Five Year State Plan for Florida Developmental Disabilities Council

Florida Developmental

Disabilities Council

Five Year State Plan

For year 2014

Submitted on: Thursday, August 15, 2013 09:08pm

Printed on: Monday, October 7, 2013 01:52pm

Debra Dowds, Executive Director

Florida Developmental Disabilities Council

124 Marriott Drive

Tallahassee, FL

32301

OMB Approval No.: 0980-0162Expiration Date: pending

Section I : Council Identification

PART A: State Plan Period: October 1, 2011 through September 30, 2016

PART B: Contact Person: Debra Dowds, Executive Director

Phone Number: (850) 488-4180

E-Mail: [email protected]

PART C: Council Establishment:

(i) Date of Establishment: 1995-Dec-29

(ii) Authorization: State Statute

(iii) Authorization Citation: Chapter 393 F.S., Governor's Executive Order 95-478

PART D: Council Membership [Section 125(b)(1)-(6)].

(i) Council Membership rotation plan:

Members of the Council can be appointed by the Governor for a four year term and may be reappointed to asecond successive term. The Council submits recommendations to the Governor for reappointments, as wellas for replacement candidates. The recommendations also include the membership requirements of the DDAct. Contact is maintained with the Governor’s Office throughout the process, which provides reminders ofthe time frame. The Governor has historically requested three recommended candidates for each openingand usually uses many of the Council’s recommendations. The Council can recommend to the Governor thata member be removed for non-attendance; violation of the Council By-Laws, Code of Ethics and Decorum, orConflict of Interest policy; or taking other actions to the detriment of the Council. Council members continue toserve until their replacements are appointed, unless the member has notified the Council or Governor’s Officeof the resignation in writing.

OMB 0980-0162 2014 DD Suite Five Year State Plan : Florida Developmental Disabilities Council of 144

(ii) Council Members:

# Name Code Organization Appointed Term Date Alt/Proxy State Rep Name1 McKinlay, Alesia A1 Division of Vocational Rehabilitation 2012-Sep-20 Jan Pearce

2 Verra-Tirado, Monica A2 Department of Education 2012-Sep-20 Cathy Bishop3 Kervin, Shirley A3 Department of Elder Affairs 2005-Dec-15

4 Harris, Shevaun A4 Agency for Health Care Administration 2013-Feb-125 Whitney, Robert A5 Disability Rights Florida 2010-Oct-07

6 Recommendations at theGovernor's Office

A6

7 Sherman, Jean A6 University of Miami Mailman Center 2013-Feb-138 Bradley, Richard "Dick" A7 Arc of Alachua County 2012-Sep-20 2014-Sep-30

9 Wood, David A7 Jacksonville Health & Transition

Services

2012-Sep-20 2014-Sep-30

10 Recommendation at the

Governor's Office

A8 Department of Health

11 Palmer, Barbara A9 Agency for Persons w/Disabilities 2012-Sep-20 Denise Arnold

12 Vacant A9 N/A13 Archer, Pat B1 N/A 2010-Oct-07 2014-Sep-30

14 Leigh, Kathy B1 N/A 2010-Oct-07 2014-Sep-3015 McAllister, Kathy B1 N/A 2005-Dec-15 2011-Sep-30

16 Moon, Thomas "TJ" B1 N/A 2013-Feb-13 2015-Sep-3017 Riccardi, Tricia B1 N/A 2010-Oct-07 2011-Sep-30

18 Robinson, Sara B1 N/A 2010-Oct-07 2014-Sep-3019 Stewart, Casey B1 N/A 2010-Oct-07 2014-Sep-30

20 Alfonso, Rixys B2 N/A 2010-Oct-07 2014-Sep-3021 Bianco, Ronni B2 N/A 2007-Nov-23 2015-Sep-30

22 Jackson, Cynthia "Marcy" B2 N/A 2012-Sep-20 2015-Sep-30

23 James-Miller, Sylvia B2 N/A 2010-Oct-07 2015-Sep-3024 Zepp, Victoria B2 N/A 2012-Sep-20 2015-Sep-30

25 Dahn, Conney B3 N/A 2012-Sep-20 2015-Sep-3026 Harlow, Laurie B3 N/A 2012-Sep-20 2015-Sep-30

27 Kabot, Susan B3 N/A 2010-Oct-07 2014-Sep-3028 Kosik, Jack B3 N/A 2012-Sep-23 2015-Sep-30

29 Moran, Bernadette B3 N/A 2012-Sep-20 2014-Sep-3030 Recommendations at the

Governor's Office

C1

PART E: Council Staff [Section 125(c)(8)(B)].

# Name Position or Working Title FT/PT %

1 Bivins, Richard Communications Coordinator 100.00%

2 Bowman, Vanda Staff Assistant 100.00%

3 Cruz, Allison Deputy Director of Programs 100.00%

4 Dantzler, Evie Staff Assistant 100.00%

5 Dowds, Debra Executive Director 100.00%

6 Grimm, Misty Accounting Assistant 100.00%

7 Gritz-Swift, Shelia Employment Program Manager 100.00%

8 Hohmeister, Holly Health Care Program Manager 100.00%

9 Hooper, Margaret Public Policy Coordinator 100.00%

10 Jackson, Jarl Receptionist/Staff Assistant 100.00%

11 Katine, April Education Program Manager 100.00%

12 Miles, Elizabeth Community Living Program Manager 100.00%

13 Tan, Cindy Special Projects Manager 62.50%

14 Taylor, Lisa Chief Financial Officer 100.00%

15 Vacant Self Advocacy Program Manager 100.00%

16 Williams, Carolyn Records and Retention Compliance Assistant 100.00%


Section II : Designated State Agency

PART A: The designated state agency is:

The Council itself.

PART B: Direct Services. [Section 125(d)(2)(A)-(B)].

PART C: Memorandum of Understanding/Agreement: [Section 125(d)(3)(G)].

PART D: DSA Roles and Responsibilities related to Council. [Section 125(d)(3)(A)-(G)]

PART E: Calendar Year DSA was Designated. [Section 125(d)(2)(B)]


Section III : Comprehensive Review and Analysis [Section 124(c)(3)]

INTRODUCTION: A broad overview of the Comprehensive Review and Analysis conducted by the Council.

The Council undertook a very thorough process for conducting the Comprehensive Review and Analysis

(CRA) and developing its goals and objectives. This process began in September 2009 with the Council’s

adoption of the Route to Success model for systems change as a foundation for the development of the next

5 Year State Plan. This model was a framework for examining the initiatives from the last five years and

beginning discussions regarding continuation of initiatives into the next state plan. Information for the CRA

was gathered starting with a review of planning documents and/or annual reports of sister and state

agencies, national reports, needs assessments, and other studies. Three different approaches were used to

elicit information, concerns and recommendations for improvements from stakeholders throughout the service

system. Two online surveys were distributed to the list servers and were available on the Council’s website

from April to July 2010. These surveys targeted individuals with developmental disabilities, families and

caregivers, providers of services, and other professionals, and responses could be provided on-line, by

phone, and via email. These surveys were publicized by state agencies, advocacy groups, and other

organizations through their newsletters and list servers. In all, 109 people responded to the survey. Eight

focus groups were convened in the spring of 2010 to gather input. The target audiences included individuals

with developmental disabilities, their families and other caregivers. The groups met in seven areas of the

state and were asked about their experiences with Florida’s service system and recommendations for

improvements. The findings and recommendations from the Council’s 2007 and 2008 Stakeholder Focus

Groups report were used as additional resources, which included a broader group of stakeholders.

Interviews were conducted with representatives of all major state agencies serving individuals with

developmental disabilities, directors of advocacy organizations, and the DD network partners. Each

participant was asked for their perspectives on key issues, strengths and challenges in Florida. Background

papers were developed for the Areas of Emphasis and compiled in a report (2010 Comprehensive State of

the State Report) that included an assessment of the state of the services, a synopsis of the issues, related

council initiatives, and stakeholder perspective from the focus groups, surveys, and leadership interviews.

This report and the major issues were provided to Council members, resource members, and staff

participating in the state plan development meetings. In September 2010, a priority-setting meeting was held

with members of the Council’s Program Planning and Evaluation Committee, chairs of each of the task

forces, resource members (non-Council members) from each of the task forces, and staff. The participants at

this meeting were charged with analyzing the 124 issues identified in the report and determining the priority

issues to address in the State Plan. After assessing each issue using the information from the report and

considering whether the Council was the best entity to undertake this issue, the participants identified 47

issues to recommend to the full Council. A State Plan meeting of the full Council was held in October 2010

where the Council members ranked the priority of the issues recommended and developed goals. In order to

achieve the desired system change, it was recognized that sufficient attention and resources needed to be

devoted to identified goals, which limited the issues and goals that could be included in the State Plan. Each

of the task forces and the Leadership Committee developed objectives, implementing activities and outcomes


for each of the goals. The goals and objectives were released for public input after approval by the Council at

its March 2011 meeting and received final approval at the June 2011 Council meeting.

PART A: State Information

(i) Racial and Ethnic Diversity of the State Population:

Race/Ethnicity Percentage ofPopulation

White alone 59.3%Black or African American alone 15%American Indian and Alaska Native alone 0.2%Asian alone 2.3%Native Hawaiian and Other Pacific Islander alone 0%Hispanic or Latino of any race 21.5%Some other race alone 0.3%Two or more races: 1.3%

(ii) Poverty Rate: 14.9%

(iii) State Disability Characteristics:

a) Prevalence of Developmental Disabilities in the State: 292900

b) Residential Settings:

Year Total Served A. NumberServed in Settingof 6 or less (per100,000)

B. NumberServed in Settingof 7 or more (per100,000)

C. NumberServed in FamilySetting (per100,000)

D. NumberServed in Homeof Their Own (per100,000)

2009 43385 0.157 0.057 0.175 0.0452007 44278 0.149 0.060 0.191 0.0432005 39330 0.136 0.062 0.155 0.040

c) Demographic Information about People with Disabilities:

People in the State with a Disability PercentagePopulation 5 to 17 years 4.9%Population 18 to 64 years 9.7%Population 65 years and over 35.5%

Race and Hispanic or Latino Origin of People with a Disability PercentageWhite alone 13.4%Black or African American alone 11.7%American Indian and Alaska Native alone 16.5%Asian alone 5.8%Native Hawaiian and Other Pacific Islander alone 6.9%Some other race alone 7.9%Two or more races 12.7%While alone, not Hispanic or Latino 14.6%Hispanic or Latino (of any race) 9.3%


Employment StatusPopulation Age 16 and Over

Percentage with aDisability

Percentagewithout a Disability

Employed 18.6% 61.2%Not in Labor Force 76.3% 30.9%

Education AttainmentPopulation Age 25 and Over



Less than High School graduate 25.5% 12.1%High School graduate, GED, or alternative 34.7% 29.2%Some college or associate's degree 25.2% 30.9%Bachelor's degree or higher 14.5% 27.8%

Earnings in the past 12 monthsPopulation Age 16 and Over with Earnings



$ 1 to $4,999 or loss 32.6% 18.9%$ 5,000 to $ 14,999 11.9% 9.8%$ 15,000 to $ 24,999 17.3% 19.1%$ 25,000 to $ 34,999 13% 15.3%

Poverty StatusPopulation Age 16 and Over



Below 100 percent of the poverty level 19.4% 12.3%100 to 149 percent of the poverty level 13.5% 9%At or above 150 percent of the poverty level 67.2% 78.7%

PART B: Portrait of the State Services [Section 124(c)(3)(A and B)]:

(i) Health/Healthcare:

Children in Florida receive health insurance coverage through four Kid Care programs, which includeMedicaid and Children’s Medical Services Network for children with special health care needs. As of July2011, over 1.9 million children were enrolled in Kid Care with Medicaid covering 27% of Florida’s children. Children 3 years and older who meet the state’s definition of developmental disabilities are eligible for the DDHCBS waiver. Health care services related to a child’s school program can also be provided through theschool districts funded either by Medicaid or the school districts. These children lose all health-relatedservices provided through the school districts and the services provided through Medicaid are extremelylimited as adults. Also, parental health insurance coverage ends at age 26. For example, children canreceive preventative and routine dental services under Medicaid, but adults can only receive extractions anddentures unless they are receiving waiver services. Barriers to health care as children transition to the adulthealth care system also includes a lack of adult health care providers, lack of training concerning childhoodonset conditions, and general fragmentation of the adult health care system.

Florida has converted the majority of the Medicaid programs to managed care with most counties offeringMedicaid recipients either Medipass or managed care. Under the Medicaid Reform, a five-county MedicaidReform experiment was implemented which allowed managed care plans to provide benefit packages thatdiffered from the Medicaid State Plan in scope, duration and frequency. Individuals with developmentaldisabilities were excluded as mandatory participants until a plan is developed for meeting the physical,developmental and emotional needs of this population. The Legislature continues to attempt to move theentire Medicaid program, including HCBS waiver, into more limited managed care plans.

Issues identified by individuals, families, and other stakeholders included the lack of access to dental careand therapy services for adults, the cost and lack of medical insurance, lack of doctors who are willing andtrained to provide medical care, lack of joint treatment for mental health and developmental disabilities, thegrowing problem of substance abuse, and the need to keep the DD HCBS waiver out of managed care.


These reported issues were further supported by survey results where half of the respondents reporteddifficulty finding a doctor who understood their health condition and about 12% reported always or usuallyexperiencing an unfriendly or unhelpful attitude at the doctor’s office. While 73% of the respondents had theirlast routine checkup within the past year, only 52% reported having a dental checkup. One of Florida'sCenter for Inclusive Communities top healthcare issues identified by their survey was the need for programsto address physical activity and exercise needs of individuals with developmental disabilities. The need formore attention to health and wellness in Florida is supported by 80% of individuals with disabilities reportingthey were less likely to engage in physical activity outside of work, compared to 61% of individuals withoutdisabilities.

(ii) Employment:

The most utilized employment related programs for individuals with developmental disabilities are thesupported employment HCBS waiver through the Agency for Persons with Disabilities (APD) and the Divisionof Vocational Rehabilitation (VR) services, which include but are not limited to On-the-Job Training,Supported Employment, individual business ownership, and Assistive Technology and devices. WorkforceFlorida, Inc. operates a network of One-Stop Centers throughout the state to offer individuals with and withoutdisabilities assistance with job searches, career counseling and employment planning, and occupational skillsor on-the-job training. The Agency for Workforce Innovation places Disability Program Navigators in someOne-Stop Centers to enhance the employability of job seekers with disabilities. Two additional employmentinitiatives include The ABLE Trust, which provides grants to support successful employment opportunities forindividuals with disabilities, and the Business Leadership Networks in the state.

Even with these services and initiatives, individuals with developmental disabilities in Florida areunderemployed and under paid. In 2009, 70% of Florida’s working-age individuals without a disability wereemployed. However, only 22% of the working-age individuals with a cognitive disability were employed. These individuals with a cognitive disability only worked an average of 33.27 hours a week with an averageearning of $20,747 annually compared with individuals without disabilities who worked an average of 38.76hours and earned an average of $37,685 annually.

The number of individuals receiving HCBS waiver supported employment services has seen very littleincrease in funding and actually experienced a decrease since 2002 when 4,098 individuals receivedservices and 2009 when 3,351 received services. The number of individuals in shelter employment and adultday (Day/Work) programs, however, is growing and well exceeds the number in supported employment. In2006, there were 2,807 individuals in supported employment and 15,220 in Day/Work. In 2009, while thenumber of individuals in supported employment increased to 3,351, the number in Day/Work increased to17,709. The funding being used for Day/Work programs could be used more efficiently and effectively toachieve and retain employment.

The issue relative to employment most often cited by individuals and families in their input to the Council wasthe desire for a job and the need for professional support finding and maintaining employment. The limitedemployment of individuals with developmental disabilities was attributed to the absence of relationships withemployers that would yield job opportunities, lack of Phase II Supported Employment services for those noton the waiver, and the perception that VR does not recognize the capabilities and potential of individuals withmore significant disabilities to work. Additional concerns raised included the fear of losing benefits, thelimited opportunities for students transitioning out of high school into employment, and the wage levelindividuals receive when they do become employed. The needs assessment survey conducted by theFlorida Center for Inclusive Communities supported these issue with the following themes that emerged fromthe responses: employer attitude and lack of expectation by all stakeholders; lack of supports and services;fear of losing benefits; and lack of training and experience. Recently, the Governor’s Commission on Jobsfor Floridians with Disabilities was created to address the barriers and cultivate job opportunities forindividuals with disabilities. Overarching these various aspects of the services delivery system is that the


priority for Florida should be employment as the first option for all individuals with developmental disabilities.

(iii) Informal and informal services and supports:

There is a wide variety of services and supports available in Florida to assist individuals with developmentaldisabilities. Disability related services include Vocational Rehabilitation’s employment-related services; assistive technology assistance through the schools, and the Florida Alliance for Assistance Services andTechnology; Exceptional Student Education services for school age children; Centers for Independent Living; State Plan Medicaid Services; SSI and SSDI; and the disability-related HCBS waiver, including the Aged andDisabled Adult waiver, Brain and Spinal Cord Injury Waiver, and the Developmental Disabilities waiver. Non-disability-related services include food stamps and public assistance; Elder Services; substance abuseservices; children and adult mental health services; adult protective services; foster care; and the StatewidePublic Guardianship Office. However, these services are often very limited in the number of people who canbe served, specific in focus without adequate connections to a system of services, and difficult to navigateand access. The limited availability of some of the most needed services is evident in the 20,376 individualson the waitlist for the DD HCBS waiver . These numbers continue to grow. Even for the 29,958 individualsreceiving these waiver services, the reductions in services experienced thus far and potential reductionsanticipated will necessitate greater reliance on non-waiver services and supports. In order to moreadequately address the needs of these individuals with developmental disabilities in Florida, we will need toutilize more generic services, develop more informal supports, and strengthen natural supports.

Individuals, families, providers and leadership in their input to the Council were all very concerned about theimpact that the shrinking program budgets will have on futures services. This includes maintaining servicescurrently received, serving individuals not currently receiving services, and the provision of quality services. Additional issues raised include a lack of communication and coordination, funding silos and fragmentation,the need to maximize other programs and community-based resources, and lack of information aboutavailable services.

The Strategic Path Forward for Florida’s system for serving individuals with developmental disabilitiesrecognized that the government’s role is becoming more modest and that individuals and families mustincreasingly look to each other and their communities to receive the support they need. Action Area 3 fromthe Strategic Path calls for Florida to tap into the generic resources available in local communities and build astronger commitment to coordinating public services by promoting partnerships with and amongself-advocates, families, and state and local agencies. Efforts to develop community resource connectionshave already begun. The L.E.N.S. project, which was conducted by APD in several areas of the state,began the process of working with others in the community to address the community issues. The Agencyfor Persons with Disabilities statewide Americorps program implemented this past year is working toward thegoal of at least 7% of the persons on the waitlist receiving services that result in volunteer opportunities,internship opportunities, on-the-job training, job placement or respite. The Council is also currently facilitatingthe establishment of community coalitions that will support the development of informal and volunteerservices to address the unmet needs of individuals with developmental disabilities in those communities.

(iv) Interagency Initiatives:

In Florida, many inter-agency initiatives are working to address barriers, reduce duplication, and create moreeffective service delivery. The Council is a participant on a number of these councils and committees. Belowis a sample of these inter-agency initiatives.

The Aging and Disability Resources Center Statewide Stakeholder Advisor Council, composed ofrepresentatives from the Department of Elder Affairs (DOEA), the Agency for Persons with Disabilities (APD),the Aging Network, the Council, and others, provides feedback to a team that is expanding the information


and referral services for the disability population by developing an Aging and Disability Resource Center(ADRC) in many areas of the state. This project will increase collaboration between the Aging Network, APDand other disability organizations, and increase visibility of the ADRC as a trusted place for persons withdevelopmental disabilities. It will also expand the mission of the ADRC to include the provision of informationand assistance, long-term care options, and counseling and referrals for appropriate and available services topeople with developmental disabilities, enabling them to remain in the community and avoid hospitalizationand/or a facility stay.

The Expanding Opportunities Work Group is working to improve inclusion for children birth-5 into the variousearly childhood settings in the state. The work group developed a flyer on the benefits of inclusion, and aweb-based tool kit on early childhood inclusion for providers and families. The workgroup, composed ofrepresentatives from Part C providers, Department of Children and Families (DCF), the Department ofEducation (DOE) and the Council, is also developing competencies to ensure that specialists who supportchildren with disabilities from birth-5 have the necessary knowledge, skills, and dispositions.

