Pierce County Community Connections Developmental Disabilities Division 5

Pierce County Community Connections Developmental Disabilities Division 5

Pierce County Community Connections Developmental Disabilities Division 5 Year Strategic Plan January 2015 December 2019 Pierce County Community Connections 1305 Tacoma Avenue, Suite 104 Tacoma WA 98402 253-798-4500 Table of Contents Title ......1 Table of Contents.....................................................................................................2 Acknowledgements.................................................................................................3 Mission & Vision..............4 Guiding Values.........5 The Planning Process.............6 Early Intervention Services........7/8 Transition Program Services.......9 -11 Adult Employment & Day Program Services.....1213 Information & Education Services.....14-15 2 Acknowledgements:

Pierce County Executive Pat McCarthy 2015 County Council Dan Roach, District 1 Joyce McDonald, District 2 Jim McCune, District 3 Connie Ladenburg, District 4 Rick Talbert, District 5 Douglas Richardson, District 6 Derek Young, District 7 2015 Pierce County Community Connections Developmental Disabilities Advisory Board Members Robert Buda, District 1 Brett Palmer, District 2 Barbara Matson, District 4 Jean Nealy, District 4 Maureen Bala, District 4 Richard King, District 4 Susan Gurley, District 4 Amy Blair, District 5 Ana Delgado, District 6 Cheryl Mann, District 7 Cindy Carter, District 7

Lennox Peters, District 7 Pierce County Community Connections Department Helen Howell, Director Dr. Mari Kruger Leavitt, Deputy Director Brad Benoit, Developmental Disabilities Program Supervisor 3 Mission & Vision MISSION: It is the mission of the Pierce County Developmental Disabilities Program and its Advisory Board to influence the quality of supports to individuals with developmental disabilities; to respect personal choice and diversity; ensure fundamental human rights; and optimize individual strengths across all communities. VISION: We envision a future where individuals with developmental disabilities have: Power and choice in making decisions and directing their lives; Relationships with people whom they love and care about and who love and care about them; Recognition for what they can contribute to our community; Active involvement in the communities where they live; Opportunities to use all of their strengths and support for their areas of need; and Opportunities to live healthy, productive, safe, and enjoyable lives. 4

Guiding Values We believe that: Every person must be treated with respect, compassion, and dignity; Every person in the community can make a contribution; Each persons unique cultural, spiritual, and developmental needs & values must be honored; Responsibility is shared in partnership with the community; Diversity enriches our community, and we must build upon this strength; An attitude of cooperation and collaboration must be demonstrated; Ideas, priorities, and solutions must be developed at the community level; Holistic approach to supports and services is vital; Services must be barrier free and accessible;

Services must be responsive, flexible, and tailored to meet changing needs throughout an individual's life; Services must be efficiently operated and proven effective for those served; and We are advocates for needed change. 5 The Planning Process The Developmental Disabilities Advisory Board provides guidance and input into the Pierce County Developmental Disabilities 5-Year Plan. Many aspects of services in developmental disabilities are now defined in use and regulated at a federal or state level. For those revenue sources that do allow for local discretion in their use, The Board conducted a survey of community needs during November 2014 and utilizing the survey and through the Developmental Disabilities Public Advisory Board meetings, developed the elements of service priorities listed in this plan. This plan lists the four distinct program areas of the developmental disabilities division; Early Intervention Services, Transition Program Services, Adult Employment and Day Program Services and Information and Education Services. Each area has set performance measures designed to assure that services meet the needs of the community. The performance measures will be evaluated and reported on a quarterly basis to the community. 6 Early Intervention Services Early Intervention Services (EIS) in Pierce County are available for families that express concern about

their childs development. These services support 1,400-1,500 children annually. To be eligible for Early Intervention Services, a child must have either a 25% or a -1.5 standard deviation delay in one or more developmental areas and/or have a physical or mental condition with a high probability of resulting in developmental delay. Early Intervention Services are designed to build upon family strengths by providing coordination, supports, resources, and services to enhance the development of children with developmental delays and disabilities through everyday learning opportunities. Early Intervention Services may include, but are not limited to: Specialized Instruction, Speech Therapy, Occupational or Physical Therapy. Services and supports are coordinated by a Family Resource Coordinator (FRC). The familys FRC will assist in accessing the individualized services and supports that will meet the childs unique needs. Early Intervention Services are provided in Pierce County by a network of service providers and are funded by the Department of Early Learning Early Support for Infants and Toddlers Program, the Developmental Disabilities Administration, local school districts, and Pierce County property tax dollars. 7 Early Intervention Services Goal: Early Intervention Programs are available to children birth to age three to promote healthy families. Outcome: Increase the number of children who do not require Special Education services at

age three. Performance Measure 1: 0.75% of infants in Pierce County will receive Early Intervention Services. Performance Measure 2: 61% of children who received services will demonstrate substantial growth in Positive Social Emotional skills as measured by the Child Outcome Summary.. Performance Measure 3: 85% of participating families will know what options are available when their child leaves the Early Intervention Program. 8 Transition Services

