# Presentation: 822377

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

**Notes:**
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## Disability Issues and Data Collection

- Richard Horne, Supervisory Research Analyst
- Jennifer Kemp, Senior Policy Advisor
- Wednesday, August 11
- 3:15-5:00

## WHAT DOES ODEP DO?

**Research & Development in the Field of Disability Employment**
**Recommends Policy, but Does Not Regulate, Investigate, or Adjudicate**

**Notes:**
ODEP is a policy office.  We research, evaluate and recommend policy.  We have no regulatory authority.

## 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

## Workforce System PerformanceProposed Common Measures--Adult

**Entered Employment**
**Retention**
**Earnings Increase**
**Efficiency**

## Workforce System PerformanceProposed Common Measures--Youth

**Placement in Employment or Education**
**Attainment of Degree or Certificate**
**Literacy and Numeracy Gains**
**Efficiency**

## Ways to Improve Results:What ODEP has learned from grantees

**Continuous Training**
**Universal Access**
**Assistive Technology**

## 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

**Notes:**
Why is this information important?
The best decisions and choices made by transitioning youth are based on sound information that includes appropriate assessments focusing on the talents, knowledge, skills, interests, values, and aptitudes of each individual. 
Understanding the role of assessment will enhance:
The quality of services at the local level;
Strategic planning at state and local levels; and
Results for youth

## 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*.*

## 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.

**Notes:**
Assessment can occur in a variety of places.

## Four Major Assessment Activities

- Observation
- Interviews
- Reviewing Records
- Testing and Performance Reviews

**Notes:**
Observation is the process of watching or listening to an individual’s behavior and recording relevant information.  This process can be structured or unstructured, formal or informal, obtrusive or unobtrusive.  Observation has elements of the objective and the subjective, and different observers may come to different conclusions.  
Interviews are structured or unstructured conversations intended to gather information from an individual through a verbal question-and-answer format. Interviews can be informal or formal.  An interview can quickly gather key information about an individual, while at the same time building trust and a shared vision for the career planning process.
Record reviews incorporate prior assessment results and can include records from schools and care providers, as available.  Care should be taken that the information is up-to-date and from sources that have properly gathered the data. Legally obtained releases of information are usually required and confidentiality is essential when reviewing any assessment data or other protected records.   
Testing and Performance Reviews account for a large share of the most common assessment activities of youth in transition.  Testing “consists of administering a particular set of questions to an individual...to obtain a score” (Salvia and Ysseldyke, 2004, p. 6).  Scores are intended to be used for quite specific purposes.  This type of data collection is generally more formal and structured, and frequently requires specially trained persons to administer and/or score the test.  
Performance reviews are activities that look at a whole spectrum of what has been learned and is more subjective, holistic, and qualitative in nature.  (Salvia and Ysseldyke, p. 252) Work experiences and related activities often are best evaluated using performance reviews.  It is most helpful to have some written objective standards for individuals to use as a base on which to measure behaviors. 

## When a Youth Enters a Program

- Interviews, Observations, & Record Reviews
- Confidentiality
- WIA Section 188 on Non-Discrimination
- Screening vs. Assessment

**Notes:**
The initial interview should establish rapport with the youth and his or her family, and should help them develop a realistic understanding of what an agency has to offer. Personal information about health or disability issues may be part of the interview process, and should be handled with tact and sensitivity. 

Privacy and confidentiality must be maintained, and securing information from other agencies must be done ethically and legally, using signed consent forms when these are needed. 

Youth service providers, One-Stop centers, and other entities need to be aware of the nondiscrimination requirements of WIA Section 188.  A Section 188 Disability Checklist is available from the Office of Disability Employment Policy in the U.S. Department of Labor to assist in compliance when conducting initial interviews and administering subsequent assessments. 

A youth’s assessment data may suggest previously unidentified or undiagnosed problems that may affect career planning and career development.  These problems may include low literacy levels, inconsistent academic performance, limited vocabulary, or lack of proficiency in English.  Learning disabilities, behavior disorders, mental and physical health problems, or other hidden disabilities may be present.  A screening process may be needed to determine whether further diagnostic assessment should be provided.
In general, screening is done to determine if more specific diagnostic tests are needed (usually done by a specialist).  Screening instruments may point to previously undiscovered physical problems (such as vision or hearing loss), academic problems (such as learning disabilities), or mental or chemical health problems.  Screening should answer the question, “Should this individual be referred for further testing?”  Screening is not diagnostic testing. 

## The Dynamics of Disability 

- Language
- Philosophy
- Legislation
- Practical and Functional Aspects

**Notes:**
Identifying and defining disabling conditions can be difficult.  Language, philosophy, and legislative disparities obscure the practical and functional aspects of living with a disability, and youth often are caught in difficult positions because of the complex dynamics of service systems. Definitions of disability also vary across special education, vocational rehabilitation, and other community service agency programs.

