Lorain 9-30-14 Handout for Web 1 per€¦ · Employment First Means That….. “Community Employment is the First and Preferred Option for All People with Developmental Disabilities”

WELCOME LORAIN COUNTY TEAM Employment First Transi(on Framework:

Assis$ng Youth with Developmental Disabili$es to Achieve Community Employment

Chris Filler, Program Director

[email protected]

Sue Beck, Program Coordinator [email protected]

Realizing Employment First for Youth

www.ohioemploymen5irst.org

The Governor Sets a Vision for

Ohio Employment First

Community Employment for ALL March 19, 2012

Employment First Means That…..

“Community Employment is the First and Preferred Option for All People with Developmental Disabilities”

“Community Employment”? What does that mean?

"Community employment" means

compe$$ve employment

that takes place in an integrated seJng

… Compe$$ve and Integrated?

•  "Compe$$ve employment" means full-‐$me or part-‐$me work in the compe$$ve labor market in which payment is 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 who are not disabled.

•  “Integrated” means a seJng typically found in the community where individuals interact with persons who do not have disabili$es to the same extent non-‐disabled persons in comparable posi$ons interact with other persons. "Integrated seJng" includes employment seJngs in which employees interact with the community through technology.

So why all the mul$-‐agency focus now on employment and community outcomes?

Ohio Employment First: A Comprehensive Strategic Systems Change Effort

Where Did This Come From? Civil Rights!

•  Americans with Disabili(es Act (ADA) – July 26, 1990 –  “physical or mental disabili$es in no way diminish a person’s right to fully par(cipate in all aspects of society,….”

•  Equality of Opportunity •  Full Par$cipa$on •  Independent Living •  Economic Self Sufficiency

–  “A public en$ty shall administer services, programs and ac$vi$es in the most integrated seLng appropriate to the needs of qualified individuals with disabili$es.”

An Issue of Civil Rights •  Olmstead – June 22, 1999

–  "...the state (Georgia) discriminated against (2 women) by confining them in a segregated ins$tu$on rather than providing them services in integrated community seJngs

–  ...the state’s ac$ons in this case cons$tuted discrimina$on…

–  ...the state has violated the core principle underlying the ADA’s integra$on mandate...”

•  June 22, 2011 was 12th anniversary of the Olmstead Supreme Court Decision DOJ issued: Statement of the Department of JusAce on Enforcement of the IntegraAon Mandate of Title II of the Americans with DisabiliAes Act and the Olmstead v. L.C.

This Statement Defined the ‘Most Integrated SeJng’

•  The “most integrated seLng” is defined as “a seJng that enables individuals with disabili$es to interact with non-‐disabled persons to the fullest extent possible.”

Defined ‘Segregated SeJng’ •  Segregated seJngs include, but are not limited to:

– (1) congregate seJngs populated exclusively or primarily with individuals with disabili$es;

– (2) congregate seJngs characterized by regimenta$on in daily ac$vi$es, lack of privacy or autonomy, policies limi$ng visitors, or limits on individuals ability to engage freely in community ac$vi$es and to manage their own ac$vi$es of daily living

– (3) seJngs that provide for day$me ac$vi$es primarily with other individuals with disabili$es

Viola$ons of ADA

•  A public en$ty may violate the ADA if it promotes or relies upon the segrega$on of individuals with disabili$es through its: !Planning !Service system design !Funding choices, or !Service implementa$on prac$ces

DOJ and Viola$ons of Olmstead

•  Ac$on has occurred in many states. Some are confirmed viola$ons. Some with the en$re state.

•  Examples of states where DOJ ac$vity occurred: – Oregon –  Texas –  Rhode Island and the City of Providence – Mississippi – New York – Massachusegs – And more….