The Interagency Quality Advisory Council provides oversight of quality assurance activities conducted by theDelmarva Foundation, monitors compliance with contractual obligations, and provides a forum for discussionand development of recommendations to ensure that quality assurance activities result in practical, usefuland easily understood information to stakeholders which can be used to facilitate meaningful qualityimprovement. Members of this Council include support coordinators, self-advocates, a member of the familyCare Council, a service provider and the Florida Developmental Disabilities Council.

The Governor’s Commission on Jobs for Floridians with Disabilities was recently created to advance job andemployment opportunities for Floridians with disabilities to help them achieve greater independence, as wellas provide public policy solutions and strategies to the Governor and state policymakers to fulfill this vision.Members of the Commission include the Division of Vocational rehabilitation (VR), APD, and the Agency forWorkforce Innovation.

DOE's Secondary Transition Interagency Committee is working to improve the transition services for studentsin public schools age 14 to 22 or younger, as appropriate. The Council is a participant on this committee.

DOE’s Division of Vocational Rehabilitation (VR) has begun entering into Third Party CooperativeArrangements with local school districts to collaborate on improving and expanding VR transition services.The goal is to provide Community-Based Work Experiences to VR transition students while they are still inhigh school. These early work experiences help youth plan for and achieve adult employment success.

(v) Quality Assurance:

As reported in the A Strategic Path Forward, Florida’s efforts over the years to establish local and astatewide self-advocacy organizations has been sporadic. The Council’s most recent initiative has resulted inthe formation of ten grassroots networks of individuals with developmental disabilities who are learning howto exercise choice, self-direction and responsibility that can be applied to all areas of their lives to allow themto live as independently as possible. These self-advocacy groups have been working to establish astatewide self-advocacy organization. Two other recent self-advocacy developments have been theestablishment of an ADAPT of Florida, which is focused on public policy activities, and the FloridaSelf-Advocacy Alliance, which is creating a network of self-advocates. The Strategic Path Forward reportidentified promoting self-direction as a key action area for sustaining the future of developmental disabilitiesservices in Florida.

Preventing, detecting and responding to abuse and neglect is important for the protection and safety ofindividuals with developmental disabilities, particularly individuals who are not able to advocate forthemselves. One of the core components of Florida’s efforts include monitoring of services by the Agency for


Persons with Disabilities (APD) and the Florida Statewide Quality Assurance Program (FSQAP). In the 2011FSQAP report, 86% of the individuals interviewed reported that they were free from abuse, neglect andexploitation. When someone suspects abuse, neglect or exploitation, they can make a report to the AdultProtection Abuse Hotline for investigation by the Department of Children and Families. Disability RightsFlorida also has the authority to investigate reports of abuse and neglect in many types of settings. Much oftheir focus has been on individuals in residential facilities, with an emphasis the last few years on the MentalRetardation Defendant program due to concerns about the excessive use of restraint and seclusion. DuringFY 2010, the abuse, neglect or discrimination of rights complaints of 17 individuals living in institutions and294 individuals living in the community were remedied by Disabilities Rights Florida. Until 2010, whenabolished by the Legislature, Florida also had Local Advocacy Councils with volunteers who monitoredresidential settings for abuse and neglect. Efforts to prevent abuse and neglect include APD’simplementation of a Zero Tolerance initiative and Disabilities Rights Florida’s success in getting legislationpassed to modernize background screening requirements. Appropriate guardianship is an important elementof protecting an individual with developmental disabilities’ civil and human rights. The Statewide PublicGuardianship Office is responsible for the oversight and monitoring of all public guardianship.

Input from families included the need to address the abuse and neglect in group homes and supported living,particularly with the loss of the Local Advocacy Councils. Restraint and seclusion in the schools is an issuethat the Council, Disability Rights Florida, and Florida Center for Inclusive Communities have been extremelyconcerned and have worked collaboratively to address. During the 2010 session, the Legislature amendedexisting law to require parental notification, reporting requirements, fire safety requirements for seclusionrooms, prohibition of restraints that block airways, and data collecting requirements for restraint and seclusionincidents in the public school system. Additional protections are needed including when restraint andseclusion can be used and prohibiting schools from including restraint and seclusion in the IEPs and 504plans.

(vi) Education/Early Intervention:

Florida’s IDEA Part C, Early Steps is administered by Children’s Medical Services within the Department ofHealth, with 15 local Early Steps offices contracted through community-based organizations administering theprogram across the state. The program has received very minimal funding increases since its inception and,in turn, has not kept pace with the growth in number of children needing services. In 2009-2010, earlyintervention services were provided to 44,185 children. The state Early Steps office, local Early Step officesand stakeholders recognized the challenge to continuing to offer Part C services. The Council funded acollaborative planning process to develop a plan for the sustainability of the Early Steps program. The planidentified a number of strategies to improving the revenue streams, cost efficiencies, visibility of the programand program operations. Families, providers and other stakeholders in our public input process allrecognized the important value of Early Steps. Families were able to realize measurable outcomes andproviders and leaders added that these early intervention services could prevent more costly and long-termwaiver services in later years. The need for expansion of the Early Steps services was heard, particularlyfor the behavioral services.

The Florida Department of Education (DOE) has the responsibility for the state’s public education system,with school districts in each of the 67 counties having responsibility for provision of the public educationservices. Within DOE, the Bureau of Exceptional Student Education and Student Services is responsible forproviding technical support to the school districts relative to exceptional student education services. InOctober 2009, there were 361,995 students served under IDEA, Part B representing approximately 14% ofthe total public school membership. Some of the key trends for Florida students with disabilities isattendance in a regular classroom has increased from 64% in 2008-2009 to 69% in 2010-2011, and thepercentage of transition IEPs found compliant has increased from 24% in 2007-2008 to 82% in 2009-2010.These trends need to continue and improve. The percentage of students with disabilities going into highereducation after exiting school increased from 24% to 27% but is still low compared to their nondisabled peers


at 58%. The percentage of students with disabilities going into employment in 2008-2009 was 30% forstudents with disabilities compared to 40% for students without disabilities. Input from individuals, families,and other stakeholders showed that students and families wanted teachers and other school professionals tobe more informed of available services outside the school system and to assist families in accessing theseservices. There were several comments relative to transition, including students and families wanting earlierand better transition planning, more community based learning experiences, more focus on preparingstudents for when they transition from school to adult services so that these students do not face the current“service cliff”, and an emphasis on employment. The population of students with disabilities ages 19- 22continuing their education has grown by 112.6% since 1997-98. This increase also provides an opportunity tofocus on post-secondary education that will improve the students’ potential for employment.

(vii) Housing:

While there has been movement out of the larger residential settings in Florida, there have not been sufficientoptions for affordable housing for adults with developmental disabilities. Florida has relied heavily on thefamily with 70.3 percent of the individuals living with the family compared to the national average of 57.7percent. In addition, Florida has 64,501 individuals with developmental disabilities who are living with agingcaregivers and who will soon require alternative living arrangements. One concern with the use of grouphomes is that the most recent quality assurance review found that, compared to individuals living with theirfamily and independently, individuals living in group home settings were less likely to participate in thedecisions about their services and support (an important indicator of the development of choice and control.)

Not all adults want to or can live with their families. The need for a wider range of choices in livingarrangements that are high quality and affordable was clearly heard from the focus groups, surveys andleadership interview. The Council also heard from a growing movement wanting Planned ResidentialCommunities who believe that these communities will help solve many existing problems (i.e., safety, accessto services, transportation and aging parents/caregivers). Such communities are not consistent with thegoals and values of the Developmental Disabilities Act. Instead, other options for housing that addressthese issues and provide for inclusion in the community need to be explored and offered.

Florida also needs to develop and/or expand other funding options and resources to support inclusivehousing alternatives. Individuals with developmental disabilities often rely almost solely on their SSI and thewaiver. However, in Florida, an individual would need to spend 128% of their SSI to rent a one-bedroomapartment. There are a variety of federal, state and local programs that can be a direct or indirect resource inaddressing housing needs. Some of the main programs include the State Housing Initiatives PartnershipProgram, State HOME Funds for Rental Housing, State HOME Funds for Homeowenership Assistance,Housing Credit Program, State Apartment Incentive Loan, and the Hurricane Housing Recovery Program . Individuals, families and developmental disability community providers are not aware of these resources, norlinked with this system to facilitate access. Recommendations to improve access and availability toaffordable housing from the Florida Housing Coalition and the Florida Supportive Housing Coalition, includeproviding information and education to individuals and families regarding these federal, state and localprograms; forming or participating in partnerships and coalitions at the local and state level to improve accessto these programs; increasing the supply of housing units; and improving housing subsidies.

(viii) Transportation:

In Florida, the two basic forms of community transportation (public transportation and paratransittransportation) are managed through the Florida Department of Transportation. The Public Transit Officemanages the public transit and intercity bus services. The Commission on Transportation Disadvantagedcoordinates the transportation services for persons who are unable to transport themselves or purchasetransportation because of physical or mental disability, income status or age. Specifically, the Commission is


the state-level policy board that is responsible for overseeing the provision of transportation services toeligible persons. In each county, a local community transportation coordinator and planning agency areresponsible for the actual arrangement and/or delivery of the transportation services. Each of these 67counties have different transportation providers making it difficult to travel from county-to-county or across thestate. Also, paratransit services is available primarily for medical trips which fosters isolation and is a barrierto employment. For FY 2009-2010, the Transportation Disadvantaged system provided 51,596,487 trips; ofthese 5,170,092 were provided to individuals with disabilities. The potential transportation disadvantagedpopulation in Florida is projected to be 7.3 million and is estimated to grow to 8.25 million by 2015.

Safe, affordable, and reliable transportation is a critical component to community inclusion but continues tobe identified a barrier. Transportation was identified as an ongoing issue in the focus groups, surveys andleadership interviews. It was reported that although there have been improvement over the years, therecontinues to be regulatory issues in local communities and concerns regarding reliability, timeliness andprofessionalism of providers. Safety was also a concern when riders have long waits in isolated areas inearly morning and late evening hours. It was reported that individuals want transportation for employmentand community participation that is timely, reliable and safe. They want para-transit service regulations togive priority for employment and community participation. They are interested in alternative transportationmodels like vouchers. Many individuals are more than willing to use the public transportation systems, butwant more safeguards put in place like marked bus stops in smaller communities, better trained drivers, andtraining programs for individuals to help them develop independent transportation skills. The unmettransportation need is further supported by the 677,966 requests for trips that the TransportationDisadvantaged system could not meet in 2010.

The Governor’s Commission on Disabilities also identified transportation as an essential component forcommunity based services and providing the freedom to have full and quality access to the community. TheCommission’s report included recommendations to address the concerns and barriers that people withdisabilities faced everyday with transportation. The Council partnered with the Commission and the ABLETrust to conduct a study on the feasibility of establishing alternative transportation options, including the useof transportation vouchers. A voucher-based transportation model was found to be a viable alternative ofproviding transportation that provides more consumer choice and control, is cost effective and can beparticularly valuable in rural areas where transportation options are extremely limited.

(ix) Child Care:

The early care and education services for young children in Florida are primarily offered through private earlycare and education centers and family homes, public schools, and Head Start programs. The 31 EarlyLearning Coalitions in the state are responsible for administering many of the state and federal earlyeducation programs. Through the coalitions, the School Readiness program offers parents financialassistance for child care, and served over 240,000 children in 2009-2010. Many of the private early care andeducation centers and public schools offer a school year or summer Voluntary Prekindergarten Program(VPK), which is free for all four-year-olds. In 2009-2010, 156,885 four-year- olds participated in the VPKprogram. Head Start is also available and served 40,439 children birth through 5 in FY 2008. It is importantthat children with developmental disabilities be included in Florida’s early care and education services, aswell as in before- and after-school programs.

Early childhood inclusion can result in a sense of belonging and membership, positive social relationshipsand friendships, and development and learning so that both children with and without disabilities reach theirfull potential. Florida has provided a framework for supporting inclusion of children with disabilities in childcare through legislative language encouraging inclusion and requiring the provision of technical assistance;the interagency Expanding Opportunities State Team that focuses on improving inclusion; the FloridaDirectory of Early Childhood Services, which provides information and referral services relative to childrenwith disabilities; and the Inclusion Warm Line, which provides assistance to early care and education


providers relative to the disability issues of children via toll-free local phone lines. However, many parentsare still unable to find early care and education centers or before- and after- school care that will acceptand/or retain their children with disabilities, particularly children with behavioral issues. Some of the callsreceived by the Florida Directory of Early Childhood Services have revealed the difficulty that parents ofchildren with disabilities and special needs have finding early care, as well as before- and after-school andsummer care.

Parents of children with disabilities already earn less than families with children without disabilities becausethey work fewer hours, can be less productive due to physical and emotional exhaustion, and take lowerpaying jobs to be closer to home and maintain health insurance. The concern is, without adequate child care,the parents’ ability to financially support their families would be in further jeopardy. There is a direct linkagebetween the level of knowledge and understanding of disabilities and the support available, and a center’swillingness to serve children with disabilities. Research suggests that early childhood professionals may notbe adequately prepared to serve young children enrolled in inclusive programs. In Florida, the trainingprovides a basic understanding of disabilities, but does not equip staff with the knowledge and tools to enablethem to appropriately serve these children. Another important component of quality early care and educationis the early identification of potential delays and conditions that could be ameliorated with intervention. However, a survey conducted by the Council found that only fifty percent of the centers in the studyconducted a center-wide developmental screening for the children.

(x) Recreation:

N/A

PART C: Analysis of State Issues and Challenges [Section 124(c)(3)(C)]:

(i) Criteria for eligibility for services:

The specialized services and generic services that are of most value to individuals with developmentaldisabilities in Florida are as follows: Developmental Disabilities Home and Community-Based Services(HCBS) Waiver, Aged and Disabled Adult HCBS Waiver, Community Care for Disabled Adults program,Traumatic Brian and Spinal Cord Injury HCBS Waiaver, Medicaid State Plan Services, KidCare (healthinsurance), Children’s Medical Services Network (health insurance for children with special health careneeds), IDEA Part C early intervention, Exceptional Student Education Program (IDEA), and VocationalRehabilitation. The Developmental Disabilities HCBS Waiver is the major service system for individuals withdevelopmental disabilities. Florida offers a broad array of services (28). Individuals are considered a familyof one regardless of the age, eliminating income requirements as a barrier to services. The most significantissue that excludes individuals is that the Developmental Disabilities HCBS Waiver will only serve individualswho meet one of the following five conditions: intellectual disabilities, Cerebral Palsy, Spina Bifida, Autism,Prader-Willi syndrome, and, just added, Down Syndrome. The specific criteria applied to determine thesefive conditions can exclude individuals who are at less significant levels . For example, not all individuals onthe autism spectrum disorder are eligible, only those with autism. The programs for individuals with otherdevelopmental disabilities are very limited. For example, the Traumatic Brian and Spinal Cord Injury HCBSWaiver only serves individuals who experience those conditions. The Aged and Disabled Adult ServicesWaiver uses a much broader disability eligibility requirement (i.e., determined disabled by SSA), however, thefunding has historically been significantly limited serving only 788 as of December 2010. The Legislature didappropriate funds to serve 600 – 750 additional individuals with disabilities on this Waiver’s waitlist. However, many more individuals with other disabilities, including developmental disabilities using the federaldefinition, are not receiving the fundamental long term services needed.


Second, the criteria for eligibility for the IDEA Part C Early Intervention program is specific to identifieddiagnosed conditions (i.e., genetic and metabolic disorders, neurological disorder, Autism Spectrum Disorder,severe attachment disorder, significant sensory impairment, and infants who weigh less than 1,200 grams atbirth) and levels of developmental delay (meets or exceeds 1.5 standard deviations below the mean in two ormore developmental domains or 2.0 standard deviations below the mean in one or more of the domains). Infants and toddlers with developmental delays that are not as significant are not eligible for services. Funding constraints have led to a recent modification of the criteria for eligibility resulting in additional infantsand toddlers no longer being eligible for early intervention services, primarily those with minor speech delays. While the conditions or delays of these infants and toddlers are not as significant, these are still children forwhom early intervention services could ameliorate the delay or condition, thus improving their potential foroptimal growth and development.

A third issue that impacts the services available is the significant difference between the services available forchildren and those available to adults. Children have access to the IDEA services through the school system,but the services available in Florida through the basic Medicaid State Plan differ dramatically betweenchildren and adults. Unless the individual receives Developmental Disabilities HCBS Waiver services, thereis a significant service “cliff” when adulthood is reached. The scope of services available becomes virtuallynon-existent.

(ii) Analysis of the barriers to full participation of unserved and underserved groups of individuals with

developmental disabilities and their familes:

With its large population and geographical area, Florida is a diverse state. The Council has focused itsefforts on reaching two major populations that are traditionally unserved and underserved – theHispanic/Latino community and individuals living in rural areas of the state.

The 2010 Census data showed that 22.5% of Florida’s population identifies as Hispanic or Latino. This issignificantly higher than the national level of 16.3%. This population often experiences less access toservices due to language and cultural differences. Studies also indicate that Hispanic students withdisabilities are at a greater risk for social isolation due to the complexity of being members of two minoritygroups.

As reported in the 2010 Census, 33 of Florida’s 67 counties are considered rural. Approximately 1.2 millionof Florida’s citizens live in rural communities. In addition, several other counties contain large rural areas, butare not classified as rural. The 2010 Census estimates that equates to an additional 2.1 million people. Individuals living in rural communities face several challenges. Rural citizens historically experience higherrates of poverty, higher unemployment, and poorer health than those in non-rural communities. Thesedifficulties are exacerbated for individuals with developmental disabilities residing in rural areas. They oftenhave limited or no access to local service providers. Their access to appropriate health care may bediminished due to underfunded hospitals and the difficulty of attracting and retaining medical and dentalpractitioners in rural areas where Medicaid reimbursement rates are typically lower. Transportation posesanother significant challenge. The larger geographical areas of rural counties result in higher costsassociated with providing transportation. Public transportation options may be nonexistent or limited. Employment opportunities are also more limited in rural areas. According to a 2005 case study, teachers inrural communities also face barriers in implementing inclusive classrooms. They experience limited outsidehelp to support students due to a lack of trained providers and they experience fewer training opportunitiesfor learning effective inclusive strategies.

Several of our state plan goals directly address the needs of individuals with developmental disabilities inHispanic and rural communities. This includes goals in the areas of health care, self-advocacy, andemployment. In addition, the Council includes a provision in many of our contracts that Providers mustspecifically target trainings and the marketing of projects to unserved and underserved populations. The


populations targeted by these initiatives often include a broader group of unserved and underservedpopulations, such as African-Americans, as does our communication activities.

(iii) The availability of assistive technology:

In Florida, assistive technology devices and services are provided through multiple entities. The Departmentof Education, Bureau of Exceptional Education and Student Services, provides regional and statewidetechnology support services and accessible instructional media support through the Regional FloridaDiagnostic Learning and Resource Services Technology Specialists, Regional Assistive TechnologySpecialists, a statewide loan library, statewide technology services targeting assistive technology, andinstructional technology. Some assistive technology devices are reimbursable under the Medicaid StatePlan, such as dedicated augmentative and alternative communication systems. The DevelopmentalDisabilities Home and Community Based Waiver covers some assistive technology devices, such as adaptivedoor openers, portable lifts, adaptive switches to operate equipment and environmental controls. TheDivision of Vocational Rehabilitation may provide rehabilitation technology services and/or worksitemodifications when the individual with disabilities requires such services to benefit from the vocationalrehabilitation services or achieve an employment outcome. The Florida Alliance for Assistive Services andTechnology (FAAST) is funded through the Assistive Technology Act of 2004 and the RehabilitationServices Administration to provide the following services: hands-on assistive technology demonstrations andtrainings, financing for assistive technology purchases, assistive device lending programs, reutilizing/refurbishing computers, and other related services.

