Pickaway County Board of Developmental Disabilities

Pickaway County Board of Developmental Disabilities

PROGRAM &

EXPENDITURES

PLAN

2015

APPROVED

December 11, 2014

Mission Statement

Empower individuals with developmental disabilities to live, learn, work and participate in the community.

Vision Statement

Pickaway County will be a community where individuals with developmental disabilities are empowered to achieve their goals and lead safe, healthy and enriched lives. Our agency will support individuals and their families by promoting self-advocacy and community partnerships, as well as providing education and awareness.

Core Values

Treat individuals and families with dignity and compassion
Respect individuals’ rights and responsibilities
Focus on abilities and strengths
Promote individual choice
Encourage involvement of friends, family, and community
Support community inclusion
Operate ethically and with integrity
Maintain fiscal responsibility

Executive Summary

The 2015 Program and Expenditure Plan requests a spending level of $5,798,100 for the programs and services of the Board. From total expenditures, $1,428,739 will be used as local match for Medicaid Waivers to generate additional $3,900,000 for services that are directly paid from the State to providers.

We will serve a growing population of more than 350 individuals. We will be requesting Level 1 Waivers for refinancing or in the event that an individual’s needs exceed the county boards ability to provide services. Residential options will increase by fundingthree to five Individual Options (I/O) waivers due to increase in level of service, and two Self Empowered Life Funding (SELF) waivers. Offering additional waivers will avoid a waiting list for locally funded services.

The estimated local match cost of $353,155 for the combined additional Medicaid Waivers will generate $529,732 in federal match for employment, day habilitation and residential services.

The Board will continue efforts on the Employment First Initiative by participating in the Bridges to Transition program. This program offers transition age students the opportunity for summer employment and career exploration. This program prioritizes community employment in an integrated setting, and furthers the Board’s goal of exceeding Ohio Department of Developmental Disabilities benchmark to move 5.5 percent of people from segregated employment into the community.

We will take steps towards achieving the goals and objectives from the three year strategic plan (2013 – 2015). In addition, a strategic planningcommittee will be formed to focus on years 2016 through 2018. The major emphasis will be to move all areas of services and supports to integrated settings and incorporate the strategic plan developed by the Ohio Department of Developmental Disabilities.

The Brooks-Yates Strategic Plan implementation will begin with collaboration to support special education in the school districts without diminishing the resources or supports to our children’s program.

Our revenues for 2015 are projected to be $5,764,300. This total is a combination of $4,834,000 from tax collection, $187,500 from local revenue, $392,000 from state revenue and $350,800 from federal revenue.

Program Accomplishments for 2014,Objectives for 2015, and the Expenditure Plan itself will follow in this report.

Program Plan

2014 Program Accomplishments

Early Intervention

Arranged an awareness event “I Can” at the Circleville and Ashville Libraries as part of DD Awareness Month.
An Early Intervention Specialist completed the requirements of the Vision Impaired In-Service in America Infant Toddler course.
Moved all files to electronic images to meet the goal to become paperless.
Implemented the Autism Diagnostic Education Program (ADEP) to evaluate children suspected to be in the autism spectrum disorder.
Relocated the Early Intervention staff to the administration building.
Provided an Early Intervention field trip and bus ride experience for 58 toddlers and their families to prepare for pre-school.
Participated in public awareness and informational fairs including Community Baby Shower, Laurelville School event, Westfall Mall Day, and Community Resource Fair.
Partnered with the Special Olympics Committee in fundraising activities.
The Early Intervention team has representation on the Special Olympics committee.
Participated in the DD awareness Community basketball event.
Continued facilitating three county-wide community playgroups.
Completed an initial meeting with OCU staff members to establish an outreach partnership for service and support in DD events.
Assisted in planning and participated in the annual Breakfast with Santa Event.
An EI representative attends the quarterly ECCC meetings.
Early Intervention Specialist completed the four day Play Project training for certification as a home consultant; two additional EIS completed an introductory course for the Play Project Program.
All EI specialists attended an Apraxia seminar training.
Partnered with Slate Run Park to plan and host their annual “Fall Fest.”
Planned and prepared a Thanksgiving Feast made available to all EI and Help Me Grow families.
The EI speech therapist presented two lectures at Ohio University on the topics of IFSP’s, apraxia, and EI assessment.
All staff attended a joint training with Head Start, Early Head Start, and Help Me Grow focusing on Conscious Discipline, a program to foster parent-child bonding and social-emotional well-being.
EI team attended the Evidence-Based EI refresher training.
EI and Help Me Grow staff met with State EI representative to improve the process and quality of the IFSP outcomes.

