Case 1:13-cv-00442-L-PAS Document 4-3 Filed 06/13/13 Page 1 of 30 PageID #: 45
Exhibit A

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INTERIM SETTLEMENT AGREEMENT
I. INTRODUCTION
A. This Interim Agreement (“Interim Agreement”) is entered into between the United States of America (“United States”), the State of Rhode Island (“State”), and the City of Providence, Defendants (hereinafter collectively “Parties”).
B. On January 14, 2013, the United States Department of Justice (“United States”) notified the State that it had initiated an investigation into whether the State has violated Title II of the Americans with Disabilities Act of 1990 (“ADA”), 42 U.S.C. § 12131, et seq., as interpreted by the United States Supreme Court in Olmstead v. L.C., 527 U.S. 581 (1999), through its administration and operation of its day activity services system, including employment, vocational, and day services, 46-1-14 R.I. Code R. § 43.0, for individuals with intellectual and developmental disabilities (“I/DD”).
C. On January 14, 2013 and March 4, 2013, the United States requested documents from the State as part of its investigation into Rhode Island’s day activity service system, including employment, vocational, and day services, 46-1-14 R.I. Code R. § 43.0, for individuals with I/DD. Also, as part of this investigation, the United States participated in two in-person meetings with the State in February and March 2013, conducted on-site interviews with providers, including sheltered workshop, supported employment and integrated day providers, as well as individuals with I/DD participating in employment programs, and met with numerous stakeholders and advocacy organizations. On March 20, 2013, the United States communicated its findings, in person, to the State pertaining to the services provided at the sheltered workshop provider Training Thru Placement (“TTP”) and the Harold A. Birch Vocational Program at Mount Pleasant High School (“Birch”) of the Providence Public School Department (“PPSD”), as part of the State and PPSD’s day activity services system, concluding that the State fails to administer programs and services to individuals with I/DD at TTP in the most integrated setting appropriate to their needs, and PPSD places Birch students at risk of unnecessary segregation in sheltered workshop and day program settings, including TTP, in violation of the ADA and Olmstead. On April 9, 2013 and April 29, 2013, the United States communicated its findings to the City of Providence, including PPSD, concluding that the school district places Birch students at risk of unnecessary segregation in sheltered workshop and day program settings, including TTP, in violation of the ADA and Olmstead. The United States and the State and City continued to meet a number of times in May 2013 to resolve these findings. On June 7, 2013, the United States sent its findings to the State and also to the City, memorializing its specific oral findings.
D. This Interim Agreement resolves the United States’ findings of violations by the State and the City of Providence of Title II of the ADA with respect solely to individuals served by TTP and Birch and any successor programs to TTP and Birch. The Parties expressly acknowledge and agree that the United States will continue its investigation of the remainder of the State’s day activity service system and will seek to remedy any and all violations of Title II of the ADA and Olmstead identified at the conclusion of the United States’ continuing investigation.
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E. This Interim Agreement is intended to ensure that the State and the City of Providence/PPSD will timely meet the requirements of the ADA and the Olmstead decision as it pertains to TTP and Birch, which require that the State’s and the City’s day activity services for individuals with I/DD be provided in the most integrated setting appropriate to meet their needs. Through this Interim Agreement, the Parties intend that the goal of community integration will be achieved for individuals with I/DD being served, identified for referral, or at risk of entering TTP and Birch.
F. The State and the City of Providence have cooperated with the United States in reviewing and responding to the findings. The Parties agree that it is in their mutual interest to avoid litigation.
II. DEFINITIONS
A. For the purposes of this Interim Agreement only, the following terms have the following meanings:
1. A “career development plan” is a plan that identifies the individual’s employment goals and objectives, the services and supports needed to achieve those goals, the persons, agencies, and providers assigned to assist the person attain those goals, and the obstacles to the individual working in an individualized job in an integrated employment setting at competitive wages, and seeks to identify the appropriate services and supports necessary to overcome those obstacles.
2. “Discovery” is the process by which an employment planning team assists an individual to identify his/her interests, strengths, and abilities relating to employment, with the goal of attaining and maintaining employment in an integrated employment setting, including self-employment.
3. “Evidence-based” means well-defined practices, such as Individual Placement and Support (“IPS”), which have been demonstrated to be effective through multiple research studies.
4. “Individuals with intellectual or developmental disabilities” (I/DD) are defined, for the purposes of this Interim Agreement, as persons who are eligible or likely to be found eligible, for publicly-funded developmental disability services through the Department of Behavioral Healthcare, Developmental Disabilities & Hospitals (“BHDDH”) as defined in Rhode Island General Laws § 40.1-21-4.3(5) or students who are eligible or likely to be eligible for transition services and supports under the Individuals with Disabilities Education Act, and who meet the definition found at 34 CFR § 300.8(c)(6).
5. “Individual Learning Plan” is: a document consisting of 1) post-secondary plans aligned to career goals, and 2) documentation of the range of college and career readiness skills a student has developed; and 3) a process that enhances the relevance of school and out-ofschool learning opportunities, and provides the student access to career development opportunities that incorporate self-exploration, career exploration, and career planning and management skill building activities.
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6. “Integrated Day Services” are services and supports provided in the amount, duration, and intensity to allow persons with I/DD to engage in self-directed activities in the community at times, frequencies, and with persons of their choosing during hours when they are not receiving employment or residential services.
7. “Person-centered planning” is the formal process that organizes services and supports around a self-directed, self-determined and goal-directed future, and includes the process by which an individual, with the assistance of an employment planning team, identifies the direction of his/her future vocational, employment related, and day activities based on his/her skills, interests, strengths, and abilities, regardless of whether the individual has the verbal ability to express such information.
8. “Rhode Island” or “the State” means the State of Rhode Island, including BHDDH and the Office of Rehabilitation Services (“ORS”), as administered through the Department of Human Services, the Rhode Island Department of Education (“RIDE”), and the Executive Office of Health and Human Services (“EOHHS”).
9. A “sheltered workshop” is a facility-based service that congregates a large number of adults with I/DD. Sheltered workshops are operated by service provider entities. In general, a sheltered workshop employs only individuals with I/DD or other disabilities except for service support staff. Individuals with I/DD are frequently paid less than minimum wage for work performed. In sheltered workshops, individuals with I/DD have limited or no engagement with nondisabled peers, coworkers, and customers, except for provider agency support staff.
10. A “situational assessment” is a vocational assessment that is administered on-site in integrated employment settings, where individuals are evaluated in the performance of work activities that are typical to the setting where the assessment is administered.
11. “Summary of Performance” is a plan developed for a student with a disability at the secondary level whose eligibility for special education services terminates because of graduation with a regular diploma or reaching the maximum age of eligibility for special education services. The Plan must provide the student with a summary of the student’s academic achievement and functional performance, which shall include recommendations on how to assist the student in meeting his or her postsecondary goals.
12. “Supported Employment Services” are employment services provided in the amount, duration, and intensity that allow persons with I/DD to work the maximum number of hours consistent with their abilities in an integrated employment setting. Supported Employment Services include services necessary to place, maintain, and provide ongoing support to an individual with I/DD in an integrated employment setting.
13. “Transition-age youth” or “eligible youth” are youth who, now or in the future, will attend the Harold A. Birch Vocational Program at Mount Pleasant High School and are between the ages of fourteen years old and twenty-one years old (14-21 years old).
14. “Trial work experience” is the opportunity to work in a real job in an integrated employment setting alongside non-disabled coworkers, customers, and peers, with the appropriate services and supports for a sufficient period of time to establish whether an
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individual’s interests, skills, and abilities are well-suited for the particular job, but for no shorter than 60 days. The trial work experience shall be selected through a personcentered planning process and shall be individually tailored to each person.
15. A “vocational assessment” is an assessment administered to provide employment-related information essential to the development of, or revision of, an individual’s employmentrelated planning documents, including the Individual Plan for Employment (“IPE”), Individual Support Plan (“ISP”), Individual Education Plan (“IEP”) and/or Individual Learning Plan (“ILP”), where applicable. The primary purpose of all vocational assessments shall be to determine an individual’s interests, strengths, and abilities, in order to identify a suitable match between the person and an integrated employment setting.
III. SCOPE OF THE AGREEMENT AND TARGET POPULATIONS
A. Supported Employment Services, Integrated Day Services, and/or Transition Services under the Interim Agreement will be given to the following individuals:
1. Individuals with I/DD that receive day activity or sheltered workshop services at Training Thru Placement or have received services at Training Thru Placement or any successor organization in the previous year (“TTP Target Population”);
2. Individuals with I/DD who are transition-age youth currently attending the Harold A. Birch Vocational Training Program, or any successor program, at Mount Pleasant High School (“Birch Transition Target Population”); and
3. Individuals with I/DD who are transition age youth attending the Harold A. Birch Vocational Training Program, or any successor program, at Mount Pleasant High School who have exited Birch within the previous two years, or who will exit Birch within one year (“Birch Exit Target Population”).
IV. OUTCOMES
1. By September 1, 2013, all individuals in the Birch Exit Target Population will be provided the services and supports described in Section V(A)(1)-(2) necessary to introduce them to work in integrated settings, according to the youth transition process and milestones set forth in Section VIII, and they will become eligible for a Supported Employment Placement, as provided in Section V(D), upon their exit from Birch.
2. By September 1, 2014, all individuals in the Birch Transition Target Population will be provided the services and supports described in Section V(A)(1)-(2) necessary to introduce them to work in integrated settings, according to the youth transition process and milestones set forth in Section VIII.
3. A person-centered planning process will be engaged in every year that a student attends Birch, starting at age 14. The person-centered planning process will minimally include the standards and milestones set forth in Section VIII, including the opportunity to access integrated transition work placements and information about post-secondary work in integrated settings. In addition, individuals with I/DD at Birch will be offered meaningful
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options for post-secondary Supported Employment and Integrated Day Services beginning no later than the start of the school year in which they will turn 18. Such individuals and their families must be provided information through the person-centered planning process sufficient to make a meaningful informed choice between such services and remaining in school.
4. Effective April 12, 2013, by Order of the PPSD Superintendent, PPSD ceased providing sheltered work at the Birch sheltered workshop. As of the date of this Interim Agreement and going forward, PPSD will continue not to provide services to individuals with I/DD at Birch in a sheltered workshop setting.
5. Effective upon the date of this Interim Agreement, the State will no longer provide placement or funding for new entrants to sheltered workshop or segregated day activity services at TTP, including:
a. Transition-age youth with I/DD;
b. Any working age adult who is newly eligible for I/DD services; and
c. Any working age adult who is already utilizing I/DD services who is not already receiving services at TTP.
6. Effective March 31, 2014, the State will no longer provide placement or funding for sheltered workshop or segregated day activity services at TTP.
7. By September 1, 2013, the State will provide career development plans, as described in Section VII, for each individual in the TTP Target Population. The State and the PPSD will provide career development plans, as described in Section VII to each individual in the Birch Exit Target Population. However, the provision of Supported Employment Services will not be delayed or denied due to the lack of a career development plan.
8. By September 30, 2013, for all individuals in the Birch Exit Target Population, and all individuals in the TTP Target Population, such persons shall receive benefits planning information and counseling from a qualified professional who is experienced and certified in Social Security and SSI regulations and who will review an individual’s personal benefit levels and produce a written analysis, providing information to the individual and their family or guardian about the impact of earned income on the individual’s public benefits. Benefits counseling will be rolled out consistent with when each individual in the Target Populations is scheduled to enter supported employment. Each person’s benefits plan may be adjusted thereafter, subject to review by the Monitor, for six months following its completion.
