Interagency Coordinated Practices

Charting the C’s

2017

Interagency Coordinated Practices Work

Interagency coordination is a powerful strategy to use to ensure better outcomes for students

This workshop will focus on: The Interagency Coordination model pilot

◦ Person centered practices

◦ Interagency coordinated practices

◦ Facilitated IEP process/practices.

What is Driving this Effort?

Federal law• Olmstead

• IDEA

• Workforce Innovation Opportunity Act

State law• Minnesota System of Interagency

Coordination

Families/students • Have reported wanting coordinated planning

and services

Statewide DCD CoP Vision –Educational Professionals:

• People with disabilities will experience an inclusive education system at all levels and lifelong learning opportunities that enablethe full development of independence, individual talents, interests, creativity, and mental and physical abilities.

MNSIC PILOT PROJECT: INTERAGENCY COORDINATION OF SERVICES FOR YOUTH 14-21

▪ Testing a framework of interagency coordination practices

▪ Both system and student-level coordination

▪ Focused on youth ages 14-21 (pilot focus on 20 students over 2 years)

▪ Designed around IEP and annual plan processes

▪ Includes pre-meeting, during-meeting and follow-up practices

▪ Goal: Increased use of interagency coordination and person-centered practices

PILOT

Where: MankatoWest St Paul

Who:16-20 youth in each area will take part in the pilotThe youth must represent a variety of disability types including complex health needs

When:Pilot over school years 2016-2017 and 2017-2018

Developed pilot project to test and refine for future rollout

Identified practices that are teachable,

doable, measurable, repeatable

Met with local practitioners to

learn what works for them

Examined research on successful practices

THE PATH TO THIS MODEL . . .

THREE LEVELS OF TEAMWORK

▪State Team

▪Community Leadership Team

▪Student Teams

Facilitated IEP process/productFacilitation of the IEP

Person-centered concepts &

practices

Interagency coordinated

practices

STUDENT TEAM PRACTICES

Interagency coordination = powerful strategy to improve outcomes for students. Essential components include:

MNLOWINCIDENCEPROJECTS.ORG 10

Olmstead Plan Workplan GoalsOlmstead Plan Workplan - Person-Centered Planning

June 1, 2016 Plan Goals (page 34)

Executive Sponsor: Chuck Johnson (OHS)

Lead: Erin Sullivan Sutton (OHS)

GOAL ONE:

By June 30, 2020, plans for people using disability home and community based waiver services will meet required protocols. Protocols will be based on the principles of person-centered planning and informed choice.

GOAL TWO:

By 2017, increase the percent of individuals with disabilities who report that they exercised informed choice, using each individual's experience regarding their ability: to make or have input into major life decisions and everyday decisions, and to be always in charge of their services and supports, as measured by the National Core Indicators (NCI) survey.

STRATEGIES:

Broaden the effective use of person-centered planning principles and techniques for people with disabilities

Evaluate the effectiveness of person-centered planning principles and techniques

Incorporate assistive technology assessment into person-centered planning processes

Olmstead Person-Centered PlanningKey Activities with MDE Partnering

Olmstead Activity, outcomes, deadlines and partners

Pilot Minnesota State lnteragency Committee

(MNSIC) lnteragency Coordination Model in

two community areas during the 2016-2017

and 2018-2019 school year. This incorporates

person-centered planning practices into the

Individual Education Program (IEP) process.

Students will experience person-

centered practices in their

educational experience.

Implement model

by June 30, 2017

MDE,

DEED,

DHS, MDH

Gather input from students with disabilities

and their families on their experience of the

model. The evaluations will inform potential

improvements to the model.

Students and families provide input on

the model. Modifications may occur to

the models based on the input.

Complete evaluations

by July 31,2017

MDE,

DEED,

DHS, MDH

WHY INTERAGENCY COORDINATION

Relationship Circles

Lynne Frigaard (1991)

“Children and families” connections to multiple systems

Other

HealthCare

Social Services

Education

Government programs

Other specialized

servicesStudent/

family

WHY?

15

WHAT IS

PERSON-CENTERED PLANNING?

PERSON-CENTERED

In this model person-centered planning concepts

are integrated into the IEP process.

Person -centered concepts

Person -centered practices

Person -centered

planning (a formal

trademarked process)

Person-Centered Planning

A youth’s strength, interest and goals drive their life and are reflected in their plan/s.

Plans focus on what is important to a person as much as what is important for a person.

Plans are coordinated across home, school and community.

Early planning creates more options and a better transition

Whole Person

Person Centered Planning

The details of person-centered planning are different in each of these contexts. But, the common goal is to support people so they can fully engage in their community.

“Person-Centered”

Now Used in Many Fields

• Aging services

• Education

• Employment

• Health care

• Mental health

• Nursing care

19

WHAT ARE CORE FEATURES OF

PERSON-CENTERED PLANNING?

