1. Person Centered Vocational Assessments and Educational Planning Day 2 Pamela Stafford, Education and Outreach Manager, Center for Development and Disability, University of New Mexico Carrie Roberts, Supported Employment Lead, New Mexico Department of Health, Developmental Disabilities Supports Division

2. Introduction and Overview of the Class  Presenter – Pamela Stafford Education and Outreach Manager, Center for Development and Disability, University of New Mexico 505-925-4403 PJStafford@salud.unm.edu  Presenter - Carrie Roberts Supported Employment Lead New Mexico Department of Health/Developmental Disabilities Supports Division 505-476-8979 Carrie.Roberts@state.nm.us  Partners for Employment is funded through:  New Mexico Department of Health/Developmental Disabilities Supports Division (DDSD)  New Mexico Public Education Department/Division of Vocational Rehabilitation (DVR)  Developmental Disabilities Planning Council (DDPC)

3. Agenda – Day 2  9:00 – 10:30 – Person-Centered Assessment Review/Questions  10:30 – 10:45 – Break  10:45 – 11:45 – Employment Plan Overview  11:45 – 12:45 – Lunch  12:45 – 1:30 – Employment Planning for Job Development  1:30 – 2:00 – Employment Planning for Microenterprises  2:00 – 2:15 - Break  2:15 – 2:45 – Employment Planning for Job Coaching  Seven Phase Sequence and Task Analysis  Other Considerations for Job Coaching Plans  2:45 – 3:00 - Job Coaching Maintenance Discussion  3:00 – 3:30 – Employment Plans for Job Maintenance  3:30 – 4:00 – Questions/Post-Test

4. Person-Centered Assessment Review/ Questions Day 1  Learning Objectives  Employment First and National Trends  DDSD – Policy Changes/Paradigm Shift  Educational Systems – Requirements vs. Best Practices  What makes an assessment person-centered?  Types of Vocational Assessments  Other Assessments

5. Learning Objectives for Day 2  Understand the requirements for DDSD related to Career Plans.  Understand the differences in an IEP, IPE and Employment Plans  Understand how different Employment or Career Plans serve different functions for planning  Understand the Pre-planning elements of getting to a Career Plans  Understand how Person Centered Vocational Assessments lead to effective Career Plans.

6. Pre and Post Test

7. Review – Day 1 – Learning Objectives  Gain an understanding of the requisite elements of a person-centered (vocational) assessment.  Obtain an understanding of New Mexico’s Employment First Principle Statement in the DD Waiver Standards.  Demonstrate competency of the DD Waiver Standards, current requirements for career development planning and DOH employment policies.  Understand how person-centered vocational assessments can help to determine appropriate employment fit for youth professionals.

8. Review – Day 1 – Employment First and National Trends Federal System Drivers  Centers for Medicaid and Medicare (CMS) Final Rule  Workforce Innovation and Opportunity Act (WIOA)  Jackson Lawsuit  Waldrop Lawsuit

9. Review – Day 1 – DDSD Policy Changes/Paradigm Shift Director’s Release - VAP Rescission  On January 15, DDSD rescinded the Vocational Assessment Profile (VAP) policy and procedure.  Replaced with the requirement to have a Person-Centered Assessment.  The provider agency is responsible for the quality of the assessment.  Minimum Requirements  Reviewed Standards, Employment First and Informed Choice

10. Review – Day 1 – Educational Systems – Requirements vs. Best Practices  Transition services are intended to prepare students to move from the world of school to the world of adulthood.  IDEA requires that transition planning start by the time the student reaches age 16.  Transition planning may start earlier if the IEP team decide that it would be appropriate to do so.  In transition planning, the IEP considers areas such as post-secondary education or vocational training, employment, independent living and community participation.  Transition services are based on the student’s needs and must take into account his or her preferences or interests.

11. Review – Day 1- What makes an assessment person-centered? Person-Centered Planning  A process, directed by the family or the individual-served, intended to identify the strengths, capacities, preferences, needs and desired outcomes of the individual.

