1. Oklahoma State Team

2. Overview of the ALL in OK 16% (9,777) 73% (44,515) Served by DDS Waiting for DDS services 11% (6,980) *Based on 1.58% prevalence of 3.878 citizens US Census (2014) 61,272 individuals estimated to have Developmental Disabilities* Inside the State System State Funded (group homes, assisted living, employment & respite)1461 Homeward Bound (class members)683 Community Waiver3026 In-Home Supports Waiver (Adults & Children)1870 Family Support Assistance Payment ($250)2077 Money Follows the Person (recent transitions)211 27% under 21 yrs. 73% 22 yrs. + (estimated)

3. Current Reality In State BUDGET State budget shortage of at least $611 Million Decreased FMAP CHANGE CONVERSATIONS Website and brochures at DDS now use the term, “good life” Other planned web-based I&R products will reflect the concept of the 3 buckets of support Families & professionals report changed conversations -- not just about behavior or eligibility CREATE STAKEHOLDER WILL Governor’s Blue Ribbon Panel recommendations included family-to-family support. Executive Council of State Agency Directors will address implementation of recommendations and BRP members will be advisors. Closure of last two institutions – Many residents received PCT planning from the DDC and the UCEDD. DDS now providing staff training on PCT Plan Facilitations Quarterly joint PCT-CoP learning community meetings NWD initiative – Executive Council is meeting to discuss how to create a NWD system USE UNEXPECTED EVENTS ADA Anniversary – using the opportunity to work with media on issues related to disabilities. Site visit with the Assistant Secretary on Aging; Mary Lee Fay consulted with NWD Exec. Com. NWD/ADRC launched resource portal–willing to take disability access/resource information

4. THEN and NOW: Our State CoP Vision, Goals and Priorities Year One GoalsCurrent Goals Create Knowledge Base - Bring the information from the CoP to others in the state; have a conversation about it. Expand the reach of the Oklahoma CoP and bring about the internalization of the Life Course Framework by families and professionals. Walk through every door that opens. Start with the groups at the front door and the groups who have policy influence and have a conversation. Key groups and venues that already have connections to the audiences we want to reach, ie, Joining Forces Conference, Governor’s Conference, Case Managers meetings, Person Centered Thinking Learning Community, Oklahoma Family Network, Family Leadership Council, DDS Intake Case Managers and selected Case Managers, Citizen’s Advisory, UCEDD and LEND, DD Council, Blue Ribbon Panel (BRP)… Learn the Life Course Framework and tools ourselves so we can use them in our conversations and work Develop and adapt materials: Finish OK Folder Disseminate folder, along with CLL Community Guide Continue to work with PCT group to merge the CoP Better integrate Life Course language and iconography within our organizations Improve our outreach to and working with other “flu shot” organizations Take advantage of unexpected opportunities, such as DHS adoption grant. Capitalize on the opportunity to influence leasers through the ADRC/NWD and the Executive Council of the BRP Use the Life Course Framework and tools ourselves so we internalize them and use them in our conversations and work Infuse the Life Course Framework into the Blue Ribbon Panel Recommendations. Develop a plan to mobilize the training and technical assistance statewide – we are not moving fast enough to keep the momentum going.

5. THEN and NOW: Our State CoP Stakeholders and Partners Year One PartnersCurrent Partners Oklahoma Developmental Disabilities Services (DDS) Oklahoma Developmental Disabilities Council (DDC) Center for Learning and Leadership, Oklahoma’s University Center for Excellence in Developmental Disabilities (UCEDD Oklahoma Family Network Oklahoma Department of Human Services – Children with Special Healthcare Needs Person Centered Thinking Learning Community Family Leadership Council Oklahoma LEND Family Support 360  Center

6. Overview of Core Team Activities Monthly meetings of core team; frequent additional meetings as needed Sub-groups meet to address specific issues, develop products or plan strategies Regular participation with National CoP calls and team calls with Sheli CONSTANT email communication Developing plans within our organizations to parallel and support the CoP plans Changing YLF and PIP language and materials and training Training family support staff in UCEDD and OFN Theme of Governor’s Conference reflected the CoP Framework Technical Assistance and Training -DHS Adoption Grant -ADRC/No Wrong Door -Blue Ribbon Panel -Joining Forces Family –Professional Conferences -Governor’s Conferences -Family Allies and Resources- focused on parents who have developmental disabilities -PCT - CoP joint meetings -Reaching out to non-disability organizations to be included in folder – this has been a great educational opportunity. Products Oklahoma Folder and Life Course book

7. Major Priority One 1. What is the specific focus area and what “bucket of support does it fall? Focus: Increase depth and breadth of partners and stakeholders Bucket: All three 2. Explain in detail what exactly you are doing (how did you chose it, how did it get started, who is it focused on, what is it you are doing, how are you sustaining it, how are you collecting data on it, etc.) Established a listserve of people who want to be involved. Sending CoP materials and information. Planning a stakeholder meeting in July Scheduling training and information-sharing meetings at least quarterly for those who want to use the tools. Reaching out to organizations with whom we have not partnered well with in the past. Finding the intersect points. Inviting ourselves to their table, offer the Life Course information, and offering to support their mission. Requiring all agencies with DDS contracts working with families to use the Life Course Framework Provide training and technical assistance in the Life Course approach to UCEDD’s Family Support 360  Center, and to the Oklahoma Family Network (F2F) Walking through the doors that open: Adoption, County Boards, Mental Health and Substance Abuse, PCT Learning Community Sustaining it- infusing it into the work we already do.; adding partners Data – collecting numbers and antecdotes but need assistance with true outcomes