Medicaid (CMS) Funding •  Medicaid Waiver funding is one of the primary sources of ongoing employment and day supports and services for individuals with disabili$es

•  CMS says that the Medicaid Waiver can only be used in seJngs and programs where: "The seJng is integrated in and supports full access of individuals receiving Medicaid HCBS to the greater community, including opportuni$es to: –  seek employment and work in compe$$ve integrated seJngs, –  engage in community life, –  control personal resources, and –  receive services in the community, to the same degree of access as individuals not receiving Medicaid HCBS."



This work belongs to everyone! MulA-‐Agency Responsibility.

MulA-‐Agency Effort.

Employment First Taskforce

Employment First Taskforce (EFT)

Ohio Department of Educa$on (ODE)

Ohio Department of Developmental

Disabili$es (ODODD)

Opportuni$es for Ohioans with Disabili$es

(OOD) Ohio Department of

Mental Health (ODMH)

Ohio Department of Jobs and Family Services

(ODJFS) Office of Medicaid

Services

•  The Taskforce is charged with expanding community employment opportuni$es by reducing barriers and aligning state policy

Meaningful Community Employment

Place 4: “Don’t want a job.

Don’t want to work”

Place 3: “Not sure about work. Do not know what kind of job I would want”

Place 2: “I want to work! I need help

finding a job that fits me.”

Place 1: “I have a job, but I want a be\er

suited job or to move up in the company.”

Path to Employment

EF and Transi$on Youth

The purpose of the Employment First TransiHon Framework is to assist youth to achieve Community Employment as they exit high school

Realizing Employment First for Youth The Employment First Transi$on Framework

The Employment First State Task

Force agreed that there was a need

for:

A framework that becomes the ‘standard of prac$ce’ for all

professionals in all systems working with transi$on age youth.

A ‘common vocabulary’ for transi$on professionals across all agencies

Use across all systems of Evidence Based Prac$ces and Predictors that support and lead youth to successful community employment outcomes

BARRIERS to Successful Transi$on to Community Employment

DISPOSITION or BELIEF in Community

Employment

AGENCY BARRIERS from Multiple Agency

policies and procedures

PREPARATION Youth lack employability skills

when exiting school programs

PROFESSIONAL DEVELOPMENT

NEEDS: To support the youth development of

employability skills

ONGOING SUPPORT Lack of ongoing job

supports

EXPERIENTIAL LEARNING: Lack of meaningful/authentic

community work experiences

ACCESS to COMPREHENSIVE

INFORMATION Complete information is not readily available and

easily accessible

Perceived “RISK” of EMPLOYMENT Fear of

loosing benefits or safety concerns

Employment First Transi$on Framework:

IS NOT!!

PROGRAM

PILOT

FUNDING STREAM

TRAINING PROGRAM

MENU OF SERVICES

EASY

Employment First Transi$on Framework:

IS a Standard of Prac(ce

A Conceptual Framework

Founda$onal Elements:

Agency Neutral Outcome Focused Person Centered

Essen(al Func(ons: Teaming Planning Assessing

Coordina(ng Tools/Resources for mul$ agency teams

to engage in assessment and

planning processes, including Evidence Based Prac$ces/

Predictors

Aligned with all other

Employment First Efforts

Expecta$on that all youth with

developmental disabili$es can

achieve community employment

The Scope of the Transi$on Framework

State Level Ac$vity

Example AcAvity/AcAon: Task Force Partnerships

Example AcAvity/AcAon: ODE/OEC lowering transi$on age to 14 requiring Employment Outcomes

Example AcAvity/AcAon: DODD EF Rule requires County Board Partnerships with School Districts


Regional Self Assessment

Regional Plan

Individual

Transi$on Assessment

Transi$on Planning

Evidence Based Prac$ces and Predictors

Tools and Resources

Agency Neutral

Mul$ agency teams engage in collabora(ve planning processes

Create plan with and for youth that no one agency

owns or is singularly responsible to implement.

Implement plan systema$cally and collec$vely; avoid

duplica(on of services across agencies

Person Centered

Focus on the NEEDS of the youth based on data that reveals the youth’s

PINS

Develop plan that belongs to the youth...