CORE FEATURES OF PERSON-CENTEREDNESS

▪ Strengths-based

▪ Person and family-led

▪ Involves people from across home, school and community

▪ Person has control over amount, scope and duration of services and chooses providers

▪ Awareness and sensitivity to issues of culture, race, age, sexual orientation and gender identity

Whole Person Approach

IMPORTANT TO AND FOR

Working/Not working

Facilitation

The binder that holds the hotdish together

FACILITATED IEP

▪ Model depends on good facilitation practices in order to assure good coordination and to achieve desired outcomes for youth.

▪ Facilitative practices before, during and after an IEP help make sure everyone participates and contributes.

▪ For many of these practices the facilitator will be the IEP case manager. Facilitation of the meeting can be done by any of the partners.

Facilitation

Is a formal process

Facilitator is an assigned role that◦ Is responsible for the process and the product

◦Assures progress through the content

◦Assures participation by all

◦Assures that the interagency team comes together

What’s different?

Pre meeting:

▪Structured format on when and how to invite team members to the IEP and seek input for meeting

▪Student and parents complete an input form focused on the student’s goals, interests and what could be working better

▪Evaluation and/or assessment reviewed outside of IEP meeting

What’s different?

During the meeting:

▪A structured format that focuses on the student’s future goals and steps that can be taken in the next year that work toward those goals.

▪Needs are addressed in relation to how activities and support aid the student in building on interests and goal attainment.

What’s different (cont’d)?

After the meeting:

▪Interagency team members connect at least twice outside of the IEP meeting to coordinate cross-agency plans and goals

DATA is Essential

DATA WILL TELL THE STORY

Effort: How much did we do?

Quality/Fidelity: How well were the practices implemented?

Outcomes

Rate of restrictive student placements

Transitions (postsecondary/ healthcare transitions, settings…)

Discipline referrals

Attendance

Graduation rates

Academic achievement

INTERAGENCY COORDINATION IMPACTS TO LOOK FOR

Agency Specific Activities that Contribute

HOW MANY INTERAGENCY IEP STUDENTS?

➢2016: Less than 1% of students in special education were coded MARSS 6.

➢2012: 8%-15% of children in special education also had a service found in the areas of Developmental Disabilities or Mental Health in DHS.

➢2015: VRS served 13.8% of all students age 16-21 on an IEP in the 2014-15 school year.

Evaluation: Two types

1. Right after the IEP: “How well did this individual meeting work?”Send Survey Gizmo to all participants

1. Longer term: “How has the facilitated person-centered IEP process affected long-term outcomes?”

So far...

Feedback has been primarily positive!

DB101 Can Help…

◦ Engage people in work planning

◦ overcome fears and barriers

◦ explore work as an option

◦ make informed choices about work

◦ achieve better employment outcomes

◦ Understand benefits and work incentives

◦ Access resources

Videos

Using the School & Work Estimator

Results

Results

Vault

What now?Try it on your phone or device

Bookmark DB101 in your favorites

Register and create a “My DB101” account

Complete a School & Work Estimator session

Watch the “SSI & Youth Who Work” video

WIOA

President Barack Obama signed the Workforce

Innovation and Opportunity Act (WIOA) into law on

July 22, 2014.

◦ Amends the Rehabilitation Act of 1973

◦ Key changes impacting youth with disabilities:

◦ Pre-employment transition services (Pre-ETS)

◦ Limitations on the use of subminimum wage

Final regulations published 08-19-16

◦ federal register

Pre-Employment Transition Services (Pre-ETS)

•Job exploration counseling

•Work-based learning experiences

•Postsecondary education counseling

•Workplace readiness training

•Instruction in self-advocacy

Definitions and resources at: definitions and

resources

WIOA Section 511: Limitations on use of Subminimum Wage

Youth age 24 and under cannot enter into subminimum wage

employment without accessing VR services first

Effective July 22, 2016

Reduces the “tracking” of transition aged youth into subminimum

wage jobs

Ensures the informed choice process includes consideration of, and

experience with, competitive integrated employment

HEALTH

Good health is the foundation for success in the community & job.

Goal: Support students to learn about and become responsible for their health - to be as

independent as possible.

Transition IEP: Include health information & representatives

TRANSITION RESOURCES

Education

Sue Benolken (lead contact for Mankato team)sue.benolken@state.mn.us651-582-8416

Human Services

Bekah Kaufenberg- Satre (lead contact for West St. Paul team)bekah.kaufenberg-satre@state.mn.us651-431-5783

DEED/Vocational Rehabilitation

Alyssa KleinAlyssa.Klein@state.mn.us763-279-4374

Health

Wendy BerghorstWendy.berghorst@state.mn.us651-201-3646

Interagency Management Team (IMT) Contact Information