12. Review – Day 1 – Types of Vocational Assessments  Vocational Assessment Profiles (VAP)  Positive Personal Profile  PATH (Planning Alternative Tomorrows with Hope)  My Star (ARCA)  Discovery Profile  Person-Centered Assessment tool (new)  Agency Developed Tool

13. Review – Day 1 – Other Assessments  Interest Inventory  Assistive Technology  Community-Based Situational Assessments  Trial Work Experiences

14. Break

15. Why Plan?  By Failing to plan, you are preparing to Fail….Benjamin Franklin  A man who does not plan ahead will find trouble at his door…Confucius  Always plan ahead. It wasn’t raining when Noah built the Ark…Richard Cushing  If you don’t know where you are going, you’ll end up somewhere else…Yogi Berra  It does not do to leave a dragon our of your calculations, if you live near him…JR.R. Tolkien, the hobbit  Give me six hours to chop down a tree and I will spend the first four sharpening the axe…Abraham Lincoln

16. Individualized Plan for Employment  The IPE replaced the Individualized Written Rehabilitation Plan (IWRP) in the 1992 Amendments to the Rehab Act.  Plan identifies a vocational goal for users of rehabilitation services. (Often stated as a job title)  Plan acts to authorize and initiate services for users of rehabilitation services.  Plan lists the services that vocational rehabilitation will provide, but does not provide details related to the job search or actions required for successful outcomes.  An example of above; plan authorized job coaching and job development with specific provider but does not say exactly where or how these services are provided.

17. Individualized Education Plans  IEPs are mandated by the Individuals with Disabilities Education Act.  IEPs are designed to guide educational content areas of specialized education services for students.  IEPs rarely provide details of how job development should occur, but might list that an employment plan exists or put components of the employment plan into the IEPs.  Individualized Learning Plan is a strategic planning tool intended to help youth identify and achieve postsecondary goals. It is not federally mandated.  New Mexico’s version of the ILP is the Next Step Plan  Does the NSP requirement apply to students with disabilities? Yes, but not in the same way. Students with disabilities receive special education services through an IEP. State law provides that an IEP that meets the NSP plan requirements described above and all applicable transition and procedural requirements of the federal Individuals with Disabilities Education Act (IDEA) for a student with a disability satisfies the state’s NSP requirements. A separate NSP is not required.

18. The Differences Between IEP and Employment Planning IEP  Might include employment activities such as job shadowing, work experience, write a resume, refer to DVR Employment Planning  An employment plan would list what vocational themes are to be considered in job shadowing, details for consideration such as hours or areas to avoid, would list who would contact the employers, what contacts already exist among the team members,  An employment plan is a blueprint of how to accomplish the activities listed in the IEP

19. DDSD Requirements for Career Planning  Per the Director’s Release dated January 14, 2016, “A career development plan should be in place for job seekers to outline the tasks needed to obtain employment. A career development plan can be a separate document or be added as an addendum to a person- centered assessment. A career development plan should have specific action steps that identifies who does what, by when. The information needs to be incorporated into the ISP as an Action Plan.”  Per the 2012 Revised DD Waiver Standards: “Career Development Plan is the completed vocational assessment profile plus the strategic plan for employment for a specific individual, which may be included in the ISP action plan for the Work/Learn life area.

20. Plan for the purpose you are trying to accomplish  Job Development  Microenterprises  Job Coaching  Job Maintenance

21. Assessment, Employment Plan, Career Plan  A person centered assessment is a document that outlines (wording depends on document) vocational themes, contribution to an employer, conditions for success, personal genius, strengths, gifts, personality qualities, north star  A person centered assessment informs us about the person – it tells the story and provides some vision as to where the person wants their story to lead  An Employment Plan is a blueprint which outlines action steps and detailed instructions on how to help the person achieve the outcomes.  A Career Plan by DDSD standards is the combination of the assessment and the employment plan.

22. General Considerations Include any planning details that were part of the assessment (Path’s already have timeline incorporated) Was there a planning meeting as part of the assessment – should you do the employment planning meeting at the same time or a separate time? Who should attend the employment planning meeting – the individual, team members, non- team members, persons with knowledge of the vocational theme, the employer. Co-workers. When do you schedule the meeting to assure the person is at their best and critical team members can attend? Where do you schedule the meeting? Who facilitates the meeting? It is important to plan for the planning – meeting with individual and team members in advance, what topics to avoid, determining ground rules Put the information on the wall, on a screen or assure everyone has copies of the format

23. Time Considerations  Meetings that go over 1.5 hours can be difficult. Determine in advance what the longest this meeting should go  Feel free to have more than one meeting if needed  Breaks in meetings can help if the meeting has to go longer  If job seeker will have a need to attend some but not all of the meeting, discuss in advance what parts of the meeting the job seeker should attend.  Strategize how much “catching up” you will do with people who arrive late.  Be respectful – start within fifteen minutes of the scheduled meeting time