9. It is the position of PPSD that supported employment placements are not typically a requirement for school districts under IDEA. However, the State and PPSD acknowledge that they will work together for the Birch Exit Target Populations to provide supported employment services and placements. The State will provide Supported Employment Placements and Integrated Day Services, as described in Sections V and VI, for all individuals in the TTP Target Population. The State and PPSD will provide Supported Employment Placements and Integrated Day Services, as described in Sections V and VI,
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for all individuals in the Birch Exit Target Populations. The State and PPSD will do so by providing Supported Employment Placements to each individual:
a. By July 1, 2013, the State jointly with the PPSD will provide Supported Employment Placements to all individuals in the Birch Exit Target Population who left, or will leave, school during the 2012-2013 school year.
b. By August 1, 2013, the State will provide Supported Employment Placements to an additional 15 individuals.
c. By November 1, 2013, the State will provide Supported Employment Placements to an additional 25 individuals.
d. By February 1, 2014, the State will provide Supported Employment Placements to an additional 30 individuals.
e. By March 31, 2014, the State jointly with PPSD will provide Supported Employment Placements to any additional individuals in the TTP and Birch Exit Target Populations.
V. SUPPORTED EMPLOYMENT SERVICES AND PLACEMENTS
A. “Supported Employment Services” include the following community services and supports that the State shall make available to satisfy the requirements of this Interim Agreement:
1. Vocational and related services, such as job discovery and development, job-finding, job carving, job coaching, job training, job shadowing, co-worker and peer supports, reemployment support, benefits counseling and transportation services, as well as those environmental modification and environmental accessibility adaptations, behavioral supports; personal care services; case management services; assistive technology; social skills training; self exploration; career exploration; career planning and management; job customization; soft skill development; time management training; self-employment opportunities and supports; adaptive behavior and daily living skills training directly related to job placement and support necessary to allow individuals with I/DD to participate in an integrated employment setting; and
2. In addition, for transition-age youth with I/DD, transitional services and supports, including: instruction, community experiences, the development of employment and other post school adult living objectives; school-based preparatory experiences; career preparation, and integrated work-based learning experiences such as site visits, job shadowing, soft skill and job skill development, internships, part-time employment, summer employment; youth development and leadership, including training in selfadvocacy, self-determination and conflict resolution skills, peer and adult mentoring, and, where appropriate, daily living skills; connecting activities, including exposure to postschool educational and community services, transportation, benefits planning, and assistive technology.
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B. Supported Employment Services shall be individualized and flexible, and shall be available as needed and desired, but shall not be mandated as a condition of working or receiving services in an integrated employment setting.
C. Supported Employment Services shall be provided in the amount, intensity, and duration necessary to place, maintain, and provide ongoing support, including ongoing professional development, to an individual in a Supported Employment Placement, as set forth below in Section V(D)-(E).
D. “Supported Employment Placement,” for the purposes of this Interim Agreement, is defined as the provision of Supported Employment Services in an integrated employment setting:
1. Where the individual is compensated at or above Rhode Island’s minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals without disabilities;
2. Where the individual works the maximum number of hours consistent with his/her abilities;
3. That allows individuals with disabilities to interact with individuals without disabilities in an employment setting to the fullest extent possible for the individual; and
4. That offers individuals with disabilities the same opportunity as non-disabled individuals:
a. To access community opportunities at times, frequencies, and with persons of their choosing during appropriate times when the individual is not working, such as on breaks, during lunch, and before and after the work day;
b. For promotion and/or advancement opportunities; and
c. To perform tasks or work activities that match the interests, preferences, and skills of the worker.
E. All Supported Employment Placements shall be based on an individual’s capabilities, strengths, and preferences, and shall be individually tailored to each person and may include self-employment. Working from an individual’s home as part of self-employment may be a Supported Employment Placement if made as an informed choice by the individual, and is subject to review by the Monitor.
F. The State and PPSD will establish and implement a policy that includes the presumption that all individuals covered by this Interim Agreement are capable of working in integrated employment settings.
G. Supported Employment Placements made available under this Interim Agreement cannot be in facility-based work/sheltered workshops, group enclaves, mobile work crews, time-limited work experiences (internships), or facility-based day programs.
H. All individuals who receive a Supported Employment Placement under this Interim Agreement shall work the maximum number of hours consistent with their abilities and have access to integrated day services in sufficient amount, duration, and intensity to complement
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their employment and to provide them with an ISP that affords them the opportunity to participate in integrated settings at times when they are not working during a normative 40 hour work week.
I. By May 1, 2014, all individuals in the TTP and Birch Exit Target Populations that receive a Supported Employment Placement(s) shall average, as determined by a point in time survey, work in an integrated employment setting for at least 20 hours per week.
J. Any individual eligible for a Supported Employment Placement, but who makes an informed choice for placement in a sheltered workshop, group enclave, mobile work crew, timelimited work experience (internships), or facility-based day program, or other segregated setting may seek a variance allowing such placement. Variances may only be granted after an individual has:
1. Participated in at least one vocational or situational assessment, as defined in Section II;
2. Completed one trial work experience, as defined in Section II;
3. Received the outreach, education, and support services described in Section X; and
4. Received a benefits counseling consultation, as described in Sections IV(8).
K. If a variance is granted, the individual must be reassessed by a qualified professional, and the revised employment goal reevaluated, within 180 days, and annually thereafter, for the individual to have the meaningful opportunity to choose to receive Supported Employment Services in an integrated work setting. The Parties and the Monitor shall create a process that governs the variance process within 30 days of entering this Interim Agreement.
VI. INTEGRATED DAY SERVICES
A. “Integrated Day Services” include the following community services and supports that the State shall make available to satisfy the requirements of this Interim Agreement: communitybased recreational, social, educational, cultural, and athletic activities, including community volunteer activities and training activities, as well as other non-facility based activities of a person’s choosing that are provided in integrated settings during the day with the appropriate services and supports.
B. Integrated Day Services will be provided to all individuals in the TTP and Birch Exit Target Populations for the remainder of all time set forth in an individual’s ISP in a 40 hour work week in which such individuals are not in school or supported employment. Integrated day settings must:
1. Allow individuals with disabilities the opportunity to interact with individuals without disabilities in a community setting to the fullest extent possible for the individual; and
2. Offer individuals with disabilities the same opportunity as do non-disabled individuals:
a. To engage in non-work activities that match the interests, preferences, and goals of the participant; and
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b. To do so at times, frequencies, and with persons of their choosing during the day, when an individual is not working or receiving residential care or educational services.
i. Integrated Day Services shall be individualized, flexible, purposeful, and productive daytime activities; shall be individually tailored to a person’s interests, abilities, and goals; and shall afford individuals the services and supports necessary to interact with non-disabled individuals to the fullest extent possible during the day.
ii. Integrated Day Services must include an array of group and non-group activities and facilitate meaningful choice by individuals with I/DD between group and non-group activities.
iii. Integrated Day Services shall not be services provided as part of a sheltered workshop, day services, group home, or residential service provider’s on-site program.
VII. CAREER DEVELOPMENT PLANNING
1. By September 1, 2013, the State shall adopt and implement policies and procedures for developing career development plans for each individual in the TTP Target Population. By September 1, 2013, the State and PPSD shall adopt and implement policies and procedures for developing career development plans for each individual in the Birch Exit Target Population. The policies will include a presumption that all individuals covered by this Interim Agreement are capable of working in an integrated employment setting and that a rapid search process for employment should be implemented for individuals eligible for Supported Employment Services under this Interim Agreement. The policies will also include the presumption that all individuals covered by this Interim Agreement will be ensured an active and leading role in the career development planning process. The policies also will include a provision that no readiness criteria shall be used in preeligibility determinations to assess an individual’s ability to work in an integrated setting. All individuals covered by this Interim Agreement will be presumed ready for employment.
2. The State shall adopt evidence-based vocational assessments and vocational eligibility criteria that are person-centered and appropriate for individuals with I/DD; based on the presumption that with the appropriate services and supports individuals with I/DD can work; and designed to reveal information about an individual’s skills, interests, strengths and abilities, regardless of whether the individual has the verbal ability to express such information.
3. For the purposes of this Interim Agreement, no vocational or situational assessments, including those conducted by the State, or any vendors or contractors of the State, shall be conducted in segregated work settings, including in sheltered workshops or in any setting that does not meet the definitions and standards set forth in Sections V(D)-(E).
4. The State shall ensure that all assessments:
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a. Are conducted by appropriate and trained staff;
b. Maintain fidelity to an asset-based assessment model (like MAPS, PATHS, or VAPS);
c. Are available for all individuals eligible for relief under this Interim Agreement to be assessed in several different integrated employment settings, should they desire to be assessed in more than one community employment setting; and
d. Are conducted with the appropriate accommodations, services and supports necessary for individuals eligible for relief under this Interim Agreement to be assessed performing work activities in integrated employment settings.
5. A career development plan shall be formulated and/or revised at least annually in conjunction with the ISP or IEP process through an asset-based, person-centered planning process including discovery, vocational assessment, and situational assessment conducted with the goal of maximizing the number of hours spent working, consistent with an individual’s abilities, in settings that meet the definitions and standards set forth in Sections V and VI. The career development plan shall:
a. Set forth the individual’s skills, interests, strengths, and abilities;
b. Be integrated into the individual’s IPE, ISP, IEP, and ILP and Summary of Performance (“SOP”), where applicable; and
c. Identify the nature and scope of services needed by the individual to remove obstacles to obtaining and keeping an individualized job in an integrated employment setting and participating in Integrated Day Services meeting the definitions and standards set forth in Sections V and VI.
6. Translation and interpretation services, including sign language interpretation, shall be accessible and available to all individuals in the Target Population and their families who require such services during all employment planning meetings and during the entire career planning process. Further, all individuals covered by this Interim Agreement will have access to the services and supports necessary to make informed decisions pertaining to this Interim Agreement.
7. If, after discovery, and a vocational or situational assessment, an individual expresses that a particular work setting does not match his/her interests, strengths, or abilities, the person-centered planning process shall resume, the reasons that the individual did not prefer the work placement shall be documented, and all planning shall proceed with goals that have been adjusted based on the information revealed through the discovery and assessment process.
8. The State shall implement a rapid job search process for competitive employment for each individual eligible for a Supported Employment Placement under this Interim Agreement.
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VIII.

