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It takes a team!

It takes a team!. Collaboration:. Overview of PowerPoint. 1. Team members and their roles 2. What are the Plans? 3. Employment Process 4. Youth and ODDS services 5. VR Services 6. Frequently asked questions/ Q and A. Who should be at the table?. Team Member roles. Team Members.

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It takes a team!

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  1. It takes a team! Collaboration:

  2. Overview of PowerPoint 1. Team members and their roles 2. What are the Plans? 3. Employment Process 4. Youth and ODDS services 5. VR Services 6. Frequently asked questions/ Q and A

  3. Who should be at the table? Team Member roles

  4. Team Members

  5. Team Members Roles • The person/student: They share their goals, dreams, likes/dislikes, and ambitions with the team to help create their individualized employment goals. • Family/friends/Significant other (if the person chooses): Provide insight, information, and background (if needed/wanted by the person). They may also be able to provide some type of natural support as part of the person’s employment. • Residential or foster care provider (if applicable): They provide daily support (ADL/IADLs) for people and understand their specific medical, safety, and behavioral needs in different environments from a hands-on perspective. • County Service Coordinators and Brokerage Personal Agents: SC’s and PA’s gather and organize information from team members, authorize and approve services that align with the person’s goals.

  6. Team Member Roles (cont.) • Vocational Rehabilitation Counselor (when applicable): They help the person refine their employment goals and take steps to achieve those goals. VRC’s also provide expertise and services related to the job development, including job coaching prior to stabilization. • Employment Provider: Providers are the trainers, coaches, and guides that assist people in exploring, finding, and maintaining successful employment. • Teacher and/or Transition Specialist (if still in school): Teachers provide unique perspective and information that helps guide future employment. The schools can also provide previous testing results and job exploration experiences!

  7. IEP/ISP/CDP/IPE What are the Plans?

  8. What are the Plans? • Individual Education Plan (IEP) • Identifies a student’s education goals and accommodations • Created by a student and their team for use in school • Individual Support Plan (ISP) • Support plan that addresses a person’s needs • ISP team, including the individual, create ISP • Individual Plan for Employment (IPE) • Plan VRC creates to identify needs and goals for community job placement • Career Development Plan • (CDP) • Part of the ISP • Addresses a person’s specific employment goals • Career Development Plan • (CDP) • Part of the ISP • Addresses a person’s specific employment goals

  9. Employment Provider Plans Employment Providers build strategic plans based on the IEP, ISP (CDP), and IPE • Service planning builds upon the previous activities the person has done • Planning prior to job development is captured in the VR Job Placement Strategy Report, Monthly Job Placement Report, Job Coaching Plan (once a job is obtained) • Planning is also captured in the DD Provider Implementation/Action Plans after stabilization and transition to long term DD supports.

  10. Plans are… • An opportunity for the Employment Team to work together • A way to capture previous goal development that has taken place • Steps that are being taken towards helping a person/student to gain employment • A way for the person/student to let the team know what is important to them • The foundation that has been built, through working as a team, and that work is captured on paper.

  11. What’s the Point of Collaboration? To effectively deliver services from multiple agencies, it takes solid collaboration through all phases AND the entire team understanding each other's services, so it can be explained to a person effectively and services can be delivered efficiently. (Aligning all the plans: IEP, IPE, CDP/ISP).

  12. Employment Process

  13. Employment Process Means… That employment planning needs to be done on an individualized level, with the person/student and their chosen employment team, to ensure that service delivery is seamless and effective

  14. Employment Process through VR and DD

  15. The Employment Process There are points in times that different agencies need to be actively involved All team members need to be aware of activities being done to support a person to gain employment, even if they are not actively providing the employment services. This means information needs to be shared with everyone, at all times, once they have become a team member

  16. VR assessments produce data/information that is used to determine: • Eligibility • Employment outcomes • Nature and scope of VR services, including the need for supported employment • The individual’s strengths, resources, priorities, abilities, concerns, capabilities, interests, and informed consent PRIMARY SOURCES OF INFORMATION: • Existing information obtained during eligibility determination • Information provided by the individual • Information gathered through activities in community job situations Post WIOA CFR 361.5(c)(5)

  17. Competitive, Integrated Employment Means work that: • Performed on full-time or part-time basis • Is not less than the customary rate paid • Is at a location typically found in the community • Where the employee with a disability interacts with co-workers and others who do not experience a disability

  18. Competitive Integrated Employment Reference Material Revised VR Supported Employment Procedures: http://www.oregon.gov/DHS/EMPLOYMENT/VR/PolicyRuleDocs/VR-AR-17-03%20Supported%20Employment%20Proceduresacc.pdf ODDS Worker Guide-Competitive Integrated Employment: http://www.oregon.gov/DHS/SENIORS-DISABILITIES/DD/Documents/Worker-Guide-Competitive-Integrated-Employment-Requirements.pdf

  19. Job Stabilization(key point in time during the employment process) Point when VR supports transition to long- term support services Components: • Achieved the employment outcome in the IPE • Made substantial progress toward meeting the work hours per week goal identified • Individual and VRC consider the employment outcome satisfactory and agree individual is performing well on the job • Employer is satisfied that the individual is performing well on the job • Ongoing services are available and can be provided without interruption in services