Brooks-Yates School

Provided professional development for staff members which included:
Best practice strategies for students with autism (OCALICON)
Qualities of Effective Teachers (Group Book Study)
Teacher site visits (Pioneer School, Circleville City Schools, Wickcliffe Progressive)
Set up professional library with updated research and resources
American Sign Language classes for staff and related service providers
CPI training and updates
Leadership Development: Special Education Leadership Conference, Resident Educator Program training, Beginning Administrators Academy, Ohio Association of County Board, Leadership Forum (OCU), Ashland University – Educational Leadership Program
Presented to various groups: State of the schools address (Chamber of Commerce), Pickaway Leadership, Rotary, and Circleville Schools
Collaborated with School Districts through participation in county wide special education administrators group
Initiated new standards based curriculum- Unique Learning Systems
Developed Strategic Planning team and initiated the process for future direction – completed 7 sessions
Completed OTES teacher evaluation process
Connected with the community through: BYS Open House, Serve Circleville, Tragedy to Triumph, Breakfast with Santa, Veteran’s flag raising ceremony, ESC-DD thank you cards for volunteers, provided referrals for resources through Bed Brigade, and continued community based instruction
Conducted facility analysis to evaluate and maximize use of space
Organized school-wide science fair open to the community
Redesign of emergency exit plan
Implemented new hourly calendar requirement per ODE
Collaborated with Pickaway-Ross Career and Technology Center- their students volunteered at Brooks-Yates making adaptive equipment.

Service and Support Administration

Completed DODD’s Local Leaders program.
Conducted advocacy training for People First.
Trained a new employee to scan records electronically in order to become paperless.
Held a successful mini job fair for a prospective employer.
Sponsored two SSAs to become “Good Life” facilitators for Pickaway County.
Held the March Madness basketball games for our awareness month, as well as assisted in a multi-county basketball clinic.
Created a Business Advisory Team, made up of local business owners, to offer Employment First feedback from an employer perspective.
Organized a “B” team for Special Olympics basketball, and added track as an additional sport.
Maintained a department average 72% productivity level.
Nominated an SSA to serve on Teen Task Force through Family and Children First Council.
Piloted the OCALI “transition framework” with a student from Pickaway-Ross Career and Technology Center.
Coordinated the creation a new congregate setting in Orient for three gentlemen being discharged from developmental centers.
Recruited a new day program and residential provider.
Held a mini-provider fair which targeted those receiving waiver services who were not actively working with a provider.
Held a Business Awards Night for community employers and people involved in community employment services.
Recruited new volunteers for Special Olympics, and mentored several students from Teays Valley.
Developed an informational card for distribution to increase awareness.
Created a Job Opportunities Group in which vendors and the county board can share ideas for potential community employment sites.
Helped one person successfully complete the Bridges Exploration project in Pickaway County.
Attended an in-depth IEP training to better assist families in advocating when working with school districts.
Placed 17 people in community employment through BVR, Bridges to Transition, and Employment First programs.

Administration

Support two regional training for PATHS certification in order to foster a more educated pool of providers.
Completed renovations of the High Street offices.
Continued reviewing Board policies and procedures.
Progressed on our third year effort to become paperless by using document imaging software. Records for Early Intervention, Service and Support Administration and Administrative Office have become a paperless.
Mobile devices have been tested and remote desktop is available to increase staff efficiency.
Employed a person enrolled in county board services to as part-time receptionist.

Sponsored three representatives from Peoples First to attend Project STIR (Steps Toward Independence and Responsibility) to promote self-advocacy.
Information Technology upgrades completed enhance security with a dual server system.
Servers are fully backed-up for disaster recovery.
Transitioned our expenditure functions to contract agency personnel.
Actively promoting self-advocacy by providing support representative through service and support administration.
Recruited a behavior support specialist to write behavior support plans.
Strengthened Behavior Support/ Human Rights Committee to incorporate a representative from the mental health field.
Increased number of individuals served, while keeping operational expenses within 3% growth.
Held presentations for Pickaway Local Leaders, Rotary, and Pickaway Diversified, Inc. to raise awareness of Board services, and trends within the field.
Participated in Future Systems Transformations Committee.
Organized a quarterly Provider Roundtable to share news and initiatives with private providers and provider agencies.
Entered into a two year agreement for the Bridges to Transition grant, providing employment opportunities to students.

