Organizational Information by o64e0bx

VIEWS: 7 PAGES: 23

									VIDA INTEGRA INITIATIVE
CONTENTS

Organizational Information ...........................................................................................................................................4

       Purpose and goals................................................................................................. Error! Bookmark not defined.1

       History, Programs and Accomplishments ............................................................. Error! Bookmark not defined.1

Purpose for the Requested Funds and Brief Description of Project ..............................................................................4

Need to Be Addressed ...................................................................................................................................................5

       Friendship and Community Integration .................................................................................................................5

       Financial Hardship and Well-Being ........................................................................................................................5

       Employment and Integration .................................................................................................................................6

Goals and Objectives .................................................................................................... Error! Bookmark not defined.6

       Approach .............................................................................................................. Error! Bookmark not defined.6

       Search and Creation of Job Opportunities ............................................................ Error! Bookmark not defined.7

       Finding and Creating Insured Job Opportunities .................................................. Error! Bookmark not defined.7

       Familiarity with Eligible Participants and Accurate Placements ........................... Error! Bookmark not defined.7

       Sheltered and Semi-Sheltered Work as Stepping Stones ..................................... Error! Bookmark not defined.7

       Educational Outreach and First-Rate Training ...................................................... Error! Bookmark not defined.8

       Dissemination ....................................................................................................... Error! Bookmark not defined.9

Goals and Objectives .....................................................................................................................................................7

       Approach ...............................................................................................................................................................7

       Search and Creation of Job Opportunities .............................................................................................................8

       Finding and Creating Insured Job Opportunities ...................................................................................................8

       Familiarity with Eligible Participants and Accurate Placements ............................................................................8

       Sheltered and Semi-Sheltered Work as Stepping Stones ......................................................................................9

       Educational Outreach and First-Rate Training .......................................................................................................9

       Dissemination ......................................................................................................................................................10

Project Timeline ...........................................................................................................................................................11

   First Six Months .......................................................................................................................................................11
       First Six Months (cont’d) ......................................................................................................................................12

   Annual Timeline .......................................................................................................................................................13

Project Budget and Sustainability ................................................................................................................................14

   Budget and Budget Justification ..............................................................................................................................14

   Sustainability Plan ....................................................................................................................................................17

       Revenue Sources .................................................................................................................................................17

       Participant Incentive Structure ............................................................................................................................17

Evaluation Plan ............................................................................................................................................................19

       Requirements of the Independent Evaluator ......................................................................................................19

   Logic Model..............................................................................................................................................................20

Attachment 1: Draft Job Description for Job Placement Coordinator ........................ Error! Bookmark not defined.24

Attachment 2: Ohio Paths .......................................................................................... Error! Bookmark not defined.28

Attachment 3: Organization Summary Form .................. Error! Bookmark not defined.Error! Bookmark not defined.

Attachment 4: Board of Directors and Key Personnel ................................................ Error! Bookmark not defined.30

   Key Personnel ......................................................................................................... Error! Bookmark not defined.30

       Asaliyeh Levi ....................................................................................................... Error! Bookmark not defined.30

       Kathleen Herrera ................................................................................................ Error! Bookmark not defined.30

       Rob Ward – Outreach and Marketing................................................................. Error! Bookmark not defined.30

Attachment 5: Organizational Budget Information .................................................... Error! Bookmark not defined.31
ORGANIZATIONAL INFORMATION

[INFORMATION REDACTED]

PURPOSE FOR THE REQUESTED FUNDS AND BRIEF DESCRIPTION OF PROJECT

The Vida Integra Initiative is a three-year project designed to place young persons with developmental and
intellectual disabilities into inclusive employment opportunities for the purpose of greater independence and
meaningful relationships within the broader community. Our total funding request is $171, 965.00.

Vida Integra proposes to accomplish this objective through two categories of activity: job placement and
education.

Job placement consists of hiring Job Coaches, supervised by a Job Placement Coordinator (JPC). The JPC will be
responsible for finding or generating inclusive opportunities for program participants by building relationships
within the business community and working with marketing to pitch the benefits of employing workers with
DD/ID. The JPC will ensure that these opportunities involve a high degree of participation with neurotypical (NT)
coworkers and/or clients, and that each is tailored and adapted to program participants based on a close
understanding of their case history and through consultation with the participant themself.

Educational components will be provided to all program stakeholders—employers, participants, staff and the
community at large.

For employers and the community, Vida Integra will develop outreach curricula, designed to introduce workplaces
and interested community groups to the history of services, and the civil rights struggles of persons with DD/ ID.
The curriculum will include concepts such as person-centered planning and elements of active treatment to break
through common insecurities a neurotypical person may feel when interacting with a person with DD/ID.

For employees, Vida Integra will use the already-purchased, nationally recognized Ohio PATHS educational system
to improve the skills needed to support participants in and out of the workplace.