8. Major Priority One (Cont’d) 3. How have you specifically applied the Life Course framework to this activity? Used the flu shot analogy to realize that we were not reaching out to all the other organizations that serve families Using the tools in direct services: UCEDD staff who work with families are being trained in the use the materials and the approach. Using the tools and approach in concert with PCT tools Using the “all” triangle to show who we are talking about 4. What are the successes and outcomes so far? Increased interest after the second Joining Forces Conference – requests for more training and sharing. Clearer ideas of how to use the Framework 5. What are the biggest challenges you are facing with this activity? Commitment to make the changes in our practices and perhaps in long-held values, requires a process of engagement over time. Staying on top of the next steps and managing the activities of coordinating, motivating and collecting data Moving from tools to integration and internalization of the Life Course approach/concep t

9. Major Priority Two 1.What is the specific focus area and what “bucket of support does it fall? Focus: Internalizing the Life Course Framework through training and technical assistance. Bucket: All Three 2. Explain in detail what exactly you are doing (how did you chose it, how did it get started, who is it focused on, what is it you are doing, how are you sustaining it, how are you collecting data on it, etc.) Continuing our own learning and use of the Life Course Framework Teaching and technical assistance for others who want to learn more Using the tools when we work with families Using meetings and a listserve to share how others are using the tools and how it is working for them. Develop a group of families who will train other families 3. How have you specifically applied the LIfeCourse framework to this activity? Using the tools and building capacity for others to use the tools

10. Major Priority Two (cont’d) 4. What are the successes and outcomes so far? Created a different conversation between a mom and her son’s school staff— changed from “behavior is a problem” to “how to help him have friends at school” Helped all of us look at what vision the family wants for a 15 year old and moved into planning for summer “fun” in the community that could transfer to expanding capacity for activities with friends and family We are asking different questions now We are clearer and more ready to take it out to others Two presentations by Sheli have helped lay a foundation of understanding 5. What are the biggest challenges you are facing with this activity? Developing clear outcome measures Having enough time to do the work—one family conversation was over two hours Moving it along with other partners – being able to repeat the information as needed and to coach them to keep going Trying to figure out how to use the tools at intake when you only have a short time to talk with the person or family

11. Major Priority Three 1. What is the specific focus area and what “bucket of support does it fall? Focus: Impacting the Front Doors. Bucket: All three 2. Explain in detail what exactly you are doing (how did you chose it, how did it get started, who is it focused on, what is it you are doing, how are you sustaining it, how are you collecting data on it, etc.) We want to use the tools and the Life Course Framework as the common collaboration point among different agencies, organizations and families. For example, a completed Star is shared across agencies as we refer a family and the agency automatically knows how to pick up the conversation with the family. This is a new idea that the team came up with recently. It might take a “pilot” group to work on it and see if it will fly. 360  Center and/or OFN staff to do the planning with the family and then work with DDS case managers or other intake staff to implement the use of the Star as a means for making a referral. There are many front doors in Oklahoma- we can bring representatives and families together to help us figure this out. 3. How have you specifically applied the Life Course framework to this activity? Using the Star and the trajectory to determine a plan for meeting needs of the individual and family. Use the Star as the basis of referral to another entity. 4. What are the successes and outcomes so far? The fact that the team came up with this idea is a success. 5. What are the biggest challenges you are facing with this activity? We need to define outcomes but as a start: Increase in satisfaction about the focus of conversations between families and case managers Increase in internalizing the Life Course Framework for all Not sure how to measure the outcomes.

12. Biggest Lessons Learned So Far We need to be sure we have the time it takes to move this initiative forward and that all partners are committed. We need more capacity to respond quickly to people interested in training and technical assistance. Partners are taking it into their work. – Need to increase partners. The flu shot analogy – it’s a huge aha and we need to share that aha. Need to reach out to fellow “flu shot” organizations and give them our stuff and offer assistance and training to them. We need a better way to keep one another informed of the work we are doing that contributes to the project outcomes. It takes several exposures to the ideas and materials to have enough confidence to teach or demonstrate it to others. We need to be ready to explain how the PCT and Life Course tools work together or we will have people thinking they have to choose one or the other, which will diminish what we can accomplish. Families and professionals can use this information the day they hear it. Some do and others do not. JUST START.

13. Vision for Next Year If next year goes exactly as planned, what will your state team achieve? Information about resources for individuals and families is more accessible and understandable due to increased partnerships and collaboration statewide Programs and policies are reflective of the Life Course Framework due to information sharing by the Blue Ribbon Panel members with the Governor’s Executive Council. Individuals and families have exposure to Life Course planning as a result of changing the Front Doors More families and professionals have the tools and training to work together to plan for a good life as evidenced by: Increased partners who are infusing Life Course language, iconography and training into their organizations Regular meetings of people who want to use the tools and framework Statewide dissemination and expansion of the Oklahoma resources folder Increased training and technical assistance to partners statewide Increased partnerships and ways to track the activities Improved definition of and measurement of outcomes