A feasibility study conducted on the use of assistive technology in the daily lives of individuals withdevelopmental disabilities in Florida found that assistive technology is used by many to manage limitationsresulting from disabilities, reduce the need for personal assistance, and promote independence. Lack offinancial resources was identified as a significant barrier to procuring assistive technology for many, as waslack of knowledge of available resources. Barriers to effective integration of assistive technology in theschools were identified and included a lack of appropriate staff training and support, inadequate assessmentand planning processes, insufficient funding, difficulties procuring and managing equipment, and timeconstraints. In addition, for individuals with intellectual disabilities, a major barrier was the complexity anddifficulty in the use of the assistive technology. Disabilities Rights Florida identified the lack of access toassistive technology services for students with disabilities in Florida as a need. In addition, the Council’scomments to the Race to the Top implementation efforts included the importance of both access toaccommodations and technology devices to allow students to function as independently as possible and theknowledge of the teachers and other staff in the operation of the devices. It is apparent that access totechnologies in materials and instruction is a critical component to enabling children with disabilities toreceive their education in inclusive general education settings. Universal access to such technologiescreates learning environments which are inherently designed for diversity, making natural education settingsaccessible to all children, all together, all the time.

(iv) Waiting Lists:

a. Numbers on Waiting Lists in the State:


Year State Pop.(100,000)

Total Served NumberServed per100,000 statepop.

NationalAveragedserved per100,000

Total personswaiting forresidentialservices neededin the next yearas reported bythe State, per100,000

Total personswaiting for otherservices asreported by theState, per100,000

2009 185.000 43385 234.000 1.229 0.038 0.1892007 183.000 44278 242.000 0.883 0.043 0.1502005 178.000 39330 221.000 0.738 0.031 0.146

b. Description of the State's wait-list definition, including the definitions for other wait lists in the chart above:

The Agency for Persons with Disabilities (APD) Central Office maintains the waitlist of persons who havebeen determined eligible for the Developmental Disabilities HCBS Waiver when funding is available. TheDivision of Vocational Rehabilitation (VR), within the Department of Education, also has had a waitlist ineffect since 2008. As of August, 2013, 1,179 individuals waiting for services in Category 3 ( eligible individualwith a disability which does not seriously limit a functional capacity in terms of work and/or services and isexpected to last less than six months). Category 1 and Category 2 do not have a waiting list at this time. Theinformation presented in the waitlist chart above includes numbers for the Developmental Disabilities HCBSWaiver waitlist only. Individuals with developmental disabilities would fall into Category 1 and 2 for VR andwould not be included in the Category 3 waitlist.

c. To the extent possible, provide information about how the State selects individuals to be on the wait list:

Individuals are placed on the APD waitlist if they apply to receive waiver services and meet one of thefollowing eligibility categories: intellectual disabilities, Down Syndrome, Autism, Cerebral Palsy, Spina Bifidaand Prader Willi Syndrome. Medicaid eligibility is presumed since the waiver uses a family of one for incomeeligibility. This past year, the process for selecting individuals to move from the waitlist to the waiver waschanged to include criteria to prioritize individuals, in addition to the waitlist prioritization categories. Inaddition to continuing those who meet the definition of crisis, with this process, children in the child welfaresystem who will be reunified with their family or who will be adopted will be prioritized for waiver enrollment. Awaitlist prioritization tool will be used to determine those with the more intensive needs who should be servedfirst, initially from individuals in the intensive need category and caregiver over the age of 70 category.

d. Entity who collects and maintains wait-list data in the State:

Case management authorities

Providers

Counties

State Agencies

Other: State Agency - APD

e. A state-wide standardized data collection system is in place:

Yes/No

f. Individuals on the wait list are receiving (select all that apply):


No services

Only case management services

Inadequate services

Comprehensive services but are waiting for preferred options (e.g., persons in nursing facilities,

institutions, or large group homes waiting for HCBS)

Other: see description below

Other services:

Other services description(s):

If the person is determined eligible for services and placed on the waitlist, they receive support coordination

services and a support plan is developed to address their goals. In addition, APD works to address some of

the needs of individuals on the waitlist. A general revenue line item fund (Individual Family Services) is used

to provide some services such as respite and to address an emergency need that would alleviate a crisis. A

new on-line Resource Directory has been developed to assist all individuals with developmental disabilities

and their families to identify resources in their community that may assist them with their needs. This past

session, the legislature allocated $500,000 for supported employment and internships for individuals with

developmental disabilities on the waitlist who are transitioning from school to employment.

g. Individuals on the wait list have gone through an eligibility and needs assessment:

Yes/No

Use space below to provide any information or data related to the response above:

The Waitlist Prioritization Tool now used to evaluate individuals on the waitlist will first use the agency’sapproved needs assessment and Questionnaire for Situational Information (QSI) to identify the individual’sneeds in the area of functional skills (personal and daily living activities), behavior concerns (presence ofbehavior issues), and physical (medical) concerns. Then a series of Family Risk Factors will be used toidentify the level of risk that is affecting the individual’s caregiver/family situation. Examples of these factorsinclude Individual is aging out of Medicaid or school system in next 6 months, primary caregiver unable togive care due to health status of primary caregiver, others in family home who also need to be cared for (child, elderly, other with disability).

h. There are structured activities for individuals or families waiting for services to help them understand their

options or assistance in planning their use of supports when they become available (e.g. person-centered

planning services):

Yes/No

i. Specify any other data or information related to wait lists:

The Council has engaged the major stakeholders within and outside the disability community to develop aDevelopmental Disabilities Wait List Strategic Plan. The process being used to develop the Strategic Plan


has included a significant amount of research and data collection. One report produced was an in-depthdescriptive analysis of the HCBS wait list data which provided extensive information and data about theindividuals on the waitlist. Categories of information included demographics; developmental disabilities andintellectual disability descriptive analysis;, description of living settings, inclusion activities, and life changeexperiences; analysis of assessment data in 3 broad domains (functional, behavioral, physical); descriptiveanalysis of estimated level of support needed; employment descriptive analysis; and expenditure analysis.Additional surveys and focus groups have been conducted to further enrich the information from whichspecific strategies will be developed.

j. Summary of waiting list Issues and Challenges:

The DD HCBS waiver waitlist continues to grow. However, for the first time in 7 years, the Legislatureappropriated $36 million to move individuals from the waitlist to the waiver. APD has notified 754 individualsthat they can be enrolled in the waiver. Based on the costs of the service plans for these individuals, APDhopes to move additional individuals to the waiver. While this appropriation was a tremendous success, it isonly a start. To illustrate, the waitlist increased from 21,766 in 2012 to 22,071 in 2013 and this 22,071 isafter about half of the 754 individuals have been moved off the waitlist. Efforts will continue to advocate forcontinued appropriations for the waitlist. It is anticipated that these efforts can be strengthened as a result ofthe data/information and comprehensive approach from the Waitlist Strategic Plan.

(v) Analysis of the adequacy of current resources and projected availability of future resources to fund

services:

Florida has been faced with significant budget deficits for multiple years. For the 2011-2012 FY, thelegislature faced a gap between revenue and expenditures of $4.3 billion and adopted a budget that was $4.5billion less than projected expenditures. As with all other states, Florida’s level of federal assistance declinedfrom 41.48% in 2009-2010 to 35.4% in FY 2010-2011 due the expiration of the increased FMAP fundsthrough the American Recovery and Reinvestment Act (ARRA) of 2009. Other revenue sources in the FY2011-2012 appropriations bill are as follows: General Revenue at 33.5%, Tobacco Settlement Trust Fund at.6%, Education Enhancement Trust Fund at 2.0%, and other state trust funds at 28.6%. In examining thesecond largest funding source, i.e., General Revenue, 73.0% is from sales tax. The remaining 27% is fromcorporate income tax, highway safety fees, beverage tax and licenses, insurance premiums, service charges,tobacco taxes, corporate filling fees, and other taxes and fees.

The General Revenue outlook showed a decline of 8.7% and 12.8% in FY 2007-2008 and FY 2008-2009respectively. There was an increase of 2.4% for FY 2009-2010 with increases projected for FY 2010-2011 of4.8%, 5.5% in FY 2011-2012, 7.1% in FY 2012-2013 and 6.2% in FY 2013-2014. The decline andsubsequent increase in General Revenue mirrors the loose of 920,200 jobs between March 2007 andDecember 2009, and the gain of 87,300 jobs between December 2009 and May 2011. The FloridaLegislature Office of Economic and Demographic Research (EDR) reported that Florida’s economic growthturned positive in 2010 with a real growth gain of 1.4%. EDR points out that population growth is Florida’sengine for economic growth, fueling both employment and income growth. Population growth is forecast toremain flat between 2010 and 2012, averaging .7% and increasing to an average of 1.1% between 2025 and2030. This will be very different from Florida’s past growth rate averaging 3% between 1970 and 1995. Whileeconomic growth is expected to continue, this growth will be modest. In turn, any real growth in funding forservices and programs that individuals with developmental disabilities need and use will be, at best, modest.

The Human Services programs used 30.2% of the 2011-2012 General Revenue Appropriations andEducation used 51.4%. The Florida Legislature has and will continue to deliberate on how to control costs,


particularly Medicaid costs, which are projected to continue to increase. It is anticipated the Legislature willcontinue to examine how managed care can be used to better manage expenditures and control costs,including the DD HCBS waiver. With all the funding reductions the DD HCBW has sustained over the lastfive years, the Council and other stakeholders have been extremely concerned about the very infrastructureof the developmental disabilities system. The Strategic Path Forward was the first effort to step back andexamine the system as a whole and how to build a sustainable system. There are growing discussions andactivities around a more robust utilization of community resources, a de-emphasis on total reliance on the DDHCBS waiver, and the development of many strategies to address the needs of individuals withdevelopmental disabilities.

(vi) Analysis of the adequacy of health care and other services, supports, and assistance that individuals with

developmental disabilities who are in facilities receive:

Florida has two state-operated developmental disabilities centers, serving approximately 714 individuals. The FY09-10 allocated funds to serve these individuals were $108,958,098 for an approximate annual cost of$152,602 per individual. Intensive services are provided 24-hours a day in the centers. Additionally, thereare over 95 private Intermediate Care Facilities (ICF/DD) operating in Florida. Private ICFs/DD vary in sizefrom six to 120 beds.

The Council relies on several sources to analyze the adequacy of services received by individuals in thesesettings. The first being information from the Agency for Persons with Disabilities (APD). APD has severalperformance measures related to individuals who reside in the developmental disabilities centers. One suchmeasure states that no more than 21 significant reportable incidents per 100 persons served in theinstitutions should occur annually. APD’s FY 2009/2010 report indicates that they met this standard with20.44 incidents reported. In addition, APD has adopted national Core Outcome Indicators to includeperformance measures on the percentage of individuals served in state institutions who do not have verifiedabuse or serious injury reports (the standard will be 97%) and the percentage of individuals in institutionalsettings who earn minimum wage (the standard will be 3%). The data gathered with the implementation ofthese new national standards will give the Council a more detailed view of the quality of services beingreceived by those in institutions in Florida. APD is further working to improve services for those incongregate facilities by improving access to dental care. Through collaboration with the University of Florida,APD is operating a dental clinic at one of the state-operated institutions, Tacachale.

The privately owned ICF/DD facilities are licensed by the Agency for Health Care Administration (AHCA). AHCA monitors the facilities at least annually to ensure they are compliant with state and federal regulations. The Council utilized information from AHCA to formulate a better understanding of the issues facing thoseserved. Records indicate that the top deficiencies found during AHCA’s monitoring efforts include clients notreceiving continuous, active services as formulated in their individual program plan; inadequate systems toinsure all drugs are administered without error; and lack of following reporting protocols, among other issues. AHCA provides access to its Inspection Reports which note the deficiencies found; provider’s plan ofcorrection and completion date; and record of revisits to check that the deficiencies were corrected. Themajority of deficiencies are corrected on a revisit. Some may need a second revisit. However, AHCA reportsthat it has not closed any ICF/DD due to deficiencies not being addressed.

The Council also relies on work done by our sister Protection and Advocacy agency, Disability Rights Florida. In 2010, the agency served 17 individuals living in institutions who had complaints of rights violations, abuse,or neglect.

The Council has focused its efforts on including individuals in the community and thus much of its work withinstitutions has been to reduce the number of individuals served in state-run facilities and ensure the qualityof inclusive homes in the community. A recent newspaper series has raised concerns with the adequacy ofmonitoring efforts by the state. Although the investigation centered on Assisted Living Facilities, the Council


believes some of the issues raised, particularly the use of restraint and seclusion, could affect individuals withdevelopmental disabilities in other facilities. The Council will continue to work on this issue. The Council alsobelieves that recent legislation to improve the background screening requirements for employees who workwith individuals in facilities will increase the safety of those residents.

(vii) To the extent that information is available, the adequacy of home and community-based waivers services

(authorized under section 1915(c) of the Social Security Act (42 U.S.C. 1396n(c))):

During Governor Bush’s administration, state funding for the HCBW services was dramatically increasedwithin a very short period of time. This significant increase in appropriations led to lapsed funds, then toovercommittment of funds, which led to budget deficits for the waiver program. The Agency for Persons withDisabilities (APD) entered the 2007 legislative session with a $150 million deficit. The growing concern of theLegislature was that, despite significant increases in funding over the last several years, there had not been asubstantial increase in the number of individuals served, a large number of individuals continue to wait forservices, and utilization of waiver services was growing. The 2007 Legislature focused their attention on themanagement capabilities of APD and their perception that some individuals were receiving more servicesthan needed, while others were not receiving any services. Significant service reductions and serviceeliminations were adopted in 2007with a goal of saving $120 million. The most far-reaching reduction was thecreation of a four-tiered waiver system that capped expenditures for individuals based on pre-defined criteria.

Each year since, there has been a deficit. Each year since, with the exception of 2009-2010, there havebeen reductions in funding implemented through either provider rate reductions, reduction in tier caps, and/orimposition of other service limitations. The annual appropriation for the DD HCBW services has gone from$958 million in 2007-2008 to $810 million for 2011-2012. However, for 2012-2013 with the implementation ofthe I-budget, APD was able to operate within its appropriation with no deficit. Due to the funding levelappropriated, many individuals received further reductions to their cost plans as the I-budget wasimplemented. However, because APD was able to manage the program within appropriated funds and thestate was not experiencing the overall budget deficit as in past years, the Legislature allocated an additional$36 million in funds to move individuals from the waitlist to the waiver.

When compared to other states, Florida ranked 42 in waiver dollar per capita. Florida’s average waiverexpenditure for 2009 was $28,402 and the national average was $43,800. Florida relies heavily onindividuals living with their families. Of the 30,664 individuals on the waiver in 2009, over half (17,537) wereliving with their families. We are, however, ranked 4th in the nation in the average amount spent per family -$19,181. In response to the continued funding reductions, several stakeholders discussed how to build asustainable future for developmental disabilities services, which is presented in the A Strategic Path Forwardreport. Some of the broad areas of focus included in the report were avoiding further funding cuts toservices, promoting self-direction, promoting partnerships, strengthening the community systeminfrastructure, expanding capacity, and reducing the role that large congregate care facilities and ICF/DDsplay. The current DD HCBW system is not adequate. However, efforts continue to strengthen themanagement of the waiver system and efforts are beginning to develop community resources.

PART D: Rationale for Goal Selection [Section 124(c)(3)(E)]:

The Council’s analysis of the data, research, input and other sources in preparation for developing our 5 YearState Plan told us the following and much more:• Funding levels of the past will not continue: Funding for services needed by individuals with developmental


disabilities has been reduced, there are more than 20,000 individuals on the waitlist, and restoration of orincreases in funding appear very unlikely. • Many individuals and families have significant unmet needs. To address those needs, Florida must build theresources and capacity of communities and other programs to support individuals and their families,particularly through the development of informal and generic services.• More individuals with developmental disabilities need to work and need to earn a better wage. Earning anincome will reduce reliance on services. Therefore, more employment opportunities will need to bedeveloped, students with disabilities need to be better prepared for employment in secondary andpost-secondary education, and there must be a shift from sheltered workshops and adult day training tocompetitive integrated employment.• Transportation to get to work and participate in the community is not available or, if available, is not timely orreliable. Cost-effective alternatives need to be developed.• Effective preparation of students with disabilities to gain employment must continue and expand to improveoutcomes for students. To leave school with access to post-secondary education or employment, studentsmust be included in general education classrooms with needed accommodations and assistive technology.• Many children with disabilities are not able to access early care and education, jeopardizing the ability oftheir parents to remain employed.• Adults with developmental disabilities need options for living arrangements and Florida has to better utilizegeneric resources to support housing options.• Efforts will continue to control costs, particularly the growing costs of health care and long-term care. Florida must determine how to sustain and create access to effective health care, long-term care and earlyintervention services in the face of growing costs and the threat of managed care.• At the core of everything is that individuals with developmental disabilities should live self-directed lives inthe community. Florida needs to build the capacity of individuals with developmental disabilities to exercisechoice, control and responsibility. Florida needs to strengthen self-advocacy so that these individuals withdevelopmental disabilities can participate in systems and service delivery discussions at all levels.

The Council’s goals are striving to change how systems are linked and function and building the advocacy tomake it happen through building awareness, knowledge and skills; building capacity of individuals, familiesand systems; supporting collaboration to discuss and implement redesigns; and advocating for practice,structure and policy changes and funding. Some examples of the desired system changes our goals andobjectives will work to ultimately achieve include changing the community system to better support individualsand families; changing the practices of the schools to include children with disabilities; changing policy andfinancing of services to support a priority of employment; changing the policies, practices and structure ofMedicaid, HCBS waiver and early intervention to be more efficient and effective in a managed environment;and creating a cadre of strong self-advocates and parents who will take leadership roles in systems changeefforts. While the Council’s twelve goals and 51 objectives captured a major portion of the identified issues,all issues could not be addressed in this state plan. Determining the highest priorities required difficultdecisions to ensure sufficient attention and resources could be devoted to the goals adopted.

PART E: Collaboration [Section 124(c)(3)(D)]

(i) As a Network:

The Florida DD Network plans to collaborate in a number of ways. First, the Directors of the Council,Disabilities Rights Florida, Florida Center for Inclusive Communities/University of South Florida (FCIC), andthe Mailman Center for Child Development/University of Miami (Mailman Center) will meet quarterly, eithervia conference call or in person. These meetings will be used to highlight activities of each organization,discuss legislative issues, and identify opportunities for further collaboration. Second, the DD Network willjointly conduct Community Outreach Forums across the state to get input on emerging needs and share


information about DD Network initiatives. Third, each of the DD Network partners will continue to participatein the Florida Self-Advocacy Alliance (FSAA), which was formed at the ADD Self-Advocacy Summit. TheCouncil incorporated most of the key goals of the Florida Team attending the ADD Self-Advocacy Summitinto its self-advocacy goals and objectives. FSAA is working to build a network of self-advocates and iscurrently meeting via conference call on a bi-weekly basis with representatives from each of the DD Networkagencies participating and assisting as allies. There is a strong commitment among all the DD Networkpartners to support the work of the self-advocates as they develop their network. Finally, the DD Network willshare the results of each needs assessment to be used in our individual updates of annual plans.

(ii) With each other: (e.g. Describe the plans the Council has to collaborate with the UCEDD(s). Describe the

plans the Council has to collaborate with the P&A.)

First, the Council plans to collaborate with the Mailman Center on our early intervention, child development,inclusive child care, and health initiatives. The Mailman Center’s expertise will be of value to the Council in itslegislative advocacy for IDEA/Part C funding and health care access for children with disabilities. Faculty atMailman Center will also serve as monitors or on advisory committees for three of the Council’s initiatives;sustaining Part C, child screening, and inclusive child care. Second, the Council will collaborate with FCICrelative to restraint and seclusion, law enforcement responses, Employment First and positive behavioralsupports. FCIC has resources relative to prevention of the use of restraint and seclusion, which the Councilwill use in its legislative advocacy. The Council will include FCIC on the work group for its Employment Firstinitiative and will use the expertise of FCIC in positive behavioral supports as it expands its Early LearningCoalition training statewide. FCIC’s work in law enforcement training relative to disabilities will be used bythe Council in its law enforcement response initiative. The Council is contracting with FCIC to implement ourDiscovering Personal Genius initiative. FCIC will also be a participant in the 2012 DD Awareness Day. Third,the Council will work very closely with Disability Rights Florida on several legislative and public policy issuesthrough individual meetings, sharing of materials, joint legislative visits, participation in DD Awareness Day,and participation in the DD Stakeholders meetings. The Council will also collaborate with Disability RightsFlorida on our abuse and neglect objective, including using their expertise in identifying and implementing theinitial focus of our efforts. Disability Rights Florida staff will either be monitors or on advisory committees forthe following initiatives: guardianship, Employment First Work Group, and Waitlist Strategic Plan.

