1. SLES

2. What is SLES?
An employment skills-focussed NDIS support for Year 12 school leavers
Time-limited (2 years)
Tailored to meet individual employment goals
Bundled approach to funding
Provider choice
One pathway for school leavers
Supported pathway to open employment / DES
Supported employment / ADEs
Other
First introduced in 2015 in trial in ACT/Tasmania

3. How does SLES connect with NDIS?
SLES stands for School Leaver Employment Supports.
There are various initiatives under the NDIS. SLES is one example of a reasonable and necessary support.
SLES is focused on improving employment opportunities for Year 12 school leavers.
To be approved for SLES applicants must also be eligible for NDIS.

4. What support does SLES provide?
SLES supports will be tailored to meet individual employment goals. This may include:

5. Why SLES?
For people with a disability, employment is not just about jobs. It’s about being valued, useful and included.
Business Council of Australia, Recognising Ability Report, October 2015

6. Why SLES?
“Before I came I was sceptical and negative. I thought there was no hope of my son being able to get into employment – I’ve changed my mind”.
Quote from carer, SLES Participant Workshop, February 2016

7. Why SLES? Overcomes low expectations – person, family, community
Increases number of young people willing to give employment a go.
Engages education sector
Provides a bridge to DES – ongoing supports

8. How did we design SLES?
Looked at the research, evidence and outcomes – Transition To Work (TTW) in NSW
Continuing what works – not reinventing the wheel
Co-design – trial sites, providers, people with disability
Planning between participant and provider, bundled approach, focus on outcomes not outputs
It’s not a ‘program’

9. What will SLES achieve?
An increase in the number of NDIS participants:
Aspiring for employment
Employment goals as part of their Plan
Ready to work in the open labour market

10. How will success be measured?
Participant and carer surveys
Provider reporting tool
Published information about provider performance to drive informed choice

11. Recent success stories
Edwina had a work trial position but it wasn’t meeting their needs.
Their REC encouraged the participant and mother to identify the employment goals and then speak with new providers.
Edwina has recently commenced a work trial with a café twice-weekly.
Josh has recently commenced a work trial with an electrical company.
Josh is currently exploring options to complete his apprenticeship with the company.

12. SLES preliminary results
2015 trial in ACT & Tasmania:
Up to 100 young people with SLES in their Plan
Importance of participant workshops to drive informed choice
A ripple effect – “everyone’s talking about employment” (Planners)
Increased market capacity (30%)
Partnership with education critical to success

13. Everyone has a role to play
Eligibility
Planning
Implementation
Review
NDIA
Principal
Share SLES benefits
Support teachers to conduct FCA assessments
Share SLES benefits
Complete & lodge FCA online
Teachers
Support teachers to conduct FCA
Report back to NDIS on progress
RECs
Improved student outcomes
Parents
Input into FCA assessments at teacher’s request
Support community inclusion
Guide new NDIS participants through First Plan process
Connect participants & providers
LACs
Providers
Provide SLES supports
Assist participants with their employment goals

14. How do participants access SLES?
To access SLES participants must:
meet NDIS eligibility criteria, and
be assessed as suitable for SLES using the Functional Capacity Assessment (FCA) tool administered by schools

15. The Functional Capacity Assessment

16. Functional Capacity Assessment tool and NDIS eligibility
The SLES Functional Capacity Assessment (FCA) is an assessment which NDIA uses to find out if a student with disability is likely to benefit from SLES.
The FCA does not have any impact or correlation with the students' eligibility for the NDIS.
Eligibility for the NDIS has a range of factors and anyone can test their eligibility for the Scheme at any time.

17. What does the Functional Capacity Assessment involve?
The FCA is administered by teachers
The FCA is a short and simple nine item tool to measure current & future work capacity
Developed, trialled, tested, validated (Prof Kathy Eagar, Uni of Wollongong)
Focuses on the student’s functional capacity in domains of living - what the student ‘can do’
FCA input is provided by students, parents and guardians.

18. Teacher’s SLES and FCA resources
Why SLES flyer
SLES Fact Sheet for Teachers and Students
Functional Capacity Assessment
Tip sheet
Other employment options
Functional Capacity Assessment
Guide for Teachers

19. Next steps

20. Next Steps –schools
17th July – 22nd August 2017: Teachers conduct the FCA November/ December 2017: NDIS pre-planning and hosts participant workshops to support informed choice.

21. SLES 2017 next steps Conduct the assessments: 17th July – 22nd August
Access the package of resources:
Why SLES – information flyer
Fact sheet for teachers and students – general info
FCA guide for teachers – about the Tool
Information and Recording consent form – consent
The NDIA Functional Capacity Assessment tool – the Tool
FCA tip sheet – guide to use the Tool
Other employment options – guidance

22. Questions?