business they want to start.


DRC has implemented a schedule on a recurring basis to bring self-employment resources and assistance to the Job Center (SBDC, AFI grantee, WIPA grantee, VR etc.).


Materials in the Job Center have been updated quarterly to connect interested individuals to self-employment support including alternate forms of self-employment (e.g., resource ownership, business-within-a-business, and supported self-employment).


DRC provides introduction to SCORE volunteers on AJC services and programs and conducts in-service training on strategies, methods, and resources for serving people with disabilities and multiple challenges to employment.


SCORE volunteers presented with information on the self-employment training and technical assistance resources that are available to Job Center customers.

D C F N Ch Fh Nh 1

C. Self-Employment Strategies: Advanced (Policies and Practices) Phase Project has actively identified efforts to sustain the dedicated staff

person position to continue ongoing training and technical assistance to support Entrepreneurship and Self-Employment options.


A policy is in place that Job Center staff (e.g., case managers) consider self-employment as a viable employment option along with other employment opportunities.

D C F N Ch Fh Nh 5

DRC conducts ongoing service training for WIOA Title I staff and partners to improve understanding and use of Social Security work incentives for individuals who are self-employed.


Coordinated service delivery has been documented across multiple public and private resources with success stories compiled and disseminated across systems.

D C F N Ch Fh Nh 6

Job Center staff has been trained and have updated materials on a continuous basis in accessible formats to link visitors to self-

D C F N Ch Fh Nh 1,2,3,4,5,6

Page | 26



DoneC

CurrentF

FutureN

NoneCurrentHelp-Ch

FutureHelp--Fh

NoneHelp-Nh

CPElement(s)

employment resources to start or grow a business. These resources emphasize the value of using the discovery process for individuals who express interest in self-employment or entrepreneurship.

Formal agreement in place among Job Center, SBDC and VR to coordinate resources to support self-employment. D C F N Ch Fh Nh 1,4,5

Policy under Ticket and WIOA performance measures has been developed or changed to support self-employment outcomes in the Job Centers and/or capture outcomes in data.


Strategies are in place to serve youth and adults with disabilities (including individuals with significant disabilities) and multiple challenges to employment that include heightened disability awareness, accessibility, universal design and learning strategies, increased knowledge of key resources such as benefits counseling, work incentives, and use of integrated team approaches with varied service systems.

D C F N Ch Fh Nh 1,2,3,4,5

Page | 27

DEI BENCHMARKS AND OUTCOME INDICATORS QUESTIONAIRE

Now that you have completed the DEI Benchmarks Worksheet, we ask you to reflect upon your answers and the assessment your local area has completed.

Your local site’s responses to the following questions will assist your state level project leadership and national technical assistance provider in better understanding the progress and status of your project and identify priorities in order to provide targeted support for moving forward. Once we receive your answers, we will review them and schedule a time to walk through the worksheet and follow up questionnaire together.

DEI Benchmarks and Outcome Indicators QuestionnaireIdentify the top DEI strategic service delivery components and specific activities within those components where your local pilot site is furthest along in implementing the DEI.

For each of these, please include in your response: What factor(s) contributed to the focus on this area? What factor(s) contributed to successful implementation?1.2.3.Identify DEI strategic service delivery components and specific activities within those components where your local pilot site is currently experiencing difficulty implementing the DEI.

For each of these, please include in your response: What steps have been taken to address these challenges? What factor(s) do you think are contributing to the difficulty in this area and

to challenges in implementation?1.2.3.Identify the top DEI priorities for your local pilot site in the immediate future that you would like technical assistance support on.

For each of these, please include in your response: What factor(s) make this a priority? What technical assistance support would you like to receive?1.2.3.Other Comments

Page | 28

disability employment initiative (dei)/media/workforcegps/disa… · web viewthe u.s. department...

Documents