(iii) With other entities: (e.g. network collaboration with other entities in the State, including both disability and

non-disability organizations, as well as the State agency responsible for developmental disabilities services)

There have been significant efforts to collaborate with the agencies and entities serving or representingindividuals with developmental disabilities that will continue in 2012. The major state level organizationsserving or representing individuals with developmental disabilities have and will continue to meet to discusskey legislative issues and Executive Branch policy development. These DD Stakeholder meetings andconference calls have provided a valuable venue for sharing information, identifying commonalities inpositions, developing consensus on many issues, and coordinating advocacy efforts. Entities at the tableinclude, but are not limited to, the Council, Disability Rights Florida, Florida Family Care Council, The ARC ofFlorida, Florida Association of Rehabilitative Facilities, Support Coordinator Association, and ADAPT. Inaddition, the Council convenes a Consortium meeting each year of a broader group of state agencies andorganizations to share information on legislative priorities for the upcoming year and identify opportunities forcollaboration on particular issues. The Council will be partnering with a number of organizations for the 2012


DD Awareness Day including The ARC of Florida, Disability Rights Florida, FCIC/USF, and Agency forPersons with Disabilities. In addition, there are several Council initiatives that will utilize stakeholder workgroups to collaboratively examine and work to improve systems affecting individuals with developmentaldisabilities, such as the child screening work group, Employment First work group, and the Waitlist StrategicPlan work group. Entities to be included on one or more of these work groups include Disability RightsFlorida, FCIC/USF, Mailman Center/UM, Agency for Persons with Disabilities, Division of VocationalRehabilitation, Florida Family Care Council, The ARC of Florida, Department of Health, and Department ofEducation.


Section IV : 5-Year Goals [Section 124(4); Section 125(c)(5) and (c)(7)]

GOAL # 1: Public Policy

In partnership with individuals with developmental disabilities, their families and stakeholders, the Council will

advocate and provide technical assistance to policy makers to maintain progress and expand capacity of

public policy and governmental systems to support individuals with developmental disabilities being

productive, self-directed and included in the community.

Area(s) of Emphasis:

Quality Assurance

Education and Early Intervention

Child Care

Health

Employment

Housing

Transportation

Recreation

Formal and Informal Community Supports

Strategies to be used in achieving this goal:

Outreach

Training

Technical Assistance

Supporting and Educating Communities

Interagency Collaboration and Coordination

Coordination with related Councils, Committees and

Programs

Barrier Elimination

Systems Design and Redesign

Coalition Development and Citizen Participation

Informing Policymakers

Demonstration of New Approaches to Services and

Supports

Other Activities

Objectives

1.1 Provide legislative education and advocacy activities to inform the state legislature of five (5)

Council positions impacting the lives of individuals with developmental disabilities and their

families.

Activities

Years 1-5

1. Provide legislative education & advocact on a minimum of 5 issues to include but not limited to

funding needs for HCBW, VR & early intervention

2. Gather information and data for legislative activities

3. Monitor state Legislative Activities

4. Evaluation of Council's legislative education & advocacy activities

4. Report and recommendations to Council for next steps


Timeline

Year 1

1. 10/11 - 09/12

2. 10/11 - 09/12

3. 10/11 - 09/12

4. 06/12

5. 09/12

Year 2

1. 10/12 - 09/13

2. 10/12 - 09/13

3. 10/12 - 09/13

4. 06/13

5. 09/13

Year 3

1. 10/13 - 09/14

2. 10/13 - 09/14

3. 10/13 - 09/14

4. 06/14

5. 09/14

Year 4

1. 10/14 - 09/15

2. 10/14 - 09/15

3. 10/14 - 09/15

4. 06/15

5. 09/15

Year 5

1. 10/15 - 09/16

2. 10/15 - 09/16

3. 10/15 - 09/16

4. 06/16

5. 09/16

Objectives

1.2: Provide information and Council positions to the executive branch of the Florida Government

on three (3) issues impacting the lives of individuals with developmental disabilities and their

families.

Activities

Year 1-5


1. Gather information and data for legislative activities

2. Provide state agencies, Governor’s office, legislative education on a minimum of three policy

development issues to include but not be limited to HCBW service delivery and design issues

3. Monitor state agency and Governor’s office policy development activities

4. Evaluate Policy development

5. Submit report and recommendations to Council for next steps

Timeline

Year 1

1. 10/11 - 09/12

2. 10/11 - 09/12

3. 10/11 - 09/12

4. 06/12

5. 09/12

Year 2

1. 10/12 - 09/13

2. 10/12 - 09/13

3. 10/12 - 09/13

4. 06/13

5. 09/13

Year 3

1. 10/13 - 09/14

2. 10/13 - 09/14

3. 10/13 - 09/14

4. 06/14

5. 09/14

Year 4

1. 10/14 - 09/15

2. 10/14 - 09/15

3. 10/14 - 09/15

4. 06/15

5. 09/15

Year 5

1. 10/15 - 09/16

2. 10/15 - 09/16

3. 10/15 - 09/16

4. 06/16

5. 09/16


Objectives

1.3: Provide training and technical assistance to individuals with developmental disabilities, families

and stakeholders to develop their capacity to inform and influence policy makers on three (3)

issues impacting the livers of individuals with developmental disabilities and their families.

Activities

Years 1-5

1. Provide training on informing and influencing policy makers to a minimum on, self-advocacy

grassroots networks, and Partners in Policy Making graduates

2. Provide technical assistance on informing and influencing policy makers to a minimum on,

self-advocacy grassroots networks, and Partners in Policy Making graduates

3. Evaluate Council’s training and technical assistance activities

4. Submit report and recommendations to Council for next steps

Timeline

Year 1

1. 10/11 - 09/12

2. 10/11 - 09/12

3. 10/11 - 09/12

4. 09/12

Year 2

1. 10/12 - 09/13

2. 10/12 - 09/13

3. 10/12 - 09/13

4. 09/13

Year 3

1. 10/13 - 09/14

2. 10/13 - 09/14

3. 10/13 - 09/14

4. 09/14

Year 4

1. 10/14 - 09/15

2. 10/14 - 09/15

3. 10/14 - 09/15

4. 09/15

Year 5

1. 10/15 - 09/16

2. 10/15 - 09/16

3. 10/15 - 09/16

4. 09/16


Objectives

1.4: Provide technical assistance and supports to meet an emerging need of individuals with

developmental disabilities and/or their community in Florida.

Activities

Years 1-5

1. Assess an emerging need or emergency, when such is identified, do the following:

2. Identify a sole source entity to provide assistance or supports

3. Provide Technical Assistance to address emerging need or emergency

4. Evaluate the assistance and supports provided

5. Report on outcomes and recommendations for next steps

Timeline

Year 1

1. 10/11 - 09/12

2. 10/11 - 09/12

3. 10/11 - 09/12

4. 07/12

5. 09/12

Year 2

1. 10/12 - 09/13

2. 10/12 - 09/13

3. 10/12 - 09/13

4. 07/13

5. 09/13

Year 3

1. 10/13 - 09/14

2. 10/13 - 09/14

3. 10/13 - 09/14

4. 07/14

5. 09/14

Year 4

1. 10/14 - 09/15

2. 10/14 - 09/15

3. 10/14 - 09/15

4. 07/15

5. 09/15

Year 5

1. 10/15 - 09/16

2. 10/15 - 09/16


3. 10/15 - 09/16

4. 07/16

5. 09/16

Intermediaries/Collaborators Planned for this goal (if known):

State Protection and Advocacy System

University Center(s)

State DD Agency


GOAL # 2: Communication

In partnership with individuals with developmental disabilities, their families, caregivers and stakeholders the

Council will provide information on policies, laws, programs, resources and issues to enable members of the

developmental disabilities community to advocate for themselves and others and to address needs imortant

to supporting meaningful participation in all aspects of life.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

2.1: Encourage the participation in and or utilization of at least 25 Council and other DD

Community resources.

Activities

Communication - Implementation Activities - Years 2-5

1. Provide information on Council and other DD Community events, initiatives and resources via

media and social media

avenues.

2. Introduce the work of the Council to community agencies, organizations and entities that have

contact with individuals with developmental disbilities, families, caregivers and stakeholders.

3. Utilize these other community agencies, organizations and entities to reach and provide

information on Council and other disability related events, initiatives and resources.

4. Conduct a survey at 6 month intervals to identify Council and other disability related events,

initiatives and resources utilized.


5. Report to the Council results and recommendations for next steps.

Timeline

Year 1

1. 10/11 - 09/12

2. 10/11 - 09/12

3. 10/11 - 09/12

4. 10/11 - 09/12

5. 10/11 - 09/12

Year 2

1. 10/12 - 09/13

2. 10/12 - 09/13

3. 10/12 - 09/13

4. 10/12 - 09/13

5. 10/12 - 09/13

Year 3

1. 10/13 - 09/14

2. 10/13 - 09/14

3. 10/13 - 09/14

4. 10/13 - 09/14

5. 10/13 - 09/14

Year 4

1. 10/14 - 09/15

2. 10/14 - 09/15

3. 10/14 - 09/15

4. 10/14 - 09/15

5. 10/14 - 09/15

Year 5

1. 10/15 - 09/16

2. 10/15 - 09/16

3. 10/15 - 09/16

4. 10/15 - 09/16

5. 10/15 - 09/16

Objectives

2.2: Inform the public and media on at least ten (10) issues that impact the lives of individuals with

developmental disabilities and their families and caregivers.

Activities



1. Solicit input from individuals with developmental disabilities, families and stakeholders regarding

issues which should be considered by the Council

2. Identify issue for the Council to publicize

3. Post information of identified issues on Council website, Facebook and list serve

4. Post notices of opportunity for action relative to issues on Council website, Facebook and list

serve

5. Produce a Public Service Announcement for radio and/or TV for one identified issue each year

6. Distribute Public Service Announcementsto radio and TV stations

7. Evaluate Public and media outreach efforts

8. Report tot he Council the results and recommendations for next steps

Timeline

Year 1

1. 10/11 - 09/12

2. 10/11 - 09/12

3. 10/11 - 09/12

4. 10/11 - 09/12

5. 10/11 - 09/12

Year 2

1. 10/12 - 09/13

2. 10/12 - 09/13

3. 10/12 - 09/13

4. 10/12 - 09/13

5. 10/12 - 09/13

Year 3

1. 10/13 - 09/14

2. 10/13 - 09/14

3. 10/13 - 09/14

4. 10/13 - 09/14

5. 10/13 - 09/14

Year 4

1. 10/14 - 09/15

2. 10/14 - 09/15

3. 10/14 - 09/15

4. 10/14 - 09/15

5. 10/14 - 09/15

Year 5

1. 10/15 - 09/16

2. 10/15 - 09/16


3. 10/15 - 09/16

4. 10/15 - 09/16

5. 10/15 - 09/16

Objectives

2.3: Increase the presence of the Council at least five (5) disability related events across Florida.

Activities


1. Staff exhibit table at conferences, workshops and other events.

2. Council members, resource members and Council staff will join non- Council committees and

task forces

3. Council representatives will make presentations at various events.

4. Evaluate public and media outreach efforts

5. Report to the Council results and recommendations for next steps

Timeline

Year 1

1. 10/11 -9/12

2. 10/11 -9/12

3. 10/11 -9/12

4. 10/11 -9/12

5. 10/11 -9/12

Year 2

1. 10/12 -9/13

2. 10/12 -9/13

3. 10/12 -9/13

4. 10/12 -9/13

5. 10/12 -9/13

6. 10/12 -9/13

Year 3

1. 10/13 -9/14

2. 10/13 -9/14

3. 10/13 -9/14

4. 10/13 -9/14

5. 10/13 -9/14

6. 10/13 -9/14

Year 4

1. 10/14 -9/15


2. 10/14 -9/15

3. 10/14 -9/15

4. 10/14 -9/15

5. 10/14 -9/15

Year 5

1. 10/15 -9/16

2. 10/15 -9/16

3. 10/15 -9/16

4. 10/15 -9/16

5. 10/15 -9/16

6. 10/15 -9/16

Objectives

2.4: Provide access to 100% of Council products to individuals with developmental disabilities, their

families and stakeholders across Florida.

Activities


1. Maintain the website up-to-date with publications and links to other websites.

2. Market Council products via website, Facebook, newsletters, list serve and other avenues.

3. Reprint Council publications that are high demand

4. Evaluate public and media outreach efforts.

5. Report to the Council results and recommendations for next steps.

Timeline

Year 1

1. 10/11 -9/12

2. 10/11 -9/12

3. 10/11 -9/12

Year 2

1. 10/12 -9/13

2. 10/12 -9/13

3. 10/12 -9/13

Year 3

1. 10/13 -9/14

2. 10/13 -9/14

3. 10/13 -9/14

Year 4

1. 10/14 -9/15


2. 10/14 -9/15

3. 10/14 -9/15

Year 5

1. 10/15 -9/16

2. 10/15 -9/16

3. 10/15 -9/16




State DD Agency


GOAL # 3: Self-Advocacy

In partnership with individuals with developmental disabilities , families and other community partners, the

Council will provide training, technical assistance and support to build capacity of individuals with

developmental disabilities for self-determination, independence and meaningful participation with their

communities.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

3.1 Provide training to forty (40) individuals with developmental disabilities and family members

and/or guardians, to build their knowledge and capacity in self-determination, disabilities systems,

educating and influencing public policy makers.

Activities

Initiative 1- Years 1-5

1. Contract begins with PIP Coordinator

2. Recruit potential participants

3. Implement Partners in Policymaking training

4. Evaluate the training program

5. Evaluate the overall project

6. Develop and submit final report and recommendations for next steps

Timeline


Year 1

1. 05/12

2. 10/11

3. 06/12

4. 06/12

5. 11/12

6. 12/13

Year 2

1. 03/13

2. 10/12

3. 06/13

4. 06/13

5. 11/13

6. 12/13

Year 3

1. 03/14

2. 10/13

3. 06/14

4. 06/14

5. 11/14

6. 12/14

Year 4

1. 03/15

2. 10/14

3. 06/15

4. 06/15

5. 11/15

6. 12/15

Year 5

1. 03/16

2. 10/15

3. 06/16

4. 06/16

5. 09/16

6. 09/16

Objectives

3.1: Provide training to forty (40) individuals with developmental disabilities and family members




Activities

Youth Leadership Forum (YLF) - Years 1-5

1. Contract begins with the grantee (The Able Trust, Inc.)

2. Recruit participants 15 youth with developmental disabilities to participate in the Youth

Leadership Forum for training on leadership skills

3. Implement Youth Leadership Forum (YLF) training

4. Evaluate the (YLF) training and overall project


Timeline

Year 1

1. 05/12

2. 04/12

3. 03/12

4. 07/12

5. 01/13

Year 2

1. 03/13

2. 04/13

3. 05/13

4. 07/13

5. 01/14

Year 3

1. 03/14

2. 04/14

3. 05/14

4. 07/14

5. 01/15

Year 4

1. 03/15

2. 04/15

3. 05/15

4. 07/15

5. 01/16

Year 5

1. 03/16

2. 04/16

3. 05/16


4. 07/16

5. 09/16

Objectives



educating, and influencing public policy makers.

Activities

RFP 100 - Final Year

1. RFP released

2. 1 Grantee selected on a quarterly basis

3. Implementation of trainings and/or conferences on self-determination, disabilities systems,

educating, and influencing public policy makers, on a quarterly basis

4. Evaluate trainings and/or conferences


Timeline

Year 1

1. 03/11

2. 05/11

3. 08/11

4. 09/11

5. 11/11

Objectives




Activities

Self-Advocate and Family LEAD Funds – Final Year

1. Continuation contract begins

2. Recruit participants to attend trainings and/or conferences

3. Participation in Trainings and/or conferences

4. Evaluate trainings and/or conferences



Timeline

1. 04/11

2. 06/11

3. 09/11

4. 04/12

5. 04/12

Objectives

3.2: Provide technical assistance to establish a statewide developmental disability self-advocate

network to build self-advocates’ capacity for advocacy and systems change.

Activities

FSSA - Year 1

1. Collaboration with the Florida Self-Advocacy Alliance (FSAA)

2. Provide Technical Assistance to build self-advocates’ capacity for advocacy and systems

change

3. Evaluate technical assistance efforts


Timeline

Year 1

1.03/11

2. 04/11

3. 04/12

4. 10/12

Objectives



Activities

FSSA - Implementation Activities -Year 2

1. Continue collaboration with the Florida Self-Advocacy Alliance (FSAA)

2. Provide Technical Assistance to build self-advocates' capacity for advocacy and systems

change

3. Evaluate technical assistance efforts to build self-advocates’ capacity for advocacy and systems

change



Timeline

Year 2

1. 03/12

2. 04/12

3. 04/13

4. 10/13

Objectives



Activities

FSSA -Year 3



change


change


Timeline

Year 3

1. 03/14

2. 04/14

3. 04/15

4. 10/15

Objectives



Activities

FSSA -Year 4



change



change


Timeline

Year 4

1. 03/16

2. 04/16

3. 07/16

4. 09/16

Objectives

3.3: Provide training in three (3) areas of Florida, to promote self-determination to un-served and

underserved individuals with developmental disabilities, families and other community

stakeholders.

Activities

Promoting Self-Determination to Unserved and Underserved individuals with Developmental

Disabilities -Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Select targeted areas for trainings to promote self-determination, focusing on Hispanic and rural

unserved and underserved populations

5. Provide trainings to promote self-determination

6. Evaluate training efforts and overall project

7. Develop and submit final report and recommendations

Timeline

Year 1

1. 03/12

2. 05/12

3. 09/12

4. 11/12

5. 02/13

6. 04/13

7. 05/13

Objectives


3.3: Provide training in three (3) areas of Florida, to promote self-determination to un-served and

underserved individuals with developmental disabilities, families and other community

stakeholders.

Activities

The Route to Self-Determination - Implementation Activities Years - 2-5

1. Contract continuation is approved

2. Contract begins

3. Select targeted areas for training to promote self-determination

4. Provide trainings to promote self-determination



Timeline

Year 2

1. 01/13

2. 06/13

3. 07/13

4. 07/13

5. 10/13

6. 05/14

Year 3

1. 01/14

2. 06/14

3. 07/14

4. 07/14

5. 10/14

6. 05/15

Year 4

1. 01/15

2. 06/15

3. 07/15

4. 07/15

5. 10/15

6. 05/16

Year 5

1. 06/16

2. 07/16

3. 07/16

4. 09/16


5. 09/16

6. 09/16

Objectives

3.4: Provide technical assistance and supports to the Florida Self-Advocacy Network (Florida

S.A.N.D) and facilitate the provision of technical assistance to the local self-advocacy groups.

Activities

Florida SANDS - Implementation Activities - Year 1-5

1. Contract continuation is approved

2. Contract begins

3. Provide Technical Assistance to FL SAND

4. Evaluate the technical assistance efforts


Timeline

Year 1

1. 09/11

2. 03/12

3. 03/12

4. 11/12

5. 02/13

Year 2

1. 09/13

2. 12/13

3. 12/13

4. 07/13

5. 08/13

Year 3

1. 09/13

2. 12/13

3. 12/13

4. 07/14

5. 08/14

Year 4

1. 09/14

2. 12/14

3. 12/14

4. 07/15


5. 08/15

Year 5

1. 09/15

2. 12/15

3. 12/15

4. 07/16

5. 08/16

Objectives

3.4: Provide technical assistance and supports to the Florida Self-Advocacy Network (Florida

S.A.N.D) and facilitate the provision of technical assistance to the local self-advocacy groups,

which includes assisting their members to participate in cross-disability and culturally diverse

leadership coalitions.

Activities

Self-Advocacy Groups Year 1-2

Establish 3 additional local self-advocacy groups under Florida SAND

1. Continuation funding approved or RFP released

2. Select Grantee

3. Contract begins

4. Select areas for development of more local self-advocacy groups

5. Provide Technical Assistance to develop more local self advocacy groups

6. Evaluate technical assistance efforts

7. Develop and submit final report and recommendation

Timeline

Year 1

1. 09/13

2. 01/14

3. 03/14

4. 05/14

5. 07/14

6. 09/14

7. 12/15

Year 2

1. 09/14

2. 01/15

3. 03/15

4. 05/15


5. 07/15

6. 08/15

7. 02/16

Objectives

3.5: Provide technical assistance to six (6) self-advocates who are considered leaders to provide

training and mentorship to individuals with developmental disabilities in self-determination disability

issues and education public policy makers.