Transition services are a vital need for families helping their young adults transition into adult services. Transition services include outreach services and a School to Work program. Outreach Services inform, educate and help families and schools working with individuals with developmental disabilities to navigate the system. The outreach services are offered to school districts and/or families requesting assistance who have a child(ren) over the age of 14. The goal of the School to Work Program is to help eligible transition students, in their final year of the public school districts transition program, obtain competitive employment and access to long term funding. The program creates a smoother transition from school to adult services for School to Work participants and their families. The goal is to reach or exceed 60% of the participants being employed in the School to Work program by the end of June each year. 9 Outreach Services Goal: Help students and their families navigate through the system starting at age 14 and older. Outcome: Each year 50% of all transition students will receive services and transition to Adults Services before or by the time they exit the schools transition program.

Performance Measure 1: Contact 50% of all families with middle school students before they are eligible to enter high school and educate them and middle school educators about transition, community support and adult services.. Performance Measure 2: Provide direct contact with 100% of the transition students each school year relating to transition services and navigating the complex system. Performance Measure 3: When applicable, connect up to 40% of the students to either Pierce County Community Connections, School to Work Program, DVR School to Work Transition Program and/or DDA long-term services.

10 School to Work Program Goal: Help students find jobs that pay at least minimum wage before exiting the school districts transition program Outcome: 30% of all Pierce County transition student will leave transition services with a paid position and long term employment support. Performance Measure 1: Host two transition fairs per year to educate parents, schools and communities about employment service opportunities including School to Work and DVR School to Work Programs. Performance Measure 2: Contact all students in their last year of

transition services to determine who might qualify for the School to Work Program. Select candidates for the available School to Work program slots. Performance Measure 3: Reach or exceed 60% of the participants employed in the School to Work program by the end of June each year. 11 Adult Employment and Day Program Services We believe that all individuals have the ability and deserve the opportunity to contribute to their community. This may be through paid employment, or other vocational activities on a pathway to employment. Adult Employment Programs offer supports and services which assist individuals with developmental disabilities in achieving their employment or pathway to employment goals. Services and support levels are individualized and are dependent on each persons need. The goal is always to support the individual to achieve the greatest independence and self-sufficiency possible in employment. Adult Day Programs include supports and services available to those ages 62 and over, or by exception through the Division of Developmental Disabilities. These services support individuals with developmental disabilities to access their community in ways typical for their age group.

Adult Employment and Day Programs are provided in Pierce County by a network of service providers and funded by the Department of Social and Health Services, Division of Developmental Disabilities, Local School Districts and Pierce County property tax dollars. 12 Adult Employment & Day Program Services Goal: Individuals with developmental disabilities will have paid employment to be self sufficient in the community. Outcome: Increase the number of clients earning minimum wage or above. Performance Measure 1: 90% of clients eligible for paid service will be provided information to make an informed decision about accessing services. Performance Measure 2: 30% of Transition Age Adults will

access Employment and Day Services . Performance Measure 3: 65% of individuals in Employment Services will earn minimum wage or above. Information and Education Services: While all individuals with developmental disabilities and their families are unique in what they need and how they live, many express a need for information to help support themselves or a family member to be an active participant in the community. Information and Education Services refers to the supports and services available to individuals with developmental disabilities, and families who have a child or adult child with a developmental disability to meet this need. Services are designed to meet the following established priorities for the community: Support individual and family self sufficiency; Increase involvement in inclusive activities in the community; and Increase the leadership and participation of those with developmental disabilities. Information and Education Services are provided in Pierce County by a network of service providers and funded by the Department of Social and Health Services, Division of Developmental Disabilities and Pierce County property tax dollars.

14 Information and Education Services Goal: Individuals with developmental disabilities and their families will be supported to have information and access to services they need to remain in their home and community. Outcome: Individuals with developmental disabilities and their families will have access to training and support in their community. Performance Measure 1: Leadership Development- Train a minimum of 65 future or current transition students annually using the Self Advocates in Motion development curriculum and Serving on a Board or Committee curriculum. Performance Measure 2: Education & Training for families- Offer a minimum of 8 hours of training (pertinent DD topics of interest) and 8 resource fairs annually for

families/individuals. Performance Measure 3: Outreach: Make contact with 100% of individuals on the non-paid services caseload at least once annually to offer technical assistance ( approximately 1400 individuals/contacts) Performance Measure 4: Resource Materials-Provide a comprehensive resource guide (updated annually), a county wide newsletter at least 4 times annually, and an email blast at least twice monthly to individuals/families/service providers as a means to announce important news, current issues, and upcoming events. 15

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