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HomeMy WebLinkAboutRFQ2REQUEST FOR PFOPOSAL NO. 056-GG10 SUPPORTED EMPLOYMENT SERVICES FOR THE EDt STUDENTS WITH DISABILITIES REGULAR AS TO FORM MAY 3 2001 United Cerebral Palsy of Miami (UCP) was established in 1947 by a group of parents who came together to seek help for their children with cerebral palsy. At that time, there were very limited resources available other than institutionalization, so the families founded an organization and became a part of the national United Cerebral Palsy Association. Over the past 60 years, UCP has maintained an active and respected presence in the community and expanded its mission to read as follows: "to affect positively the quality of life for person's with cerebral palsy and other developmental disabilities and minimize their effects". Today UCP of Miami serves over 400 infants, toddlers, children and adults with developmental disabilities in 17 locations throughout Miami -Dade County as well as in the community. UCP has provided supported employment services for adults with developmental disabilities, including moderate to severe disabilities for over twenty years. Based upon years of experience, UCP of Miami has the capacity to provide quality supported employment services to MDCPS students for whom the service has been determined necessary as part of the students' Individual Educational Plans (IEP's). UCP has had collaborative contracts with Miami -Dade County Public Schools (MDCPS) since the mid 1970's and with the Department of Health and Rehabilitative Services (now the Department of Children and families). In addition, UCP is an approved vendor for supported employment services for the Department of Vocational Rehabilitation. UCP staff are highly trained and sensitive to the various cultures in the community. The staff have completed the 18 hour Florida Orientation to Supported Employment services training as prescribed by the Home and Community -Based Medicaid Waiver and the Department of Vocational Rehabilitation. UCP staff also participates in a comprehensive new employee orientation which includes an in-depth review of the supported employment service delivery model, referral processes and funding guidelines for supported employment programs including MDCPS, Agency for Persons with Disabilities, Vocational Rehabilitation and the Home and Community -Based Medicaid Waiver. UCP is requesting continued funding for three full time job coaches/employment consultants to provide year round supported employment services. A job coach and back-up are assigned to coordinate services from start to finish. Supported employment services are provided on a year round basis including evenings, weekends and holidays. Job seekers are placed in competitive jobs earning at or above minimum wage. UCP's Supported Employment Program known as Employment Solutions, has as its mission to establish opportunities for job training and job placement in the community. "Through employment, we believe in empowering people toward realizing their self- worth, and to fully participate in the privileges of the community. We believe that each individual should be allowed to work at a job of his or her own choosing and that the job will enhance his or her life". With the above mission in mind, UCP's Employment Solutions has established the following strategic marketing plan: - To develop a personalized employment plan based upon the individual's interests, abilities and preferences. To educate and promote community awareness regarding people with disabilities and their rights to employment. To provide a valuable employment service resource to the community while enabling job seekers the opportunity to develop new skills and relationships. Outcomes of Current Contract Over the three year contract period, ninety-five students were referred for screening by our supported employment staff. Of this number, thirty-nine students moved forward and received Phase I supported employment services. The barriers preventing fifty-six students from moving forward into competitive supported employment included lack of parental/guardian support, lack of proper work documentation or documentation unattainable, referral made to an alternative vocational based program, and unproductive work behavior demonstrated by the student. Of the thirty-nine students receiving job development services, a total of 195 job applications were completed resulting in forty-four interviews and twenty jobs. The overall job placement rate for the three year contract is 51 %. We feel that the learning curve involved in the service delivery of this contract is considerable. To discern and navigate the intricacies of the MDCPS system and combine this with outside intervention at the administrative and classroom level requires savvy and knowledgeable staff. We did not consistently have the level of staff required to meet this challenge. We also did not anticipate the skill -set that was required to navigate this system. To combat this, this year we assigned our coordinator as the liaison to coordinate the service delivery. In addition, the Director of the Program, Pam Miller, will provide additional direction and support previously not given. We have also recognized that we need to establish a much better rapport with the teachers by getting them on board early in the process and demonstrating that our services can provide a meaningful opportunity and future for their students. (see sample Classroom Activity Calendar under scope of service) The additional support provided by the Transition Support Teachers assigned to each region has also proved to be extremely helpful in coordinating student referrals and carrying out the supported employment guidelines. As with any new endeavor, we experienced many inherent challenges to providing supported employment services to students within the public school setting during the contract. We feel strongly that we have worked diligently to address these challenges as outlined in our service delivery model. Supported Employment Service Delivery Model Supported