Activities

Self-Advocate Trainers on Leadership Skills Year 1

1. Release RFP

2. Select grantee

3. Contract begins

4. Conduct research to identify topics and materials for training on leadership development and

mentorship for self-advocates who are considered leaders to train individuals with developmental

disabilities to become leaders

5. Develop training materials for self-advocates on leadership development and mentorships skills

6. Develop leadership training materials for individuals with developmental disabilities

7. Pilot bothsets of training materials with self-advocates on leadership development skills

8. Finalize both sets of training materials


10.Develop and submit final report and recommendations

Timeline

Year 1

1. 04/12

2. 05/12

3. 09/12

4. 09/12

5. 09/12

6. 11/12

7. 02/13

8. 07/13

9. 08/13

10.08/13

Objectives


3.5: Provide technical assistance to six (6) self-advocates who are considered leaders to provide

training and mentorship to individuals with developmental disabilities in self-determination disability

issues and education public policy makers.

Activities

Self-Advocate Trainers on Leadership Skills Years 2-5

1. Continuation contract approved

2. Contract begins

3. Recruit to self-advocates to become trainers

4. Implement training program with self advocate trainers (those who are considered leaders)

5. Select targeted areas for trainings to self-advocates to develop leadership skills

6. Self –advocate trainers provide trainings to individuals with developmental disabilities on

becoming leaders

7. Self-advocate trainers provide mentoring to individuals with developmental disabilities on

leadership skills

8. Evaluate training efforts, mentoring and overall project


Timeline

Year 2

1. 05/13

2. 09/13

3. 09/13

4. 11/13

5. 01/14

6. 03/14

7. 05/14

8. 06/14

9. 08/14

Year 3

1. 05/14

2. 09/14

3. 09/14

4. 11/14

5. 01/15

6. 03/15

7. 05/15

8. 06/15

9. 08/15

Year 4


1. 05/15

2. 09/15

3. 09/15

4. 11/15

5. 01/16

6. 03/16

7. 05/16

8. 06/16

9. 08/16

Year 5

Objectives

3.6: Provide technical assistance and training in two (2) community organizations to foster

participation of individuals with developmental disabilities to engage in meaningful activities with

their peers in their communities.

Activities

Next Chapter Book Club - Final Year

1. Continuation contract begins

2. Implement training on program expansion

3. Develop book clubs in two locations in Fl

4. Start newly developed Next Chapter Book Clubs

5. Provide Technical Assistance on long term planning for sustainability

6. Evaluate the training and technical assistance


Timeline

1. 04/11

2. 04/11 – 01/12

3. 07/11- 01/12

4. 09/11 – 01/12

5. 04/11- 01/12

6. 03/12

7. 04/12





State DD Agency


GOAL # 4: Health Care

In partnership with individuals with developmental disabilities, their families, and stakeholders the Council will

provide training and technical assistance to health care professionals and stakeholders to assist individuals

with developmental disabilities and their families to gain and maintain skills that ensure their health and

safety.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

4.1: Support the development and dissemination of at least two (2) resources to be utilized

throughout Florida in trainings and technical assistance, provided by other stakeholders, to

facilitate overall health.

Activities

Ease your Stress: A guide for Caregivers - Year 1

1. Release RFP

2. Select grantee to develop resources

3. Contract begins

4. Identify and gather pertinent information

5. Obtain input from stakeholders

6. Identify entities that will use this resource in trainings

7. Develop resources

8. Pilot test the resources


9. Evaluate the impact of the resources developed

10. Submit annual report and recommendations to the Council

Timeline

Year 1

1. 02/11

2. 05/11

3. 08/11

4. 10/11

5. 11/11

6. 03/12

7. 01/12

8. 04/12

9. 09/12

10. 09/12

Objectives




Activities

Ease your Stress Guide for Caregivers -Year 2-5

1. Staff will identify trainings, technical assistance or dissemination activities to promote resources

for caregivers about coping with stress

2. Staff will monitor resources used in trainings or other activities throughout Florida

3. staff will evaluate the impact of resources

4. Develop annual report and recommendations to the Council for next steps

Timeline

Year 2

1. 10/12

2. 11/12

3. 03/13

4. .08/13

Year 3

1. 10/13

2. 11/13

3. 03/14


4. 08/14

Year 4

1. 10/14

2. 11/14

3. 03/15

4. 08/15

Year 5

1. 10/15

2. 11/15

3. 04/16

4. 08/16

Objectives




Activities

Reducing My Stress- Information for individuals with Developmental Disabilities-Implementation

Activities- Year 1

1. Release RFP

2. Select grantee to develop resources

3. Contract begins

4. Identify and gather pertinent information

5. Obtain input from stakeholders

6. Identify entities that will use this resource in trainings

7. Develop resources

8. Pilot test the resources

9. Evaluate the impact of the resources developed

10. Submit annual report & recommendations to the Council

Timeline

Year 1

1. 10/12

2. 02/13

3. 06/13

4. 06/13

5. 07/13

6. 08/13


7. 08/13

8. 10/13

9. 06/14

10. 06/14

Objectives




Activities

Reducing My Stress-Information for individuals with Developmental Disabilities- Implementation

Activities-Year 2-4

1. Staff will monitor trainings, technical assistance or dissemination activities to promote resources

for caregivers about easing stress

2. Staff will evaluate the impact of resources used


Timeline

Year 2

1. 06/14

2. 04/15

3. 05/15

Year 3

1. 06/15

2. 04/15

3. 05/16

Year 4

1. 06/16

2. 04/17

3. 05/17

Objectives

4.2: Conduct research and provide training in eight (8) areas of Florida to health care stakeholders

to enable individuals with developmental disabilities and their families to effectively communicate

with health care professionals and advocate for their health needs.


Activities

My Health Care - Year 1

1. Continuation proposal approved or RFP released

2. Select grantee

3. Contract begins

4. Conduct research to identify pertinent information needed for trainings

5. Develop training teams to include self-advocate, caregiver, health care practitioner

6. Develop training materials for individuals with developmental disabilities, caregivers and other

stakeholders

7. Identify training sites

8. Recruit training participants to include individuals with developmental disabilities, caregivers and

other stakeholders

9. Implement Trainings with stakeholders in 3 areas of Florida

10. Evaluate the trainings


Timeline

Year 1

1. 09/10

2. 09/10

3. 01/111

4. 02/11

5. 08/11

6. 07/11

7. 08/11

8. 09/11

9. 09/11

10. 11/11

11. 12/11

Objectives




Activities

My Health Care - Year 2

1. Continuation proposal approved

2. Contract begins


3. Identify Training sites in 2 areas of Florida


other stakeholders

5. Implement Trainings with stakeholders in 3 areas of Florida

6. Develop Sustainability Plan for trainings

7. Develop report and recommendations to the Council for next steps

Timeline

Year 2

1. 01/12

2. 03/12

3. 03/12

4. 04/12

5. 09/12

6. 11/12

7. 12/12

8. 01/13

Objectives




Activities

My Health Care - Implementation Activities -Year 3


2. Contract begins



other stakeholders

5. Implement Trainings with targeted stakeholders in 3 areas of Florida

6. Develop sustainability plan for training program

7. Evaluate trainings


Timeline

Year 3

1. 01/13

2. 03/13


3. 03/13

4. 04/13

5. 09/13

6. 11/13

7. 12/13

8. 01/14

Objectives

4.3: Assess the needs of individuals with developmental disabilities, their families and community

stakeholders, in two (2) rural and two (2) urban areas of Florida, to order to identify and/or expand

their opportunities to access and participate in health and wellness activities in their community.

Activities

Community Wellness Needs Assessment - Year 1

1. RFP released

2. Grantee selected

3. Contract begins

4. Conduct research to identify pertinent information needed for needs assessment

5. Develop Needs Assessment instrument

6. Identify 2 rural and 2 urban areas in Florida to conduct needs assessment

7. Recruit community wellness entities, self advocates’ families & stakeholders for needs

assessment

8. Conduct needs assessment with community wellness entities, self advocates and families in 4

areas of Florida

9. Evaluate the needs assessment and overall project

10. Develop annual report and recommendations to the Council for next Steps

Timeline

Year 1

1. 04/11

2. 07/11

3. 09/11

4. 10/11

5. 10/11

6. 02/12

7. 02/12

8. 03/12

9. 09/12

10. 09/12


Objectives

4.4: Provide technical assistance to key staff of health and wellness entities and stakeholders, in

two (2) rural and two (2) urban areas in Florida, to increase opportunities for individuals with

developmental disabilities and their families to access and participate in community health and

wellness activities to improve their overall health.

Activities

Gulfstream Goodwill Fit Club - Year 2-5

1. Continue collaboration with Goodwill Industries to monitor Fit CLub Activities

2. Evaluate the technical assistance efforts.

3. Develop report and recommendations to the Council for next steps.

Timeline

Year 2

1. 09/12

2. 12/12

3. 08/13

Year 3

1. 09/13

2. 12/13

3. 08/14

Year 4

1. 09/14

2. 12/14

3. 08/15

Year 5

1. 09/15

2. 12/15

3. 08/16

Objectives





Activities

Community Health and Wellness Year 1

1. RFP released


2. Grantee selected

3. Contract begins

4. Develop a technical assistance plan (based on previously conducted needs assessment)

5. Implement technical assistance activities in 2 areas of Florida



Timeline

Year 1

1. 11/13

2. 02/14

3. 05/14

4. 05/14

5. 08/14

6. 04/15

7. 04/15

Objectives





Activities

Community Health and Wellness Year 2


2. Contract begins

3. Develop a technical assistance plan (based on previously conducted needs assessment)

4. Implement technical assistance activities in 2 areas of Florida



Timeline

Year 2

1. 01/15

2. 02/15

3. 03/15

4. 06/15

5. 01/16


6. 02/16

Objectives




Activities

Oral Health Care Training for Caregivers - Year 2

1. Continuation proposal approved on RFP released

2. Select grantee

3. Contract begins

4. Identify trainings or dissemination activities to promote resources for Oral Care for individuals w/

DD

5. Training is implemented & resources are used in trainings or other activities throughout Florida

6. Evaluate the impact of resource

7. Develop annual report & recommendations tot he Council for next steps

Timeline

Year 2

1. 06/12; 08/12 (RFP released & re-released)

2. 11/12-12/12

3. 12/12-03/13

4. 01/13-04/13

5. 03/13-07/13

6. 09/13-01/14

7. 11/13-02/14

Objectives





Activities

Gulfstream Goodwill Fit Club - Year 1


2. Contract begins


3. Identify 1 facility for wellness program

4. Implement Fit Club wellness program in 1 facility

5. Use Fit Club replication guide in 1 facility

6. Evaluate the wellness training programs


Timeline

Year 1

1. 06/11

2. 08/11

3. 08/11

4. 08/11

5. 08/11

6. 07/12

7. 08/12

Objectives




Activities

Oral Care for Individuals with Developmental Disabilities - Implementation Activities - Year 3

1. Continuation proposal approved or RFP released

2. Select grantee

3. Contract begins

4. Identify trainings or dissementation activities to promote resources for Oral Care for individuals

5. Training is implemented and resources are used in trainings or other activities throughout

Florida

6. Develop sustainability plan for training program

7. Implement Sustainability Activities for training program

8. Evaluate the impact of resource

9. Develop annual report and recommendation to the Council for next steps

Timeline

Year 3

1. 01/14

2. 01/14

3. 05/14


4. 05/14

5. 08/14

6. 09/14

7. 01/15

8. 05/15

9. 05/15

Objectives




Activities

My Health Care - Implementation Activities - Year 4


2. Contract begins



other stakeholders

5. Implement Trainings with targeted stakeholders in 3 areas of Florida

6. Implement sustainability activities for training program

7. Evaluate trainings


Timeline

Year 4

1. 01/14

2. 03/14

3. 03/14

4. 04/14

5. 09/14

6. 11/14

7. 12/14

8. 01/15





State DD Agency


GOAL # 5: Health Care/Education

In partnership with individuals with developmental disabilities, their families, providers and policymakers, the

Council will provide technical assistance, research best practices, train professionals and advocate for policy

changes which will result in accessible health care and early intervention systems.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

5.1: Provide technical assistance to Early Steps (Part C) to implement sustainability measures to

enhance the service delivery system.

Activities

Early Steps Fund Development – Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Identify sustainability measures for technical assistance

5. Research options on viable fund development activities

6. Implement technical assistance to establish additional Early Intervention funding opportunities

7. Evaluate the technical assistance activities and overall project


Timeline


Year 1

1. 02/12 & 09/12 (RFP was released & re-released)

2. 12/12

3. 03/13

4. 04/13

5. 04/13

6. 08/13

7. 02/14

8. 03/14

Objectives



Activities

Early Steps Fund Development Opportunities – Years 2 & 3


2. Contract begins

3. Implement technical assistance to establish Early Steps funding opportunities



Timeline

Year 2

1. 05/14

2. 06/14

3. 07/14

4. 03/15

5. 04/15

Year 3

1. 05/15

2. 06/15

3. 07/15

4. 03/16

5. 04/16

Objectives




Activities

Credentialing of Early Intervention Evaluators – Yr 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Identify statewide Early Intervention evaluator credentials

5. Provide technical assistance to have Early Intervention evaluator credentialing

adopted as statewide requirement

6. Develop materials to train Early Intervention evaluators on Credentialing process

7. Recruit training participants

8. Provide training to Early Intervention evaluators on credentialing process

9. Evaluate the technical assistance and training activities and overall project

10. Develop annual report and recommendations tot he Council for next steps

Timeline

Year 1

1. 06/13

2. 08/13

3. 09/13

4. 10/13

5. 11/13

6. 12/13

7. 01/14

8. 10/14

9. 11/14

10. 11/14

Objectives


enhance the service delivery system

Activities


1. Continue collaboration w/ the State Office for Early Steps on project activities

2. Monitor the use of the online training modules for the Early Intervention Evaluator Credentialing

Process

3. Follow up w/training participants to gather feedback on the online training modules, the use of


knowledge learned & outcomes as a result of the trainings

4. Develop report & recommendations to the Council on next steps

Timeline

Year 3

1. 10/15-09/16

2. 10/15-09/16

3. 08/16-09/16

4. 09/16

Objectives

5.2: Advocate for and provide technical assistance to develop three (3) system design

specifications for Medicaid service delivery that contributes to policy change to create and maintain

a more effective system for individuals with developmental disabilities.

Activities

Medicaid Managed Care Analysis & Recommendations -Year 1

1. Sole Source procurement approved

2. Contract begins

3. Research and develop report with purchasing standards for state plan Medicaid for Individuals

with Developmental Disabilities

4. Advocate with AHCA to include purchasing standards in the competitive bidding and selection

process

5. Evaluate the technical assistance and advocacy activities


Timeline

Year 1

1. 06/10

2. 09/10

3. 10/10

4. TBD

5. 12/11

6. 12/11

Objectives





Activities

Medicaid Managed Care Analysis & Recommendations -Years 2-3

1. Continue with technical assistance to monitor the implementation of the State Plan Managed

Care contract

2. Advocate and educate legislature and appropriate state agencies on the implementation of the

State Plan Managed Care

3. Evaluate the technical assistance and advocacy activities


Timeline

Year 2

1. 02/12

2. TBD

3. 01/13

4. 01/13

Year 3

1. 02/13

2. TBD

3. 01/14

4. 01/14

Objectives




Activities

Medicaid Service Delivery design - Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Conduct research of models used in other states for effectively combining Medicaid State Plan

and Waiver services

5. Develop a plan to combine Medicaid State Plan and Waiver Services

6. Advocate with legislative and state agency for implementation of plan

7. Monitor implementation of Medicaid State Plan & Waiver Services

8. Evaluate the advocacy efforts and overall project activities



Timeline

Year 1

1. 12/12

2. 04/13

3. 07/13

4. 08/13

5. 09/13

6. 10/13

7. 10/13

8. 06/14

9. 06/14

Objectives




Activities

Medicaid Service Delivery design- Years 2-3


2. Contract begins

3. Advocate with legislative and state agency for implementation of Plan

4. Monitor implementation of Medicaid State Plan & Waiver Services

5. Provide technical assistance to explore system designs for sustaining the future of the DD

service system that incorporates the waiver

6. Evaluate the advocacy efforts and overall project activities


Timeline

Year 2

1. 05/14

2. 06/14

3. 06/15

4. 06/15

5. 06/15

6. 02/15

7. 04/15


Year 3

1. 05/15

2. 06/15

3. 06/15

4. 06/15

5. 06/15

6. 02/16

7. 04/16

Objectives

5.3: Provide technical assistance to support the development of two (2) training programs that lead

to increasing the number of health care providers serving individuals with developmental

disabilities.

Activities

Training for Health Care providers of Adults with DD - Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Identify the training program

5. Identify and/or develop training materials

6. Conduct pilot testing of training materials

7. Finalize training materials



Timeline

Year 1

1. 04/11

2. 08/11

3. 11/11

4. 11/11

5. 02/12

6. 07/12

7. 07/12

8. 10/12

9. 10/12


Objectives



disabilities.

Activities


1. Continuation Contract approved

2. Contract begins

3. Implement training programs for health care providers caring for adults with DD

4. Evaluate the training activities and overall project


Timeline

Year 2

1. 01/13

2. 04/13

3. 05/13

4. 07/14

5. 08/14

Objectives



disabilities.

Activities

Training for mid-level Health Care providers of Adults with DD - Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Identify the training programs for Advanced Registered Nurse Practioners

5. Identify and/or develop training materials

6. Conduct pilot testing of training materials

7. Finalize training materials



Timeline


Year 1

1. 11/13

2. 01/14

3. 02/14

4. 03/14

5. 03/14

6. 08/14

7. 08/14

8. 11/14

9. 12/14

Objectives



disabilities.

Activities


1. Continuation Contract approved

2. Contract begins

3. Implement training programs for Advanced Registered Nurse Practioners caring for adults w/DD

4. Evaluate the training activities and overall project


Timeline

Year 2

1. 01/15

2. 02/15

3. 03/15

4. 11/15

5. 12/15

Objectives

5.4: Advocate for and provide technical assistance to key stakeholders to develop and implement a

statewide coordinated system to improve child development screening that leads to early

identification of needed services and supports.

Activities


Child Development Screening - Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Conduct research on the use of developmental screenings in Florida

5. Implement technical assistance to create statewide task force to develop recommendations


7. Develop report on the current system for developmental screenings in Florid and

recommendations to the Council for next steps

Timeline

Year 1

1. 10/10

2. 01/11

3. 04/11

4. 05/11

5. 06/11

6. 04/12

7. 04/12

Objectives




Activities

Child Development Screening Year 2

1. Contract continuation approved

2. Contract begins

3. Continue implementation of technical assistance with statewide task force to develop a menu of

development screening tools, strategies and implementation plan for comprehensive system of

developmental screening


5. Develop final report and recommendations to the Council for next steps

Timeline

Year 2

1. 05/12

2. 06/12


3. 07/12

4. 05/13

5. 05/13

Objectives




Activities

Child Development Screening - Implementation Activities - Year 3


2. Contract begins

3. Continue implementation of technical assistance with statewide task force on coordination of

child development screening and assessment process

4. Provide information on families on Help ME Grow Florida to increase awareness of the need for

child development screening

5. Develop sustainability plan for initiative



Timeline

Year 3

1. 05/13

2. 06/13

3. 07/13

4. 08/13

5. 09/13

6. 05/14

7. 05/14

Objectives

5.5: Provide technical assistance to key stakeholders to implement activities from the state health

care transition strategic plan to benefit adolescents and young adults and their families who are

transitioning from pediatric to adult health care.

Activities

Implementation Activities – Florida HATS - Years 2-5


1. Comtinue collaboration with the Florida Department of Health on project activities

2. Provide legislative education and advocate legislation to support Health Care Transition issues

3. Develop final report and recommendations to the Council for next Steps

Timeline

Year 2

1. 08/11

2. 01/12

3. 05/12

Year 3

1. 08/12

2. 01/13

3. 05/13

Year 4

1. 08/13

2. 01/14

3. 05/14

Year 5

1. 08/14

2. 01/14

3. 05/15

Objectives


enhance the service delivery system

Activities



2. Contract begins

3 .Continue collaboration with the State Office for Early Steps on project activities

4. Provide technical assistance to make the training materials into an online training format for

early intervention evaluators to access & be trained across Florida

5. Pilot the online training modules for the Early Intervention Evaluator Credentialing process

6. Finalize the online training modules for the Early Intervention Evaluator Credentialing process

7. Evaluate the overall project activity

8. Develop report and recommendations to the Council on next steps

Timeline


Year 2

1. 11/14

2. 12/14

3. 01/15

4. 02/15

5. 03/15

6. 04/15

7. 05/15

8. 10/15

Objectives

5.5: Provide technical assistance to key stakeholders to implement activities from the state health

care transition strategic plan to benefit adolescents and young adults and their families who are

transitioning from pediatric to adult health care.