For participants themselves, Vida Integra will fund a well-proven series of friendship classes, designed to teach
persons with DD/ID the intricacies of social interaction that NT individuals take for granted.

Throughout these activities, we will administer the program with the help of a Steering Committee, formed from
representatives from the program itself, unenrolled self-advocates from the community, parents/guardians, and
other experts in the field of DD vocational habilitation.

All steps of the program will be monitored using qualitative and quantitative indicators, administered by a third
party contractor. The ongoing results of the program will be presented regularly to the Steering Committee and
disseminated upon completion of the project.




4
NEED TO BE ADDRESSED

Employment has long been used as the principle tool to integrate persons with developmental and intellectual
disabilities into their communities, though employment alone is not enough. Too often, employment constitutes
the creation of sheltered work environments, which, rather than promoting independence and providing
opportunities for social inclusion, further isolate participants. The goal of inclusion is subverted because care
providers believe that sheltered and specialized work is the most appropriate—or only—opportunity available for
                   1
persons with DD . Unfortunately, such specialized work robs clients of the opportunity to interact with
neurotypical members of the community, further isolating persons with DD and leading to lower quality of life
indicators, such as self-esteem. One study of two hundred adults with ID/DD found the lowest levels of self-esteem
among those who worked in sheltered environments. Conversely, independent living and supported, integrated
                                         2
employment led to higher self-esteem .

Though integrated employment is a solution, not all integrated employment programs are created equal. Some
masquerade as integration by teaming persons with ID and DD (hereafter called “participants”) on physical tasks,
which, far from including them in the social component of their workplace, further segregate them from it. Others
create conditions in which a participant is in the presence of NT coworkers without arming either party (or their
care-providers) with the social skills and understanding needed to establish relationships or even experience
effective social interactions, creating an environment that may be more stressful for participants than beneficial3.


FRIENDSHIP AND COMMUNITY INTEGRATION

As neurotypical persons, we may never understand what life would be if our only friends and constant companions
were being paid to be by our side. Even less imaginable would be a world in which the very fundamentals of
interacting with others were beyond our understanding. Such is life for many persons with ID/DD. As NT
individuals, we learned our social graces through trial and error and the experience of adolescence, while
participants are often denied this experience, creating a need for specialized education and opportunities to build
experience.


FINANCIAL HARDSHIP AND WELL-BEING

Many participants, especially in early adulthood, rely on disability payments to satisfy their material and
experiential needs. These payments, however, are often only sufficient to cover basic living costs, leaving
participants needing to request money from family, raise money themselves, or rely on goodwill donations to
make ends meet. This financial paucity leaves little room for taking continuing education classes, pursuing hobbies
or engaging in activities with friends. Without the financial means, participants are unable to live full lives.


1
 Finn, Chester. A Letter from Chester Finn, President of SABE. Self Advocates Becoming Empowered. Online:
http://sabeusa.org/?catid=180 A ccessed August 9, 2011
2
 Griffin, David K. (1996). A Comparison of Self-Esteem and Job Satisfaction of Adults with Mild Mental
Retardation in Sheltered Workshops and Supported Employment. Education and Training in Mental Retardation
and Developmental Disabilities 31(2): 142-50
3
 Cummins, R. A. and Lau, A. L. D. (2003), Community Integration or Community Exposure? A Review and
Discussion in Relation to People with an Intellectual Disability. Journal of Applied Research in Intellectual
Disabilities, 16: 145–157


5
EMPLOYMENT AND INTEGRATION

Because integration initiatives often narrowly focus on the physical presence of the individual amongst NT,
                                                               4
participants experience exposure rather than true integration . The undesirable end result is that participants
have, at best, well-functioning support structures within the workplace, which do not carry through into their
               5
everyday lives . More likely, these integration approaches rely on placing the intellectually disabled in work teams
with their peers, performing labor-intensive tasks such as shredding, cleaning, or couriering. These tasks, while not
only segregating participants from the offices and teams they serve, require little to no social interaction to
complete. Rather than integrating the intellectually disabled, these initiatives simply specialize their labor and
create quasi-sheltered work environments.




4
    .Ibid.
5
  Knox, Marie and Parmenter, Trevor R. (1993). Social networks and support mechanisms for people with mild
intellectual disability in competitive employment. International Journal of Rehabilitation Research 16(1).


6
GOALS AND OBJECTIVES

The principle objective of the Vida Integra Initiative is to prepare and place persons with developmental disabilities
into inclusive work environments, wherein they will obtain skills for independence and have the opportunity to
                                                                                                              678
form meaningful relationships with neurotypical coworkers. This goal is consistent with a host of initiatives
proposed and conducted across the country seeking to pair skill-development and financial independence to
inclusive employment.