Not as documenta$on for any one agency

Tailor intensity, dura$on, environment, types of

supports to the strengths and needs of youth

Outcome Focused

Iden$fy and fill gaps and disconnects in cri$cal services and supports; ‘pool’ services and

resources

Match ac$vi$es, services and supports to needs of the youth for progress on the path to community

employment

Monitor progress toward community employment;

gather data on effec$veness of services

The Scope of the Transi$on Framework

State Level Ac$vity

Example AcAvity/AcAon: Task Force Partnerships

Example AcAvity/AcAon: ODE/OEC lowering transi$on age to 14 requiring Employment Outcomes

Example AcAvity/AcAon: DODD EF Rule requires County Board Partnerships with School Districts


Regional Self Assessment

Regional Plan

Individual

Transi$on Assessment

Transi$on Planning

Evidence Based Prac$ces and Predictors

Tools and Resources

Ini$al Step: The Immediate

Goal

Embedded in Plan

Community Investment in Transi(on Youth with Disabili(es

An Agency Self-‐Assessment Tool to Develop Community Capacity to Support Employment Outcomes for Youth

www.ohioemploymennirst.org

Groups and Stakeholders Examples of ParAcipants

•  Individuals with DD •  Families •  Parent Mentors •  Educa$on:

–  SST Transi$on Consultants, School Administrators, School Teachers, JTC (Career Tech)

•  County Boards of DD: –  School/ Transi$on Support Staff,

SSAs, Job Coaches, Job Developers, Administrators/Superintendents, County Board Member

•  OOD –  Counselors, Coordinators,

Supervisors •  DD Council Members

•  Mental Health/Behavioral Support Agencies

•  Private Providers of: –  Community Employment Services,

Sheltered Employment Services, Day Habilita$on Programs

•  Local JFS Representa$ves •  Advocacy Groups/Support Groups •  Post-‐Secondary Programs •  Ohio School for the Deaf/Ohio Center for

DeafBlind Educa$on •  A few employers •  Public Transporta$on System •  Interagency Groups (LL and Transi$on

Teams) that include TF agencies

Results of the Community Investment in Transi(on Youth with Disabili(es Tool

•  Using the results of the collec$ve Self-‐Assessment Process, a plan is developed for the county

•  Team members decide where they need to start in crea$ng both Investment and Capacity.

•  This plan is generally directed at the middle ‘prong’ of the framework…the Regional or County Level Ac$vity, Support and Coordina$on

Individual Prong of the Framework

The EF Transi$on Framework also includes Tools and Processes to assist in addressing issues that impact individual youth planning, programs and

services.

•  Transi$on Assessment Planning •  Backwards Planning to Support Adult Outcomes

•  Evidence Based Prac$ces and Predictors •  Agency Table

•  Vocabulary Crosswalk

Individual Youth Prong

•  Plans to use the tools for individual youth can be addressed in the County Plan

•  Pilots, Training and Technical Assistance can be part of the plan

•  The goal is to increase awareness of need, raise awareness of the resources and to change pracHce.

Transi$on Assessment Guide

•  A Process – NOT a FORM

•  A Guide – NOT a Procedure

•  A Support Tool – NOT AddiAonal Steps

A Team-‐Based, Person-‐Centered, Way of Thinking

AGENCY BARRIERS

YOUTH PREPARATION


ACCESS to COMPREHENSIVE INFORMATION

[email protected]

Backwards Planning Template

Name Birthdate Time Span of this plan: From To Graduation Year Team Coordinator

Current Assessment related to Milestones

Steps to reach MilestoneTarget Year:





Milestones to be achieved by:

Adult Employment OutcomeAs an adult, I plan to:

Adult Education/Training OutcomeAs an adult, I plan to:

Adult Independent/Community Living Outcome As an adult, I plan to:

Backwards Planning: Start Where You Want to End

AGENCY BARRIERS YOUTH

PREPARATION PROFESSIONAL DEVELOPMENT DISPOSITION Perceived “RISK”

of EMPLOYMENT

Agency Table


Perceived “RISK” of EMPLOYMENT



Vocabulary Crosswalk


AGENCY BARRIERS



Vocabulary Crosswalk


IdenHfying AcHviHes and

Services for an EffecHve

TransiHon Program What Should

Be Included?

