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

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

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

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

5. ODEPODEPODEPODEP 5 Workforce System Performance Proposed Common Measures--Adult Entered Employment Retention Earnings Increase Efficiency

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

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

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

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

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

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

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

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

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

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

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

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

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

19. ODEPODEPODEPODEP 19 Test NameGeneral Educational Development Tests (GED) Web sitehttp://www.acenet.edu What is measuredA high school equivalency test that assesses learning in five areas: language arts-writing, social studies, science, language arts-literature, and mathematics. Target GroupsTarget group is adults. How NormedNorming 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. How Administered 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 scoredMinimum scores for passing the test are set by individual states. Hand or machine scored. CostVaries 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 Education One Dupont Circle, NW Washington, DC 20036-1163 202-939-9490 http://www.acenet.edu

20. ODEPODEPODEPODEP 20 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

21. ODEPODEPODEPODEP 21 EMILE Reporting System Purposes of the System Eliminate and replace 12 separate and conflicting program reporting requirements with one reporting system Implement standardized data collection and report submission procedures for all ETA programs Provide management information that is timely, reliable, and useful, all in one report Focus on common results that have meaning to our customers – employment for adults and skills for youth Support the establishment of a demand-driven system by collecting information on employers served Utilize performance data to encourage effective program design, high performance, and strategic partnerships with business

22. ODEPODEPODEPODEP 22 Federal Register Notice Focus of Comments Is the proposed collection of information necessary for the proper performance of ETA funded workforce programs? Is ETA's estimate of the reporting burden accurate? Are there ways ETA can enhance the quality, utility, and clarity of the information to be collected? Can you suggest ways to minimize the burden of collecting information, including the use of appropriate technologies to collect the information? What capability does the grantees have to submit universal individual records (as proposed) versus a statistically valid sample of individual records? Does the collection of types of disability have practical utility for enhancing services to persons with a disability in the One-Stop?

23. ODEPODEPODEPODEP 23 Federal Register Notice Employment Information Include Self-Employment

24. ODEPODEPODEPODEP 24 Proposed Disability Categories Orthopedic Visual Speech Hearing Cognitive Specific Learning Mental, Emotional or Psychological Drug Addiction or Alcoholism Other (If not included in the above)

25. ODEPODEPODEPODEP 25 Federal Register Notice Focus of Comments September 14 –60-day public comment period for EMILE reporting system ends.

26. ODEPODEPODEPODEP 26 TECHNICAL ASSISTANCE JAN – Job Accommodation Network Customer Satisfaction Evaluation 2003-2008 Provides information about job accommodations, the ADA, and the employability of people with disabilities Serves employers, employees, or job candidates 1-800-526-7234 (V/TTY) www.jan.wvu.edu

27. ODEPODEPODEPODEP 27 TECHNICAL ASSISTANCE EARN – Employer Assistance Referral Network Connects employers to employment service providers who have direct access to candidates with disabilities Provides technical assistance to employers 1-866-327-6669 (V/TTY) www.earnworks.com

28. ODEPODEPODEPODEP 28 TECHNICAL ASSISTANCE NCWD/Y – National Collaborative on Workforce and Disability/ Youth To ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunity for employment and independent living. Provides technical assistance to grantees and workforce development staff 1-877-871-0744 (V/TTY) www.ncwd-youth.info

29. ODEPODEPODEPODEP 29 TECHNICAL ASSISTANCE NCWD/A – National Center on Workforce and Disability/ Adult Comprehensive technical assistance resource that can assist organizations and professionals who provide workforce development and employment related services to adults with disabilities. 1-888-886-9898 (V/TTY) www.onestops.info

30. ODEPODEPODEPODEP 30 TECHNICAL ASSISTANCE Section 188 Checklist –http://www.dol.gov/oasam/programs/crc/sectio n188.htmhttp://www.dol.gov/oasam/programs/crc/sectio n188.htm Small Business and Self-Employment Service (SBSES) –http://janweb.icdi.wvu.edu/sbses/http://janweb.icdi.wvu.edu/sbses/ –800-526-7234

31. ODEPODEPODEPODEP 31 WWW.DOL.GOV/ODEP (202) 693-7880 TTY (202) 693-7881