Kansas by wuxiangyu


               LESSONS LEARNED
          NCDB WEBINAR; APRIL 13TH, 2011

•Explain how we (NCDB) got here

•Brief overview of Customized process

•Highlight State perspectives and lessons

•Discussion ! Your turn to be heard
Mike Fagbemi
Jon Harding
“The human race is faced with a
cruel choice: work or daytime
    Why we need innovative approaches

       Living Arrangements for DB:
        At home with family 66.7%
        Living independently 3.6%
       Employment Status for DB:
        Unemployed          75.4%
        Working for pay 19.3%
   Outcomes for young adults with deaf-blindness (based on 2000 survey
    by Dr. Jerry Petroff) (N=57)
What is CE?
   ODEP definition: “Customized Employment means
    individualizing the relationship between job seekers
    and employers in ways that meet the needs of
   4 Key Elements:
     Individualization

     Representation

     Negotiation

     Ongoing   Supports
Why CE??
•   Transition: A review of promising practices
•   CE had some evidence of effectiveness with
    individuals with multiple disabilities.
•   CE was innovative, but utilized principles and
    practices that we were familiar with: self-
    determination, empowerment, control,
    respect, choice-making.
•   US Dept of Labor supports and promotes
    this concept.
    Our Answer: Customized Employment Initiative

   Young adults 16 – 22 yrs old
   Web based distance training for DB projects & local
    service providers
   Onsite training for projects & local teams
   Follow up teleconference with consultants
   Customized Listserve for information sharing
   Annual customized think tank hosted by consultants
Partnerships: Marc Gold and Associates

   Founded in 1976
   Specialize in employment and community
   Provides consultation, staff training and project
    management to throughout the U.S. and Europe
   Michael Callahan, Norciva Shumpert, Ellen Condon
    Customized Employment at a glance
   Discovery:–Who is the person?
   Profiles: What did we learn about this person’s abilities,
    interests that will help us find the right job?
   Portfolio/visual resume:– How can we best present this
    person’s abilities to an employer?
   Job development and negotiation – What does an
    employer need that this person can provide that is good
    for them both?
   Job site analysis, accommodations, support- What will
    this person need to make the job successful?
Customized team members

Young adult (job seeker)
Related service providers
Community members
Discovery is…
   …the foundation of customization. The lessons learned in
    discovery have a direct impact on the negotiations with employers
    and should be reflected in the customized job descriptions for job

   …a process that involves getting to know people AT THEIR BEST, or
    helping them get to know themselves, before we help them plan

   ..spending time with applicants, instead of testing or evaluating
    them, as a means of finding out who they are

   …a way to show possibilities and leads to things a person is
    motivated to do rather than to fears, negativity and deficits.

   Disability                   Low self-esteem
   Age: maturity/youth          Cultural
   Poverty                      Health
   Homelessness                 Addiction
   Family responsibilities      Lack of education
   Lack of experience or        Habits/life routines
    skills                       Dependence on benefits
   Low vision                   Hearing loss
   Balance issues               Literacy
   Socialization skills         Behavior
Customized employment & Google
   Employees have flexible schedules for productivity ,
    recreation and creativity
   Everyone contributes to the company’s bottom line
    of effectively serving a million people a day
   Communication in any mode is welcomed
   Employees are all individuals working towards one
    common goal
Customized office space
Lessons Learned (Jon)
   Parents like the practice and are enthusiastic about
    its use.
   CE can provide “direction” for programming and
    school activities and compliments the IEP process.
   CE can create new opportunities for partnerships
    outside schools (adult services, ILCs, businesses,
   CE challenges us to adopt new, sometimes scary,
    roles in order to achieve employment outcomes for
Lessons Learned (Mike)
   Businesses have needs that they may not think about
    resolving with a customized job description, such as
    part time employees or contract employees to meet
    their need.
   Engaging employers about specific job tasks is only
    part of the interaction. Educating employers about
    the capacity of people may involve dispelling myths
    about employing a person with a disability
   Assumptions should not be made about a person’s
    capacity or willingness to work.
Robin Greenfield: ID DB Project
Customizing Employment: Lessons Learned
 Customizing requires exploration of 5
components from person’s perspective