Evidence Based Prac(ces and Predictors of Post School Success

“What Works”

AGENCY BARRIERS

Youth PREPARATION

EXPERIENTIAL LEARNING



Community Investment in Transi(on Youth with Disabili(es

An Agency Self-‐Assessment Tool to Develop Community Capacity to Support Employment Outcomes for Youth

Between today and the next $me we meet, you will be comple$ng* this tool with members of your agency. You will bring that informa$on to the next team mee$ng to assist in crea$ng a regional team plan.

The following slideshow explains the Community Investment in Transi$on Youth with Disabili$es: Self-‐Assessment Tool

Community Investment in Transi(on Youth with Disabili(es Tool

•  The Community Investment Tool is a self-‐assessment process to guide agencies to examine their readiness (investment) to move transi$on youth into community employment

How was the Investment Tool Developed? •  Developed by mul$-‐agency stakeholders

•  Needs and Barriers to community employment iden$fied by EF Advisory Commigee guided focus of tool

•  Experts in field of transi$on believe regional or local community investment

is required to effec$vely implement individual programs/services

BARRIERS

DISPOSITION

AGENCY BARRIERS

Youth PREPARATION

EXPERIENTIAL LEARNING


ONGOING SUPPORT


Perceived “RISK” of EMPLOYMENT

Community Investment Assessment

Tool

Mission Statement

Policies and Procedures

Prac(ces and Programs

Professional Development

Provision of Ongoing Support

Communica(on and

Collabora(on

Perceived Barriers to Employment

Barriers Inform the

Indicator Areas

What is the Goal of the Community Investment Tool

Community Investment in TransiHon Youth with

DisabiliHes Tool

Self-‐Assessment Process

To Measure: -‐ Investment -‐ Commitment -‐ Readiness

To Iden$fy: -‐ Capacity -‐ Strengths -‐ Resources -‐ Needs

Capacity and Investment

Capacity An organiza$on’s

knowledge, skills, resources, and founda$onal readiness to par$cipate in preparing youth with disabili$es for

adulthood

Capacity and Investment

Investment Refers to the level at which

an organiza$on has dedicated resources and the

importance placed on developing and maintaining the necessary capacity

Based on the Self Assessment Process a Plan is Developed for

the County

Example Targets of Regional Plans

Disposi$on/ Belief

Training Sessions

Planning Early with School Partners

Videos other Materials to Promote Message

Agency Barriers-‐ Coordina$on/Communica$on

Establish Ongoing Regional En$ty

Data Collec$on: Baseline and Communicate Informa$on

Surveys to Determine Level of

Knowledge

Availability of Comprehensive Informa$on

Informa$on Located in a

Single Loca$on

Providing Informa$on in Mul$ple Formats

Prac$ces and Programs

Reviewing Current Summer

‘Op$ons for EBP&P

Pilots for Use of EF Transi$on Tools

Employer Advisory Council

Begin with Agency Mission

What is the Agency’s Mission, Vision and Focus for transi(on youth with developmental disabili(es related to community employment?

Is there a regional transi(on network, council or other collabora(ve en(ty? If so, what is this group’s Mission / Vision and shared purpose for the transi(on youth with developmental disabili(es related to community employment?

How to Complete the Tool

•  Important: Do not stress about each and every detail!!