  20. Job Stabilization Reference Material Revised VR Supported Employment Procedures: http://www.oregon.gov/DHS/EMPLOYMENT/VR/PolicyRuleDocs/VR-AR-17-03%20Supported%20Employment%20Proceduresacc.pdf ODDS Worker Guide-Employment Stabilization: http://www.oregon.gov/DHS/SENIORS-DISABILITIES/DD/Documents/Worker-Guide-Employment-Stabilization.pdf

  21. Points of Collaboration • IPE Development • Discuss Stabilization • Confirm Employment Provider is able to do ODDS funded services • IPE Signing • Job Development begins • Employment Team outlines communication guidelines for updates during Job Development • Job Placement • Team to discuss transfer funding for Job Coaching • Team establishes a stabilization date • Meeting for transferring case to occur prior to Stabilization • Stabilization • Job coaching funding transfers from VR to DD • Stabilization is a team decision • Is person working desired hours? Points in time to discuss Stabilization with Employment Team

  22. Transfer of the case Prior to stabilization: • Meet with person and VRC to discuss transfer to long term supports • Clarify vendors and arrange transportation, • Clarify the goals set in the ISP (have these been met?) Is the person working the number of hours desired What is the projected fading plan? What is the plan, if any, to create natural supports? *Each ODDS funded employment service requires that a goal be associated with it, including job coaching services.

  23. Youth and Employment

  24. Youth and ODDS Services • Job Coaching: available to students 16 and older if placed in a competitive, integrated job • Small Group Employment: must pay minimum wage or better, student must continue to pursue competitive, integrated employment • Discovery: Available if not provided to student through IDEA services (See next slide for further information) Specific guidelines are listed in transmittal 15-011

  25. Students and Discovery Students may be eligible for Discovery in the following circumstances: Student must be interested in pursuing a community job within the year If the team decides that available information is insufficient *If student is 2 or more years from school exit, it is assumed that they will receive similar services under IDEA. (See transmittal 15-011 for further clarification)

  26. Determining if a student needs a Discovery Gatherinformation from the student, IEP team, para-pros, classroom teachers and peers about PINS (preferences, interests, needs and strengths), work experiences, job shadows, informal assessments, and present levels of performance in the IEP, as they relate to transition goals, to determine whether a Discovery is needed or not. VRC can provide info on whether Disc is needed. Not required to go to VR

  27. Discovery • A tool to help people who want to work, but are unsure of where they want to work • Exploration to discover a person/students strengths and interests in employment • For students, the Discovery process should build on experiences and information that the school already has • Should include hands-on employment experience in the community • Written Discovery profile should be shared with a person’s team • The Discovery profile should lead a person to a particular job or field of work

  28. Potential VR/Discovery timeline * SC or PA may staff situations or gain counselor input on effective Discovery process for the person prior to referral

  29. Ideas For Collaboration at IEP • School representative shares work experiences, assessments, etc. with the team • DD/VR representatives to share about their services and ISP or IPE, if applicable • Discuss how the team can all work together to best support the student • Share resources and information about the provider agencies, whom can attend if invited • Provide relevant agency information pages from Planning My Way To Work http://ocdd.org/index.php/ocdd/employment/category/planning_my_way_to_work_transition_guide/

  30. Ideas For Collaboration at IEP

  31. Align IEP and CDP goals For school-age transition students: • ISP/CDP goals can align with transition goals in the IEP, that are building towards the student starting job search. • Job search should begin before exit (seamless transition). This can’t be done if the student and team are still identifying the transition goals and building skills to achieve those (i.e. working on instructional sequences and goals for transition). • The objective is that the student will have a job that supports the Post Secondary Outcomes/goals indicated by student before they exit.

  32. VR services

  33. When Can/Should People Go to VR? • If a person has a goal of competitive, integrate employment in their Career Development Plan and is wanting to begin job search • To asses what a person can do and learn about transferable skills they might not even realize they have • The person wishes to look for other work or increase hours or pay • The person may need VR to aid in obtaining and keeping employment • If a person becomes unstable on the job, VR can provide support until stabilization is reached again • * Not an appropriate service for people who are not interested in obtaining employment

  34. Prior to VR Eligibility • Bring all documentation to eligibility meeting (if possible): Youth- Psychological assessments, and IEP’s, post secondary transition goals from IEP (not necessarily used for eligibility, but can inform the CDP and IPE) Adult- ISP or CDP, mental health records, medical records, education records, and Summary of Performance and Post Secondary Outcomes (Receive from school upon exit) • The VRC and/or HSA will gather documentation to evaluate whether the person/student meets criteria to be eligible for services • Best practice is that the “Service Questionnaire” is completed. Otherwise, it might slow the eligibility process

