1 / 31

OFFICE OF DISABILITY EMPLOYMENT POLICY – provides leadership to increase employment opportunities for youth and adults

OFFICE OF DISABILITY EMPLOYMENT POLICY – provides leadership to increase employment opportunities for youth and adults with disabilities – Disability Issues and Data Collection Richard Horne, Supervisory Research Analyst Jennifer Kemp, Senior Policy Advisor Wednesday, August 11 3:15-5:00

Audrey
Télécharger la présentation

OFFICE OF DISABILITY EMPLOYMENT POLICY – provides leadership to increase employment opportunities for youth and adults

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. OFFICE OF DISABILITY EMPLOYMENT POLICY–provides leadership to increase employment opportunities for youth and adults with disabilities–

  2. Disability Issues and Data Collection Richard Horne, Supervisory Research Analyst Jennifer Kemp, Senior Policy Advisor Wednesday, August 11 3:15-5:00

  3. WHAT DOES ODEP DO? • Research & Development in the Field of Disability Employment • Recommends Policy, but Does Not Regulate, Investigate, or Adjudicate

  4. Workforce System PerformanceImproving Performance Results • Reporting performance is a fundamental element of improving customer services and good public administration • Establishing common measures and standardizing customer data collection improves the validity and comparability of performance results • A single, streamlined reporting structure enables consistent measurement and understanding of program performance results • Integrating reporting improves the ability of states to integrate services at the local level • Ensuring the accuracy and reliability of performance results is necessary for demonstrating system integrity

  5. Workforce System PerformanceProposed Common Measures--Adult • Entered Employment • Retention • Earnings Increase • Efficiency

  6. Workforce System PerformanceProposed Common Measures--Youth • Placement in Employment or Education • Attainment of Degree or Certificate • Literacy and Numeracy Gains • Efficiency

  7. Ways to Improve Results:What ODEP has learned from grantees • Continuous Training • Universal Access • Assistive Technology

  8. What You Will Learn about Assessment • The purposes of formal and informal assessment tools • Young people in transition and the dynamics of disabilities • Legal issues, confidentiality, and ethical considerations in assessment

  9. What is Assessment? • Assessment is “the process of collecting data for the purpose of making decisions.” • It is the part of career planning that closely examines the interests and abilities of each individual to establish a basis for identifying appropriate types of employment, training, and career development possibilities.

  10. Guiding Principles of Assessment • Self-determination based on informed choices should be an overriding goal. • Assessment is a dynamic process and not an end in itself. • The purposes and goals of assessment should be clear. • Assessment should be integrated into a larger plan of individualized services. • Assessment should consider environmental factors affecting the individual. • Formal assessment instruments should be carefully chosen with attention to their documented reliability and validity. • Formal assessments should be administered and interpreted by qualified personnel. • Assessment reports should be written in easily understandable language. • Assessment activities should be a positive, empowering process.

  11. Four Major Assessment Activities • Observation • Interviews • Reviewing Records • Testing and Performance Reviews

  12. When a Youth Enters a Program • Interviews, Observations, & Record Reviews • Confidentiality • WIA Section 188 on Non-Discrimination • Screening vs. Assessment

  13. The Dynamics of Disability • Language • Philosophy • Legislation • Practical and Functional Aspects

  14. Youth with Disabilities in Public Schools • IDEA and Eligibility for Special Education Services • Thirteen Disability Categories • Transition Planning & the Individualized Education Program (IEP)

  15. Out of School Youth with Disabilities • Eligibility and Access to Services • The Dilemma of Language & Definitions • State and Local Latitude • Vocational Rehabilitation Services • Workforce Investment Act Title I • Youth Services • Adult Services

  16. Providing Accommodations • Definitions • Federal Law • Testing Accommodations • Workplace Accommodations • Vocational Assessments • Job Accommodation Network (JAN)

  17. Testing Accommodations • Reliability and Validity • Publisher Guidelines • Institutional Guidelines • Four Types of Accommodation • Presentation Format • Response Format • Setting • Timing

  18. Assessment Guide’s Directory of Commonly-Used Published Tests • Over sixty different tests commonly given to adolescents and young adults • Includes publisher Web sites, costs, target groups, and qualifications needed to administer and score. • With major domain categories and subdomains for learning disabilities, reading, and mathematics

  19. Assessment Tools • Must use one of NRS cross-walked tests or equate alternate test to NRS scale. • Tests cross-walked with ABE and ESL levels include: • Comprehensive Adult Student Assessment Instrument (CASAS) • Test of Adult Basic Education (TABE) • Adult Basic Learning Examination (ABLE) • Adult Measures of Educational Skills (AMES) • Student Performance Levels for ESL • Basic English Skills Test (BEST) for ESL • WorkKeys (for the top 3 ABE levels)

  20. EMILE Reporting System Purposes of the System • Eliminate and replace 12 separate and conflicting program reporting requirements with one reporting system • Implement standardized data collection and report submission procedures for all ETA programs • Provide management information that is timely, reliable, and useful, all in one report • Focus on common results that have meaning to our customers – employment for adults and skills for youth • Support the establishment of a demand-driven system by collecting information on employers served • Utilize performance data to encourage effective program design, high performance, and strategic partnerships with business

  21. Federal Register Notice Focus of Comments • Is the proposed collection of information necessary for the proper performance of ETA funded workforce programs? • Is ETA's estimate of the reporting burden accurate? • Are there ways ETA can enhance the quality, utility, and clarity of the information to be collected? • Can you suggest ways to minimize the burden of collecting information, including the use of appropriate technologies to collect the information? • What capability does the grantees have to submit universal individual records (as proposed) versus a statistically valid sample of individual records? • Does the collection of types of disability have practical utility for enhancing services to persons with a disability in the One-Stop?

  22. Federal Register Notice Employment Information • Include Self-Employment

  23. Proposed Disability Categories • Orthopedic Visual • Speech • Hearing • Cognitive • Specific Learning • Mental, Emotional or Psychological • Drug Addiction or Alcoholism • Other (If not included in the above)

  24. Federal Register Notice Focus of Comments • September 14 • 60-day public comment period for EMILE reporting system ends.

  25. TECHNICAL ASSISTANCE • JAN – Job Accommodation Network • Customer Satisfaction Evaluation 2003-2008 • Provides information about job accommodations, the ADA, and the employability of people with disabilities • Serves employers, employees, or job candidates • 1-800-526-7234 (V/TTY) • www.jan.wvu.edu

  26. TECHNICAL ASSISTANCE • EARN – Employer Assistance Referral Network • Connects employers to employment service providers who have direct access to candidates with disabilities • Provides technical assistance to employers • 1-866-327-6669 (V/TTY) • www.earnworks.com

  27. TECHNICAL ASSISTANCE • NCWD/Y – National Collaborative on Workforce and Disability/ Youth • To ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunity for employment and independent living. • Provides technical assistance to grantees and workforce development staff • 1-877-871-0744 (V/TTY) • www.ncwd-youth.info

  28. TECHNICAL ASSISTANCE • NCWD/A – National Center on Workforce and Disability/ Adult • Comprehensive technical assistance resource that can assist organizations and professionals who provide workforce development and employment related services to adults with disabilities. • 1-888-886-9898 (V/TTY) • www.onestops.info

  29. TECHNICAL ASSISTANCE • Section 188 Checklist • http://www.dol.gov/oasam/programs/crc/section188.htm • Small Business and Self-Employment Service (SBSES) • http://janweb.icdi.wvu.edu/sbses/ • 800-526-7234

  30. WWW.DOL.GOV/ODEP (202) 693-7880 TTY (202) 693-7881

More Related