Activities

Florida HATS


2. Contract begins

3. Continue TA activities to implement Health Care transition strategic plan

4. Provide legislative education & advocacy legislation to support healthcare transition issues

5. Evaluate final report & recommendations to the Council for next steps

6. Develop final report & recommendations to the Council for next steps

Timeline

Year 1

1. 06/10

2. 07/10

3. 08/10

4. 09/10

5. 07/11

6. 07/11




State DD Agency


GOAL # 6: Formal & Informal Supports

In partnership with individuals with developmental disabilities and their families, the Council will provide

education and outreach to stakeholders, provide education to policy makers, and facilitate coalition

development, and interagency collaboration to increase the available Developmental Disabilities Home &

Community Based Waiver services and non-waiver supports in response to the needs of individuals on the

Waitlist.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

6.1: Conduct research and provide technical assistance which may include but not be limited to,

establishing and supporting a task force which specifically addresses the Developmental

Disabilities Home & Community Based Services Waiver Waitlist to include the development and

implementation of a strategic plan to address the needs of individuals with developmental

disabilities on the waitlist.

Activities

Task Force on HCBS Waiver Waitlist - Yr 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Conduct comprehensive research on Florida’s HCBS Waiver waitlist issues

5. Implement technical assistance to create statewide task force to develop recommendations


6. Develop Strategic Plan


8. Develop report recommendations to the Council for next Steps

Timeline

Year 1

1. 07/11

2. 09/11

3. 12/11

4. 01/12 – 08/12

5. 08/12 – 09/12

6. 10/12- 08/13

7. 10/12- 8/13

8. 09/13

Objectives

6.1: Conduct research and provide technical assistance which may include but not be limited to,

establishing and supporting a task force which specifically addresses the Developmental

Disabilities Home & Community Based Services Waiver Waitlist to include the development and

implementation of a strategic plan to address the needs of individuals with developmental

disabilities on the waitlist.

Activities

Task Force on HCBS Waiver Waitlist - Yrs 2-4


2. Contract begins

3. Continue with comprehensive research on Florida’s HCBS Waiver waitlist issues

4. Implement technical assistance to expand statewide task force to include key stakeholders

5. Provide technical assistance to stakeholders to advocate to legislature for the implementation of

the strategic plan

6. Provide technical assistance to work with statewide task force to support implement HCBS

waiver waitlist strategic plan


8. Develop report with recommendations for the Council for next Steps

Timeline

Year 2

1. 09/13

2. 12/13


3. 01/14 – 07/14

4. 01/14- 07/14

5. 01/14- 07/14

6. 01/14 – 09/14

7. 01/14 – 09/14

8. 10/14

Year 3

1. 09/14

2. 12/14

3. 01/15- 07/15

4. 01/15 – 07/15

5. 01/15 – 09/15

6. 01/15- 09/15

7. 01/15 – 09/15

8. 10/15

Year 4

1. 09/15

2. 12/15

3. 01/16- 07/16

4. 01/16 – 07/16

5. 01/16 -09/16

6. 01/16 -09/16

7. 01/16 -09/16

8. 09/16

Objectives

6.2: Provide technical assistance to develop four (4) regional community coalitions that will

increase the availability of informal and volunteer services and promote access to generic or

shared services for individuals with developmental disabilities living in their communities.

Activities

Community Coalitions - Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Identify community coalition locations

5. Recruit stakeholders for each targeted community coalition

6. Implement technical assistance to 2 community coalitions to develop a demonstration project




Timeline

Year 1

1. 03/11

2. 05/11

3. 07/11

4. 09/11

5. 10/11

6. 11/11 – 09/12

7. 11/11 - 09/12

8. 10/12

Objectives




Activities

Community Coalitions - Year 2


2. Contract begins

3. Identify 2 new community coalition locations

4. Recruit stakeholders for each targeted new community coalition

5. Implement technical assistance to Yr 1 & Yr 2 community Coalitions to develop a demonstration

project



Timeline

Year 2

1. 09/12

2. 12/12

3. 03/13

4. 01/13-01/14

5. 01/13– 01/14

6. 01/13 –01/14

7. 02/14


Objectives




Activities

Community Coalitions - Years 3-5


2. Contract begins

3. Continue to provide technical assistance to assist community coalitions implement the

demonstration project

4. Evaluate the technical assistance activities and overall Project

5. Develop report with recommendations for the Council for next Steps

Timeline

Year 3

1. 01/14

2. 03/14

3. 04/14 -11/14

4. 04/14 – 11/14

5. 12/14

Year 4

1. 01/15

2. 03/15

3. 04/15 -11/15

4. 04/15 – 11/15

5. 12/15

Year 5

1. 01/16

2. 03/16

3. 04/16 -08/16

4. 04/16 – 08/16

5. 09/16




State DD Agency


GOAL # 7: Housing

In partnership with individuals with developmental disabilities, their families and community stakeholders, the

Council will support interagency collaboration, conduct research and provide information about affordable,

accessible, safe and inclusive housing options in non-segregated communities to increase access to

information about housing options for Floridians with developmental disabilities.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

7.1: Support the development and dissemination of a resource guide on current housing options in

Florida to assist individuals with developmental disabilities and their families in making informed

decisions.

Activities

Residential Options Guide - Implementation Activities - Years 1-2

1. Release RFP

2. Select Grantee

3. Contract begins

4. Identify Core component of Guide and research on housing options in Florida

5. Develop Housing Options Guide with evaluation tool to assist with individualized decision

making housing options

6. Conduct focus groups to evaluate the usefulness of the Guide

7. Finalize Residential Housing Guide




Timeline

Year 1

1. 06/11

2. 08/11

3. 10/11

4.11/11 – 05/12

5. 06/12 – 07/12

6. 07/12

7. 10/12

8. 09/12 – 10/12

9. 10/12

Objectives

7.2: Provide technical assistance to support the development of an independent statewide

non-profit organization dedicated exclusively to address housing advocacy, policy and resources

that will be a source for individuals with developmental disabilities and their families regarding

housing in Florida.

Activities

FL Inclusive Housing Org. - Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Conduct comprehensive research on Florida’s housing options

5. Implement technical assistance to create a non-partisan housing organization to develop

recommendations

6. Develop an Organizational development Plan



Timeline

Year 1

1. 09/12

2. 12/12

3. 01/13

4. 02/13 – 03/13


5. 04/13 – 06/13

6. 06/13 – 12/13

7. 06/13 -12/13

8. 02/14

Objectives

7.2: Provide technical assistance to support the development of an independent statewide

non-profit organization dedicated exclusively to address housing advocacy, policy and resources

that will be a source for individuals with developmental disabilities and their families regarding

housing in Florida.

Activities

FL Inclusive Housing Org. - Years 2-4


2. Contract begins

3. Provide state agency and/or legislative education and advocacy to support policy issues

identified

4. Provide technical assistance to implement the non-partisan housing organizational plan and

efforts to develop creative solutions to meet the housing needs of individuals with developmental

disabilities in Florida



Timeline

Year 2

1. 01/14

2. 03/14

3. 04/14

4. 05/14 – 09/14

5. 09/14 – 12/14

6. 02/15

Year 3

1. 01/15

2. 03/15

3. 04/15

4. 05/15 – 09/15

5. 09/15 – 12/15

6. 02/16

Year 4


1. 01/16

2. 03/16

3. 04/16

4. 05/16 – 08/16

5. 05/16 – 08/16

6. 09/16




State DD Agency


GOAL # 8: Transportation

In partnership with individuals with developmental disabilities, their families and community stakeholders the

Council will support interagency collaboration and demonstration of new approaches to increase access to

affordable, accessible, transportation options for Floridians with developmental disabilities.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

8.1: Provide technical assistance to conduct interagency collaboration activities to develop

transportation options to include sufficient resources to implement transportation voucher

demonstration project.

Activities

Interagency Collaboration on Transportation Options - Years 1-2

1. Release RFP

2. Select Grantee

3. Contract begins

4. Recruit individuals with developmental disabilities, families and other stake holders to participate

in interagency collaboration efforts on Transportation Options

5. Conduct additional research as required, and an assessment of available resources for the

Transportation pilot project

6. Implement technical assistance to identify funding options, develop recommendations, and apply

for funding and/or additional resources


7. Develop an Organizational development Plan

8. Provide legislative education and advocacy for the policy and funding issues identified



Timeline

Year 1

1. 03/11

2. 05/11

3. 08/11

4. 09/11

5.11/11 – 05/12

6. 11/11 -05/12

7. 09/12 – 12/12

8. 11/11- 05/12

9. 09/12

Year 2

1. 03/14

2. 05/14

3. 09/14

4.11/14

5. 11/14 – 05/15

6. 11/14 – 05/15

7. 06/15 – 08/15

8. 06/15 – 08/15

9. 09/15

Objectives

8.2: Provide technical assistance to implement a transportation voucher demonstration project for

individuals with developmental disabilities and seniors in at least 2 regional areas of Florida.

Activities

Transportation Voucher - Years 1-3


2. Contract begins

3. Provide technical assistance to implement the transportation voucher pilot in at least 2 areas in

Florida

4. Identify options to sustain the transportation voucher pilot




Timeline

Year 1

1. 01/13

2. 03/13

3. 06/13- 12/13

4. 06/13 -12/13

5. 06/13 -12/13

6. 01/14

Year 2

1. 05/14

2. 08/14

3 10/14 – 04/15

4. 10/14 - 04/15

5. 10/14 – 04/15

6. 06/15

Year 3

1. 09/15

2. 11/15

3. 02/16 – 08/16

4. 02/16 -08/16

5. 02/16 -08/16

6. 09/16




State DD Agency


GOAL # 9: Quality Assurance

In partnership with individuals with developmental disabilities, their families and community stakeholders the

Council will support education, training and technical assistance regarding legal rights and responsibilities

and abuse and neglect issues for Floridians with developmental disabilities.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

9.1: Provide technical assistance and training to key stakeholders to engage and provide

individuals with developmental disabilities and their families with education and training on

Florida’s legal community concerning guardianship and guardianship alternatives in two (2) areas

of Florida.

Activities

Guardianship Alternatives - Lighting Your Way – Year 1


2. Contract begins

3. Identify Training locations

4. Recruit individuals with developmental disabilities, families, attorneys and other stakeholders

5. Provide education and training to individuals with developmental disabilities, families, attorneys

and other stakeholders on legal rights in Florida

6. Provide technical assistance to finalize and make available the on-line training for Lighting your

Way for families


7. Evaluate the overall project activities


Timeline

Year 1

1. 01/11

2. 01/11

3. 03/11

4. 03/11

5. 08/11 – 10/11

6. 08/11 -10/11

7. 11/11

8. 12/11

Objectives




of Florida.

Activities

Guardianship Alternatives - Lighting Your Way – Year 1 (Update)

1. RFP

2. Grantee is selected

3. Contract begins

4. Review and update the Lighting Your Way information and training materials for families and

attorneys

5. Identify training locations

6. Recruit individuals with developmental disabilities, families, attorneys and Stakeholders for

trainings

7. Provide technical assistance to conduct trainings to individuals with developmental disabilities,

families, attorneys and stakeholders on guardianship and guardianship alternatives



Timeline

Year 1

1. 12/14

2. 02/15


3. 04/15

4. 04/15 – 07/15

5. 04/15 – 07/15

6. 04/15 – 07/15

7. 08/15 -10/15

8. 08/15 – 10/15

9. 11/15

Objectives




of Florida.

Activities

Guardianship Alternatives - Lighting Your Way – Online Training Modules – Year 2

1. Monitor the use of Review the Lighting Your Way information and training materials for families

2. Follow up with trainees to gather input on the use and benefits of the training modules

3. Continue to market the Lighting Your Way Guides and online training modules across Florida

4. Develop final report of activities and recommendations to the Council for next Steps

Timeline

Year 2

1. 01/14

2. 03/14

3. 06/14

4.12/14

Objectives




of Florida.

Activities

Guardianship Alternatives - Restoration of Capacity - Year 1

1. Release RFP

2. Select Grantee


3. Contract begins

4. Gather information and materials on the restoration of legal rights in Florida

5. Provide technical assistance to conduct research and develop a comprehensive report to

determine options for low cost or pro bono services to individuals with developmental disabilities

for restoration of their legal rights and determine the feasibility of having an organization provide

such legal services

6. Conduct focus groups with attorneys and stakeholders to gather input for the comprehensive

report

7. Provide technical assistance to develop a pilot implementation plan, with stakeholder input,

based on the findings of the comprehensive report



Timeline

Year 1

1. 03/12

2. 06/12

3. 09/12

4. 10/12 – 04/13

5. 10/12 – 04/13

6. 10/12 – 04/13

7. 10/12 – 04/13

8. 05/13 – 12/13

9. 01/14

Objectives




of Florida.

Activities

Guardianship Alternatives - Restoration of Capacity Years 2-4


2. Contract begins

3. Collaborate with stakeholders to implement plan

4. Provide technical assistance to the implementation of the plan

5. Provide technical assistance to phase-in sustainability during the implementation of the plan




Timeline

Year 2

1. 01/14

2. 03/14

3. 06/14

4. 07/14 – 01/15

5. 07/14 -01/15

6. 07/14- 01/15

7. 02/15

Year 3

1. 01/15

2. 03/15

3. 06/14

4. 07/14 – 01/15

5. 07/14 – 01/15

6. 07/14 – 01/15

7. 02/15

Year 4

1. 01/16

2. 03/16

3. 05/16

4. 05/16 – 09/16

5. 07/16 -09/16

6. 08/16

7. 09/16

Objectives

9.2: In collaboration with Disability Rights Florida and other stakeholders, explore improvements

needed to the Florida system of prevention, detection and response to abuse and neglect of

individuals with developmental disabilities.

Activities

Guardianship Alternatives - Abuse & Neglect - Years 2 -3

1. Continue collaboration with the Abuse and Neglect Workgroup to focus on prevention,

detection, and response to abuse and neglect

2. Implement strategies to prevent, detect and respond to abuse and neglect of individuals with

developmental disabilities


3. Implement strategies to link individuals with developmental disabilities and families to resources

and supports to prevent abuse and neglect


5. Develop report and recommendations to the Council for next Steps

Timeline

Year 2

1. 01/15

2. 02/15 – 06/15

3. 02/15 -06/15

4. 02/15 -06/15

5. 09/15

Year 3

1. 09/15

2. 10/15 – 02/16

3. 02/16 -06/16

4. 02/16 -06/16

5. 09/16

Objectives

9.2: In collaboration with Disability Rights Florida and other stakeholders, explore improvements

needed to the Florida system of prevention, detection and response to abuse and neglect of

individuals with developmental disabilities.

Activities

Abuse & Neglect- Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Conduct comprehensive research on Florida's Abuse & negklect issues (to include national best

practices, methods & strategies to prevent to such abuse & neglect

5. Provide technical assistance to create a stakeholder's work group to assist with developing

recommendations for addressing abuse & neglect (to be included in final needs assessment

report)

6. Develop recommendations to address abuse & neglect

7.Evaluate the technical assistance activities and overall project

8. Submit report with recommendations to the Council for next steps

Timeline


1. 05/13

2. 08/13

3. 10/13

4. 11/13 – 04/14

5. 11/13 – 04/14

6. 05/14 – 09/14

7. 05/14 -10/14

8. 10/14

Objectives




of Florida.

Activities

Guardianship Alternatives Lighting Your Way- On Line Training Module- Year 1

1. Continutation contract approved

2. Contract begins

3. Provide technical assistance to translate the Lighting Your Way online modules into Spanish

4. Provide technical assistance to make online training modules of Lighting Your Way available to

families in Spanish

5. Monitor the use of the Lighting Your Way on-line training modules

6. Conduct a post training follow-up with training participants to gather input on the use and impact

of the training



Timeline

1. 05/12

2. 09/12

3. 10/12 – 03/13

4. 03/13 – 06/13

5. 03/13 – 06/13

6. 07/13

7. 07/13

8. 09/13





State DD Agency


GOAL # 10: Education

In partnership with children and youth with developmental disabilities, their families and community child care

providers, the Council will research, and provide training and technical assistance to stakeholders to increase

the number of children and youth in inclusive educational and child care settings.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

10.1 Research and identify effective strategies for students with significant behavioral, medical and

personal needs to be included in before and after school programs.

Activities

Trainings for staff in before and after School programs Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Conduct comprehensive research to identify barriers, national best practices and effective

strategies

5. Recruit stakeholders and conduct focus groups to gather input

6. Develop a report with research findings of data collected and recommendations.

7. Based on the findings of the comprehensive report, develop an implementation plan to include

sustainability activities during project implementation

8. Evaluate the Project


9. Develop final report and recommendations for next steps for Yr 3

Timeline

Year 1

1. N/A

2. N/A

3. N/A

4. 01/12

5. N/A

6. 02/12

7. N/A

8. N/A

9. 04/12

Objectives

10.2 Provide training and technical assistance to staff of at least five (5) before and after school

programs to increase the number of students with developmental disabilities in inclusive programs.

Activities

Before and After School follow-up Implementation Activities - Years 2-4

1. Release an RFP

2. Select Grantee

3. Grantee Contract Begins

4. Develop materials for webinars that create access to before and after school programs for

students with signficant needs

5. Market and cinduct webinars to share strategies to create access to before and after school

programs for students with significant needs

6. Recruit providers of before and after school care to apply for mini grants

7. Provide technical assistance to mini grant recipients

8. Evaluate the Project activities


Timeline

Year 2

1. 10/13

2. 01/14

3. 02/14

4. 03/14

5. 03/14 - 04/14


6. 03/14-12/14

7. 01/15

8. 01/15

9. 02/15

Year 3

1. 02/15

2. 05/15

3. 06/15

4. 07/15

5. 08/15

6. 08/15-09/15

7. 09/15

8. 03/16

9. 04/16

Year 4

1. 04/16

2. 05/16

3. 06/16

4. 07/16

5. 08/16

6. 08/16-09/16

7. 09/16

8. 09/16

9. 09/16

Objectives

10.3 Provide training and technical assistance to staff of at least eight (8) educational providers in

the use of instructional technology and resources that support the use of universal design for

learning to increase the number of students with developmental disabilities included in Pre-K – 12

general education classrooms.

Activities

Universal Design for Learning- Implementation Activities - Years 1-4

1. Release an RFP

2. Select Grantees


4. Identify educators to be trained

5. Conduct site based needs assessment to determine Instructional technology and resources to

support the use of universal design for learning leading to an increase in the number of students


with developmental disabilities included in the general education setting

6. Develop trainings based on needs assessment

7. Provide Technical Assistance to support trained educators on instructional technology use


9. Develop final report and recommendations for next steps

Timeline

Year 1

1. 01/12

2. 03/12

3. 06/12

4. 08/12

5. 09/12

6. 10/12

7. 10/12-03/13

8. 05/12

9. 06/13

Year 2

1. 10/12

2. 02/13

3. 05/13

4. 06/13

5. 06/13-08/13

6. 08/13-05/14

7. 08/13-05/14

8. 05/14

9. 06/14

Year 3

1. 10/13

2. 02/14

3. 05/14

4. 06/14

5. 06/14-08/14

6. 08/14-05/15

7. 08/14-05/15

8. 05/15

9. 06/15

Year 4

1. 10/14

2. 05/15


3. 05/15

4. 06/15

5. 06-15-08/15

6. 08/15-05/16

7. 08/15-053/16

8. 05/16

9. 06/16

Objectives

10.4 Provide training and technical assistance to at least fifteen (15) Early Learning Coalitions in

Florida to implement positive behavior supports and recognition and response strategies to ensure

young children remain in consistent and positive early childhood settings.