    Ideal conditions
    Preferences/interests
    Contributions to be offered
    Discrete tasks to be performed
    Specific employers to be contacted
I would like to introduce you to Emily. Emily is a
recent Skyline High School graduate who is looking
for employment.
Emily’s interests include:

   Cooking
   Playing the Piano
   Children
   Computers
   Crafts
     Making latch hook rugs
     Beading
     Making blankets
Emily likes structure and routine

   She follows work rules and procedures,

   She will assist others to keep to schedules,

   She can follow written schedules, or patterns from
    craft books.
If you show Emily a process for performing a task she will
perform it that way consistently.
Job Tasks which Emily could perform include:

   Delivering items,          Supervising children,
   Stocking,                  Making snacks,
   Taking inventory,          Handing things out to
   Scanning documents,         people,
   Running errands,           Reminding people of
   Returns,                    routines and schedules,
   Replenishing supplies      Sorting mail
Emily has successfully completed several work
experiences through school.
Lessons Learned

  Preferences /interests may not be enough
  Team members all need to be on the same
  Ongoing follow-up is critical to success
Linda McDowell
The Master Plan in MS
   Customized Employment will not just be a Deaf-
    Blind Project effort, but all entities providing
    employment support in MS will be introduced to,
    and hopefully adopt, the CE process to implement it
    (with fidelity) with individuals who are DB
Summary of 5 year systemic
progression of adoption of CE in MS

   CE awareness  Buy-in Philosophy and Process 
    Implementation Development and Competency 
    Common Practice (with Fidelity)
Year 1
   Introduced widely through recorded NCDB webinars
    and conference calls with participants:
     Rehab  Services (MDRS)
     Mental Health

     Two Independent providers of employment services

     School Transition Coordinators
Year 2 and 3
   Individualized training and support for
     Supportfrom MG&A
     NCDB-funded training in KY

   Further implementation in MS to get buy-in and
    ownership of CE process
     More  training, piloting, and documenting
     New materials

     Continue awareness efforts
New Materials
   Help in tracking fidelity of implementation of CE
   Developed from notes of Melynda Ross, edited by
    Mike Callahan
   New packet includes:
    5  checklists of the Steps of CE
     Tracking form for Discovery and Employment Planning

     Templates and examples of Profile and Employment
Year 4
   Emphasizing “Development of Competency” with
    agencies and personnel who are trying to
    implement CE
    2  DB specialists at MDRS
     New leadership at MDRS now requiring training on CE
      process by MG&A
     Two contracts to promote implementation of CE
       MS APSE
       MS Governor’s Council on DD
Year 5
   Two more implementation efforts
     Transitionplanning with youth & families (including CE)
     The ARC of MS has a new 2 yr project to demo CE with
      individuals in lower portion of state

  Martha Veto: GA DB Project
On the Road to Customized Employment:
      Lessons Learned in Georgia
      What we KNEW already
•The philosophy and goals of
Customized Employment from Mike
Callahan’s presentation at Topical.
Everyone can have a job!

•At too many IEP meetings,
transition plans were not really
planning tools, but just more

•VR gets jobs for people with
LESSON 1: The Customized Approach is not
              for everyone

• Family and young
person need to feel
comfortable with
customized employment

• Results from traditional
vocational assessments do
not reflect student’s
abilities accurately.
LESSON 2: Teams are good, but the “right”
team might not be who you thought

   Position/title less important
    than concern about student’s
    future, willingness to do
    something extra
   Knowing the student is not a
    requirement to start the
    processing - knowing the
    community and resources is
LESSON 3: Clear expectations for
participation in the Customized Approach

•Looking for conditions,
capabilities- not

•Student interests drive
job development – not
existing programs you
might fit him into

•Jobs are negotiated
based on students optimal
conditions for work
LESSON 4: It’s all about the money

 •Does the student have waiver
 funds that will cover the cost of
 job development and ongoing
 job support?

 •Are there other agencies that
 can provide funding?

 •How long will VR funds
 support job development? Job
LESSON 5 : Wait a minute, Mike, this isn’t a
training project, it’s a big Systems Change!

