Kansas

Shared Living

Shared Living is a nationally recognized model for habilitation or residential services for individuals with Intellectual and/or Developmental Disability (IDD). Other terms that can encompass the Shared Living approach include adult foster care, mentor, residence or family home, host home or family care, extended-family teaching or family teaching services. In Shared Living, one or two (but not to exceed three) persons with IDD join a family (contractor) or single adult’s (contractor) family in the Shared Living/host family’s home. The Shared Living Contractor lives with the person with a disability and provides whatever supports the person(s) needs in their day-to-day activities (social, companionship, teaching, daily living skills, supported employment, night supports, etc.…).

GOAL 2 –EMPLOYMENT: By 2021, Kansans with I/DD will have increased opportunities to engage in competitive integrated employment

OBJECTIVE  2.1: KCDD  will  provide Kansans with  I/DD, their  families, employers, providers, and employment support staff with meaningful information about competitive integrated employment

OBJECTIVE 2.2: By 2021, Kansans with I/DD will have increased resources for formal and informal long-term supports for competitive integrated employment.

This Task Proposal Request (TPR) is issued by the Kansas Department for Children and Families (DCF). End-Dependence Kansas will serve all disabilities, with a targeted effort for youth with disabilities transitioning from high school to employment, individuals interested in employment as an alternative to Social Security or other benefit programs, persons with disabilities exiting Kansas correctional facilities, and persons being served or pursuing services through HCBS waivers. All persons served must be eligible for VR and receiving services through an Individual Plan for Employment (IPE) under Title I of the Rehabilitation Act of 1973, as amended. The following evidence-based models will be required: Individualized Discovery/Customized Employment for individuals with significant intellectual and developmental disabilities.

“The Kansas Employment First Oversight Commission was created by the state law requiring competitive and integrated employment to be the first option when serving people with disabilities (KSA 44-1136 to 44-1138, also called the Employment First Initiative Act). The Oversight Commission is charged with carrying out certain duties,including reporting in detail on the measurable progress of state agencies toward the Goals and Objectives it has established for them, as well as reporting the overall progress of the Act’s full implementation. Additionally, the Oversight Commission must identify barriers and strategies that can help realize the Goals and Objectives of the Employment First Initiative…”

KCDD Employment Systems Change  request for proposal is based on the Employment First Commission report 2014 The proposed system changes include more focus on Customized Employment and eliminating sub-minimum wage positions.

WIOA Limitation on the use of Sub-Minimum Wages

As a relevant state agency in the implementation of Employment First policy, the Kansas State Department of Education (KSDE) is responsible for the monitoring of district practices in planning for and providing appropriate transition services to students with significant disabilities, and assuring that KSDE developed resources and materials encourage Employment First policy.

Research demonstrates that when provided with preparatory, hands-on job experience in the form of part-time work, internships, or summer employment, students with significant disabilities can successfully obtain and sustain work in integrated settings and earn competitive wages. The goal of publically-funded transition services and supports for youth with significant disabilities should be focused on helping these youth to acquire the skills, knowledge and experience necessary to obtain jobs in integrated settings at a competitive wage that promotes community participation and self-sufficiency.

The Individualized Education Program (IEP) is defined as a written statement for each student with an exceptionality which describes that child’s educational program and is developed, reviewed, and revised in accordance with special education laws and regulations. The team that develops the IEP includes parents, school professionals, the student (when appropriate), and personnel from other agencies as appropriate (when addressing transition). Each IEP must be developed with careful consideration of the individual child’s capabilities, strengths, needs, and interests. The IEP should direct the child toward high expectations and toward becoming a member of his or her community and the workforce. It should function as the tool that directs and guides the development of meaningful educational experiences, thereby helping the child learn skills that will help them achieve his or her goals. In short, it should assist the child in meeting the goals and challenging standards of our educational system as well as identified postsecondary goals.

“Kansas Rehabilitation Services (KRS) enters into provider agreements with a variety of community agencies for the provision of supported employment services. Providers include community developmental disability organizations, mental health centers, independent living centers, and other public and private entities. Through customized employment provider agreements, six key components or milestones are specified for supported employment services: 1) Creation of a job development action plan; 2) Placement; 3) Stabilization; 4) 45 days of continuous, successful employment; 5) Finalization of an extended ongoing service plan; [and] 6) Successful VR case closure in accordance with all of the requirements set out in federal regulations.”

This service description asserts that Customized Placement is “sometimes an essential VR service to assist and support consumers in achieving their employment goals.” It outlines a fee structure for Customized Placement and describes the practice as a “purposeful, direct, individualized consumer support to obtain and maintain work commensurate with the person’s strengths, resources, priorities, concerns, abilities, capabilities, interests and informed choice.”

When the IEP team is considering a child’s post-secondary goals and transition services needed to assist the child in reaching those goals, the school is required to invite a representative of any agency that is likely to provide or pay for transition services. The school must obtain parental consent to invite the representative from that agency because confidential information about the child would be shared at the meeting.

This report has a number of recommendations  with new or revised Employment First practices to support the Governor’s Employment First “Road Map,” including those that: