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OFFICE OF DISABILITY EMPLOYMENT POLICY

– provides leadership to increase employment opportunitiesprovides leadership to increase employment opportunities for youth and adults with disabilities for youth and adults with disabilities–

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Disability Issues and Disability Issues and Data CollectionData Collection

Richard Horne, Supervisory Research Analyst

Jennifer Kemp, Senior Policy Advisor

Wednesday, August 113:15-5:00

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WHAT DOES ODEP DO?WHAT DOES ODEP DO?

Research & Development in the Field of Disability Employment

Recommends Policy, but Does Not Regulate, Investigate, or Adjudicate

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Workforce System PerformanceWorkforce System PerformanceImproving Performance ResultsImproving Performance Results

• Reporting performance is a fundamental element of improving customer services and good public administration

• Establishing common measures and standardizing customer data collection improves the validity and comparability of performance results

• A single, streamlined reporting structure enables consistent measurement and understanding of program performance results

• Integrating reporting improves the ability of states to integrate services at the local level

• Ensuring the accuracy and reliability of performance results is necessary for demonstrating system integrity

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Workforce System PerformanceWorkforce System PerformanceProposed Common Measures--AdultProposed Common Measures--Adult

Entered Employment  Retention Earnings Increase Efficiency

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Workforce System PerformanceWorkforce System PerformanceProposed Common Measures--YouthProposed Common Measures--Youth

Placement in Employment or Education Attainment of Degree or Certificate Literacy and Numeracy Gains Efficiency

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Ways to Improve Results:Ways to Improve Results:What ODEP has learned from granteesWhat ODEP has learned from grantees

Continuous Training Universal Access Assistive Technology

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What You Will Learn about What You Will Learn about Assessment Assessment

• The purposes of formal and informal assessment tools

• Young people in transition and the dynamics of disabilities

• Legal issues, confidentiality, and ethical considerations in assessment

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What is Assessment?What is Assessment?

• Assessment is “the process of collecting data for the purpose of making decisions.”

• It is the part of career planning that closely examines the interests and abilities of each individual to establish a basis for identifying appropriate types of employment, training, and career development possibilities.

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Guiding Principles of AssessmentGuiding Principles of Assessment

• Self-determination based on informed choices should be an overriding goal.• Assessment is a dynamic process and not an end in itself.• The purposes and goals of assessment should be clear.• Assessment should be integrated into a larger plan of individualized services.• Assessment should consider environmental factors affecting the individual.• Formal assessment instruments should be carefully chosen with attention to

their documented reliability and validity. • Formal assessments should be administered and interpreted by qualified

personnel.• Assessment reports should be written in easily understandable language.• Assessment activities should be a positive, empowering process.

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Four Major AssessmentFour Major Assessment ActivitiesActivities

• Observation

• Interviews

• Reviewing Records

• Testing and Performance Reviews

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When a Youth Enters a ProgramWhen a Youth Enters a Program

• Interviews, Observations, & Record Reviews

• Confidentiality

• WIA Section 188 on Non-Discrimination

• Screening vs. Assessment

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The Dynamics of DisabilityThe Dynamics of Disability

• Language

• Philosophy

• Legislation

• Practical and Functional Aspects

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Youth with Disabilities in Public Youth with Disabilities in Public SchoolsSchools

• IDEA and Eligibility for Special Education Services

• Thirteen Disability Categories

• Transition Planning & the Individualized Education

Program (IEP)

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Out of School Youth with Out of School Youth with DisabilitiesDisabilities

• Eligibility and Access to Services• The Dilemma of Language & Definitions• State and Local Latitude• Vocational Rehabilitation Services• Workforce Investment Act Title I

– Youth Services– Adult Services

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Providing AccommodationsProviding Accommodations

• Definitions• Federal Law• Testing Accommodations• Workplace Accommodations

– Vocational Assessments– Job Accommodation Network (JAN)

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Testing AccommodationsTesting Accommodations

• Reliability and Validity• Publisher Guidelines• Institutional Guidelines• Four Types of Accommodation

– Presentation Format– Response Format– Setting– Timing

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Assessment Guide’s Directory of Assessment Guide’s Directory of Commonly-Used Published TestsCommonly-Used Published Tests

• Over sixty different tests commonly given to adolescents and young adults

• Includes publisher Web sites, costs, target groups, and qualifications needed to administer and score.

• With major domain categories and subdomains for learning disabilities, reading, and mathematics

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Test Name General Educational Development Tests (GED)

Web site http://www.acenet.edu

What is measured A high school equivalency test that assesses learning in five areas: language arts-writing, social studies, science, language arts-literature, and mathematics.

Target Groups Target group is adults.