 Even when the signs all around them point
 in another direction because what is
 currently being done isn’t working for
 substantial numbers of people: we found
 getting agencies to change their
 procedures is HARD

     •Accept new forms of vocational
     •Accept new pictures of what
      “successful closure” might look like
     •View students as “ready to work”
       based on what they can do instead
       of results from inadequate
LESSON 6: It takes lots of planning
and leveraging community resources

   Who are the people in your community- neighbors,
    school, Department of Labor, University Disability
    Center, State Advocacy Office, Council on
    Developmental Disabilities, Parent Training Institute,
    Social Services – who can offer something to support
LESSON 7: Whose Capacity Are We
Building? – OURS???

DB project staff did the heavy lifting on both NCDB
Whose capacity can we build – and capacity to do
   Build capacity of teachers on the discovery process
     to help them develop appropriate transition plans
     and find appropriate work experiences
   Build capacity of transition specialists to recommend
     the discovery process
   Build capacity of parents to request the discovery
LESSON #8 Get on the right bus
   Find the people who
    are doing what you
    want to do and work
          Customized Employment
          Pilot Project in Georgia
   One year in pulling together partners and
     Mapping community resources to target areas
      with coordinated services
     Negotiations with agencies about involvement

   Steering Committee of major partners
     Advocacy office, Developmental Disabiilties
      Board, DOL/VR, Universities, Job Development
      agencies, Department of Education –at state and
      district levels, TACE, parents and parent mentors
             Customized Employment
             Pilot Project in Georgia
   Get Employment Stewards – trained by Employment
    First Georgia registered as vendors for VR vocational
   Train additional VR vendors in Customized Discovery
   Identify 10 students who have waiver funds from 4
    selected counties
   VR pays for 10 Discovery profiles
   Employment Stewards and existing job development
    specialists find jobs for the kids

 Collaborate with Pilot Project training sessions
  for teams around kids on my census
 Refer students to pilot project

 Work with 2 teams a year to develop

  Discovery Profiles for students in transition
 Promote use of CE Discovery through regional

  transition councils

 Beth Jordan: HKNC Regional Rep
 Megan Cote: KS DB Project
 Jackie K Bags
   an innovative entrepreneurship
   works with her dream and the dream of the
    (which is not always what you believe the dream should be)
   do not be afraid to ask the community for free
    assistance to help the learner attain their dream
       e.g. legal help, etc.
Developmental Disabilities
 Grant to expand her business
Advocating for District-Wide Systemic

    From our experience, in most KS public school
     districts, learners with dual sensory impairments
     go to job sites where the district has negotiated a
     contract OR to a site on district property where
     kids go to gain &/or practice job skills.
    We have been working with 2 districts to try to
     change this and make the CE process protocol for
     how they place learners in jobs.
HOW have we done this?

    Modeling the process of CE by doing it with
      When   they see how it works, they are sold!
    Training staff on the benefits & steps
    Assisting district staff to become part of the
    Changing the responsibilities of the transition
     specialists in the districts
Lessons from Kansas teams

    Customized Employment is best practice
    Need for systemic change within districts
    Education on embracing the belief that all
     people are employable and deserve that right-
     IN THE COMMUNITY in a job that they enjoy.
    There is a lot of work still to be done!
Lessons from Kansas teams

   Get creative to identify who
    will do Discovery
   For students still in school, the
    goal can be work experiences
    (rather than a job)
   Early on, determine who will
    provide the support on the
Systems Lessons about VR
Key Points
 Vocational Rehabilitation can provide
  supports/services with the end goal of employment
 No one can be denied an application

 Even during Order of Selection, persons with the
  most severe disabilities get first priority
 An IPE (plan) will be developed with the VR
  counselor once eligibility has been determined
 Services are time-limited
Systems Lessons about VR & CE

   Typically, VR counselors will open a case 18 months
    before the student exits the school system
   VR can pay for Discovery as part of their assessment
   Identify long-term supports
   Service priority dilemma
   Customized Employment can be successful with OR
    without VR involvement
How to Include your HKNC Regional Rep in the CE
process? *
 *Dependent upon the Rep’s proximity to the job seeker

    Provide training to employer/co-workers on DB 101
    Linkage to local, state, and national resources that may
     benefit the job seeker
    Facilitate the application process for HKNC evaluation and
     training (if needed)
    Identify other regional teams that have had success with
     Customized Employment or a related field of work
Ask away!

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