## Youth with Disabilities in Public Schools

- IDEA and Eligibility for Special Education Services
- Thirteen Disability Categories
- Transition Planning & the Individualized Education Program (IEP)

**Notes:**
To be eligible for IDEA-funded services, two criteria must be met: (a) the presence of a disability and (b) a need for special educational services based on the disability. There are presently thirteen disability categories defined by IDEA. 

Most infants, children, and adolescents with disabilities receive special services funded through the Individuals with Disabilities Education Act (IDEA).  Once youth graduate from the public school system, they are no longer covered by IDEA (some youth leave or drop out before graduation; this does not preclude them from returning to school or accessing certain services). However, entitlement for special education services is also guided by age-specific criteria. In most states, special education eligibility continues to age 21. 

eligible students are entitled to request and receive services that are prescribed in an Individualized Education Program (IEP) that is written or updated at least yearly. Transition planning and related assessments are to be included in the IEP beginning when a student reaches age fourteen. 

Students with disabilities who do not need special services under IDEA (for instance, an individual who uses a wheelchair but has no educational limitations) may be eligible for certain services related to accommodations under Section 504 of the 1973 Rehabilitation Act or the Americans with Disabilities Act (ADA). 

## 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

**Notes:**
Once a young person leaves the public school system, and eligibility for special education services ceases, eligibility for and access to adult community services dramatically changes.  Definitions of disability and descriptions of specific disabilities vary from law to law, program to program, state to state, and local area to local area. The Rehabilitation Act and the Workforce Investment Act (WIA) each have specific provisions related to serving youth with disabilities, but states are given latitude to determine who is eligible to receive Vocational Rehabilitation (VR) services and how WIA Title I-funded services are prioritized. 

In the VR system, individuals with the most severe disabilities have, by law, priority for services. May provide assistance with accommodations and assistive technology.  Vocational training to gain skills for employment or to adjust to work.  May include college or trade school tuition. Provides funding for workplace adaptations, and vocational supports.  Provides vocational counseling, interpreter services for people with hearing impairments, reader services for people with visual impairments. May provide placement services, job coaching, and related services.

WIA-funded One-Stop centers and Title I service providers are required to make services available to participants who are eighteen and over.  Some eligible adults can receive intensive services and job training. 

Youth services (for participants fourteen to twenty-one) are available depending on factors that prioritize services for youth with dependent children, who are poor or at-risk, who are in the juvenile justice system, or who have disabilities. These priority decisions vary based on federal regulations and Workforce Investment Board and Youth Council policies set at the state and local levels.  Intake procedures at One-Stop offices include information about eligibility criteria for all WIA services.  Some youth may be eligible for both adult and youth services.  
Youth services are based on the individual youth’s needs and may include tutoring and study skills training (including for GED); summer employment opportunities; paid and unpaid work experiences; occupational skill training; leadership development opportunities; supportive services; adult mentoring; follow-up services; and guidance and counseling. 

## Providing Accommodations 

- Definitions
- Federal Law
- Testing Accommodations
- Workplace Accommodations
- Vocational Assessments
- Job Accommodation Network (JAN)

**Notes:**
Accommodations, for the purpose of this guide, are changes made in a classroom, work site, or assessment procedure that help people with disabilities learn, work, or receive services.  Accommodations are designed not to lower expectations for performance in school or work but to alleviate the effects of a disability. 

Federal laws require that accommodations be provided to people with disabilities who need them in the classroom, at work sites and in most public places. The ADA, IDEA, Section 504 of the Rehabilitation Act of 1973, Section 188 of the Workforce Investment Act. The Office of Disability Employment Policy in the U.S. Department of Labor has developed a Section 188 Disability Checklist to assist service providers, One Stop centers, and other funded entities with compliance.  

Provisions of ADA and IDEA promote the use of testing accommodations for youth with disabilities for the purpose of increasing access and participation to public education or employment. Accommodations are of particular concern when using criterion-referenced or norm-referenced instruments. The goal should be to change the way that a test is taken without changing the validity of the test results.

When a question arises about the reliability or validity of certain tests when accommodations are used the test publisher should be contacted for clarification.  At no point should an individual be penalized or denied services because of unreliable or invalid test results.  If a particular assessment cannot be conducted in a way that assures validity, other methods of assessment should be used. 

Assessment can aid planning for accommodations needed by youth with disabilities in postsecondary academic or employment settings. Youth service practitioners can enhance career-building opportunities for youth by working closely with local postsecondary institutions. Many vocational-technical colleges, community colleges, and four-year colleges and universities employ disability specialists who  support postsecondary students. 