•  A global picture of your strengths and priori$es is the important result of this tool

Investment Tool Overview

•  Indicator Area Names (7) •  Indicator Statements (7 for each area) •  Evidence of Statement Implementa$on •  Ra$ng of Statement •  Priori$za$on of Statement •  Resources and Needs Table •  Graph of Total ra$ngs •  Ac$on Plan Template

Investment Tool Indicator Areas

1.  Mission Statement 2.  Professional Development 3.  Policies and Procedures 4.  Prac$ces and Programs 5.  Communica$on and Collabora$on 6.  Provision of Ongoing Support 7.  Perceived Barriers to Employment

How to Complete the Tool: Review of SecHons

Indicator Statements •  Statements that describe ac$vi$es, priori$es, or ways of func$oning that create “investment”

•  Represent components that are evident in agencies and regions where investment and capacity exists

Indicator Statements

Selected Examples Indicator Area: •  Mission

Statement, Vision, Philosophy that Guides Agency Commitment to Community Employment

Statements Include: •  The school/agency has a mission

statement that communicates a value for community employment

•  Staff at all levels can ar$culate the mission statement and describe how it supports community employment.

•  The school/agency’s mission statement communicates intent to work collabora$vely with other agencies/systems to achieve community employment.

Selected Examples

Indicator Area: •  Provision of

Ongoing Supports and Services that Promote and Sustain Successful Community Employment

Statements Include: •  The school/agency collects and analyzes

data to monitor the effec$veness of ongoing supports provided by the agency to youth employed in the community

•  The school/agency explores/considers mul$ple and individualized op$ons for ongoing support, using monitoring data to determine the effec$veness

•  The agency par$cipates in the iden$fica$on/ development of natural supports and the use of work incen$ves to extend needed supports

Selected Examples Indicator Area: •  Established Agency Policies and Procedures that Facilitate Community Employment

Statements Include: •  The school/agency has policies that

promote the culture of Employment First (community employment as the preferred outcome) for transi$on youth

•  The school/agency policies support braiding and blending of funds from other sources to provide transi$on services for youth to achieve community employment

•  The school/agency procedures promote community employment outcomes based on the youth’s preferences, interests, needs and skills


Evidence •  Examples of what the agency has done to opera$onalize each statement can be documented in the area of the document labeled “evidence”

•  Guidance document will provide some ideas – Will review guidance document later

Evidence of Implementa$on of Indicator Statements


Indicator Statement Implementa(on Ra(ng:

•  Rate each statement.

•  1 – 4 likert ra$ng scale of agency current func$on " 1 = not in place at this Ame

" 2 = in place but minimally effecAve

" 3 = in place but needs review " 4 = in place and effecAve

•  Total is calculated and documented at end

Ra$ng of Indicator Statements


Priority for Change Ra(ng •  Assign a high, medium, or low priority to each statement to help target ac$on plan

•  Items rated “low” may seem to be the highest priority, but not always….. – Some low rated items may require prepara$on that the region is not ready to implement

– High rated items may offer a founda$on to work from and generate regional energy and may be the place to start

Priority for Change


Resources/Needs •  Record resources or assets that exist within the agency that address each indicator

•  Iden$fy needs that would allow the agency to improve the investment in the corresponding indicator


Score Table •  Scores are graphed in order to quickly view where the global strengths and needs exist

•  Pagerns may be iden$fied that cause a team to re-‐examine the items or may validate the general discussions of the group


Ac(on Plan Template •  Select several indicator statements that require ac$on

•  Do not feel obligated to: ….Address each indicator area ….Take on more than the team feels they can handle ….Start with the most difficult issues

Ac$on Plan

Indicator Statement

Desired Ra(ng

Objec(ves Ac(on Steps Time-‐line

What statement do you wish to address/change? What is the current ra$ng and evidence?

What would the team like the ra$ng to improve to awer the ac$on plan is implemented?

What will change or be achieved? What new evidence will be noted? How will prac$ces, knowledge, or skills change?