How Normed Norming sample was grade 12 students from 557 schools stratified by public/non-public schools, geographic region, and socioeconomic status.

Qualifications required to administer

The test is administered by state agencies or their representatives. Test scorers are certified by the GED Testing Service.

HowAdministered

Available in Braille, audio-cassette and large print editions. Other accommodations are available.

Time needed for administration

Test time ranges from 90 to 110 minutes per each of the 5 tests.

How scored Minimum scores for passing the test are set by individual states. Hand or machine scored.

Cost Varies by state—some states, the test is free; others may be as high as $80.00.

Reliability and Validity

Reliability and Validity information available on Web site.

Publisher’s Address and Phone

General Education Development Testing Service American Council on EducationOne Dupont Circle, NW Washington, DC 20036-1163 202-939-9490 http://www.acenet.edu

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Must use one of NRS cross-walked tests or equate alternate test to NRS scale.

Tests cross-walked with ABE and ESL levels include:

–Comprehensive Adult Student Assessment Instrument (CASAS)

–Test of Adult Basic Education (TABE)

–Adult Basic Learning Examination (ABLE)

–Adult Measures of Educational Skills (AMES)

–Student Performance Levels for ESL

–Basic English Skills Test (BEST) for ESL

–WorkKeys (for the top 3 ABE levels)

Assessment Tools

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EMILE Reporting System EMILE Reporting System Purposes of the SystemPurposes of the System

• Eliminate and replace 12 separate and conflicting program reporting requirements with one reporting system

• Implement standardized data collection and report submission procedures for all ETA programs

• Provide management information that is timely, reliable, and useful, all in one report

• Focus on common results that have meaning to our customers – employment for adults and skills for youth

• Support the establishment of a demand-driven system by collecting information on employers served

• Utilize performance data to encourage effective program design, high performance, and strategic partnerships with business

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Federal Register Notice Federal Register Notice Focus of CommentsFocus of Comments

• Is the proposed collection of information necessary for the proper performance of ETA funded workforce programs?

• Is ETA's estimate of the reporting burden accurate? • Are there ways ETA can enhance the quality, utility, and

clarity of the information to be collected?• Can you suggest ways to minimize the burden of collecting

information, including the use of appropriate technologies to collect the information?

• What capability does the grantees have to submit universal individual records (as proposed) versus a statistically valid sample of individual records?

• Does the collection of types of disability have practical utility for enhancing services to persons with a disability in the One-Stop?

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Federal Register Notice Federal Register Notice Employment InformationEmployment Information

Include Self-Employment

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Proposed Disability Proposed Disability CategoriesCategories

Orthopedic Visual

Speech

Hearing

Cognitive

Specific Learning

Mental, Emotional or Psychological

Drug Addiction or Alcoholism

Other (If not included in the above)

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Federal Register Notice Federal Register Notice Focus of CommentsFocus of Comments

September 14– 60-day public comment period for EMILE reporting

system ends.

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TECHNICAL ASSISTANCETECHNICAL ASSISTANCE

• JAN – Job Accommodation Network• Customer Satisfaction Evaluation 2003-2008

Provides information about job accommodations, the ADA, and the employability of people with disabilities

Serves employers, employees, or job candidates1-800-526-7234 (V/TTY)www.jan.wvu.edu

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TECHNICAL ASSISTANCETECHNICAL ASSISTANCE

• EARN – Employer Assistance Referral Network

Connects employers to employment service providers who have direct access to candidates with disabilities

Provides technical assistance to employers1-866-327-6669 (V/TTY) www.earnworks.com

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TECHNICAL ASSISTANCETECHNICAL ASSISTANCE

• NCWD/Y – National Collaborative on Workforce and Disability/ YouthTo ensure that youth with disabilities are provided full

access to high quality services in integrated settings in order to maximize their opportunity for employment and independent living.

Provides technical assistance to grantees and workforce development staff

1-877-871-0744 (V/TTY) www.ncwd-youth.info

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TECHNICAL ASSISTANCETECHNICAL ASSISTANCE

• NCWD/A – National Center on Workforce and Disability/ Adult

Comprehensive technical assistance resource that can assist organizations and professionals who provide workforce development and employment related services to adults with disabilities.

1-888-886-9898 (V/TTY) www.onestops.info

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TECHNICAL ASSISTANCETECHNICAL ASSISTANCE

• Section 188 Checklist – http://www.dol.gov/oasam/programs/crc/section1

88.htm

• Small Business and Self-Employment Service (SBSES)– http://janweb.icdi.wvu.edu/sbses/– 800-526-7234

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WWW.DOL.GOV/ODEP

(202) 693-7880 TTY (202) 693-7881