Multi Agency Planning (MAP) to Employment

Transcription

1 Multi Agency Planning (MAP) to Employment Ohio ACTE-SND & OASCES Transition Conference 10:15 11:15 am Realizing Employment First for Youth Funded by DODD to OCALI Charged with implementing Employment First Task Force Recommendations for serving transition youth Chris Filler, Project Director Sue Beck, Project Coordinator What is MAP? Cross training series to: Put the planning into the transition process Plan with adult services while youth are still in school Learn about each agency s shared and distinct roles and responsibilities during transition Focus on practices the how for fulfilling each agencies requirements and responsibilities Sue Beck sue_beck@ocali.org 1

2 Place 1: I have a job, but I want a better suited job or to move up in the company. Place 3: Not sure about work. Do not know what kind of job I would want Meaningful Community Employment Path to Employment Place 2: I want to work! I need help finding a job that fits me. Place 4: Don t want a job. Don t want to work Path to Employment What it Means Informs roles and responsibilities for professionals across agencies Post school goals truly based on transition assessment Transition services determined by what student needs What it Does Not Mean All youth are expected to be at the same place on the path at the same time Youth are employed full time with benefits in a immediately after high school Schools can plan unilaterally for services that occur post graduation Transition services : What Is Transition? Legal Definition of Transition in IDEA (a) Means a coordinated set of activities for a child with a disability that: (i) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (ii) Is based on the individual child s needs, taking into account the child s strengths, preferences, and interests; 11/6/17 Sue Beck sue_beck@ocali.org 2

3 Employment First Transition Framework Foundational Elements to Guide Professional Practice Person Centered Agency Neutral Outcome Focused IDEA Purpose and Rationale 2004 What is required to be compliant? Doesn t refer to forms or procedures Does speak to outcome and results Focused on the intention of the law How do IDEA requirements impact other agencies? Doesn t directly name other agencies Does indicate that youth should be prepared for adult roles Adult roles is the point at which we traditionally see other agencies as taking over Compliance Definition from Merriam-Webster dictionary: Conformity in fulfilling official requirements (customary meaning) The ability of an object to yield elastically when a force is applied (alternate meaning) Maybe, being truly compliant requires a maintaining a balance between meeting: The letter of the law The intention of the law Sue Beck sue_beck@ocali.org 3

4 Letter of the Law Intention of the Law Letter of the Law Intention of the Law A More Comprehensive Understanding of Compliance Letter of the Law Intention of the Law Uniformity Outputs System Level Accountability Procedures That pesky I Inputs Individual child progress Processes Sue Beck sue_beck@ocali.org 4

5 IDEA Purpose and Rationale 2004 What is required to be compliant? How do IDEA requirements impact other agencies? Doesn t directly name other agencies Does indicate that youth should be prepared for adult roles Adult roles is the point at which we traditionally see other agencies as taking over How can educators really prepare youth for adult services without directly involving adult serving agency representatives? Multi Agency Planning (MAP) to Employment Focus on individual youth Planning inputs are youth PINS Plans based on high expectations for success Less formal than official meetings Getting everyone in the same room to plan Youth/Family actively involved Sue Beck sue_beck@ocali.org 5

6 MAP: New Practice to Put the Planning into the Plan Planning for Transition Assessment Gathered from a variety of sources, formal and informal A profile of the youth s current PINS Informs the fit between the youth s skills and plans Identifies priorities for instruction, transition services that emerge about the youth s skills or plans Agency neutral narrative foundation for post school goals not just scores Planning for Transition Services Youth PINS inform how a service will be a benefit Progression of services to promote movement Clarify roles and responsibilities across agencies Use of service provision as transition assessment opportunity Services not limited to those provided by the school or an agency includes youth, family, peers Planning Tools of the Employment First Transition Framework Agency Navigation Tool Backwards Planning Evidence Based Predictors Evidence Based Practices A Critical Discussion Need of the Youth versus Name of a Service As human service professionals, we want to help, to have a quick solution A lack of planning for Assessment and Services: Results in system inefficiencies Duplication of activities across systems such as assessment Gaps between systems, such as youth/families not understanding the difference entitlement and eligibility Results in wasted resources Services that are less effective for some youth Services provided that are not needed by some youth Sue Beck sue_beck@ocali.org 6