24. Possible Ground Rules  Paid employment is the goal (if this is correct)  Focus on employment possibilities not on barriers or deficits  Other non-related issues will be discussed at another time  The meeting belongs to the individual who will have approval of the plan  Frame your suggestions to the individual instead of the facilitator

25. Role of the Facilitator Act in Keeping with Person Centered Values Be positive about the job seeker- believe employment is possible Be assured that everyone knows the pertinent facts of the assessment and remind people when necessary of the areas of the assessment Keep the job seeker the focus of the planning – use active listening skills Facilitator might be the note-taker, but might want to utilize a second note taker or flip chart note taker as well Timely distribution of the written plan

26. Lunch

27. Employment Planning for Job Development: The Dream, the Ideal, Optimal Employment  In order to plan for a successful outcome, there must be a clear definition of the outcome which is being sought.  Three concepts used in different planning documents are the dream job, the ideal job and optimal employment  All three concepts basically involved the concepts of a right “fit” or a right ”match”  MG&A asks for conditions for success, interests, and potential contributions  The VAP strategic plan asks for environment, duties, recommended support  Characteristics of an Ideal Job Blueprint  Note the difference between conditions and preferences

28. Specific Employer List –MG&A Example  The Employer list is the blueprint for contacting and employer engagement  Should be specific – not pharmacies – but Duran Pharmacy  As a check to be sure that you are only including employers which is a fit for the job seekers write down both the employer’s name, the interest areas, and the job tasks you think the person will do  Develop a list of between 15 – 25 employers to contact  Studies from MG&A demonstrate that 90% of customized employment will come from this list  Ask if anybody has contacts from this list  Ask permission to share social capital (a Griffin-Hammis term)- may or may not contact the person directly

29. Action Plan  Action Plans need to be detailed  Who contact whom and by when  Remember in the Path the timeline for the first thirty days  The 30 day placement Plan  Recommended by the Office of Disability Employment Policy  Creates a sense of urgency if plan is reviewed every 30 days  Helps the job seeker feel success even if no job has been found  Helps justify continuing job development services

30. Employment Planning for Microenterprises  According to the Small Business Administration - A business plan is an essential roadmap for business success. This living document generally projects 3-5 years ahead and outlines the route a company intends to take to grow revenues.

31. Employment Planning for Microenterprises  Key Elements of a Business Plan  Executive Summary  Company Description  Market Analysis  Organization and Management  Service or Product Line  Marketing and Sales  Funding Request  Financial Projections  Appendices

32. Employment Planning for Microenterprises  How to Enhance a Business Plan  Be Clear About What You Have to Offer  Don’t Become a Jack of All Trades-Learn to Strategize  Identify Your Niche  During your research process, identify the following:  Which areas your competitors are already well-established  Which areas are being ignored by your competitors  Potential opportunities for your business

33. Resources for Writing Business Plans  New Mexico Small Business Administration (SBA) office is responsible for the delivery of SBA's many services and programs to the 33 counties of New Mexico.  Services Available  > Service-Disabled and Veteran-Owned small business assistance is available through a variety of resource partners such as the NM Department of Veterans' Services (link is external), SBA Office of Veterans Business Development or contact our office at (505) 248-8225.NM Department of Veterans' Services (link is external)  > Free counseling, advice and information on starting a business through the Service Corps of Retired Executives (SCORE (link is external)).SCORE (link is external)  > Financial assistance for new or existing businesses working with area banks. For more information please call (505) 248-8225.  > Free consulting services through the network of Small Business Development Centers, who also conduct numerous training events throughout the district. Some may require a nominal registration fee.  > Assistance to businesses owned and controlled by socially and economically disadvantaged individuals through the 8(a) Business Development Program.  > A woman's business ownership representative is available to advise women business owners. For more information about assistance in this areas, call Alice Mora (505)248-8234.  > Special loan programs and other assistance are available for businesses involved in international trade  https://www.sba.gov/offices/district/nm/albuquerque/about-us https://www.sba.gov/offices/district/nm/albuquerque/about-us

34. Resources for Writing Business Plans  Service Corps of Retired Executives (SCORE)  www.SCORE.org www.SCORE.org  Albuquerque Chapter  500 Gold SW, Suite 11409  Albuquerque, NM 87102  505-248-8232  Las Cruces Chapter  Loretto Town Center 505 S.  Main Street, Suite 125  Las Cruces, NM 88001  575-523-5627  Santa Fe Chapter  120 Federal Place, #307  Santa Fe, NM 87501  505-988-6302