In the course of pursuing Vida Integra’s principle objective, our activities will also lead to five important secondary
objectives:

    (1)      The number of participants in non-sheltered work environments will increase;
    (2)      Participants have greater financial independence;
    (3)      Participants will be more empowered to achieve their Vision Statements;
    (4)      A greater number of neurotypical (NT) community members will have developmentally disabled
             friends;
    (5)      Overall Quality of Service will increase to consumers as a result of implementing Ohio PATHS training;
             and
    (6)      Participants will learn and successfully practice social skills that could be used outside a work
             environment.


APPROACH

Our initiative was designed through consultation with research from the field of DD services, and through the
experience and advice of self-advocates and experts. Through the life of the Vida Integra project, these volunteers
as well as, families, guardians and the participants in the program itself will form a steering committee to help
guide the actions of the projects and identify systemic boundaries that we may encounter during the
implementation of the project.

We believe that employment initiatives fail (1) where they overly rely on the physical presence of participants
within the community as the only means of community and workplace integration, and (2) when they fail to
prepare all stakeholders.

We therefore propose a more holistic approach to inclusive employment, which consists of two broad categories
of activities:

(1)     The search for, creation and effective support of inclusive, insured job opportunities for participants,
where possible, and the option of sheltered and semi-sheltered workspaces as stepping-stones; and


6
 “2008 Annual Report.” New Mexico Department of Vocational Rehabilitation. 2008 Online:
http://www.dvrgetsjobs.com/Documents/Pubs/AnnualReport2008.pdf Accessed August 11, 2011
7
 “Indiana Day and Employment Services Outcomes System Report.” Indiana Institute on Disability and Community
May 2009. Online: http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/desos_5_09report.pdf Accessed August 9,
2011
8
 “Summary of Northern Wisconsin Center Survey.” State of Wisconsin Department of Health and Family Services.
Online: http://www.dhs.wisconsin.gov/disabilities/dd_ctrs/index.htm Accessed August 10, 2011


7
(2)      Educational outreach and training for employers, participants, their staff and the community.

These two activities are described below. For a detailed work plan, see page 11.


SEARCH AND CREATION OF JOB OPPORTUNITIES

Vida Integra will fund a Job Placement Coordinator (JPC), a specialized staff member in charge of finding and
creating job opportunities for our participants. Their responsibilities will include serving as a liaison between
[Company] and the New Mexico business community—working with interested businesses to identify or create
positions suitable for our participants.

To be successful, the JPC will need to be familiar with eligible participants—understanding various aspects of their
personality, from strengths, weaknesses and their personal goals, to behavioral triggers and therapeutic history.
The JPC will need to create a complete portrait of each eligible participant by working closely with the
Interdisciplinary Team and through a detailed knowledge of the relevant Individual Service Plan.

By eligible participants, we mean those that feel, through the informed counsel of their interdisciplinary team, that
they are interested and prepared for the challenges and rewards of inclusive employment.


FINDING AND CREATING INSURED JOB OPPORTUNITIES

The Job Placement Coordinator will be responsible for identifying local businesses in the Northern New Mexico
service region that would have suitable opportunities for persons with DD. Special emphasis will be placed on work
environments not traditionally experienced with disabled labor— e.g. administrative offices or customer service
roles—especially where those opportunities allow participants to interact with the neurotypical, either as
coworkers or clients.

Upon identifying these businesses, the JPC would find the appropriate contact and sell the organization on the
benefits of becoming a DD employer. To assist in this effort, Vida Integra will include a liability insurance plan
against damages or losses incurred through the employment of our participants. Although [Company] has the
utmost confidence in the employability of its participants, liability insurance will be included to assuage the
concerns of potential employers and remove systemic barriers to employment.

The JPC will also be armed with professionally developed marketing materials, designed to showcase the benefits
of the Vida Integra placement program, as well as administrative support through the [Company]. To add an extra
layer of support to our clients, and help coax employers into incorporating DD workers, Vida Integra proposes to
insure all of our participants against liabilities.


FAMILIARITY WITH ELIGIBLE PARTICIPANTS AND ACCURATE PLACEMENTS

In order for job placements to be successful, they must accurately reflect the desires and personality of the
participant. To this end, the JPC will be required to familiarize themselves with the service plans and
interdisciplinary teams that counsel participants on Visions, Goals and Objectives. They will be required to meet
with participants to discuss potential job placements, ensuring that opportunities are finely matched with and
approved by the participants themselves.




8
SHELTERED AND SEMI-SHELTERED WORK AS STEPPING STONES

While the ultimate goal of inclusive employment is the establishment of social relationships and skills for
independence, we realize that many participants will not be prepared to make this leap right away.

For these participants, we will have the options of sheltered and semi-sheltered work environments. By sheltered,
we are referring to our well-recognized existing Greenhouse Program.