Activities

PIECE – Year 4



3. Select Early Childhood Inclusion Specialist to be trained

4. Implement Training

5. Provide Technical Assistance to Early Childhood Inclusion Specialists


7. Develop final report and recommendations for year 2

Timeline

Year 4

1. 09/10

2. 11/10

3. 01/11

4. 02/11

5. 02/11-11/11

6. 12/11

7. 12/11

Objectives





Activities

PBS model site in ELC’centers Year 1

1. Sole Source and funding approved


3. Provide technical assistance to develop a recruitment and selection process for early learning

coalition sites

4. Recruit and select entities for technical assistance and trainings

5. Provide Training and technical assistance on program wide implementation of Positive Behavior

Supports, data collection, and data driven decision making

6. Provide Technical Assistance to incorporate the CEFEL training materials into the state

approved Outcome Driven training


8. Develop final report and recommendations

Timeline

Year 1

1. 09/11

2. 12/11

3. 03/12

4. 04/12

5. 05/12

6. 05/12-10/12

7. 10/12

8. 10/12

Objectives




Activities

PBS model site in ELC’centers (monitoring) - Implementation Activities - Year 2-5

1. Monitor implementation of the PBS and data driven decision making

2. Follow up with trainees to gather input on the use and benefits of the training modules

3. Based on the monitoring and feedback, develop recommendations to the Council for next steps

Timeline

Year 2

1. 11/12-05/13


2. 06/13

3. 09/13

Year 3

1. 11/13-05/14

2. 06/14

3. 09/14

Year 4

1. 11/14-05/15

2. 06/15

3. 09/15

Year 5

1. 11/15-05/16

2. 06/16

3. 09/16

Objectives

10.5 Support the development and dissemination of resources to promote disability awareness and

related topics to be utilized throughout Florida in trainings and technical assistance provided by

other stakeholders to facilitate inclusion.

Activities

Disability Awareness Language Arts & Literacy Guides Year 1

1. Release an RFP

2. Select Grantee

3. Contract begins

4. Identify information, resources and format for Literacy guides for Pre-K through 5th grade

5. Provide technical assistance to develop literacy guides

6. Print and disseminate guides to pre-k and elementary schools across Florida

7. Evaluate project activities

8. Recommendations to the Council on strategies to incorporate the literacy guides and books to

be into the reading and language arts curriculum in pre-k – 5th grade

Timeline

Year 1

1. 01/11

2. 04/11

3. 10/11

4. 12/11

5. 01/12-06/12


6. 01/12-06/12

7. 08/12-10/12

8. 10/12

Objectives




Activities

Disability Awareness Language Arts & Literacy Guides Year 2 Pre-k - 5

1. Release of RFP

2. Select School District/ grantees

3. Provide Disability Awareness books

4. Evaluate the use of the materials

5. Submit recommendations to the Council on next steps

Timeline

Year 2

1. 10/12

2. 11/12

3. 11/12

4. 12/11 – 06/13

5. 06/13

Objectives




Activities

Disability Awareness Language Arts Literacy Guides (monitoring Pre-K - 5) - Implementation

Activities - Year 3-5

1. Staff will collaborate with school districts and other stakeholders to evaluate the impact of the

resources to promote disability awareness

2. Staff will monitor use of Disability Awareness Language Arts and Literacy Guides disseminated

to private and public schools in Florida

3. Follow up with educators and teachers to gather input on the use and benefits of using the


guide

4. Based on the monitoring and feedback, develop recommendations to the Council for next

Timeline

Year 3

1.10/13

2. 09/14

3. 09/14

4. 09/14

Year 4

1. 10/14

2. 09/15

3. 09/15

4. 09/15

Year 5

1. 1015

2. 09/16

3. 09/16

4. 09/16

Objectives




Activities

Disability Awareness Language Arts & Literacy Guides MS & HS Year 3

1. Release of RFP

2. Select Grantee

3. Contract begins

4. Identify information, resources and format for Literacy guides for Middle and High School

5. Provide technical assistance to develop literacy guides

6. Print and disseminate guides to Middle and High schools across Florida through the FDLRS

Respurce Centers

7. Evaluate project activities

8. Recommendation to the Councilon strategies to incorporate the literacy guides and books to be

into the reading and language arts curriculum in MIddle and High School

Timeline


Year 3

1. 05/13

2. 11/13

3. 01/14

4. 01/14

5. 02/14-07/14

6. 02/14-07/14

7. 09/14-11/14

8. 11/14

Objectives




Activities

Disability Awareness Language Arts & (monitoring MS & HS) Year 5

1. Monitor use of Disability Awareness Language Arts and Literacy Guides disseminated to private

and public schools in Florida

2. Follow up with educators and teachers to gather input on the use and benefits of using the

guide

3. Based on the monitoring and feedback, develop recommendations to the Council for next

Timeline

Year 5

1. 08/15

2. 09/16

3. 09/16

Objectives




Activities

Disability Awareness Language Arts & Literacy Guides Dissemniation (MS & HS) - Implementation

Activities - Year 4

1. Collaborate with FDLRS statewide resource to develop a training module to train trainers to use


the guides to train on disability awareness

2. Develop surveys to provide feedback on trainings

3. FDLRS delivers the trainings

4. Evaluate the use of materials

5. Submit recommendations to the Council on next steps

Timeline

Year 4

1. 10/14

2. 11/14

3. 11/14

4. 12/14-06/15

5. 06/15




State DD Agency


GOAL # 11: Education & Employment

In partnership with individuals with developmental disabilities, their families, advocates, and stakeholders the

Council will conduct research and provide training and technical assistance to stakeholders to promote

person centered transition planning and expand opportunities for post-secondary education and employment

that meets the life goals of individuals with developmental disabilities.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

11.1: Provide training and technical assistance to key staff at each of Project SEARCH High

School Transition programs to build their capacity to support the sustainability and stability of the

programs.

Activities

Progressive Employment Practices (Consultant) - Implementation Activities - Year 1

1. Project continuation approved

2. Contract Begins

3. Identify training and technical assistance of key staff at Project SEARCH High School Transition

programs

4. Provide technical assistance and training

5. Evaluate the training and technical assistance

6. Develop and submit final report with recommendations for next steps


Timeline

Year 1

1. 01/12

2. 05/12

3. 08//12

4. 09/12

5. 04/13

6. 04/13

Objectives

11.2: Provide training and technical assistance to educators and employment service providers on

implementing the CODIE process with students transitioning from high school to employment in at

least two (2) areas of Florida.

Activities

CODIE- Year 1

1. Release RFP

2. Select Grantee

3.Contract Begins

4. Develop recruitment and selection process for school sites

5. Provide training to implement Discovery Personal Genius Plan

6. Provide ongoing Technical Assistance to participating school districts.

7. Evaluate Training and technical assistance provided


Timeline

Year 1

1. 06/11

2. 08/11

3. 09/11

4. 11/11

5. 01/12

6. 02/12

7. 08/12

8. 09/12

Objectives





Activities

CODIE- Year 2


2. Contract Begins

3. Select and recruit two to four new sites.

4. Provide training and technical assistance to year 1 sites as necessary.

5. Provide technical assistance and training to new sites

6. Evaluate the Training and Technical Assistance at all sites


Timeline

Year 2

1. 10/12

2. 10/12

3. 10/12

4. 11/12

5. 11/12-08/13

6. 09/13

7. 09/13

Objectives


implementing the CODIE Process with students transitioning from high school to employment in at


Activities

CODIE – Implementation Activities - Year 3

1.Project Continuation approved

2. Contract Begins

3. Continue to provide training for all sites

4. Develop training materials based on the CODIE manual for the train-the-trainers event

5. Solicit school districts statewide to send one or more participants to the train-the-trainer event

6. Provide training for the trainers for at least 10 or more school districts

7. Provide ongoing technical assistance through technology as districts implement practices



Timeline

Year 3

1. 11/13

2. 11/13

3. 11/13-11/14

4. 12/13-03/14

5. 12/13-03/14

6. 03/14

7. 11/13-11/14

8. 11/14

Objectives




Activities

CODIE – (monitoring Years 4-5)

1. Monitor the implementation of CODIE in trained sites and the outcomes for trained staff and

students

2. Gather input from staff of trained sites and students on the benefits of the training, and the

impact of such trainings

3. Develop and submit report and recommendations to the Council for consideration

Timeline

Year 4

1.03/14

2. 05/14

3. 02/15

Year 5

1.10/15

2. 7/16

3. 09/16

Objectives

11.3: Provide technical assistance to support the FYI Transition Website and partner with key

stakeholders to promote the website and maintain its content and relevancy.


Activities

FYI Transition Website


2. Contract begins

3. Complete updates to the FYI Website as specified to maintain current relevance of the website

information.

4. Develop sustainability plan

5. Monitor continued relevance of the FYI Transition website (for the length of our financial

participation)

6. Implement sustainability plan

7. Develop and submit final report

Timeline

Year 1

1. 06/11

2. 07/11

3. 10/11

4. 09/11

5. 07/11-05/12

6. 05/12

7. 07/12

Objectives

11.3: Provide technical assistance to support the FYI Transition Website and partner with key

stakeholders to promote the website and maintain its content and relevancy.

Activities

FYI Transition Website (Monitoring) Implementation Activities - Years 2-5

1. Monitor the use of the FYI Transition Website

2. Follow up with educators, parents and students to gather input on the use and benefits of using

the website

Timeline

Year 2

1. 10/12

2. 08/13

Year 3

1. 10/13

2. 09/14


Year 4

1. 10/14

2. 09/15

Year 5

1. 10/15

2. 09/16

Objectives

11.5 Provide technical assistance and training to faculty in the Project Achieve Program to facilitate

inclusion of students with developmental disabilities at one (1) Florida state college.

Activities

Implementation Activity - Project Achieve Year 1

1. Release an RFP

2. Select Grantee

3. Contract Begins

4. Select Inclusion Specialist

5. Identify a process to recruit and select schools and students to participate in program

6. Select five students from each of two districts to participate in program

7. Identify and develop project training materials

8. Provide Training to targeted students and pertinent college staff

9. Provide Technical Assistance



Timeline

Year 1

1. 07/10

2. 09/10

3. 03/11

4. 06/11

5. 06/11-08/11

6. 08/11

7.06/11-08/11

8. 08/11-08/12

9. 03/12

10. 03/12

11. 03/12


Objectives



Activities

Project ACHIEVE – Year 2


2. Contract Begins

3. Select any additional students to participate in program

4. Update training materials based on needs


6. Provide Technical Assistance for project implementation



Timeline

Year 2

1. 05/12

2. 06/12

3. 06/12

4. 06/12-08/12

5. 08/12-05/13

6. 08/12-05/13

7. 08/12-05/13

8. 05/13

Objectives

11.6 Provide technical assistance and training to expand post secondary programs available for

students with developmental disabilities in Florida.

Activities

Post Secondary Expansion in Florida Year 1-4 - Implementation Activities

1. FDDC will colloborate with key stakeholders to develop a TA track at conferences related to

transition, post-secondary education & employment conferences to provide information to initiate,

expand and enhance post-secondary programs for students w/DD across FL

2. Identify conferences and symposiums to inform participants on information, strategies and

reosurces to initiate, expand and enhance post-secondary programs for students w/ DD across FL.

3. Deliver presentations at cinferences & or sympsiums.

4.Provide TA & Support for school districts and post secondary program personnel to participate in


conferences and activities that lead to developing post secondary programs for students with DD in

their local communities

5. Evaluate the Project activities.

6. Develop final report & recommendations for next steps

Timeline

Year 1

1. 07/12-09/12

2. 07/12-09/12

3. 09/12-05/13

4. 09/13

5. 10/13

6. 10/13

Year 2

1. 09/13

2. 09/13

3. 09/13-05/14

4. 09/14

5. 09/14

6. 09/14

Year 3

1. 09/14

2. 09/14

3. 09/14-05/15

4. 09/15

5. 09/15

6. 09/15

Year 4

1. 09/15

2. 09/15

3. 09/15-05/16

4.09/16

5. 09/16

6. 09/16

Objectives


11.7 Provide training and technical assistance to at least ten (10) school districts and Project 10

Regional representatives to increase the number of students with developmental disabilities

gaining employability skills that leads to employment at or above minimum wage.

Years 1 and 2

Activities

Project Discover Statewide Expansion Yr 1


2. Contract Begins

3. Select up to 5 school districts and educators to target training and technical assistance

4. Identify/select/refine training project materials

5. Provide Training and technical assistance to pertinent school district staff and Project 10

Regional representatives



Timeline

Year 1

1. 06/11

2. 07/11

3. 08/11

4. 08/11-10//11

5. 08/11-05/12

6. 06/12

7. 07/12

Objectives




Activities

Project Discover Statewide Expansion Yr 2

1. Staff to provide technical assistance to Project 10 regional representatives on training and

providing technical assistance in targeted school districts on the Discovery process.

2. Project 10 staff implement training and technical assistance with targeted school districts on

Discovery process.




Timeline

Year 2

1.10/12-05/13

2.10/12-5/13

3. 6/13

4. 7/13

Objectives




Activities

Project Discover Statewide Expansion (monitoring)

1. Monitor the expansion of Project Discover across Florida

2. Gather feedback from stakeholders involved in the implementing the Discovery process

Timeline

Year 3

1. 10/13-09/14

2. 10/13-09/14

Year 4

1. 10/13-09/15

2. 10/13-09/15

Year 5

1. 10/13-09/16

2. 10/13-09/16

Objectives



Activities

Project ACHIEVE – Year 3


2. Contract Begins

3. Select any additional students to participate in program

4. Update training materials based on needs



6. Provide Technical Assistance for project implementation



Timeline

Year 3

1. 07/13

2. 09/13

3. 09/13

4. 08/13-09/13

5. 09/13-06/14

6. 06/14

7. 07/14

8. 07/14

Objectives

11.4 Provide training and technical assistance to career and technical centers across the state of

Florida to ensure students with significant developmental disabilities have increased access to

career and technology training.

Activities

Inclusion in Career & Technical Programs - Implementation Activities - Years 2-3

1. Release RFP

2. Select Grantee

3. Contract begins

4. Recruit and select Program Director/Inclusion Specialist

5. Recruit and select school districts/schools to participate in the program

6. Develop recruitment and application process for interested students

7. Identify and develop project training materials

8. Provide training and technical assistance to targeted students and pertinent career and

technology personnel

Timeline

Year 2

1. 05/14

2. 09/14

3. 10/14

4. 12/14


5. 01/15-04/15

6. 01/15-06/15

7. 01/15-08/15

8. 05/15-08/15

Year 3

1.10/15

2. 11/15

3. 12/15

4. 01/16-04/16

5. 01/16-06/16

6. 07/16

7. 08/16

8. 09/16

Objectives

11.1: Provide training and technical assistance to key staff at each of Project SEARCH High

School Transition programs to build their capacity to support the sustainability and stability of the

programs.

Activities

Progressive Employment Practices (Project SEARCH Statewide Meetings, Trainings and

Technical Assistance) - Implementation Activities - Year 2

1. Project approved

2. Contract Begins

3. Identify training and technical assistance of key staff at Project SEARCH High School Transition

programs

4. Provide technical assistance and training

5. Evaluate the training and technical assistance and student outcomes

6. Develop and submit final report with recommendations for next steps

Timeline

Year 2

1. 06/13

2. 10/13

3. 10/13-09/14

4. 10/13-09/14

5. 03/14-06/14

6. 09/14


Objectives

11.4 Provide training and technical assistance to career and technical centers across the state to

ensure students with significant and developmental disabilities have increased access to career

and technology training.

Activities

Inclusion in Career & Technical Programs - Implementation Activities - Year 1

1. Collaborate with the State Secondary Transition Interagency Committee (Post-secondary

subgroup) to review current entrance requirements for Career and Technical programs throughout

the state.

2. Conduct research to develop webinars for Career & Technical Programs to increase the

enrollment for students with developmental disabilities.

3. Develop surveys to measure feedback on webinars

4. Facilitate webinars

5. Analyze data to determine impact of webinars

6. Write recommendations for next steps

Timeline

1. 06/13-09/13

2. 06/13-09/13

3. 09/13

4. 10/13

5. 11/13

6. 12/13




State DD Agency


GOAL # 12: Employment

In partnership with individuals with developmental disabilities, their families, advocates, and key stakeholders,

the Council will educate and provide training and technical assistance to employers, and stakeholders that

will enable individuals with developmental disabilities to obtain and sustain employment at or above minimum

wage.


Quality Assurance


Child Care

Health

Employment

Housing

Transportation

Recreation



Outreach

Training





Programs

Barrier Elimination





Supports

Other Activities

Objectives

12.1: Provide training and technical assistance to individuals with developmental disabilities,

families and key stakeholders across Florida regarding benefits planning and asset development.

Activities

Benefits Planning Trainings - Implementation Activities - Year 1

1. Project Continuation approved

2. Contract Begins

3. Provide technical assistance to maintain relevance and current knowledge in the area of benefits

planning and asset development.

4. Provide technical assistance to have the Benefits Planning modules accessible on-line

5. Promote the availability of the on-line Benefits Planning Modules

6. Identify locations for Benefits Planning trainings

7. Recruit training participants

8. Conduct trainings on Benefits Planning and asset development


9. Evaluate the project activities


Timeline

Year 1

1. 06/11

2. 10/11

3. 04/1-01/11

4. 04/1-01/11

5. 04/10-08/10

6. 04/10-08/10

7. 04/10-08/10

8. 04/10-08/10

9. 02/11

10. 01/13

Objectives



Activities

Benefits Planning – Monitoring Implementation Activities - Years 2-5

1. Continue to promote the availability of the on-line Benefits Planning training Modules

2. Monitor the use of the training modules

3. Gather input from individuals trained on the benefits of the training, application of knowledge

learned and impact of such trainings

4. Analyze the input received

5. Develop report and recommendations to the Council for next steps

Timeline

Year 2

1. 02/13-09/13

2. 02/13-09/13

3. 02/13-09/13

4. 02/13-09/13

5. 09/13

Year 3

1. 02/14-09/14

2. 02/14-09/14


3. 02/14-09/14

4. 02/14-09/14

5. 09/14

Year 4

1. 02/15-09/15

2. 02/15-09/15

3. 02/15-09/15

4. 02/15-09/15

5. 09/15

Year 5

1. 02/16-09/16

2. 02/16-09/16

3. 02/16-09/16

4. 02/16-09/16

5. 09/16

Objectives

12.4: Provide technical assistance to stakeholders in up to five (5) rural communities in Florida to

develop and implement a strategic plan to creatively address strategies that leads to an increase in

employment opportunities for individuals with developmental disabilities living in rural communities.

Activities

Rural Routes to Employment - Implementation Activities - Year 1

1. Release RFP.

2. Select Grantee

3. Contract Begins

4. Develop process and select two (2) rural communities to develop a community specific

employment strategic plan to increase employment opportunities for individuals with developmental

disabilities

5. Conduct research to identify community specific barriers, national best practices and unique

solutions in order to develop community specific employment plan for each area

6. Provide Technical Assistance to develop the community specific employment strategic plan for

each area



Timeline

Year 1

1. 07/11


2. 10/11

3. 12/11

4. 01/12 – 02/12

5. 02/12 -11/13

6. 02/12 -11/13

7. 11/13

8. 12/13

Objectives

12.5: Provide technical assistance to develop, adopt and implement an Employment First initiative

in Florida.

Activities

Employ Me 1st - Implementation Activities - Year 1

1. Release RFP

2. Select Grantee

3. Contract begins

4. Conduct comprehensive research on Employment First including issues, policies, and initiatives

from other states

5. Recruit key stakeholders for the Employ Me 1st Steering Committee

6. Provide technical assistance to develop an Employment First plan for Florida

7. Provide legislative and state agency education and advocacy for Employment First policies and

practices

8. Develop and submit final report and recommendations for/against implementation of plan

Timeline

Year 1

1. 06/11

2. 09/11

3. 11/11

4. 11/11- 02/12

5. 11/11 -03/12

6. 11/11 – 10/12

7. 11/11 – 10/12

8. 10/12

Objectives

12.5: Provide technical assistance to develop, adopt and implement an Employment First initiative


in Florida.

Activities

Employ Me 1st - implementation Activities - Year 2-4


2. Contract begins

3. Continue to work with the Employ Me 1st steering committee on Employment First issues

4. Provide technical assistance to address policies and legislation related to Employment First

5. Provide technical assistance to implement the Employment First plan for Florida

6. Evaluate the project activities


Timeline

Year 2

1. 09/12

2. 08/13

3. 08/13 – 07/14

4. 08/13 – 07/14

5. 08/13 – 07/14

6. 08/13 – 07/14

7. 07/14

Year 3

1. 09/14

2. 10/14

3. 10/14 – 08/15

4. 10/14 – 08/15

5. 10/14 – 08/15

6. 10/14 – 08/15

7. 09/15

Year 4

1. 09/15

2. 10/15

3. 10/15 – 08/16

4. 10/15 – 08/16

5. 10/15 – 08/16

6. 10/15 – 08/16

7. 09/16

Objectives


12.6: Provide training, technical assistance and resources to employers and community

stakeholders in Florida, on employing individuals with developmental disabilities.