35. VAP – Strategic Action Plan Tool  History  Vision  Outcome Statement  Action Steps

36. Strategic Action Plan Vocational Assessment Profile Strategic Action Plan  This strategic employment plan of action should be used for both the initial job procurement and subsequent update and job retention supports. It should be integrated and refined to become part of the ISP Work/Learn Outcome which becomes the individual’s Career Plan.  Job Candidate:  Employment Specialist:  Facilitator:  Participants:  Date:

37. Strategic Action Plan  1. EMPLOYMENT STATUS: (Job search or job retention. If employed, describe job, hours and duties: If in job search, describe optimal employment desired)  Current Status:  Last Employment Held:  Optimal Employment (Career Plan):  Projected Hours Per Week:  Projected Hourly Wages:

38. Strategic Action Plan  2. EMPLOYMENT PLAN ACTION STEPS:  A. Rationale for the intervention (Describe the skills, experience and/or personal attributes that fostered this plan of action):  B. Outcomes Desired:  1. Environment:  2. Duties:  3. Recommended Supports For Success:  Alternative Clinical Supports and/or Interventions that will enhance the individual’s employment success:

39. Strategic Action Plan Strategic Plan  Action Step: Who: Target Date:  1.  2.  3.  4.  5.  Who will monitor the plan, update it and assure integration into Work/ Learn section of ISP as the updated Career Development Plan?  _______________________________ : review meeting or email updates to occur by ___________ (Date)

40. Employment Planning for Microenterprises  What to Include that is Specific to Microenterprises?  Writing a Business Plan  Opening a Business Bank Account  Securing Funding  Determining Which Vendors to Use  Ordering Supplies  Transportation to Sell Product or Provide a Service  Bookkeeping Resources  Other?

41. How to Document in the ISP?  Exercise – Discuss how to incorporate the VAP – Strategic Action Plan in the ISP document

42. Break

43. Employment Planning for Job Coaching begins with a Job Task Analysis

44. Seven Phase Sequencing 1. Determine Natural Ways(culture, methods, contents, assisting relationships, procedures) 2. Determine Natural means (training approaches, motivating strategies and rules) 3. Identify and enlist natural people (who will facilitate and train) 4. Facilitate and train (with support from the job coach) If Not successful 5. Support and assist/substitute for natural people 6. Suggest more effective natural means 7. Adapt /modify/change natural ways

45. Other considerations for Job coaching Employment plan –coordination  What involvement or specific outlines for residential staff (who calls in when sick, who arranges leave for doctor appointments, who reports to social security)  Who is the job coach? Who is the back-up job coach? How does communication occur  Medication, meal time plans, assistive technology  What is the payday reward and who is responsible  Will therapists, family members, case managers be visiting – purpose and strategies  Employment plan length and detail will vary depending on individual, number of people involved, history of concerns with coordination

46. Job Coaching – Job Maintenance Discussion

47. Employment Plans for Job Maintenance Can use the same VAP – Strategic Action Plan Tool  History  Vision  Outcome Statement  Action Steps

48. Employment Plans for Job Maintenance  What to Include that is Specific to Job Maintenance?  Fade Plan  Primary Contacts at the Business  Natural Supports  Schedule for Coaching  Information about Career Advancement  How do you know when you need to do more job coaching? Quality control or new tasks.  Is there a plan for supervisory turn-over?

49. Resources  UNM/CDD Partners for Employment Website: http://www.cdd.unm.edu/PFE/index.htmlhttp://www.cdd.unm.edu/PFE/index.html  DOH/DSSD Website: http://nmhealth.org/about/ddsd/http://nmhealth.org/about/ddsd/  ACT New Mexico Website: http://www.actnewmexico.org/http://www.actnewmexico.org/  DVR Website: http://www.dvrgetsjobs.comhttp://www.dvrgetsjobs.com  SCORE Website: www.SCORE.orgwww.SCORE.org

50. Questions?  Pamela Stafford Education and Outreach Manager, Center for Development and Disability, University of New Mexico 505-925-4403 PJStafford@salud.unm.edu  Carrie Roberts Supported Employment Lead New Mexico Department of Health/Developmental Disabilities Supports Division 505-476-8979 Carrie.Roberts@state.nm.us