Employment Guidelines - Developed as a collaborative effort between MDCPS Curriculum Support Specialists and the supported employment agency staff (UCP and Easter Seals), the Supported Employment Guidelines establishes steps for referring SPED students for supported employment services. Implemented during the 2006-2007 school year, this guideline was developed in response to barriers identified by the contracting agencies with regards to student referral and the need for outside support in order to reach employment outcomes. The guideline supports both the district and the agencies desire to provide supported employment service in a timely manner while soliciting the support of family members and other stakeholders. This guideline also ensures services and participation is identified as necessary and appropriate on the students' Individual Educational Plan (IEP). (see attachment #la Supported Employment Guidelines — Programs for the Mentally Handicapped and Physically Impaired) Career Profile - In conjunction with the development and implementation of the Supported Employment Guidelines, the team also identified the Career Profile (Florida Supported Employment Training Curriculum) as the instrument for gathering valuable information regarding the student's job preferences and skills. (see attachment #1b Career Profile) Information found on the student's Self -Determination Checklist and in the student's Career Portfolio should also be included in this process. (see attachment 't1c MDCPS Modified Annual Self -Determination Checklist) supported Employment Classroom Activity Calendar - To increase student referrals chile enhancing student's skill development we propose developing and implementing a ipported employment activity schedule for each school. Beginning in August, job aches will meet with teachers to identify potential new students eligible for service; dents who are or that will be turning eighteen during the school year or students who Iw demonstrate job ready behaviors and maturity. IEP dates can also be reviewed so of job coaches can be included in IEP meetings as outlined in the Supported Employment Guidelines. This is a crucial step in assuring that the supported employment option is thoroughly presented during the IEP as a part of the Transition Plan. It also creates an opportunity for the family/guardian and other significant parties involved in the student's life to have an open dialogue regarding potential barriers to accessing services following graduation and steps required to access future service funding. In September, job coaches will meet with teachers to discuss educational activities that support student's exploration of potential jobs available in the current job market, as well as activities that develop employability skills. These activities will also support acquisition of skills found on the student's Self -Determination Checklist and IEP transition goals/benchmarks. Suggested community based instruction activities may include obtaining Florida Identification Cards, registering with the South Florida Workforce and touring local businesses. Educational activities facilitated by the job coach within the classroom may include discussions and activities targeting desirable employee behaviors. Sample job applications, resumes, Internet searches and other employment skills trainings can be added into the student's career portfolio as appropriate. (see attachment #1d Sample Classroom Activity Calendar) Job Development Phase I - Once the need for supported employment services is formally noted on the student's IEP and supported by the parents /guardians, the students will begin Phase I job development. All job searches are individualized based upon personal preferences and desires. The job seeker receives a measured level of support which fosters the development of employment skills and independence while ensuring the goal for employment is met. Skill development activities are intensified at this point and include: Participation in mock interviews, completion of job applications, internet job searches, networking with community resources and exploring potential entrepreneurial opportunities. The job coach formally reviews job search efforts monthly. (see attachment #2 sample job development contact log) On the job training (OJT) — Once employment has been secured, the job coach provides on the job training (OJT) until the new employee demonstrates stabilization on his/her new job. OJT is based upon the needs of the new employee and employer. OJT includes participation in new employee orientation as well as learning the workplace norms and culture of the workplace to facilitate the development of natural supports. Service Coordination — Service coordination includes: travel training, arranging special transportation service, assistance obtaining work clothing or uniforms and obtaining adaptive equipment. On -going follow along services or Phase 1I - Follow along services are continued after the life of the contract via alternative funding sources (i.e. Home and Community Based Medicaid Waiver or Vocational Rehabilitation). VI. Required Information to be Submitted by Proposer A. Documented completion of appropriate coursework/training in the area of Supported Employment All staff providing supported employment services have completed the 18 Hour Orientation to Supported Employment Training. Staff also complete 8 hours of Core Competency Training by the Agency for Persons with Disabilities and Effective Training at Work Disability Education & training. In addition, Pam Miller Director of Adult day program Services is approved by the Agency for Persons with Disabilities to provide Supported Employment Pre -service training for UCP staff. (see attachment VI A, supporting documents) B. The agency (ies) must identify a liaison to coordinate service delivery. Sami Lerner, Supported Employment Coordinator, will serve as the Liaison. She holds a Bachelor of Arts in Psychology/Criminal Justice and a Master of Science in Mental Health Counseling with six years of experience in community service coordination including