Activities

Employment Nuts & Bolts: Employers Implementation Activities - Years 1- 2

1. Council approves funding

2. Project begins

3. Establish a training team of representatives from DVR, APD, FDDC, Employer and Self-

Advocate

4. Gather information and develop materials to train employers and community stakeholders on

employing individuals with developmental disabilities

5. Select up to 2 areas in Florida for training

6. Recruit employers and community stakeholders

7. Provide training to employers and community stakeholders

8. Provide Technical assistance to employers and community stakeholders

9. Evaluate the training and technical assistance provided each year

10. Evaluate the impact of the training and technical assistance provided across the years


Timeline

Year 1

1. 09/14

2. 11/14

3. 11/14 – 03/15

4. 11/14- 03/15

5. 04/15

6. 04/15 – 05/15

7. 06/15- 08/15

8. 06/15 – 08/15

9. 09/15

10. 09/15

11. 10/15

Year 2

1. 09/15

2. 11/15

3. 11/15 – 03/16

4. 11/15- 03/16

5. 04/16

6. 04/16 – 05/16

7. 06/16- 08/16


8. 06/16 – 08/16

9. 08/16

10. 08/16

11. 09/16

Objectives



Activities

Let’s get Everyone to Work - Implementation Activities - Years 2-4

1. Monitor the distribution of the Let’s Get Everyone to Work videos

2. Gather input from individuals viewing the videos on the benefits of the information on the video,

the use of the practices, and outcomes

3. Develop and submit report with recommendations

Timeline

Year 2

1. 10/13-09/14

2. 10/13-0914

3. 10/13-09/14

Year 3

1. 10/14-09/15

2. 10/14-09/15

3. 10/14-09/15

Year 4

1. 10/15-09/16

2. 10/15-09/16

3. 10/15-09/16

Objectives

12.7: Provide training and technical assistance and resources to individuals with developmental

disabilities, families and stakeholders in eight (8) areas of Florida about the roles and

responsibilities of the employee.

Activities

Employment roles & responsibilities for individuals with developmental disabilities

Years 1- 3


1. Council approves funding

2. Project begins

3. Establish a training team of representatives from DVR, APD, FDDC, Employer and Self-

Advocate

4. Gather information and develop materials to train individuals with developmental disabilities and

community stakeholders on roles and responsibilities as an employee

5. Select up to 2 areas in Florida for training

6. Recruit individuals with developmental disabilities and community stakeholders

7. Provide training to individuals with developmental disabilities and community stakeholders

8. Provide Technical assistance to individuals with developmental disabilities and community

stakeholders

9. Evaluate the training and technical assistance provided each year

10. Evaluate the impact of the training and technical assistance provided across the years


Timeline

Year 1

1.09/13

2. 11/13

3. 11/13 – 03/14

4. 11/13- 03/14

5. 04/14

6. 04/14 – 05/14

7. 06/14- 08/14

8. 06/14 – 08/14

9. 09/14

10. 09/14

11. 10/14

Year 2

1. 09/14

2. 11/14

3. 11/14 – 03/15

4. 11/14- 03/15

5. 04/15

6. 04/15 – 05/15

7. 06/15- 08/15

8. 06/15 – 08/15

9. 09/15

10. 09/15

11. 10/15


Objectives

12.2: Provide TA to key stakeholders in employment to develop a model on progressive

employment practices for individuals w/DD.

Activities

Progressive Employment Practices (model development) Year 1

1. Project Continuation approved.

2. Contract begins

3. Identify key stakeholders to establish a Employment Consortium

4. Provide TA to develop model on Progressive Employment Practices,

5. Obtain committment from Employment Consortium through a Memorandum of Agreement

6. Develop & submit final report & recommendations

Timeline

Year 1

1. 03/12

2. 05/12

3. 06/12

4. 06/12 – 05/13

5. 06/12 – 05/13

6. 04/13

Objectives

12.3: Provide technical assistance & training to implement a model on progressive employment

practices for individuals w/DD.

Activities

Progressive Employment Practices (model implementation) Yr 1

1. Release RFP

2. Select Grantee

3. Contract Begins

4. Recruit & select pilot steps

5. Provide TA to implement Model

6. Evaluate the TA


Timeline

Year 1

1. 10/13


2. 01/13

3. 02/13

4. 06/13

5. 06/13 – 09/13

6. 09/13

7. 10/13

Objectives



Activities

Let’s Get Everyone to Work - Year 1

1. Release RFP

2. Select grantee

3. Contract begins

4. Gather content information for videos

5. Develop process for video production

6. Select entities to be included in videos

7. Develop scripts and information for videos

8. Begin video production

9. Finalize video production and distribute videos

10. Develop and submit report with recommendations

Timeline

Year 1

1. 03/11

2. 06/11

3. 09/11

4. 09/11- 01/12

5. 09/11 – 01/12

6. 12/11- 07/12

7. 12/11 – 07/12

8. 12/11 – 08/12

9 08/12

10.08/12 -10/12


Objectives



Activities

Benefits Planning - (Translation) - Implementation Activities - Year 2

1. Project Approved

2. Contract begins

3. Translate The Changing Face of Benefits online module, workbook and supplement to Spanish

4. Monitor the use of the Spanish translatipn training modules, workbook and supplement

5. Develop report and recommendations based on use of the Spanish versipns of the online

module, workbook and supplement

Timeline

1. 06/13

2. 10/13

3. 10/14-02/15

4. 04/14-09/14

5. 09/14

Objectives



Activities

Benefits Planning - Train the trainer - Implementation Activities - Year 3

1. Project approved

2. Contract begins

3. Develop a train-the-trainer training on Financial Stability Strategies, including Benefits Planning

to include a trainer's guide and participant materials

4. Conduct at least one train-the-trainer training in Florida

5. Minitor train-the-trainer activities and impact on outcomes

6. Develop report and recommendations based on monitoring of train-the-trainer activities and

outcomes

Timeline

Year 3

1. 05/14

2. 10/14


3. 10/14-02/15

4. 05/15

5. 05/15-09/15

6. 09/15

Objectives




Activities



2. Contract begins

3. Refine and finalize the community specific employment strategic plans to increase employment

opportunities for individuals with developmental disabilities living in targeted rural communities

4. Provide technical assistance to implement the community specific employment strategic plan in

each selected community

5. Provide a status report on the state of employment in each community

6. Submit final Replication Manual

7. Evaluate overall project activities

8. Develop & submit final report and recommendations

Timeline

Year 2

1. 01/13

2. 03/13

3. 03/13-02/14

4. 03/13-02/14

5. 03/13-02/14

6. 02/14

7. 03/13-02/14

8. 02/14

Objectives





Activities



2. Contract begins

3. Support existing sites and Community Action Teams to increase employment opportunities for

individuals with developmental disabilities

4. Assist with identification of community specific barriers

5. Provide Technical Assistance on and off site to facilitate employment outcomes



Timeline

Year 3

1. 01/14

2. 03/14

3. 03/14-02/15

4. 03/14-02/15

5. 03/14-02/15

6. 02/15

7. 03/15

Objectives




Activities

Rural Routes to Employment - Implementation Activities - Years 4 & 5


2. Contract begins

3. Provide training & technical assistance to existing sites and expand to one additional site in year

4 & 5

4. Evaluate the training and techincal assistance


Timeline

Year 4

1. 01/15

2. 03/15


3. 03/15-02/16

4. 03/15-02/16

5. 02/16

Year 5

1. 02/16

2. 03/16

3. 03/16-09/16

4. 08/16

5. 09/16

Objectives



Activities

Post School Guide to Program Options for Individuals with DD - Implementation Activities - Year 2

1. Gather information on the range of post-school options (e.g. supported employment, customized

employment, self-employment, career and technical, post-secondary transition programs), links to

resources, agencies that support them and eligibility and explanations of the services and supports

the agencies provide

2. Develop a guide describing the range of post-school options, links to resources, agencies

supporting options and eligibility requirements, agency services and supports and contact

information in user-friendly language

3. Translate the guide

4. Print and disseminate the guide to all relevant stakeholders both in print and via electronic

media

5. Gather input from individuals using the guide on the benefits of the information, use and

outcomes

6. Develop and submit final report with recommendations, if applicable

Timeline

Year 2

1. 10/13-01/14

2. 10/13-01/14

3. 01/14-04/14

4. 04/14-05/14

5. 05/14-08/14

6. 09/14


Objectives




Activities


1. Release RFP

2. Select Grantee

3. Contract begins

4. Develop process and select two (2) rural communities to develop a community specific

employment strategic plan to increase employment opportunities for individuals with developmental

disabilities

5. Conduct research to identify community specific barriers natipnal best practices and unique

solutions in order to develop community specific employment plan for each area

6. Provide Technical Assistance to develop the community specific employment strategic plan for

eaxh area



Timeline

Year 1

1. 07/11

2. 10/11

3. 12/11

4. 01/12-02/12

5. 02/12-11/13

6. 02/12-11/13

7. 11/13

8. 12/13

Objectives

12.3: Provide technical assistance & training to implement a model on progressive employment

practices for individuals w/DD.

Activities

Progressive Employment Practices (model implementation) Years 2-3

1. Release RFP

2. Select Grantee


3. Contract Begins

4. Recruit & select pilot steps

5. Provide Techinical Sssistance to implement Model

6. Evaluate the Techinical Assistance


Timeline

Year 2

1. 10/14

2. 01/15

3. 02/15

4. 06/15

5. 06/15 – 09/15

6. 06/15 – 09/15

7. 09/15

Year 3

1. 10/15

2. 01/16

3. 02/16

4. 06/16

5. 06/16 – 09/16

6. 06/16 – 09/16

7. 09/16




State DD Agency


Section V : Evaluation Plan [Section 125(c)(3) and (7)]

• Outline how the Council will examine the progress made in achieving the goals of the State Plan.

• Explain the methodology, which may be qualitative or quantitative, thatwill be used to determine if the

needs identified and discussed are being met and if the Council results are being achieved.

• Describe the Council's role in reviewing and commenting on progress towards reaching the goals of the

Plan.

• Describe how the annual review will identify emerging trends and needs as a means for updating the

Comprehensive Review and Analysis.

Part A: Outline of how the Council will examine the progress made in achieving the goals of the State Plan.

As part of the current state plan development process the Council used the framework from the Route toSuccess Systems Change model to guide our focus and conceptualizing of systems change which was thefoundation for our Five Year State Plan. The Council then developed a comprehensive set of outcomes tomeasure the progress of achievement for each initiative. For many objectives, multiple outcomes weredeveloped (as illustrated in Attachment I) to measure both the intermediate progress, as well as the intendedoutcome for the objective. The Route to Success Systems Change model will continue to be applied as wemove forward to assess the strength of the strategies being utilized and determining additional strategies andactivities needed to achieve the desired system change relevant to the goal. The Council will continue to build on the groundwork laid by developing an overarching evaluation structureand process for continuous and systematic review of emerging issues, needs and impact of Council efforts. Specifically, the Council will develop policies and procedures to formalize and strengthen our process-basedevaluations will assess the extent to which major project activities are being implemented as planned andproposed; and determine the extent to which modifications are needed to conform to the plan proposed. These policies and procedures will also provide structure and processes for our progress-based evaluationsthat assess the extent to which project activities are resulting in achieving intended progress. Finally, in orderfor the Council’s evaluation efforts to be meaningful across the five years of the state plan implementation,and to make informed decisions, we will also embed time to reflect on the overall systems change, emergingneeds, areas of continued need, lessons learned, and progress achieved.

Part B: Methodology to determine if the needs identified and discussed are being met and if the Councilresults are being achieved.

The Council’s evaluation plan will use multi-method approaches to determine if identified needs are beingmet and if the ultimate goals and outcomes are being achieved. Council activities will be measured throughmultiple methods including:III. Surveys- will be collected from participants from post trainings and/or technical assistance activities, toprovide overall input, as well as assess changes in attitudes, knowledge, and skills gains acquired throughparticipation in Council activities.IV. Pre & Post tests- pre-tests will be used in some projects to measure the baseline of participants’knowledge, skills, attitudes, prior to participating in Council education and training programs. After theirparticipation, they will complete post-tests, to measure the increase made in the targeted areas V. Focus groups- will be conducted to gather information from stakeholders. Results will be analyzed & to theextent possible, incorporated into Council activities. VI. Face to face & telephone interviews - will be conducted w/ some stakeholders, particularly in projects thatwork w/ a small targeted group. VII. Follow –up surveys - will be administered to obtain data from participants on the extent to which they areapplying knowledge & skills or applying new practices acquired through Council activities.


VIII. Follow-up interviews - interview questions will be structured to provide in-depth information regarding theoutcomes of education, trainings, & technical assistance & the application by participants of such knowledge,skills, & practices acquired through Council activities.IX. Review of publications & products- products & materials will undergo an in-depth review to ensurecompletion, quality & relevance on intended outcomes. X. On-site observations/monitoring- will be conducted by Council members & staff to ensure such activitiesare implemented as proposed & planned to meet intended outcomes. XI. State Agency Data reports- for data being tracked for the purposes of Council demonstration projects atthe local level, similar, data if available, will be requested from the appropriate state entity to identify statelevel, trends, emerging & /or continuing needs & evidence of systems changeXII. After Council funding has ended, data will be collected in order to assess the extent to which progress isbeing made towards systems change.

Information for the above data sources will be analyzed & reviewed within the framework of the Route toSuccess Systems Change model to determine (1) the overall context of the Council’s efforts in the granderscheme; (2) emerging needs; (3) the legislative climate & momentum of state-wide efforts on issue(s)impacting the lives of individuals w/ DD & their families, in order to make changes &/or adjustments to thestate plan & Council efforts that result in systems change that positively impact the lives of individuals w/ DD & their families.

Part C: Council's role in reviewing and commenting on progress towards reaching the goals of the State Plan.

The Council employs a multi-faceted approach in continuously reviewing the activities of every initiative, attask force, committee and Council levels. The vast majority of Council projects include an advisorycommittee with Council member and staff representation, content experts, grantees, and key stakeholders.The advisory committee provides guidance on the project implementation. The Council’s initiatives alsoprovide quarterly reports and updates to the Council. The Council staff and designated Council members,who monitor the project implementation, carefully review the reports to ensure activities are moving forwardas planned and proposed, and progress is being made towards achieving intended project outcomes.

In addition to the review described above, The Council’s Program Planning and Evaluation Committee hashistorically conducted annual reviews of initiatives, with a focus on progress made towards meeting intendedproject outcomes. The Council will expand upon this work and conduct more extensive reviews of Councilprojects and evaluate the progress made, outcomes met and the extent to which systems change isoccurring. Further, at each Council meeting, at least one presentation is made of a Council initiative by theprincipal investigator, who provides the Council with up-to- date information and data on project activities,issues or barriers impacting the project, sustainability, lessons learned, and progress made toward meetingintended outcomes. Council members have the opportunity to ask questions, make comments, and offersuggestions and/or recommendations. Based on the feedback obtained from the advisory committees and reviews at task force, committee and Council levels, changes, adjustments and/or amendments to initiatives,where indicated, in order to move toward achieving intended outcomes. The comprehensive review used byThe Council provides ongoing opportunities to closely monitor, review, and comment on the progress madetoward reaching the goals of the state plan.

Part D: How the annual review will identify emerging trends and needs as a means for updating theComprehensive Review and Analysis.

The Council used data from numerous sources to assess ongoing needs, identify emerging trends and needsthat would impact the issues included in the Comprehensive Review and Analysis (CRA) and, in turn, theCouncil’s goals and objectives. In collaboration with the DD Network organizations, five (5) CommunityOutreach Forums via webinars were held. These forums provided a venue to inform participants of the workof the DD Network and to gather input and public comment on ongoing needs, new and emerging issues andtrends. A report on key national and state policy issues were also prepared and provided to each of the task


forces. State and Sister Agencies provided updates at each of the Council meetings on their services andprograms. A survey was sent to state agencies and several stakeholders requesting their perspectives onemerging trends and needs that should be considered by the Council. These state agencies andstakeholders included the state agencies represented on the Council, the DD Network Organizations, TheAble Trust, Florida Alliance for Assistive Services and Technology, and Florida’s Office on Disability andHealth. Further, a survey of council contractors and service providers in key areas across the state wasconducted to collect perspectives on the value of the work of the Council and emerging issues that should beof concern to the Council. The information from all these data sources was synthesized, analyzed and provided to each of the taskforces for their annual review of the State Plan. From the information gathered, no new emerging issues ortrend was identified that was not already being addressed in the State Plan. Each task force and committee then discussed for each of their goals and objectives, pertinent data fromnational reports, including National Core Indicators, the outcomes and preliminary findings to date, what hadbeen learned, and what changes may be needed. Recommended amendments to the state plan wereidentified as follows: (1) modify goals and objectives to reflect the impact on individuals with DD instead ofactivities undertaken; (2) adjust approach, provide clarification, and increase scope of expansion; (3) refine ormodify implementing activities; and (4) modify and add to outcomes based on what was learned. Most of theamendments were either very minor or did not significantly change the proposed work of the Council. Oneobjective, to train and provide technical assistance to health professionals was removed because there arestate and national entities with programs to address this need. These amendments were reviewed andapproved by the task forces, the Program Planning and Evaluation Committee and the full Council. Thiscomprehensive process will be continued each year to ensure ample data-driven assessment of ongoingneeds, emerging issues and trends to determine modifications to the state plan, if needed. Please refer tothe Appendix for more detail on the revisions.


Section VI : Projected Council Budget [Section 124(c)(5)(B) and 125(c)(8)]

Goal Subtitle B $ Non-FederalShare $

Total $

1. Communication 97,051 32,350 129,4012. Education 302,967 100,990 403,9573. Education & Employment 330,829 110,277 441,1064. Employment 511,156 170,385 681,5415. Formal & Informal Supports 129,039 43,013 172,0526. Health Care 178,855 59,618 238,4737. Health Care/Education 174,987 58,329 233,3168. Housing 161,059 53,686 214,7459. Public Policy 154,786 51,595 206,38110. Quality Assurance 294,662 98,220 392,88211. Self-Advocacy 452,285 150,762 603,04712. Transportation 319,602 106,534 426,13613. General Management 392,137 130,712 522,84914. Functions of the DSA 0 0 015. TOTALS 3,499,415 1,166,471 4,665,886


Section VII : Assurances [Section 124(c)(5)(A)-(N)]

Written and signed assurances must be submitted to the Administration on Developmental Disabilities,

Administration for Children and Families, United States Department of Health and Human Services, regarding

compliance with all requirements specified in Section 124 (C)(5)(A) ï¿½ (N) in the Developmental Disabilities

Assurance and Bill of Rights Act.

Assurances submitted

Approving Officials for Assurances

For the Council (Chairperson)

For DSA, when not Council


Section VIII : Public Input and Review [Section 124(d)(1)]

PART A: How the Council made the plan available for public review and comment and how the Council

provided appropriate and sufficient notice in accessible formats of the opportunity for review and comment.

The Council made the proposed amendments to the goals and objectives in the State Plan availablefor public comment from May 29, 2013 to July 12, 2013. The proposed amendments were sent out tothe Council’s list serve which reaches about 3,400 individuals and families. The Council’s websiteincluded a notice of the Council’s interest in seeking public comment on the proposed amendmentsfor anyone visiting our website. The announcement seeking public comment on the proposedamendments was also sent out in Spanish to solicit comments from the Hispanic stakeholders.

PART B: Revisions made to the Plan after taking into account and responding to significant comments.

Only one comment was received which was to pay more attention to the individuals withdevelopmental disabilities who are 70 years old and living with their 90 year old parents and findthemselves without an appropriate place to live. The Council’s State Plan already includes efforts toimprove the community supports and housing options for individuals with developmental disabilities. In particular, the Council is in the process of establishing an Inclusive Housing organization that willfocus on identifying and advocating for housing options in Florida. Further revisions to the StatePlan were not made.


Five Year State Plan for Florida Developmental Disabilities Council

Documents

Transcript of Five Year State Plan for Florida Developmental Disabilities Council