7 Service or Youth Need? Service Youth Need James needs to participate in the Career Exploration Program Question to ask: What is it that James needs that he could get from the Career Exploration Program? Service or Youth Need? Youth Need James needs to learn more about how different environments are a fit with his sensory needs Sue Beck sue_beck@ocali.org 7

8 Service or Youth Need? Service Youth Need Kayla needs a Formal Vocational Evaluation Question to ask: What is it that Kayla needs that she could get from the Formal Vocational Evaluation? Service or Youth Need? Youth Need Could Kayla s interest in animals lead to a career as a veterinarian? Sue Beck sue_beck@ocali.org 8

9 Service or Youth Need? Service Youth Need Timothy needs speech therapy Question to ask: What is it that Timothy needs that he could get from Speech Therapy? Service or Youth Need? Youth Need Timothy needs to learn to ask for help when he needs it Sue Beck 9

10 So, does MAP mean Another layer of meetings? Well, yes and no. One meeting for a different purpose (planning) that combines potentially several other separate meetings for youth and families. Meeting to plan gives youth, family and adult service reps a voice in the process. IEP meetings do not. So, does MAP mean More paperwork to fill out? Well, yes and no. Collaborative plans for assessment and services inform the official agency documents. And provide the type of plan youth, families (and everybody) can actually follow. Over time, as planning becomes the way you work, you think the process without the support of additional paper. So, does MAP mean Another set of requirements? No. Planning prior to conducting assessment or providing services is a different way to fulfill the same requirements. More focused on the intention of the law. Actions are guided by that pesky I. Sue Beck sue_beck@ocali.org 10

11 So, does this mean More work? No. A way to work that is more time and resource efficient. Assessment for just the info you need. Determining services based on knowledge about what is needed and likely to be successful. Partners to share the fun and the cost What did MAP Participants say about the experience? this was a very productive and valuable meeting that allowed us to look at the student in a new light with many possibilities for employment that should be assessed, researched, and explored. All involved, parents, teachers and community agencies will move forward together to insure that she has an appropriate goal in place and the services to support that goal when she transitions from high school. The focus of this discussion was all about (the youth) and less about what forms or regulations each agency had to abide by. What did MAP Participants say about the experience? No one team member or agency felt they had the lead for the meeting creating a more relaxed atmosphere. Each individual agency or team member noted how they can shape their goals to match (the youth s) interests and needs. Everyone had access to information that assisted them in creating goals that supported each other over multiple facets of (the youth s) life. This created goals that more interweaved and less possibly conflicting. Sue Beck sue_beck@ocali.org 11

12 Team MAP Strategic Planning by Locally Based Multi Agency Teams 2 year commitment Improve capacity to serve transition youth across agencies Year 1 focus on plan development Establish goals, baseline and progress data Convene Implementation Team of local stakeholders Year 2 focus on sustainability Use progress data to determine what worked Continuous improvement cycle to sustain ACTE-SND Conference Team MAP 9 Multi Agency Teams Northeast Cohort Columbiana Geauga Mahoning Medina Southwest Cohort Lawrence Pickaway Warren Northeast Cohort Allen Lucas Team Composition At least 1 representative from education, County Bd of DD and OOD Some teams include reps from FCFC, OMJ, Mental Health, Private Providers Summary Multi Agency Planning is critical to youth success MAP and MAP 2.0 cohorts Team MAP Others influenced by Transition Framework Tools available at Supported by State Agency leaders in transition focus of EF Task Force Policy level coordination Joint Guidance across departments Ongoing discussion of system level barriers Sue Beck sue_beck@ocali.org 12