9. At minimum, the State shall ensure that the rapid job search process:
a. Begins within 10 days of the completion of an individual’s vocational assessment;
b. Includes an individualized job search; and
c. Includes job development and job carving.
TRANSITION PLANNING FOR YOUTH
1. The State and PPSD shall adopt an Employment First Policy, making work in integrated employment settings the first and priority service option for youth seeking transition work placements and for transition-age youth’s postsecondary vocational planning objectives. The PPSD’s Employment First Policy will set forth values for the school district’s transition planning process that reflect PPSD and the State’s expectations for supporting youth in transition in integrated employment settings through a systemic and collaborative framework.
2. The State and PPSD shall enter into an interagency agreement that includes timelines and specific benchmarks setting forth a school-to-work transition process for transition-age youth (14-21 years of age) with I/DD in Providence Public School District, including Birch students, and providing for students’ access to the services and supports set forth in Sections V(A)(1)-(2).
3. The State and PPSD shall promote the involvement and availability, and use of employment planning teams at Birch. Employment planning teams shall at a minimum include a qualified vocational rehabilitation counselor, qualified school transition specialist, qualified State representative, where applicable, and the eligible youth with I/DD. Family and/or guardian participation in all planning meetings should be required. The eligible youth shall be ensured an active and leading role in all of his/her planning meetings.
4. The transition planning process for students enrolled in Birch shall continue to begin by age 14, shall include an employment planning team, and shall include access to ORS and Medicaid Waiver services, if the individual is eligible for such services. The transition planning process shall be designed to ensure that each youth and his/her family has been informed about, and been given opportunities to experience, Supported Employment Services and Placements. The transition planning process, as set forth by interagency agreement in Section XIII, shall be inclusive of specific and relevant planning milestones for all eligible Birch youth in transition. At minimum, these milestones shall include:
a. Assignment, by age 14, to an employment planning team, as defined in this Section;
b. No later than during the first year of entry to Birch, and with the assistance of the employment planning team, the formulation of the employment-related recommendations of the IEP to discover and record students’ personal interests and goals for postsecondary employment and/or postsecondary education;