What specific ac$vi$es will need to occur to achieve the desired objec$ve and the desired ra$ng? Record the targeted steps. Add addi$onal pages if necessary to outline steps

Who is respon-‐sible? What person and/or agency? When will steps be complete?

Team Process

1.   Each agency represented on the team will:

#  Complete* their own Investment Tool specific to their agency

•  If possible, pull together several people at the agency #  Draw/make notes/ jot down ideas for steps of an ac$on plan that would improve agency’s investment and capacity

•  May include steps that reflect other agencies or team members

2.   Bring the completed* tool to next team mee(ng

Team Process

3.  Using strengths, resources, and iden$fied needs from each agency ……create one regional/community plan

–  Enhance, revise, expand, focus the Local Leader Plan

–  And/or determine ac$on steps that the sub-‐group may wish to address as the focal area of their work

To begin this work the next day we meet

Community Investment in

Transi(on Youth with Disabili(es:

Guidance Document

Guidance Document for Community Investment Tool for Youth

•  To Assist in Clarifying Indicator Statements

•  To Offer Examples of Evidence

Community Investment Tool GuidanceAssistance for Completing the Community Investment Tool

As agency teams come together to read, discuss, and complete the Investment Tool, questions may arise. Group members may view the meaning of the Indicator Statements differently or may not be clear as to the focus of the statements. Selecting the type of evidence that reflects the indicator may be difficult.

To assist teams, this guide has been created to provide teams a better understanding of the focus of the statements, as well as examples of evidence.

Indicator Statement

Guidance

Evidence

In the Guidance Tool, each Indicator statement is paired with a clarification statement and evidence examples. The clarification guidance is offered to assist the team in coming to a common or shared understanding of the Indicator statement. The team may wish to discuss certain Indicator.

Statements further to assure all team members view the statement in the same way. It is important to only view the examples of evidence as a possibility and not as required or even as desired. Agencies will frequently identify stronger and/or more relevant examples. It is suggested that the guidance document be made available to each team member and consulted as the team works through each indicator.

A Resource List is also included. This list can be used to assist teams to identify action steps to address areas of concern. Some resources will assist the team to understand global concepts, while other resources are designed for specific skill building. The resources included are a place to begin as an agency builds capacity to support transition youth with developmental disabilities to community employment.

Community Investment Tool GuidanceAssistance for Completing the Community Investment Tool

As agency teams come together to read, discuss, and complete the Investment Tool, questions may arise. Group members may view the meaning of the Indicator Statements differently or may not be clear as to the focus of the statements. Selecting the type of evidence that reflects the indicator may be difficult.

To assist teams, this guide has been created to provide teams a better understanding of the focus of the statements, as well as examples of evidence.

Indicator Statement

Guidance

Evidence

In the Guidance Tool, each Indicator statement is paired with a clarification statement and evidence examples. The clarification guidance is offered to assist the team in coming to a common or shared understanding of the Indicator statement. The team may wish to discuss certain Indicator.

Statements further to assure all team members view the statement in the same way. It is important to only view the examples of evidence as a possibility and not as required or even as desired. Agencies will frequently identify stronger and/or more relevant examples. It is suggested that the guidance document be made available to each team member and consulted as the team works through each indicator.

A Resource List is also included. This list can be used to assist teams to identify action steps to address areas of concern. Some resources will assist the team to understand global concepts, while other resources are designed for specific skill building. The resources included are a place to begin as an agency builds capacity to support transition youth with developmental disabilities to community employment.

Community Investment Too

l Guidance

Assistance fo

r Completing the Community In

vestment Tool

As agency t

eams come tog

ether to re

ad, discus

s, and com

plete the

Investment To

ol, questio

ns may ari

se. Group

members may vie

w the meanin

g

of the Indic

ator Statem

ents differ

ently or m

ay not be c

lear as to t

he focus o

f

the statem

ents. Select

ing the typ

e of eviden

ce that refl

ects the in

dicator may

be difficul

t. To as

sist teams, thi

s guide ha

s been cre

ated to pro

vide team

s a better

understan

ding of the

focus of t

he statem

ents, as w

ell as exam

ples

of evidenc

e.