The Greenhouse Program allows participants to assist Greenhouse staff in choosing, planting and cultivating small,
commercial plants, which are sold seasonally on-site by the participants themselves. This sheltered environment
includes a variety of tasks suitable to the skill and interest of the included participants, but does so in a controlled
environment with only trained staff. All NT present are paid, professional care staff, rather than simply coworkers.

By semi-sheltered, we mean work “crews” consisting of interested participants that take on janitorial or shredding
contracts, which involve more of a physical presence within the community, although still closely supervised and
assisted by Job Coaches and mostly within the company of other persons with DD.

The goal of offering these two alternatives to inclusive work environments is to expose participants to the rigors of
structured work, and offer options for teaching the skills needed for inclusive opportunities.

Each opportunity will be structured to teach participants the skills they will need to eventually enter a more
inclusive stage. The goal, for example, of those in the Greenhouse might be to enter a semi-sheltered Crew, while
the goal of the semi-sheltered participants would be to work in a supported and fully-integrated environment.

Please see page Error! Bookmark not defined.24 for the Job Placement Coordinator Job Description.


EDUCATIONAL OUTREACH AND FIRST-RATE TRAINING

In order for all stakeholders to experience successful supported employment, all must be armed with appropriate
education and training. Vida Integra proposes to supply appropriate trainings to all three major participants in this
program: (1) Employers and the community; (2) Staff; and (3) the participants themselves.

(1)       The [Company] proposes to develop short, 45-minute seminars on the history of developmental and
intellectual disabilities, the struggle against institutions and for personal rights. Our program theorizes that by
exposing the NT community to the civil rights issues of persons with DD, we will open attitudes and opinions and
create a willingness to interact.

We feel that ignorance and insecurity about how one should interact with a person with DD lead to the scarcity of
NT-DD friendships just as much as a lack of exposure to persons with DD. To combat these elements, we will also
include a brief, layman’s guide to such topics as Person-Centered Language, Active Treatment, and other
fundamental concepts.

The class will be developed in the first six (6) months of the project and will be considered for the first year as in a
constant state of revision, based on feedback through course reviews and by program participants (self-
advocates), staff, and other stakeholders. The class itself will be delivered by both a neurotypical trainer and a DD
self-advocate.

In years 2-5 of this project, we will implement the outreach course as a general, free-of-cost class available to
communities, churches, interest groups, or any interested organization. We will also optionally include it as a part


9
of the sales pitch used to convince employers to hire persons with DD at the discretion of the Job Placement
Coordinator.

(2)     New Mexico mandates 40 initial hours of training for all Direct Care/Service Providers and Job Coaches.
However, one of the primary drivers of poor service for people with developmental disabilities is poor training,
inadequate supervision and an industry plagued by extremely high turnover rates and a lack of professional
commitment.

As a part of an earmark grant through the Department of Labor (DOL), the [Company] purchased the nationally
recognized and NADSP [National Alliance of Direct Support Professionals] – certified training program Ohio PATHS.
Through implementing the Ohio PATHS training model , we aim to enhance the support skills of Job Coaches within
the program—piloting what will be an agency-wide implementation.

(3)     Finally, our education initiative will reach out to developmentally disabled participants within Vida Integra
and across the organization, implementing an established and proven socialization course for persons with DD.

Over the past eight years, there has been collaboration among self-advocates and parents, DDSD, the
Developmental Disabilities Planning Council, the Department of Vocational Rehabilitation (DVR), the Northern
Navajo Medical Center in Shiprock, the Centers for Developmental Disabilities and the Continuum of Care Project
at University of New Mexico, the ARC of New Mexico, behavior support consultants contracted with the DDSD, the
Community Outreach Program for the Deaf (COPD), education departments at middle and high schools and
transition programs, and the Albuquerque and Santa Fe Rape Crisis Centers, to develop and implement a healthy
relationship initiative, to provide socialization education for individuals with I/DD. The Friends and Relationships
Course curriculum was a specific outcome of this initiative.

This initiative has been very well received by the community at large and over 600 students have graduated from
these classes throughout the state of New Mexico. This year classes are being taught in Las Cruces (simultaneously
translated into Spanish), Gallup (with the majority of participants from the Zuni and Navajo Nations), Clovis,
Roswell, Espanola, Santa Fe, and Albuquerque (including one class interpreted for deaf and hard-of-hearing
students). In addition, the principles that have developed the curriculum have presented at several national and
two international conferences, which has resulted in requests from many states and several countries for more
information about the classes being taught in New Mexico.


DISSEMINATION

All strategies employed in this project are replicable, and upon project completion, will be disseminated through
publication of all outreach materials, as well as a final report of all findings for the program, to be submitted to
state and local agencies, scholarly journals and trade publications. Further, outreach course materials will be made
available free of charge through the [Company] website, along with a full account of project implementation and
lessons learned.