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c. No later than the year in which a student turns 16 years of age and with the assistance of the employment planning team, a comprehensive introduction to or enrollment in State services, if an individual is eligible or will be eligible, and also with the assistance of the employment planning team, the formulation of the employmentrelated recommendations of the IPE and ISP, where applicable;
d. No later than the year in which a student turns 18 years of age meeting with the employment planning team to facilitate possible post-secondary employment placements, and to ensure that an eligible youth has been introduced to numerous and specific options to receive Supported Employment Services in a community based long-term placement in an integrated employment setting meeting the definitions and standards set forth in Section V(D)-(E), and that the eligible youth has (or will have) experienced the opportunity to be placed in such a setting, and to begin working there, prior to the end of his or her participation at Birch; and
e. No later than during the year prior to exit from secondary school, all Birch youth in transition shall receive benefits planning information, according to the standards set forth in Section IV(8).
5. All youth in transition shall have a meaningful opportunity to experience one or more vocational and/or situational assessments in an integrated employment setting prior to exit from Birch, pursuant to the standards set forth in Section II.
6. All youth in transition shall have a meaningful opportunity to experience at least two trial work experiences, where each trial work experience is approximately 60 days duration, prior to exit from Birch in an individualized, integrated employment setting meeting the definitions and standards set forth in Sections V(D)-(E) with supervision and appropriate services and supports. Such trial work experiences may be exempt from the requirement of Section V(D)(1), and may include full-time, part-time, or seasonal work on a paid or unpaid basis, including internships, summer work experiences, or volunteer/ community service experiences. Such trial work experiences cannot be positions of employment that are controlled by an employer that is a provider, school, or school district for the purpose of employing individuals with disabilities; instead, they must be provided in typical work settings meeting the definitions and standards set forth in Sections V(D)(2)-(4) and V(E).
7. A person-centered career development plan shall be developed by the employment planning team for each youth in transition, to inform the employment-related goals and recommendations of the youth’s ISP, IEP, IPE, ILP, and SOP, where applicable, and to provide ongoing coordination of the employment-related recommendations of those plans.
8. The State and PPSD shall prohibit vocational assessments of transition age youth in segregated work settings, and shall issue a directive that no Birch youth in transition will be assessed in segregated settings or in settings that do not meet the definitions and standards set forth in Section V(D)-(E).
9. The State and PPSD shall ensure that the appropriate services and supports are available to Birch transition-age youth who choose to work in the community before their 21st
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birthday rather than remaining in school. To this end, the State and PPSD will update their policies and administrative rules to facilitate individuals who are eligible to access State services, including Supported Employment Services, beginning at age 18.
10. The State and PPSD shall take affirmative steps to ensure that Birch youth, following their exit from school, are not excluded from the benefits and opportunities of the school district’s “transition academy” at Johnson & Wales University.
11. The State and PPSD shall issue a directive that Birch youth in transition shall be provided all opportunities to earn credentials based on the RI Secondary Education Regulations 2011 and not be unnecessarily or unjustifiably excluded from the opportunity to receive a high school diploma as a result of their participation in the Birch program.
IX. TRAINING
1. By October 1, 2013, the State and PPSD will establish competencies, and will develop and implement a competency-based and value-based training program for TTP and Birch staff respectively, and all members of employment planning teams as defined under Section VIII, and for youth service professionals, for the development of vocational assessment/profiles, career development plans, and transition plans; job development, job coaching, employment support, benefits counseling, and Supported Employment and Integrated Day Services; intake and vocational rehabilitation services; and service coordination.
2. The State and PPSD will ensure that all persons involved in the discovery and assessment process, the preparation and implementation of career development plans, and the provision of Supported Employment and Integrated Day Services for members of the Target Populations have completed the necessary training, have attained and retain the required competencies, and are otherwise qualified (as specified in Section X) to perform their respective responsibilities with respect to employment services.
X. OUTREACH, EDUCATION, AND SUPPORT
1. By September 1, 2013, the State and PPSD will develop an outreach, in-reach, and education program that explains the benefits of supported employment, that addresses concerns of families and perceived obstacles to participating in supported employment programs, and that is designed to encourage individuals with I/DD at TTP and Birch and their families to seek Supported Employment Services and to understand the objectives of the State and PPSD’s Employment First Policy, receive benefits planning consultation, and participate in other related initiatives. As part of its outreach, in-reach, and education program, the State will educate individuals about the ways in which Integrated Day Services can complement employment in integrated settings, and will develop opportunities for individuals and families to learn about the benefits of Integrated Day Services. Furthermore, the program will provide the opportunity for individuals in the Target Populations to visit and observe integrated employment and day settings where individuals with I/DD receive Supported Employment and Integrated Day Services.
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2. The State will support personal networks and use family to family and peer to peer programs to link families and individuals with I/DD who obtain competitive employment with families and individuals with I/DD at TTP and Birch, in order to explain the benefits and opportunities of supported employment.
XI. PROVIDER CAPACITY
1. The State and PPSD will ensure that it supports and maintains a sufficient capacity to deliver Supported Employment and Integrated Day Services to individuals at TTP and Birch, including qualified supported employment providers and integrated day providers, consistent with the terms of this Interim Agreement.
2. The State will ensure that the supported employment providers and/or integrated day providers and transition service providers have a sufficient array of trained staff, adequate staff supervision, appropriate policies and procedures, a quality improvement program, and the capacity to deliver Supported Employment and Integrated Day Services consistent with the terms of this Interim Agreement.
3. The State will establish, implement and enforce pre-qualification requirements for all Supported Employment and Integrated Day Services providers that supply services to individuals at TTP, consistent with the terms of this interim agreement. The State will establish, implement and enforce pre-qualification requirements for all Supported Employment and Integrated Day Services providers that supply services to individuals at and Birch, consistent with the terms of this Interim Agreement.
4. The State will create incentives to encourage the transition of individuals from TTP to integrated employment settings that meet the definitions and standards of Section V(D)(E). The State will implement these incentives through public-private partnerships with persons with I/DD, family members, employers, and employment providers, and community organizations. The State and PPSD will create incentives to encourage the transition of individuals from Birch to integrated employment settings that meet the definitions and standards of Section V(D)-(E). The State and PPSD will implement these incentives through public-private partnerships with persons with I/DD, family members, employers, and employment providers, and community organizations.
5. Supported employment providers shall use evidence-based employment practices and the State will provide monitoring, oversight, and technical assistance to ensure supported employment providers have adequate staffing, organizational support and supervision, and use of effective business models to meet the goals and outcomes of this Interim Agreement.
6. The supported employment provider(s) used to transition individuals with I/DD from TTP and Birch into Supported Employment Placements will:
a. Identify and promote Supported Employment Placements in state and federal agencies and in private industry on a statewide basis; and
b. Develop relationships with public and private employers based on the benefits to businesses of hiring people with disabilities.
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7. The State will establish public and private sector initiatives to support the employment of individuals in the Target Populations.
8. The State will develop procedures to require provider staff to assist in the transition of individuals from TTP to Supported Employment Services and Placements. The procedures will provide incentives and support to qualified providers of sheltered workshop services at TTP to convert their employment programs to support employment services once the terms and conditions of this Interim Agreement are met, at the expiration of this Interim Agreement. The State and PPSD will develop procedures to require provider staff to assist in the transition of individuals from Birch to Supported Employment Services and Placements.
9. If any service gaps or obstacles are identified through the process in Section XV, the Monitor may recommend the necessary actions to remedy these gaps and address these obstacles, including increasing the number of trained and qualified vocational rehabilitation counselors, transition specialists, job developers, job coaches, benefits counselors, job placement specialists, case managers, youth service professionals and other community employment professionals, in order to allow for successful transition of individuals with I/DD at TTP and Birch to integrated employment settings and to ensure the full implementation of the goals and outcomes of this Interim Agreement.
XII. STATE AGENCY ACTIONS

XIII.