Indicator Statem

entGuidance

EvidenceIn the

Guidance To

ol, each In

dicator sta

tement is paire

d with a clarifi

cation

statement a

nd evidenc

e examples.

The clarific

ation guid

ance is of

fered to

assist the

team in co

ming to a co

mmon or shar

ed underst

anding of t

he

Indicator s

tatement. T

he team may wish to

discuss ce

rtain Indic

ator.

Statements

further to

assure all t

eam members view the s

tatement in

the same way. It

is importa

nt to only

view the examples

of evidenc

e as a

possibility

and not a

s required

or even as

desired. A

gencies w

ill frequen

tly

identify st

ronger and

/or more re

levant exa

mples. It is

suggested

that the

guidance d

ocument b

e made availab

le to each

team member a

nd consult

ed

as the tea

m works throu

gh each ind

icator.

A Resource L

ist is also i

ncluded. Th

is list can

be used to

assist team

s to

identify ac

tion steps

to address

areas of c

oncern. Some res

ources will ass

ist

the team to un

derstand g

lobal conc

epts, while o

ther resou

rces are d

esigned

for specific

skill build

ing. The re

sources in

cluded are

a place to

begin as

an agency

builds cap

acity to su

pport trans

ition youth

with develop

mental

disabilities

to community

employment.

Community Invest

ment Tool Guida

nce

Assistance

for Completi

ng the Community

Investment T

ool

As agency t

eams come tog

ether to r

ead, discu

ss, and co

mplete the

Investment T

ool, questi

ons may ar

ise. Group

members may vi

ew the meanin

g

of the Ind

icator Sta

tements differ

ently or m

ay not be

clear as to

the focus

of

the statem

ents. Sele

cting the

type of ev

idence tha

t reflects

the indicat

or may

be difficul

t. To as

sist teams, thi

s guide ha

s been cre

ated to pr

ovide team

s a better

understan

ding of th

e focus of

the state

ments, as w

ell as exam

ples

of evidenc

e.

Indicator S

tatement

Guidance

Evidence

In the Guidan

ce Tool, ea

ch Indicat

or statem

ent is paire

d with a clarifi

cation

statement a

nd evidenc

e examples.

The clarifi

cation gui

dance is o

ffered to

assist the

team in co

ming to a co

mmon or shar

ed underst

anding of

the

Indicator

statement. T

he team may w

ish to disc

uss certain

Indicator.

Statements

further to

assure all

team members

view the

statement in

the same way. It

is importa

nt to only

view the

examples

of evidenc

e as a

possibility

and not a

s required

or even a

s desired.

Agencies w

ill frequen

tly

identify st

ronger an

d/or more r

elevant ex

amples. It is

suggested

that the

guidance d

ocument b

e made availab

le to each

team member a

nd consult

ed

as the tea

m works throu

gh each in

dicator.

A Resource L

ist is also

included.

This list c

an be used

to assist t

eams to

identify ac

tion steps

to address

areas of c

oncern. S

ome resource

s will assist

the team to u

nderstand

global co

ncepts, w

hile other

resources

are design

ed

for specifi

c skill bui

lding. The

resources

included a

re a place

to begin a

s

an agency

builds cap

acity to su

pport tran

sition yout

h with develop

mental

disabilities

to community

employment.

Community Investment Tool G

uidance

Assistance fo

r Completing the Community In

vestment Tool

As agency t

eams come tog

ether to re

ad, discus

s, and com

plete the

Investment To

ol, questio

ns may ar

ise. Group

members may vie

w the meanin

g

of the Indic

ator Statem

ents differ

ently or m

ay not be c

lear as to t

he focus o

f

the statem

ents. Select

ing the typ

e of eviden

ce that refl

ects the in

dicator may

be difficul

t. To as

sist teams, thi

s guide ha

s been cre

ated to pro

vide team

s a better

understan

ding of the

focus of t

he statem

ents, as w

ell as exam

ples

of evidenc

e.