2015 Program Plan

Early Intervention

Early Intervention Specialist will complete training to become a P.L.A.Y. Project (Play & Language for Autistic Youngsters) Certified Home Consultant. The P.L.A.Y. project is an evidence-based developmental intervention for families of young children with Autism Spectrum Disorders.
Research pilot programs to expand Early Intervention services to 5 years of age
Pilot the use of child assessments and evaluations during home visits using mobile devices
Work collaboratively with other county and/or regional agencies in efforts to help families find the supports and connections with other families that they need
Continue to explore options for additional staffing in order to expand the availability of community playgroups offered to families and for playgroup planning and implementation
Establish a peer-review system to maintain the fidelity of the evidence-based Early Intervention practices already in place

Brooks-Yates School

Expand community based instructional (CBI) opportunities.
Certify van drivers to allow more flexibility for CBI.
Design daily living area (DLA) to provide increased opportunity for independence in daily living skills (DLS).
Partner with school districts to increase participation in community events.
Continue shared teaching opportunities with School districts (IEP, CPI).
Continue strategic planning process and develop a transition team.
Define unique qualities and strengths of BYS.
Implement ULS curriculum with literacy focus.
Partner with Pioneer Teaching team to form professional learning community with a focus on Unique Learning System implementation.
Increase accessibility for flag raising ceremony.
Increase professional writing and clarity in IEPs.
Provide professional development.
Expand resources available in Professional library.
Increase digital footprint: update website information, set up Twitter account, utilize existing Facebook.
Identify and implement a field trip learning measure process.
Provide mentorship for intern principal.
Set up online School Works training for professional development.
Streamline volunteer application process.
Identify adaptive PE curriculum and swim instruction.
Align PE instruction with calendar opportunities for community involvement.
Learn grant writing process.
OAASFP and Rotary.
Investigate evidence based instructional coaching models, paraprofessional credentialing requirements, and HQT requirements for transition to Title I building.
Continue to provide high quality evidence based professional development opportunities.

Service and Support Administration

Transition all existing forms and ISP processes to align with the new SSA rule for “person-centered” services.
Participate in the “Run, Walk, Roll” program through Family and Children First Council.
Initiate five new IO waivers, five new L1 waivers, and 2 new SELF waivers.
Pilot “provider agreements” to tailor ISPs to department-directed specifications.
Develop curriculum for a business symposium at Ohio Christian University.
Manage a 3% movement from adult workshops to community employment.
Conduct “Good Life” training for at least four agency providers.
Hold a transitions training at each of the four school districts.
Continue collaboration with school districts to support families when participating in an IEP process.
Participate in annual trainings with PICCA to promote safe transportation for people served.
Adapt all current success plans to follow the new positive culture rule and philosophy.
Continue the Local Leaders Employment First group through quarterly meetings.
Distribute ISPs to providers and families within department-directed timelines.

Administration

Seek transportation solutions for community employment.
Complete policy review and revise procedures.
Assess information technology for full compliance with the Health Insurance Portability and Accountability Act (HIPAA).
Train staff on the use of technology and HIPAA compliance.
Complete the process to use mobile devices to increase staff efficiency.
Participate in the Pickaway Parenting Café to provide family support and advocacy.
Offer provider trainings to meet outcome based goals using person centered approach.
Host Direct Service Professional training, both Basic Certification and Certificate of Initial Proficiency course.
Complete a three year strategic plan for years 2016 – 2018.
Pilot a Peer Advocacy program to address bullying of students served in their home district.
Form a committee to review the Provider Compliance Agency Review Tool in preparation for DODD Accreditation in 2016.

Expenditure Plan

The Board uses the following analysis as it analyzes resource allocation for programs, policies, personnel, capital expenses, and all services and supports.

As we try to allocate resources of all kinds, such as financial, personnel, and efforts in keeping with our mission and vision we should always consider the following:

Is it a resource that is available elsewhere?

Is the expenditure of the resource authorized by law or policy?

Is the expenditure of the resource necessary for Health and Safety?

Is the expenditure based on a plan?

Is the expenditure at the expense of services and supports of un-served individuals or at the expense of un-met needs of others?

Does the expenditure promote integration and inclusion into the community?

Does the expenditure prepare or enable individuals to live in the community?