1. By September 1, 2013, the State and PPSD will identify and pursue a contract with a technical assistance provider or, access the services of an existing technical assistance provider to provide leadership, training, and technical assistance to employment providers and to the State, PPSD, TTP, and Birch staff involved in assessing, planning, and providing Supported Employment and Integrated Day Services, in order to support the goals and outcomes of this Interim Agreement.
2. The technical assistance provider will assist and support employment providers to transition individuals, programs, staff, and resources from the sheltered workshops at TTP and Birch to Supported Employment and Integrated Day Services meeting the definition and standards set forth in Sections II(11), V, and VI of this Interim Agreement.
INTERAGENCY COLLABORATION

1. By September 1, 2013, the State will develop and implement one or more interagency agreements or memoranda of understanding between BHDDH, ORS, and RIDE designed to ensure the full implementation of this Interim Agreement that addresses:
a. Allocation of responsibility, funding commitments, and authority for conducting and ensuring the quality of all requirements of this Interim Agreement, including career planning, transition planning, outreach, in-reach, and education, training and professional development, Supported Employment and Integrated Day Services, and data collection, sharing, and reporting;
b. Supported employment outcomes through coordination and collaboration between BHDDH, ORS, and RIDE;

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XIV.

c. The compatibility of ORS and RIDE services with services funded through BHDDH by clarifying and streamlining interagency procedures and allowing for the blending and braiding of funding; and service gaps resulting from the transition from one funding stream to another funding stream, e.g. ORS funding to BHDDH funding, or special education funding to ORS funding, enabling individuals with I/DD to maintain uninterrupted integrated employment without unnecessary delays in services;
d. Individual tailoring of the vocational rehabilitation assessment and job placement activities to serve people with the most significant disabilities, including individuals at TTP and Birch, who are eligible for ORS funding; and
e. Coordinated outreach and in-reach efforts to individuals in the Target Populations conducted by vocational rehabilitation counselors and BHDDH representatives.
2. The State will develop and implement a memorandum of understanding with PPSD regarding any and all applicable funding issues, including but not limited to the costs of the Monitor, as well as the transition planning process set forth in Section VIII designed to ensure the full implementation of this Interim Agreement that will:
a. Require ORS presence at Birch in order to collaboratively implement the Employment First Policy and related initiatives, and promote the presence and active engagement of vocational rehabilitation counselors on Birch employment planning teams and in planning meetings (including IEP meetings);
b. Ensure the engagement of trained school transition specialists to assess and support students in transition to integrated supported employment;
c. Require Birch special education staff and transition specialists to be trained to refocus transition services on supported employment instead of sheltered workshops, and to train special education directors and transition specialists on the requirements of the integration mandate of Title II of the ADA and Olmstead as applied to the youth transition planning process;
d. Establish referral relationships with integrated, supported employment providers in Birch’s immediate service area; and
e. Adopt mutual agency policies and procedures to ensure that the requirements of the integration mandate of Title II of the ADA and Olmstead are applied to the youth transition planning process including to situational work assessments, trial work experiences, post-secondary employment goals and outcomes, and ongoing professional development.
FUNDING

1. The State and the PPSD shall ensure that all individuals in their Target Populations with a career development plan have an ongoing allocation from available funding/budgets that is dedicated to supports for gaining, maintaining, or improving employment outcomes and for integrated day services.