  35. After VR Eligibility • Identify transferable skills (some VRC’s do this prior to eligibility) • Work on job goal (some VRC’s do this prior to eligibility) • Work with person and their team to determine needed supports and transition plan • Begin working on Individual Plan of Employment (IPE) • Depending on a person’s needs, a VRC might authorize some or all of the following services (as examples): • Job Coaching • Job Development • Help build portfolio (standardized application, resume, etc.) • Career Exploration • VR Counselor may also advise or provide suggestions/input into the following (as examples): • How to make employer contacts • How to work with potential employers to explain job supports • Attend interviews and explain what services VR provides

  36. Job Coaching VR/ODDS VR Job Coaching • Begins as soon as job begin • Funded through VR until Stabilization • Initial (6 months, if not all 6 months is used, DD services can use/pay the remaining time) • Provided on-the-job to teach the essential skills necessary to complete required job tasks in a way that matches the person’s individual learning style DD Job Coaching • Begins after stabilization • Funded through DD services • Initial (6 months duration, including time VR used for JC) • On-Going (18 months if needed) • Maintenance (Must be requested annually after 18 months of ongoing is used)

  37. What if someone finds a job but is not yet enrolled with VR? Someone with I/DD, who has already found a job and needs support services to learn and/or maintain employment, has 2 options:   • Discuss with the VRC if an interim eligibility(expedited) would be appropriate. This can take from a few days to 2 weeks and requires branch manager approval. After job stabilization, transfer to ODDS waiver funded initial and ongoing supports. • Request ODDS waiver funding for initial and ongoing supports without going to VR first. This is currently available as an exception.

  38. Frequently asked questions How early can DD provide support for students and what services are available for students still attending a transition program and are two years from exiting? Policy Transmittal 15-011: “When the service is not available through the local educational agency, as part of special education and related services available under the Individuals with Disabilities Education Act (IDEA), and when the service is not available through Vocational Rehabilitation.” The policy transmittal gives specifics based on how old a student is, what type of diploma they received, what their IEP/ISP goals are, etc. Generally, Job Coaching is the service most commonly used by students when they have obtained a competitive, integrated job in the community. As discussed previously in the PowerPoint, Discovery may also be authorized if it is found that a student does not have enough employment data/ experience to move forward with Job Development.

  39. Frequently asked questions Should the SC/PA attend the intake meeting? What about the Stabilization or Exit meeting? Yes! The SC/PA will assist with the coordination of all long-term ongoing supports for the person, so being there at the beginning to share relevant information will be important for success in the short and long term. If there are any changes in service, especially ones that may result in stabilization or exit, the SC/PA will want to be involved to help build long-term supports around the person.

  40. Frequently asked questions Can a person receive services from school, VR, and DD at the same time? Yes!! • Example (student): While a student is still in school they could be receiving Job Development Services through VR and beginning job coaching until stabilization. At point of stabilization job coaching would transfer to DD even if the person was still accessing school services. • Example (adult): A person is receiving employment path services through DD. They could also be receiving job development services through VR. Note: To effectively deliver services from multiple agencies it takes solid collaboration through all phases and the entire team understanding each other's services so it can be explained to a person effectively (aligning all the plans: IEP, IPE, CDP/ISP).

  41. Frequently asked questions I’m having trouble identifying and getting in touch with the person’s DD Service Coordinator or Personal Agent (SC/PA). What should I do? Brokerage and CDDP directories are periodically updated and available on the Case Management Staff tools pages. The contact information for case managers, supervisors, directors and general office numbers are available on this site. Person’s receiving services, their families or transition staff should know the SC/PA name, or the office that they work through. With a release of info and the directory lists, the local offices should be able to help you find out who to contact. The links for the CDDP/ Brokerage directories are available on the resources page of this presentation.

  42. Frequently asked questions When a person/student is at a point for active Job Search a referral to VR needs to be made (suggested estimated time: 1 year prior to the target goal of having a job obtained) • Note: Consult with a VR Counselor as to when the best time to is make a formal referral to VR.

  43. Scenario Sara is a 19-year-old student who experiences an Intellectual Disability and is in a 18-21 transition program. She has had a couple work experiences and volunteer experiences, but does not know what she would like to do when she exits the program. She has taken a career inventory but does not agree with the career path. How could the IEP, ISP and IPE team collaborate and support her. Matthew is an 18-year-old student who just graduated from High School with an extended diploma. He does not want to attend any transition program and just wants to go to work. He does not remember any work or job related assessments and has no idea what he would like to do for a career. He just wants to work. How could the IEP, ISP and IPE team collaborate and support. Alex is 20 years old and is in a transition program, has a SC and is receiving wavered services.  He was offered a competitive ingratiated job two days a week from 9am to 3pm. How could the IEP, ISP and IPE team collaborate and support him.

  44. Resource Links • ODDS Policy Transmittal: Services for Transition Age Individuals- http://www.dhs.state.or.us/policy/spd/transmit/pt/2015/pt15011.pdf • Brokerage Staff Directory: https://www.dhs.state.or.us/spd/tools/dd/BrokerageDirectory.pdf • CDDP Staff Directory: https://www.dhs.state.or.us/spd/tools/dd/bpa/DDCountyDirectory.pdf

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