Indicator Statem

entGuidance

Evidence

In the Guidan

ce Tool, ea

ch Indicat

or statement is

paired with a

clarificatio

n

statement a

nd evidenc

e examples.

The clarifi

cation gui

dance is o

ffered to

assist the

team in co

ming to a co

mmon or shar

ed underst

anding of t

he

Indicator s

tatement. T

he team may w

ish to discu

ss certain

Indicator.

Statements

further to

assure all t

eam members view

the statem

ent in

the same way. It

is importa

nt to only

view the e

xamples of ev

idence as

a

possibility

and not a

s required

or even as

desired. A

gencies w

ill frequen

tly

identify st

ronger and

/or more re

levant exa

mples. It is

suggested

that the

guidance d

ocument b

e made availab

le to each

team member a

nd consult

ed

as the tea

m works throu

gh each ind

icator.

A Resource L

ist is also i

ncluded. T

his list can

be used t

o assist te

ams to

identify ac

tion steps

to address

areas of c

oncern. Some res

ources will ass

ist

the team to un

derstand g

lobal conc

epts, while o

ther resou

rces are d

esigned

for specific

skill build

ing. The re

sources in

cluded are

a place to

begin as

an agency

builds cap

acity to su

pport trans

ition youth

with develop

mental

disabilities

to community

employment.

•  Each Indicator is represented on a page with corresponding clarifica$ons and examples

Examples from Guidance Document Indicator #3 Policies (a definite course or method of ac$on) and Procedures (a par$cular way of accomplishing something or of ac$ng)

Guidance Clarifica$on of the statement and/or Indicator

Evidence Examples of evidence that supports this statement and/or Indicator

1. The school/agency has policies that promote the culture of Employment First (community employment as the preferred outcome) for transi$on youth.

This means that as an agency, the established agency ac$ons direct an Employment First approach

•  Policy Manual states community employment is always the 1st op$on for the individual

•  Policies show a progression of voca$onal/employment op$ons that lead to community employment

2. The procedures of the school/agency promote the culture of Employment First (community employment as the preferred outcome) for transi$on youth.

This means that the ac$ons and ways that the agency and staff operate priori$ze and support the outcomes of community employment

•  The ac$ons of staff reflect Employment First language

•  Agency wide procedures document a desire to move individuals into successful, meaningful community-‐ based employment

How to Use the Guidance Document 1.  Use this companion document along with the tool

to assist the group/team to gain consensus on the meaning of the statements

2.  Refer to the evidence examples to help direct the team members “where to look” for their unique evidence. Do NOT consider these examples as priori$es or exemplars. Each agency will have their own “best examples”.

3.  Make the guidance document available for each team members when comple$ng the tool.

LINKS TO DOCUMENTS

•  Community Investment in Transi$on Youth – Self Assessment Tool for Agencies – Companion Guidance Document

•  On the Ohio Employment First Website – www.ohioemploymennirst.org/view.php?nav_id=54

– Look under the TransiAon Planning bugon on the front page

www.ohioemploymennirst.org

Either ‘click’ will take you to the Transi(on Framework Page

YOUR ASSIGNMENT -‐ Before you meet next $me, use this tool

with your agency colleagues

-‐ Bring the informa$on that is generated to the team mee$ng

-‐ Informa$on will be used to assist in crea$ng a the regional team plan and ac$on steps

October 28, 2014

8:30 AM – 3:30 PM

Lorain County Board of DD 1095 Infirmary Rd, Elyria, OH

Documents

Lorain 9-30-14 Handout for Web 1 per€¦ · Employment First Means That….. “Community Employment is the First and Preferred Option for All People with Developmental Disabilities”