Vocational assessments may lead to practical ideas for job accommodations with employing businesses. An effective vocational assessment should examine potential needs for accommodations that will enable a youth to perform the essential functions of a chosen job. On-site and off-site accommodations that might improve the job placement success of youth with disabilities include modifications to a job, restructuring of tasks, use of job coaches to assist with training, or use of American Sign Language interpreters.

The Job Accommodation Network (JAN) is a free consulting service that provides information about workplace accommodations, the ADA, and the employability of people with disabilities.  JAN has information for employers and people with disabilities.  A major feature of the network is the Searchable On-line Accommodation Resource found on their Web site—www.jan.wvi.edu.

## Testing Accommodations

- Reliability and Validity
- Publisher Guidelines
- Institutional Guidelines
- Four Types of Accommodation
- Presentation Format
- Response Format
- Setting
- Timing

**Notes:**
When a question arises about the reliability or validity of certain tests when accommodations are used the test publisher should be contacted for clarification.  At no point should an individual be penalized or denied services because of unreliable or invalid test results.  If a particular assessment cannot be conducted in a way that assures validity, other methods of assessment should be used. Youth service practitioners need to understand how specific accommodations affect the validity or fairness of individual tests.  They must also be familiar with local practice since states, local agencies, and school districts all have subjective guidelines, and inconsistencies are widespread. 

Despite the legal requirements regarding reasonable accommodations, many published tests have not been standardized or normed for people with disabilities. Additionally, states and local agencies have their own interpretation of what individual accommodations do to the validity of formal tests.  Most state boards of education do have specific information about accommodations for tests that are given on a state wide basis.  Contact individual states’ department of education for more information.

Testing accommodations come in four classes.  According to Thurlow, House, Boys, Scott and Ysseldyke (2000) these are: 
presentation format: changes in how tests were presented and included accommodations like providing Braille versions of the tests or orally reading the directions to students; 
response format: changes in the manner in which students gave their responses and included accommodations such as having a student point to a response or use a computer for responding; 
setting of the test: home, or in small groups; and finally, 
timing of the test: including extending the time allowed, or providing more breaks during testing.

## 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

## Slide 19

| Test Name | General Educational Development Tests (GED) |
| --- | --- |
| Web site | http://www.acenet.edu |
| What is measured | A high school equivalency test that assesses learning in five areas:  language arts-writing, social studies, science, language arts-literature, and mathematics.   |
| Target Groups | Target group is adults. |
| How Normed | Norming 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 scored | Minimum scores for passing the test are set by individual states. Hand or machine scored. |
| Cost  | Varies 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 |

**Notes:**
This a sample entry in the Directory.

## Assessment Tools

- 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**

## 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

## 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?

## Federal Register Notice Employment Information		

- Include Self-Employment

## 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)

## Federal Register Notice Focus of Comments

- September 14
- 60-day public comment period for EMILE reporting system ends.

## TECHNICAL ASSISTANCE

***JAN***** – *****J*****ob *****A*****ccommodation *****N*****etwork**
**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**

**Notes:**
The Job Accommodation Network (JAN)

a toll-free and web-based resource for employers and employees or job candidates with disabilities that provides information on making workplace accommodations. 

## TECHNICAL ASSISTANCE

***EARN***** – *****E*****mployer *****A*****ssistance *****R*****eferral *****N*****etwork**
- 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**

**Notes:**
The Employer Assistance Referral Network (EARN)

a national toll-free telephone and electronic service that connects employers with local resources that have candidates with disabilities to match the employer’s job openings. 

This service helped employers locate more than 800 qualified candidates with disabilities for job openings in the past year. 

This service provided personalized attention to 32,000 workplace accommodation cases in the past year.

## 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**

**Notes:**
The Employer Assistance Referral Network (EARN)

a national toll-free telephone and electronic service that connects employers with local resources that have candidates with disabilities to match the employer’s job openings. 

This service helped employers locate more than 800 qualified candidates with disabilities for job openings in the past year. 

This service provided personalized attention to 32,000 workplace accommodation cases in the past year.

## 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**

**Notes:**
The Employer Assistance Referral Network (EARN)

a national toll-free telephone and electronic service that connects employers with local resources that have candidates with disabilities to match the employer’s job openings. 

This service helped employers locate more than 800 qualified candidates with disabilities for job openings in the past year. 

This service provided personalized attention to 32,000 workplace accommodation cases in the past year.

## TECHNICAL ASSISTANCE

**Section 188 Checklist  **
- _[http://www.dol.gov/oasam/programs/crc/section188.](http://www.dol.gov/oasam/programs/crc/section188.htm)__[htm](http://www.dol.gov/oasam/programs/crc/section188.htm)_
**Small Business and Self-Employment Service (SBSES)**
- _[http://janweb.icdi.wvu.edu/sbses/](http://janweb.icdi.wvu.edu/sbses/)_
**800-526-7234**

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

**Notes:**

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