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2. The State and PPSD shall timely fund the services and supports necessary to comply with this Interim Agreement for the eligible members of their Target Populations according to the standards and timelines set forth in this Interim Agreement.
3. The State shall develop and implement performance-based contracts for Supported Employment Services to individuals in the Target Populations, linking funding to the provider’s achievement of numerical targets and implementation timelines.
4. The State will reallocate resources expended on TTP to fund supported employment as individuals in the Target Populations transition from TTP to supported employment, in order to have funding "follow the person."
XV. QUALITY IMPROVEMENT
1. TTP Target Population Quality Improvement Program
a. The State will develop and implement a quality improvement initiative to ensure that individual, integrated Supported Employment Placements and Supported Employment and Integrated Day Services, as defined and described in Section V, are developed in accordance with this Interim Agreement; to evaluate the quality and quantity of Supported Employment and Integrated Day Services provided to persons with I/DD under this Interim Agreement; and to ensure that individuals who receive Supported Employment Placements and Integrated Day Services under this Interim Agreement receive services and supports that are adequate and sufficient to achieve integration, increased independence, and increased economic self-sufficiency.
b. The State will establish detailed program standards for Supported Employment and Integrated Day Services that at least incorporate the definitions and standards set forth in Sections V-VI.
c. Through its quality improvement initiative, the State will conduct on-site reviews of TTP at least monthly for the first year of this Interim Agreement and quarterly thereafter to evaluate the services provided to individuals with I/DD against the program standards described above. The need for continued quarterly review will be reevaluated after year 3 (three).
d. The State will issue reports from each review describing its findings and recommendations, identifying any program deficiencies, and requiring a plan of correction, where appropriate. If a plan of correction is required, details of the plan’s requirements will be included in the report.
e. The State will conduct appropriate follow-up reviews to determine if plans of correction have been implemented and to ensure that any identified deficiencies have been corrected in a timely manner. The State will issue reports pertaining to any follow-up reviews.
2. Birch Transition and Exit Target Populations Quality Improvement Program
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a. The State, and PPSD will develop and implement a quality improvement initiative to ensure that individual, integrated Supported Employment Services and Supported Employment Placements, and Integrated Day Services as defined and described in Sections V-VI, are developed in accordance with this Interim Agreement for students at Birch; to evaluate the quality and quantity of Supported Employment and Integrated Day Services provided to persons with I/DD at Birch under this Interim Agreement; and to ensure that individuals from Birch who receive Supported Employment Placements and Integrated Day Services under this Interim Agreement receive services and supports that are adequate and sufficient to achieve integration, increased independence, and increased economic self-sufficiency.
b. The State and PPSD will establish detailed program standards for transition planning and services, career development planning, benefits planning, Supported Employment Services, and Supported Employment Placements, that at least incorporate the definitions, standards, and processes set forth in Sections V and VII-VIII.
c. Through its quality improvement initiative, the State and PPSD will conduct on-site reviews of Birch at least monthly for the first year of this Interim Agreement and quarterly for two additional years, to evaluate the services provided to individuals with I/DD against the program standards described above. The need for continued quarterly review will be reevaluated after year 3 (three).
d. The State and PPSD will issue joint reports from each review describing its findings and recommendations, identifying any program deficiencies, and requiring a plan of correction, where appropriate. If a plan of correction is required, details of the plan’s requirements will be included in the report.
e. The State and PPSD will conduct appropriate follow-up reviews to determine if plans of correction have been implemented and to ensure that any identified deficiencies have been corrected in a timely manner. The State and PPSD will issue reports pertaining to any follow-up reviews.
XVI. DATA COLLECTION & REPORTING
1. The State and PPSD shall collect data where applicable. The State and PPSD shall respectively monitor the monthly progress of implementation of this Interim Agreement through data collection, data analysis, and quality improvement activities.
2. The State and PPSD shall collect data and report on a monthly basis for the first year of this Interim Agreement and quarterly thereafter the following unduplicated data for individuals with I/DD in the Target Populations:
a. The number of career development plans in place for members of the Target Populations;
b. The number and reason for any readmissions to the TTP and Birch sheltered workshops;
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c. The number of individuals moving from TTP or Birch to another sheltered workshop setting, center-based day services setting, group enclave, mobile work crew, timelimited work experience (internship), or facility-based day program, or other segregated setting, the reasons for such moves, and the number of variances granted;
d. The number, hours worked, wages earned, age, and tenure of all individuals at TTP and Birch;
e. The number of individuals referred to and receiving Supported Employment Services as defined in Sections V(A)-(C), and from which setting, TTP or Birch, they have been referred;
f. The number of individuals working in Supported Employment Placements as defined in Section V(D)-(E);
g. The number of hours worked per week, hourly wages paid, and tenure of all members of the Target Populations in an integrated employment setting, excluding any of the service settings set forth in Section V(K);
h. The number of hours spent per week, and tenure of all individuals in the Target Populations receiving integrated day services, including the name of that service setting, the provider of Integrated Day Services, and the specific activity(ies) that the individual is engaged in (i.e., art classes, health club, etc.);
i. The number and reason(s) for lost jobs and/or terminations from employment along with plans for re-employment;
j. The number of youth in transition at Birch who have vocational objectives;
k. The number of youth in transition at Birch exiting or graduating, or otherwise expected to exit or graduate this year, their career planning goals, and where they transition to following their exit;
l. The number and client capacity of supported employment providers providing services to the Target Population;
m. The number and client capacity of integrated day providers providing services to the Target Population;
n. The number of qualified and trained individuals for each category of supported employment professionals, including job coaches, job developers, employment specialists, and benefits counselors providing services to the Target Population;
o. The number of qualified and trained individuals who develop assessments and transition plans for youth with I/DD at Birch and who participate on employment teams; and
p. The number of qualified and trained vocational counselors who assess and assist persons with I/DD for Supported Employment Services at TTP and at Birch; and
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q. The number of in-reach, out-reach, and education programs and efforts offered to the Target Population(s).
3. The State shall take the following steps related to Data Collection and Monitoring:
a. The State will regularly collect, aggregate, and analyze data described above, will identify problems or barriers to placement in or retaining jobs in individual, integrated employment settings, and will recommend to the Directors of BHDDH, RIDE, and ORS remedial actions to resolve the problems or barriers. The State will review this information on a monthly basis for the first year of this Interim Agreement and quarterly thereafter and develop and implement effective measures to overcome the problems and barriers identified; and
b. The State will analyze service data, monitor services and service gaps, report on any service gaps, and identify and address any obstacles to the implementation of the goals and outcomes of this Interim Agreement.
XVII. MONITORING AND ENFORCEMENT
1. The Parties have jointly selected Nancy Gurney as the Monitor for this Interim Agreement. The State and PPSD will contract with the Monitor to provide monitoring services pursuant to this Interim Agreement, subject to applicable purchasing laws. In the event that the Monitor resigns or the Parties agree to replace the Monitor, the Parties will select a replacement. If the Parties are unable to agree on a replacement within 30 days from the date the Parties receive a notice of resignation from the Monitor, or from the date the Parties agree to replace the Monitor, they shall each submit the names of up to three candidates and shall select the replacement from the names submitted.
2. The Monitor shall conduct the factual investigation and verification of data and documentation necessary to determine whether the Parties are in compliance with this Interim Agreement, on a monthly cycle continuing during the pendency of the Interim Agreement. The Monitor may hire staff and consultants, in consultation with and subject to reasonable objections by the Parties, including but not limited to the economic efficiency of the Monitor or other budgetary requirements, to assist in his/ her compliance investigations. The Monitor and any hired staff or consultants are neither agents nor business associates of the State, the City of Providence/PPSD, or the United States Department of Justice.
3. The Monitor shall provide a written report to the Parties regarding the State and PPSD’s compliance with the terms of this Interim Agreement every 90 days for the first year of this Interim Agreement and every 180 days thereafter. The first report shall be issued two months from the effective date of this Interim Agreement. At the request and with the consent of the Parties, the Monitor may hold an informational and review meeting after the filing of each written report. The Monitor shall provide the Parties a draft of his/her report at least 7 days before issuing the report. The Parties shall have the opportunity to review and comment on the proposed report. The Parties may agree to allow the Monitor an additional 5 days to finalize a report after he/she receives comments from the Parties.
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4. In order to determine compliance with this Interim Agreement, the Monitor and any hired staff or consultants shall have full access to the people, places, documents and materials that are necessary to assess the State and City of Providence/PPSD’s compliance with this Interim Agreement, to the extent they are within the State or PPSD’s custody or control. This shall include, but not be limited to, access to the data and records maintained by the State and PPSD pursuant to Section XIV above. The Monitor and any hired staff or consultants may also interview individuals receiving services under this Interim Agreement with the consent of the individual or his/her authorized representative. The Monitor’s access to people, places, documents and materials shall continue until the Interim Agreement is terminated. Any individually identifying health or education information that the Monitor and any hired staff or consultants receive or maintain shall be kept strictly confidential.
5. The Monitor shall also have access to any and all:
a. Data collected by the State or PPSD;
b. Information necessary to determine that placements, pursuant to the terms of this Interim Agreement, meet the definition and standards set forth in Section V;
c. Information necessary to ensure that the Interim Agreement outcomes set forth in Section IV are met; and
d. Information necessary to evaluate the quality and quantity of Supported Employment Services provided to persons with I/DD under this Interim Agreement.
6. The Monitor and any hired staff or consultants shall not be liable for any claim, lawsuit, or demand arising out of their duties under this Interim Agreement. This paragraph does not apply to any proceeding before this Court for enforcement of payment of contracts or subcontracts for reviewing compliance with this Interim Agreement.
7. The Monitor and any hired staff or consultants shall not be subject to formal discovery, including, but not limited to, deposition(s), request(s) for documents, request(s) for admissions, interrogatories, or other disclosures. The Parties are not entitled to access the Monitor’s records or communications, or those of his/her staff and consultants, although the Monitor may provide copies of records or communications at the Monitor’s discretion.
8. Reimbursement and Payment Provisions
a. The allocation of the cost of the Monitor between the State and PPSD, including the cost of any consultants and staff to the Monitor, shall be determined by the State and PPSD, based upon utilization of the Monitor’s services. All reasonable expenses incurred by the Monitor in the course of the performance of his/her duties as set forth in this Interim Agreement shall be reimbursed by the State and PPSD. The United States shall bear its own expenses in this matter. If a dispute arises regarding reasonableness of fees or costs, the Monitor shall provide an accounting justifying the fees or costs.
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b. Within 10 business days of his/her appointment, the Monitor shall submit to the Parties for approval a proposed budget for the first six months of operations. Then, annually thereafter.
c. The Parties shall raise with the Monitor any objections they may have to the draft of the proposed budget within ten days of its receipt. The Parties and the Monitor shall work to resolve any objections within ten days of an objection being raised. If the objection cannot be resolved, a Party may thereafter file the objection with the Court.
d. At any time, the Monitor may submit to the Parties for approval a proposed revision to the approved budget, along with any explanation of the reason for the proposed revision. Budget revisions will be effective upon approval by the Parties.
