Certificate of Self Employment Sample by loa16633

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  – provides leadership to increase employment opportunities
              for youth and adults with disabilities–

                                            O         D        E   P
   Disability Issues and
     Data Collection

Richard Horne, Supervisory Research Analyst
   Jennifer Kemp, Senior Policy Advisor

             Wednesday, August 11

                                    O   D     E   P

Research & Development in the
 Field of Disability Employment

Recommends Policy, but Does Not
 Regulate, Investigate, or Adjudicate

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  Workforce System Performance
  Improving Performance Results
• Reporting performance is a fundamental element of improving
  customer services and good public administration
• Establishing common measures and standardizing customer data
  collection improves the validity and comparability of
  performance results
• A single, streamlined reporting structure enables consistent
  measurement and understanding of program performance results
• Integrating reporting improves the ability of states to integrate
  services at the local level
• Ensuring the accuracy and reliability of performance results is
  necessary for demonstrating system integrity

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 Workforce System Performance
 Proposed Common Measures--Adult

 Entered Employment
 Retention
 Earnings Increase
 Efficiency

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 Workforce System Performance
 Proposed Common Measures--Youth

 Placement in Employment or Education
 Attainment of Degree or Certificate
 Literacy and Numeracy Gains
 Efficiency

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 Ways to Improve Results:
 What ODEP has learned from grantees

 Continuous Training
 Universal Access
 Assistive Technology

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 What You Will Learn about
• The purposes of formal and informal assessment
• Young people in transition and the dynamics of
• Legal issues, confidentiality, and ethical
  considerations in assessment

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 What is Assessment?

• Assessment is ―the process of collecting data for
  the purpose of making decisions.‖
• It is the part of career planning that closely
  examines the interests and abilities of each
  individual to establish a basis for identifying
  appropriate types of employment, training, and
  career development possibilities.

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    Guiding Principles of Assessment

• Self-determination based on informed choices should be an overriding goal.
• Assessment is a dynamic process and not an end in itself.
• The purposes and goals of assessment should be clear.
• Assessment should be integrated into a larger plan of individualized services.
• Assessment should consider environmental factors affecting the individual.
• Formal assessment instruments should be carefully chosen with attention to
  their documented reliability and validity.
• Formal assessments should be administered and interpreted by qualified
• Assessment reports should be written in easily understandable language.
• Assessment activities should be a positive, empowering process.

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 Four Major Assessment Activities

• Observation

• Interviews

• Reviewing Records

• Testing and Performance Reviews

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 When a Youth Enters a Program

• Interviews, Observations, & Record Reviews

• Confidentiality

• WIA Section 188 on Non-Discrimination

• Screening vs. Assessment

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 The Dynamics of Disability

• Language

• Philosophy

• Legislation

• Practical and Functional Aspects

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  Youth with Disabilities in Public Schools

• IDEA and Eligibility for Special Education Services

• Thirteen Disability Categories

• Transition Planning & the Individualized Education

  Program (IEP)

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    Out of School Youth with
•   Eligibility and Access to Services
•   The Dilemma of Language & Definitions
•   State and Local Latitude
•   Vocational Rehabilitation Services
•   Workforce Investment Act Title I
    – Youth Services
    – Adult Services

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    Providing Accommodations

•   Definitions
•   Federal Law
•   Testing Accommodations
•   Workplace Accommodations
    – Vocational Assessments
    – Job Accommodation Network (JAN)

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    Testing Accommodations

•   Reliability and Validity
•   Publisher Guidelines
•   Institutional Guidelines
•   Four Types of Accommodation
    –   Presentation Format
    –   Response Format
    –   Setting
    –   Timing

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 Assessment Guide’s Directory of
 Commonly-Used Published Tests
• Over sixty different tests commonly given to
  adolescents and young adults
• Includes publisher Web sites, costs, target
  groups, and qualifications needed to administer
  and score.
• With major domain categories and subdomains
  for learning disabilities, reading, and

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Test Name             General Educational Development Tests (GED)
Web site              http://www.acenet.edu
What is measured      A high school equivalency test that assesses learning in five areas: language arts-writing, social
                           studies, science, language arts-literature, and mathematics.

Target Groups         Target group is adults.
How Normed            Norming sample was grade 12 students from 557 schools stratified by public/non-public schools,
                          geographic region, and socioeconomic status.

Qualifications        The test is administered by state agencies or their representatives. Test scorers are certified by the
    required to            GED Testing Service.

How                   Available in Braille, audio-cassette and large print editions. Other accommodations are available.

Time needed for       Test time ranges from 90 to 110 minutes per each of the 5 tests.

How scored            Minimum scores for passing the test are set by individual states. Hand or machine scored.

Cost                  Varies by state—some states, the test is free; others may be as high as $80.00.
Reliability and       Reliability and Validity information available on Web site.

Publisher’s Address   General Education Development Testing Service
     and Phone        American Council on Education
                      One Dupont Circle, NW
                      Washington, DC 20036-1163

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Assessment Tools
Must use one of NRS cross-walked tests or equate alternate test to
NRS scale.
Tests cross-walked with ABE and ESL levels include:
   –Comprehensive Adult Student Assessment Instrument
   –Test of Adult Basic Education (TABE)
   –Adult Basic Learning Examination (ABLE)
   –Adult Measures of Educational Skills (AMES)
   –Student Performance Levels for ESL
   –Basic English Skills Test (BEST) for ESL
   –WorkKeys (for the top 3 ABE levels)
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EMILE Reporting System
Purposes of the System
• Eliminate and replace 12 separate and conflicting program
  reporting requirements with one reporting system
• Implement standardized data collection and report
  submission procedures for all ETA programs
• Provide management information that is timely, reliable,
  and useful, all in one report
• Focus on common results that have meaning to our
  customers – employment for adults and skills for youth
• Support the establishment of a demand-driven system by
  collecting information on employers served
• Utilize performance data to encourage effective program
  design, high performance, and strategic partnerships with
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Federal Register Notice
Focus of Comments
• Is the proposed collection of information necessary for the
  proper performance of ETA funded workforce programs?
• Is ETA's estimate of the reporting burden accurate?
• Are there ways ETA can enhance the quality, utility, and
  clarity of the information to be collected?
• Can you suggest ways to minimize the burden of collecting
  information, including the use of appropriate technologies
  to collect the information?
• What capability does the grantees have to submit universal
  individual records (as proposed) versus a statistically valid
  sample of individual records?
• Does the collection of types of disability have practical
  utility for enhancing services to persons with a disability in
  the One-Stop?
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Federal Register Notice
Employment Information
 Include Self-Employment

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       Proposed Disability
Orthopedic Visual
Specific Learning
Mental, Emotional or Psychological
Drug Addiction or Alcoholism
Other (If not included in the above)
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Federal Register Notice
Focus of Comments
 September 14
  – 60-day public comment period for EMILE reporting
    system ends.

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• JAN – Job Accommodation Network
• Customer Satisfaction Evaluation 2003-2008
  Provides information about job accommodations, the
   ADA, and the employability of people with
  Serves employers, employees, or job candidates
  1-800-526-7234 (V/TTY)

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• EARN – Employer Assistance Referral Network
  Connects employers to employment service
   providers who have direct access to candidates
   with disabilities
  Provides technical assistance to employers
  1-866-327-6669 (V/TTY)

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• NCWD/Y – National Collaborative on Workforce and
  Disability/ Youth
  To ensure that youth with disabilities are provided full
    access to high quality services in integrated settings in
    order to maximize their opportunity for employment and
    independent living.
  Provides technical assistance to grantees and workforce
    development staff
  1-877-871-0744 (V/TTY)
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• NCWD/A – National Center on Workforce and
  Disability/ Adult
  Comprehensive technical assistance resource that
   can assist organizations and professionals who
   provide workforce development and employment
   related services to adults with disabilities.
  1-888-886-9898 (V/TTY)

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• Section 188 Checklist
  – http://www.dol.gov/oasam/programs/crc/sectio
• Small Business and Self-Employment
  Service (SBSES)
  – http://janweb.icdi.wvu.edu/sbses/
  – 800-526-7234
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(202) 693-7880       TTY (202) 693-7881

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