10
PROJECT TIMELINE
FIRST SIX MONTHS

Broadly speaking, the first six months of the project will consist of build-out phases, during which our educational materials are created and revised, marketing materials are
contracted for, and key positions are filled. For this reason, the following work-back plan gives the first six months in month-by-month increments. Following this period, the
plan is given in biannual increments.

                                 Month 1           Month 2                  Month 3                  Month 4                  Month 5                 Month 6
                                                                                                                                                         JCs complete state-
                                               Hire JPC                                                                        Hire 2 Job Coaches
                                                                                                                                                         mandated training
     Job Placement Coordinator




                                                     Begin identifying
                                                     possible inclusive     JPC pitches integrative employment to
                                                       workplaces           selected employers and enrolls those
                                                      (TARGET = 30          interested (TARGET = 15 EMPLOYERS)
                                                      EMPLOYERS)
                                                       Meet with participants, QMRP [Qualified Mental Retardation
                                                                                                                                                        IDTs, QMRPs, JPC and
                                                    Specialists] and IDT [Interdisciplinary Team] to identify eligible and    Discuss potential job
                                                                                                                                                       Participants review site
                                                    interested participants, as well as assess interest in sheltered, semi-   matches with eligible
                                                                                                                                                         for adaptations and
                                                                      sheltered and inclusive programs                            participants
                                                                                                                                                              suitability
                                                                       (TARGET = 10 PARTICIPANTS)
 Insurance




                                                                            Include coverage in
  Liability




                                    Shop for appropriate coverage           marketing materials
                                                                              (see Marketing)
      Marketing




                                   Draft contract for open bidding on                                                                                   Target completion for
                                        materials and open RFP                                                                                        final marketing materials

                                                                            Participants chosen
                                                                                                      Potential employers      Committee reviews
                                                                            for Vida Integra are
  Committee
   Steering




                                                                                                         pass through             and revises
                                                                            offered the option to
                                                                                                        committee for         Community Outreach
                                                                            self-advocate in the
                                                                                                           approval               Curriculum
                                                                            steering committee


11
FIRST SIX MONTHS (CONT’D)



               Month 1               Month 2                Month 3                Month 4   Month 5               Month 6

                                                                                             Present curriculum
Outreach




                Create working draft of a curriculum consisting of (1) workbook;
Course




                                                                                                 to steering
                   (2) PowerPoint; (3) video material; and other media at the                                      Make revisions as-needed
                                                                                               committee for
                                     developer’s discretion
                                                                                             revisions/approval
  Ohio PATHS




                 Identify and allow for self-selection of
                                                                                                                    Begin PATHS training for
                 Direct Care Providers interested in the
                                                                                                                     JCs and JPC (to finish in
                  program to be trained alongside Job
                                                                                                                            month 7)
                                Coaches


                  Contract with
Friendship
 Training




                   specialist on                                                                Conduct classes for eligible participants
               friendship courses




12
   ANNUAL TIMELINE
                         Qtr 1                                Qtr 2                                 Qtr 3                              Qtr 4
             Identify goals
                                 Meet with       Hire additional
               businesses
                              participants to     Job Coach(es)
                have for                                                             Increase pool of                          Enroll
     JPC




                                  identify        as-needed (to                                                                             Prepare yearly
              participant                                                             businesses by                        additional 3-5
                              personal goals          match                                                                                 progress report
               employees                                                                   5%                               participants
                              of employment        enrollment
                through
                              and reassess fit       growth)
                contact
               Presentation of outreach               Presentation of outreach                                                Presentation of outreach
                                                                                      Presentation of outreach materials
                materials to community            materials to community organiz                                               materials to community
                                                                                       to community organizations and
Outreach




             organizations and workplaces        ations and workplaces (TARGET =                                            organizations and workplaces
                                                                                         workplaces (TARGET = 4-12)
Course




                   (TARGET = 4-12)                              4-12)                                                             (TARGET = 4-12)
                                                  Curriculum revisions as-needed,                                          Report to committee on project
                                                     based on course reviews                                                          progress
Ohio PATHS




                                                 Provide state-    Provide PATHS
                                                   mandated        CIP training to
                                                 training to JCs         JCs
Friendship




                                  Friendship course for new
 Training




                                participants (mentorship from
                                         graduates)

                                                                                                                                                Quarterly
                                Quarterly                            Quarterly
                                                                                                        Quarterly review                       review and
                               review and                           review and
                                                                                                        and updating of                        updating of
Marketing




                               updating of                          updating of
                                                                                                          marketing                            marketing
                               marketing                            marketing
                                                                                                         material needs                         material
                              material needs                       material needs
                                                                                                                                                  needs
                                                            Ongoing materials and presentation support for JPC
                              Qtrly program                                                                                                  Qtrly program
Committee