supported employment. C. A brief description of the design for the provision of supported employment. (see service delivery model) D. Evidence of Licensure/certification of job coaches in the areas of special education, rehabilitation, or a related field, or evidence that job coaches have received job coaching training. A copy of the job coach's license/certificate or evidence of job coaching training must be submitted. (see attachment VI D, supporting documents) Ms. Essen Jackson -Carter, Employment Consultant, has been with our organization for two and a half years. She has over ten years experience as a job coach. She has completed trainings specific to supported employment for adults and students with developmental disabilities. Ms. Olivia Henry, Employment Consultant (back-up), has over thirty years of experience in the area of rehabilitation and vocational training. Ms. Cynthia Ortiz, Procurement Specialist/Back-up Job Coach, holds Bachelors in Agriculture Science, and has seven years experience in vocational education. As a native of Puerto Rico, Ms. Ortiz is bilingual in Spanish and English languages. Ms. Sami Lerner, Coordinator of Supported Employment, holds a Bachelor of Arts in Psychology/Criminal Justice and a Master of Science in Mental Health Counseling, with six years of experience in community service coordination including supported employment. Ms. Lerner has completed the 18 Hour Orientation to Supported Employment TBA, Employment Consultant/Job Coach -The agency is currently recruiting for a fulltime bilingual (English/Spanish or English/Haitian-Creole) job coach. Recruitment efforts include Monster.com, UCPSouthFlorida.org website, Employment Guide, the Miami Herald, employee referral, job fairs and job postings with local colleges. Ms. Pam Miller, Director of Adult Day Program Services, holds a Bachelor of Arts and Master in Business Administration. Ms. Miller has thirteen years experience in supported employment and ten years experience in program supervision. Dr. Leigh Kapps, Associate Director, holds a Bachelor of Science degree in Music, a Master of Science degree in Music, a Doctorate in Education & Administration and is a Board Certified Behavior Analyst with over 25 years of experience. Dr. Debbie Terenzio, Executive Director, holds a Bachelor of Science in Special Education with current teaching certificate, Master of Arts in Diagnostic Teaching, and Doctorate in Educational Administration -Supervision. The executive Director possesses over 25 years experience in special education, vocational education, and supervision and management services. E. Documentation of a minimum of one year of experience in providing supported employment services for each such professional to be provided by the agency(ies). Two years of experience is preferred. (A resume should be submitted to document the required experience.) (see attachment VI E, supporting documents) F. Documentation of the completion of appropriate coursework/training in the area of Supported Employment. (see attachment VI F, supporting documents) All staff providing supported employment services have completed the 18 Hour Orientation to Supported Employment Training. Staff also completes 8 hours of Core Competency Training by the Agency for Persons with Disabilities and Effective Training at Work Disability Education & Training. G. Documentation of bilingual capability of job coaches in one or both of the following areas, English/Spanish, English/Haitian-Creole. (see attachment VI I, supporting documents) H. Documentation of the type and frequency of supervision to be provided, including the positions and qualifications of staff member(s) who will provide supervision. Job coaches will provide services, at minimum, on a weekly basis. Services provided include employability skills training, student screening, job development and placement, job matching, job carving, on -the -job -training, follow-up, teacher consultation, service coordination, and on -going supports. Documentation for all services rendered includes a service log (to document dates, times, locations, job coach travel time, record keeping and description of services provided to specific students). In addition, UCP requires the following additional documentation: Case notes to support service log, job development log, monthly summary and travel reimbursement logs. (see attachment VI H, supporting documents Case notes to support service log, job development log, monthly summary and travel reimbursement Togs) I. Identification of the agency (ies's) staff member to serve as the liaison for service delivery and a description of this staff member's qualifications and experience. Sami Lerner, Supported Employment Coordinator, will serve as the Liaison and hold a Bachelor of Arts in Psychology/Criminal Justice and a Master of Science in Mental Health Counseling, with six years of experience in community service coordination including supported employment. Ms. Sami Lerner holds a Bachelor of Arts in Psychology/Criminal Justice and a Master of Science in Mental Health Counseling, with six years of experience in community service coordination including supported employment. Ms. Lerner has completed the 18 Hour Orientation to Supported Employment. J. Hourly fees and certification of hours of service must be specified for supported employment services. The proposer's hourly fee and certification of hours of service must be indicated on Attachment B - Proposer's fee and Certification of Hours of Services. This form must also include the signature of the authorized person empowered to submit this proposal. K. Complete and submit Anti -Collusion Statement including the signature of the authorized person empowered to submit this proposal (Page"ii" of this proposal). L. A minimum of two letters of reference written within a year of this date of this Request for Proposals. M. Complete and submit vendor information sheet (attachment C). N. Complete Affirmative Action Employment Breakdown Form. (Attachment D). O. Complete and submit the sworn statement for the Jessica Lunsford Act (attachment E).