                                                                   Qtrly program                        Qtrly program
 Steering




                                 progress                                                                                                       progress
                                                                   progress report                      progress report
                               report from                                                                                                    report from
                                                                      from JPC                             from JPC
                                    JPC                                                                                                            JPC


   13
PROJECT BUDGET AND SUSTAINABILITY
BUDGET AND BUDGET JUSTIFICATION

Total Project Budget:                       $171,965

Activity                                                                                                    Amount
Personnel                                                                                                  $80,750
Fringe Benefits                                                                                            $12,115
Travel                                                                                                     $15,500
Equipment/Supplies                                                                                         $23,600
Contractual                                                                                                $40,000
Total Other Expenses                                                                                            $0
TOTAL PROJECT COSTS                                                                                       $173,965


Personnel Request: $80,750

Personnel Title                      Staff Name                          Activities                             FTE

Project Manager                           TBD                     Leadership/Coordination                      0.50

Outreach/Marketing                       TBD                       Marketing/Networking                        0.25

Job Specialist                           TBD                      Employment Developer                          1.0

                                 Matthew Carrasco-
Fiscal Manager                                                      Fiscal QA/ Reporting                       0.25
                                      Trujillo
SUBTOTAL                                                                                                             2



Justification: The personnel line item for this proposal will support 2 FTE. All positions are based on a 12-month
employment period per year. [] has utilized local salary data, such as that provided by the New Mexico Nonprofit
Association Compensation and Benefits Survey to project competitive and realistic wage rates. The personnel
costs reflect the wages for each position over the 12 months of the program operations with a three percent cost
of living adjustment/merit increase incorporated into the five year budget.




14
Fringe Benefits Request = $ 20,187

Personnel Title -                Staff Name                         Activities                                  FTE
Project Manager                      TBD                    Leadership/Coordination                             0.5

Outreach/Marketing                  TBD                     Marketing/Networking                               0.25

Job Specialist                      TBD                     Employment Developer                                1.0
                             Matthew Carrasco-
Fiscal Manager                                                Fiscal QA/ Reporting                             0.25
                                  Trujillo
SUBTOTAL                                                                                                      2 FTE

Justification: Fringe benefits are based on a calculation of 15% of the salary and are basic and reasonable. This
figure is consistent with the expenses associated with fringe benefits and the benefits package provided to
[Company] staff including: FICA, workers compensation, health, medical/dependent care and retirement.
[Company] belongs to Mutual America.

Travel Request: $15,500

Travel                                      Activities                                                      Amount
ID/DD Conference                           Conference                                                       $9,500
Local Travel                               Local Travel                                                     $6,000
SUBTOTAL                                                                                                   $15,500

Justification: Conference costs are based on airfare, lodging, and meals for a four-day conference in Washington
DC for two staff. [COMPANY] will provide a match for the local travel costs. These are based on an estimated
average of 1000 miles of reimbursable travel per month at the current state accepted rate of $.55/mile.

Equipment & Supplies Request: $ 23,600

Supplies/Equipment                             Activities                                                   Amount
Office Supplies & Printing             Office supplies & printing                                         $ 11,000
4 Computers                                Training computers                                               $ 3,600
                                 Curriculum-associated cost (i.e. fees,
Curricula                                                                                                   $5,000
                                           certificates, etc)

Communications                             Postage & phones                                                 $ 3,000

                                   Supplies for Steering Committee
Meeting Expense                                                                                             $ 1,000
                                        (4 meetings annually)
SUBTOTAL                                                                                                   $23,600


Justification: Office supplies are reasonable, expected items to be expended during the grant period. Included are
start-up costs for the project including training materials and 4 computers. Other expenses are normal business
expenses such as phones, postage, meeting expenses and supplies.




15
 Contractual Request: $42,000

Contractual                                       Activities                                                 Amount
Curriculum Consultants                 Friends Curriculum Facilitators                                     $10,000
                                 Evaluation Consultant to collect and analyze
Evaluator                                                                                                  $20,000
                                                project data
Consultant for community
                                                  Outreach                                                   $7,500
outreach
                                     ID/DD Resource for employers and
Web-site Development                                                                                         $2,500
                                           community members
SUBTOTAL                                                                                                   $40,000


 Justification: Consulting includes the teaching of friendship and relationship courses and an independent
 evaluator. Web-site development will be used as a resource website. The website will be interactive and dynamic
 allowing for sharing amongst the community and employers of this project – in addition it will provide a resource
 to other grant recipients and providers in the Southwest, including materials, blogs, toolbox, and frequently asked
 questions. These costs are estimated based on past website development experience.

 Other Expenses:            $0

Description                         Activities                                                               Amount
In-Kind Expense               Volunteers and interns                                                             $0
SUBTOTAL                                                                                                         $0

Justification: No other expenses exist.




 16
 SUSTAINABILITY PLAN

Though assistance from the Daniels Fund is required for the first three years of the Vida Integra Initiative, we plan
to bring our program revenue to levels exceeding program costs before year six, ensuring that we can sustain this
project indefinitely. During years 2 and 3, we will gradually increase program revenues (discussed below), shifting
this funding toward a healthy surplus (cash cushion) for the program, so that entering in year six, we will be in
sound financial shape.

A healthy operating surplus of no more than 50% of annual funding will help the program hedge against economic
uncertainty—the cancellation or devaluation of contracts, fluctuations in demand, or any other unforeseen
hardship—as well as provide resources for future program growth. Program growth may consist of increased
enrollment, new program activities consistent with its stated objective, the inclusion of new service catchments or
other activities that allow Vida Integra to meet its outcomes more effectively or for a larger population.

By limiting this surplus to 50% of our annual operating costs, we also ensure that resources are not accrued when
they should be applied for the benefit of our participants and the community.


 REVENUE SOURCES

Our semi-sheltered environments often consist of document shredding or cleaning contracts (though other
pursuable opportunities will be explored by the JPC), which are obtained competitively by [Company]. Wages for
participants are then handled internally and are priced based on market wages and performance considerations.
These contracts have historically bid low, as [COMPANY] sought only to recoup expenses.

Vida Integra proposes to bid on contracts at market prices—both to demonstrate our confidence in the
performance of our work crews, and also to generate additional revenue, which can be allocated to Vida Integra’s
program funds.

As we obtain and successfully fill these contracts, the market value of our services will increase along with our
reputation for quality work. As the market value increases, wages and surplus revenue will also increase to help
sustain program efforts.

Finally, through our job placement program, we will assume the role of employer, contracting the services for our
participants to their “hiring” organization. Temporary Employment (Temp) agencies form the basis for this model,
charging some amount above the simple market value for their labor.

In return, Vida Integra insures participants and provides job coaching and other supports to ensure that the
employment fit is appropriate and successful.

As in the semi-sheltered contracts, the market value of this labor will increase as our record for successful
placements grows—allowing us to pay participants better and earn sustaining revenue.


 PARTICIPANT INCENTIVE STRUCTURE

While the increases in contract values benefits program sustainability, it also creates a healthy incentive structure
for participants who wish to move from sheltered to semi-sheltered, or semi-sheltered to inclusive employment.



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Each stage of employment has a higher capacity for wage increases—revenue from the Greenhouse will be smaller
than that for semi-sheltered contracts, and inclusive contracts will be even more valuable.

This financial structure allows us to provide wage levels in these three tiers that ensure participants will want to
move into more challenging and independent circumstances in order to earn a higher wage, with more freedom,
more community integration, and higher responsibility.




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EVALUATION PLAN

Vida Integra relies on timely, comprehensive, and accurate qualitative and quantitative measures for three primary
reasons:
     To show the success or failure of individual activities in producing immediate, intermediate, and long-
         term outcomes;
     To elucidate potential oversights in program theory, or areas for improvement;
     And to prove that our activities are leading to our primary objective.

The first of these reasons guarantees that all aspects of our program are functioning as intended—that is,
according to program theory—ensuring job accountability.

The second is designed to assess the program theory itself. By asking survey respondents for suggestions or
qualitative feedback, we can incorporate the perspectives of all stakeholders and provide course correction for the
program as it runs.

Finally, the data collected through the life of this program will help us determine if the program theory is sound
and assist us as we disseminate our findings. The more data we collect, the more clearly we can understand our
initiative and the easier it will be to replicate in other agencies and contexts.


REQUIREMENTS OF THE INDEPENDENT EVALUATO R

Vida Integra proposes the hiring of an independent evaluation agency or professional from within the DD/ID
industry, which, once selected will be put forward for the approval of the steering committee. The evaluator need
not be local or based within the state, but should have familiarity with challenges of vocational habilitation in this
context, and an experience with similar programs.

The program evaluation must consist of qualitative and quantitative indicators, sampled using best-practice
methods and exhaustive of all program activities and stakeholders. Each outcome must be paired with appropriate
indicators.

Though ultimately, the evaluating agency will expertly determine the substance of the evaluation plan and its
sampling, we will accept no less than a comprehensive set of indicators, organized by relevant outcome and
stakeholder and administered in context-appropriate tools.

For example, we will require program participant surveys/interviews that assess progress toward Visions and
Goals, overall satisfaction, perception of supports, and other relevant indicators, the format for which is
appropriate to the communication style and needs of the specific participant. Such a tool cannot itself be
individual-specific, however, because it would make interrater comparison and comparison between participants
impossible for the purpose of assessing the success or failure of program activities.

Program design must be longitudinal rather than experimental or comparison-based, because the latter two would
require us to have a non-eligible control group to compare against program participants. We feel that Vida Integra
would be of significant value to potential participants, and that the establishment of control groups – regardless of
the fairness of their selection— would be unethical.

All indicators must plan for baseline measurements, much of which can be anonimized and pulled from existing
participant files (progress notes, e.g.).

The evaluating party must report quarterly during the first two years, after which, due to the pace of proposed
progress in client and work outcomes, the reporting period may extend to 6 months.



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        LOGIC MODEL

        INPUTS                           TARGET POPULATION                                                        OUTCOMES

Funding
Funding                                                                                 IMMEDIATE                INTERMEDIATE             LONGTERM
                                         Serving Youth ID/DD Ages of 16-24

   Teen Pregnancy Prevention
    Young ID/DD Employment

   Other funds for sustainability
    Life Skills                                                                         Project                 ID/DD                   Reduced
   Community Education and                                                              Manager will             Participants are         community
    Outreach                                                                             enroll ID/DD             provided with            stigma regarding
   Funds for sustainability                                                             Participants for         resources &              ID/DD
                                                 ACTIVITIES                              Planned Services         tools                    Population
Program Provider in Northern NM                                                         Project                 Increased               Implementation
   Young ID/DD Participants             Establish collaborative steering               Manager will             knowledge                of the evidence
                                          committee for this project                     select staff for         regarding                based
                                                                                         the Ohio Paths           Friendship/relati        curriculum
                                         Selection of ID/DD Participants for the
                                                                                         Training                 onships                  effectively (i.e.
Staffing                                  project
                                                                                         Curriculum              Continuously             Ohio Paths and
    1.0 FTE Job Specialist              Developing work sites
                                                                                        Project                  increased                Friendship)
    3 Consultants (Contractual)         Community Outreach
                                                                                         Managers will            satisfaction with       Increase level of
    0.5 Project Manager                 Educating the participant and
                                                                                         ensure                   program services         ID/DD
                                          community regarding ID/DD
    0.25 Outreach/Marketing                                                             compliance with         Surveys to               independence
                                         Online resource for employers
    0.25 Accounting                                                                     project goals &          ensure                  Increase rate of
                                          regarding ID/DD
                                                                                         objectives               curriculum               agency ID/DD
                                         Establishing Evaluation for
                                                                                        Basic service            effectiveness            employment
                                          Effectiveness
                                                                                         needs are met           Improve positive        Increase in
Curriculum                               Refer and coordinate needed services
    ID/DD Friendship Curriculum                                                        Training is              ID/DD Life Skills        employment
                                          as directed
                                                                                         conducted                                         retention
    Ohio Paths
                                                                                        Outreach
    Outreach Curriculum
                                                                                         activity are
                                                                                         scheduled
                                                                                        Increased
Steering Committee
                                                                                         awareness of life
   DDSD Collaborative
                                                                                         skills
   Workforce Development
                                                                                        Increase
    members
                                                                                         knowledge level
   Employers
                                                                                         of employers
   Educators
                                                                                         ID/DD
   ID/DD Parents/ Guardians
                                                                                         Population
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Note: The following description of the Ohio PATHS program can be found at
http://www.ohiopaths.org/index.php?option=com_content&view=article&id=148&Itemid=235

The PATHS curriculum is based on the best national models, such as the Community Support Skills Standards and
the National Alliance of Direct Support Professionals' Code of Ethics. The program offers sequential credentials
that teach, reinforce, and build upon the essential skills of a highly qualified Direct Support Professional. The
PATHS Program has two primary levels:

Certificate of Initial Proficiency (CIP) - involves 60 hours of classroom instruction (20 modules), including training in
community living skills and supports, history of services, self-determination, documentation, positive behavior
supports, team communication, advocacy, health and safety management, personal ethics, conflict resolution, and
much more. Participants are also required to complete an extensive portfolio with a variety of projects (work
samples) to demonstrate their competency in standards required to be an effective Direct Support Professional. All
modules are approved for Continuing Professional Development Units (CPDU's) from the Ohio Department of
Developmental Disabilities, as well as two 30 hour seminars.

Certificate of Advanced Proficiency (CAP) - involves 116 hours of classroom instruction, including training in
participant empowerment, understanding and utilizing assessments, advocacy and self-advocacy, community
service and networking, crisis intervention, supporting successful community living, effective teaching practices,
vocational support, benefits management, and much more. Participants are also required to complete an
extensive portfolio with a variety of projects (work samples) to demonstrate their competency in standards
required to be an effective Direct Support Professional. All modules are approved for Continuing Professional
Development Units (CPDU's) from the Ohio Department of Developmental Disabilities.

By completing the CIP and CAP programs, candidates will also meet all major requirements for a national
credential awarded by the National Alliance of Direct Support Professionals (NADSP).




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Source for image 1: OHio paths, www.ohiopaths.org




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