9. The Monitor, including any hired staff or consultants, shall not enter into any contract with the State or the City of Providence/PPSD while serving as the Monitor. If the Monitor resigns from his/her position as Monitor, he/she may not enter into any contract with the State or the City of Providence/PPSD on a matter related to this Interim Agreement during the pendency of this Interim Agreement without the written consent of the United States.
10. The Monitor, and any hired staff or consultants, shall refrain from any public oral or written statements to the media, including statements “on background,” regarding this Interim Agreement, its implementation, or the State or the City of Providence/PPSD’s compliance.
XVIII. GENERAL PROVISIONS
1. This Interim Agreement does not resolve any claims other than those alleged by the United States Department of Justice, Civil Rights Division, under Title II of the ADA, as interpreted by the U.S. Supreme Court in Olmstead v. L.C., 527 U.S. 581 (1999), in the State and City of Providence’s administration and operation of its day activity services system for people with I/DD at TTP and Birch. No other agency of the U.S. government, group, or individual is bound by or waives or resolves any claims herein. Nor are any other claims affected by this Interim Agreement.
2. The signatures below of officials and attorneys representing the United States, the State, and the City of Providence/PPSD signify that these parties have given their final approval to this Interim Agreement. Each Party to this Interim Agreement represents and warrants that the person who has signed this Interim Agreement on behalf of his or her entity or client is duly authorized to enter into this Interim Agreement and to bind that Party to the terms and conditions of this Interim Agreement.
3. This Interim Agreement is binding upon the Parties, by and through their officials, agents, employees, and successors for the term of this Interim Agreement. If the State and/or the City of Providence/PPSD contracts with an outside provider for any of the services provided in this Interim Agreement, the Interim Agreement shall be binding on all contracted parties, including agents and assigns. The State and the City of Providence/PPSD shall ensure that all contracted parties and agents take all actions
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necessary for the State and the City of Providence/PPSD to comply with the provisions of this Interim Agreement.
4. No person or entity is intended to be a third party beneficiary of the provisions of this Interim Agreement for purposes of any civil, criminal, or administrative action, and, accordingly, no person or entity may assert any claim or right as a beneficiary or protected class under this Interim Agreement in any civil, criminal, or administrative action.
5. This Interim Agreement and any documents incorporated by reference constitute the entire integrated agreement of the Parties. No prior or contemporaneous communications, oral or written, or prior drafts shall be relevant or admissible for purposes of determining the meaning of any provisions herein in any litigation or any other proceeding.
6. This Interim Agreement may be executed in counterparts, each of which shall be deemed an original, and the counterparts shall together constitute one and the same Interim Agreement, notwithstanding that each Party is not a signatory to the original or the same counterpart. All references to signature or execution of the Interim Agreement shall be calculated from the date on which the last Party executed the Interim Agreement.
7. The Parties represent and acknowledge that this Interim Agreement is the result of extensive, thorough and good faith negotiations. The Parties further represent and acknowledge that the terms of this Interim Agreement have been voluntarily accepted, after consultation with counsel, for the purpose of making a full and final compromise and settlement of any and all claims or allegations set forth by the United States Department of Justice as a result of its investigation and findings made about TTP and Birch.
8. The United States and the State and the City of Providence/PPSD will bear the cost of their own fees and expenses incurred in connection with this Interim Agreement.
9. This Interim Agreement shall be interpreted in accordance with federal law and the laws of the State of Rhode Island. The venue for all legal actions concerning this Interim Agreement shall be in the United States District Court for the District of Rhode Island.
10. The Court has jurisdiction over this action pursuant to 28 U.S.C. § 1331; 28 U.S.C. § 1345; and 42 U.S.C. §§ 12131-12132. Venue is proper in this district pursuant to 28 U.S.C. § 1391(b).
11. The term of this Interim Agreement shall extend for eight years from the date upon which this Interim Agreement is executed.
XIX. CONSTRUCTION AND TERMINATION
1. The Parties agree to jointly file this Interim Settlement Agreement with the Court, together with a Complaint and a joint motion to conditionally dismiss the Complaint pursuant to Federal Rule of Civil Procedure 41(a). The Parties further agree that this case will remain on the Court’s inactive docket, with the Court retaining jurisdiction to
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enforce the Interim Agreement in the event of any disputes that may arise between the Parties until the Interim Agreement terminates, subject to the limitations set forth in Sections XIX(7)-(8) of this Interim Settlement Agreement. In the event the Court declines to retain jurisdiction, this Interim Settlement Agreement shall become null and void and the United States has the right to revive any claims otherwise barred by operation of this Interim Settlement Agreement.
2. The implementation of this Interim Settlement Agreement shall begin immediately upon execution. The Parties anticipate that the State and the City will have substantially complied with all provisions of this Agreement by July 1, 2020, unless the Interim Settlement Agreement is otherwise terminated, cancelled, or extended. Substantial compliance is achieved where the State and City have implemented all of the provisions of the Interim Settlement Agreement for all individuals in the Target Populations. Any violations of the Interim Settlement Agreement that are minor and occasional and are not systemic shall not be deemed noncompliance. Any Interim Settlement Agreement deadline may be extended by mutual agreement of the United States and the State and/or the City, or pursuant to the process described in Section XIX(3) below in the event that the State has not achieved substantial compliance with the Agreement on or before July 1, 2020.
3. The Parties anticipate that the State and City will have substantially complied with all provisions of the Interim Settlement Agreement by July 1, 2020. The Court shall retain jurisdiction of this action for all purposes until both Defendants have substantially complied with all provisions of this Interim Settlement Agreement and maintained substantial compliance with all provisions for one year unless: (1) the United States together with the State and/or the City jointly ask the Court to terminate the Interim Agreement as to the requesting Defendant before July 1, 2020, pursuant to Section XIX(4); or (2) the United States disputes that the State and/or City is in substantial compliance with the Agreement as of July 1, 2020. If so, the United States shall inform the Court, and the State and/or City by January 1, 2020 that it disputes substantial compliance, and the Court may schedule further proceedings as appropriate. In any such proceedings, the burden shall be on the State and/or City to demonstrate substantial compliance. If one Defendant has independently substantially complied, the Interim Settlement Agreement can be terminated as to that Party, even if another Party has not substantially complied.
4. As set forth in Section XIX(3), the United States and the State and/or City may agree to terminate the Interim Settlement Agreement as to one or both Defendants before the end of the anticipated term, provided the State and/or City has substantially complied with all provisions of the Interim Settlement Agreement and maintained substantial compliance with all provisions for one year. If the United States agrees to release only one Defendant from its obligations under the Interim Settlement Agreement, the remaining party continues to be bound by the terms of the Interim Settlement Agreement.
5. Within 30 days after the Interim Settlement Agreement is signed, the each Defendant shall select and appoint an Interim Settlement Agreement Coordinator to oversee compliance with this Interim Settlement Agreement and to serve as a point of contact for
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the Monitor, and shall provide notice to the Monitor and to the other Parties of the Interim Settlement Agreement Coordinator’s name, title, address, telephone number and e-mail address.
6. Throughout the pendency of this Interim Settlement Agreement, the United States and the State and City will coordinate and discuss areas of disagreement and attempt to resolve outstanding differences. In the event of any dispute over the language or construction of this Interim Settlement Agreement or its requirements, the Parties agree to meet and confer in an effort to achieve a mutually agreeable resolution prior to terminating the Interim Settlement Agreement. Overall, it is intended that the Parties will pursue a problem-solving approach so that disagreements can be minimized and resolved amicably and the energies of the Parties can be focused on the State and City’s compliance with the provisions of this Interim Settlement Agreement.
7. With the exception of conditions or practices that pose an immediate and serious threat to the life, health, or safety of individuals receiving services under this Interim Settlement Agreement, if the United States believes the State and/or City has failed to fulfill any obligation under this Interim Settlement Agreement, the United States shall, prior to initiating any court proceeding, notify the State and/or City in writing of any alleged noncompliance with the Interim Settlement Agreement and request that the State and/or City take action to correct such alleged non-compliance. With the exception of conditions or practices that pose an immediate and serious threat to the life, health, or safety of individuals receiving services under this Interim Settlement Agreement, the State and/or City shall have 15 days from the date of such written notice to respond to the United States in writing by denying that noncompliance has occurred, or by accepting (without necessarily admitting) the allegation of noncompliance and proposing steps that the State and/or City will take, and by when, to cure the noncompliance. If the State and/or City fails to respond within 15 days or denies that noncompliance has occurred, the United States may seek an appropriate judicial remedy.
8. If the State and/or City responds by proposing a curative action by a specified date, the United States may accept the State’s and/or City’s proposal or offer a counterproposal for a different curative action or deadline. If the Parties reach an agreement that varies from the provisions of this Interim Settlement Agreement, the new agreement shall be in writing, signed and filed with the Court. If the Parties fail to reach agreement on a plan for curative action, the United States may seek an appropriate judicial remedy. The Parties will not seek to have the Court enforce implementation of this Interim Settlement Agreement other than through the process set forth in Sections XIX(7)-(8).
9. Any modification of this Interim Settlement Agreement must be consented to by the Parties, shall be executed in writing by the Parties, shall be filed with the Court. The Parties shall promptly notify each other of any judicial or administrative challenge to this Interim Settlement Agreement or any portion thereof, and shall defend against any challenge to the Interim Settlement Agreement.
10. Failure by any Party to enforce this entire Interim Settlement Agreement or any provision thereof with respect to any deadline or any other provision herein shall not be construed
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as a waiver.
11. The State and City shall maintain sufficient records to document that the requirements of this Interim Settlement Agreement are being properly implemented and shall make such records available to the Monitor or the United States for inspection and copying upon request. The Monitor or the United States may require additional written reports from the State and/or City with regard to the State’s or the City’s compliance with the terms of this Interim Settlement Agreement. The State and City will cooperate and comply with those requests.
12. The State and City will work collaboratively with the United States to provide full access for the United States and the Monitor to the people, places, and documents that are necessary to assess the State’s and City’s compliance with and/or implementation of this Interim Settlement Agreement, subject to applicable federal and state law.
13. The Parties agree that, as of the date the court enters the order conditionally dismissing the Complaint and retaining jurisdiction, for purposes of the Parties’ preservation obligations pursuant to Federal Rule of Civil Procedure 26, litigation is not “reasonably foreseeable” concerning the matters described in the Findings Letter issued to either the State or the City pertaining to either TTP and/or Birch. To the extent that either Party previously implemented a litigation hold to preserve documents, electronically stored information, or things related to the matters described in the Findings Letter issued to either the State or the City pertaining to TTP and/or Birch, the Party is no longer required to maintain such a litigation hold. Nothing in this paragraph relieves the United States, the State, or the City of any other obligations imposed by this Interim Settlement Agreement.
14. “Notice” under this Interim Settlement Agreement shall be provided by overnight courier to the following or their successors:
Chief of the Disability Rights Section United States Department of Justice Civil Rights Division 1425 New York Avenue NW Washington, DC 20005
Office of the Secretary, Executive Office of Health & Human Services Louis Pasteur Building 57 Howard Avenue Cranston, RI 02920
Office of the Commissioner, Rhode Island Department of Education 255 Westminster Street Providence, RI 02903
Office of the Superintendent of the Providence Public School Department 797 Westminster Street Providence, RI 02903
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 Case 1:13-cv-00442-L-PAS Document 4 Filed 06/13/13 Page 1 of 2 PageID #: 36

UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA,

Case No. CA13-442L

Plaintiff, v.

JOINT MOTION TO DISMISS WITHOUT PREJUDICE AND RETAIN JURISDICTION

STATE OF RHODE ISLAND and CITY OF PROVIDENCE,

Defendants.

Plaintiff United States of America and Defendants State of Rhode Island and City of Providence (collectively, “Parties”), having entered into an Interim Settlement Agreement, jointly move this Court to: (1) enter an Order conditionally dismissing this action, without prejudice, pursuant to Rule 41(a)(2) of the Federal Rules of Civil Procedure, and (2) expressly retain jurisdiction to enforce the Interim Settlement Agreement in accordance with its terms and for its duration.
In support of this Joint Motion, the Parties rely on the accompanying Memorandum. The Interim Settlement Agreement is attached as Exhibit A to the Memorandum.

Case 1:13-cv-00442-L-PAS Document 4 Filed 06/13/13 Page 2 of 2 PageID #: 37

Dated: June 13, 2013

Respectfully submitted,

FOR UNITED STATES OF AMERICA:

PETER F. NERONHA United States Attorney District of Rhode Island 50 Kennedy Plaza, 8th Floor Providence, RI 02903 Phone: (401) 709-5000 Fax: (401) 709-5001

THOMAS E. PEREZ Assistant Attorney General
EVE L. HILL Senior Counselor to the Assistant Attorney General
ALISON BARKOFF Special Counsel for Olmstead Enforcement Civil Rights Division

REBECCA B. BOND Section Chief SHEILA M. FORAN Special Legal Counsel ANNE RAISH Deputy Chief

/s/ Regina Kline REGINA KLINE (Md. Atty. #0812170152) H. JUSTIN PARK Trial Attorneys Disability Rights Section Civil Rights Division United States Department of Justice 950 Pennsylvania Avenue, NW - NYA Washington, DC 20530 Phone: (202) 307-0663 Fax: (202) 305-9775 regina.kline@usdoj.gov

FOR STATE OF RHODE ISLAND:
/s/ William J. Conley, Jr. WILLIAM J. CONLEY, JR. (#2149) Law Office of William J. Conley, Jr. 670 Willett Avenue East Providence, RI 02915 Phone: (401) 437-0905 Fax: (401) 437-3618 wconley@wjclaw.com

FOR CITY OF PROVIDENCE:
/s/ Mary Ann Carroll MARY ANN CARROLL (#6664) Brennan, Recupero, et al., LLP 362 Broadway Providence, RI 02909 Phone: (401) 453-2300 Fax: (401) 453-2345 macarroll@brcsm.com

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UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA,

Case No. CA13-442L

Plaintiff,

[PROPOSED] ORDER

v.

STATE OF RHODE ISLAND and CITY OF PROVIDENCE,

Defendants.

AND NOW, on this ___________ day of _____________, 2013, for good cause shown, it is hereby ORDERED that the Parties’ Joint Motion to Dismiss Without Prejudice and Retain Jurisdiction is GRANTED. It is further ORDERED that:
(1) The above-titled action is conditionally dismissed pursuant to Federal Rule of Civil Procedure 41(a)(2).
(2) The Court specifically retains jurisdiction to enforce the Parties’ Interim Settlement Agreement (filed as Exhibit A to the Parties’ Memorandum in Support of the Joint Motion to Dismiss Without Prejudice and Retain Jurisdiction), in accordance with its terms, which are incorporated herein by reference, and for its duration. See Kokkonen v. Guardian Life Ins. Co. of Am., 511 U.S. 375, 381 (1994) (recognizing that under Rule 41(a), a district court may, in its order of dismissal, retain jurisdiction to enforce a “dismissal-producing settlement agreement”); F.A.C., Inc. v. Cooperativa de Seguros de Vida de P.R., 449 F.3d 185, 190 (1st Cir. 2006) (finding the Kokkonen standard to be satisfied when a district court’s order “incorporates the terms of the settlement, and even more plainly, expresses . . . an intention to retain jurisdiction to resolve disputes about the settlement.”).

Lagueux, S.J.

Case 1:13-cv-00442-L-PAS Document 4-1 Filed 06/13/13 Page 1 of 1 PageID #: 38

UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA,

Case No. CA13-442L

Plaintiff,

[PROPOSED] ORDER

v.

STATE OF RHODE ISLAND and CITY OF PROVIDENCE,

Defendants.

AND NOW, on this ___________ day of _____________, 2013, for good cause shown, it is hereby ORDERED that the Parties’ Joint Motion to Dismiss Without Prejudice and Retain Jurisdiction is GRANTED. It is further ORDERED that:
(1) The above-titled action is conditionally dismissed pursuant to Federal Rule of Civil Procedure 41(a)(2).
(2) The Court specifically retains jurisdiction to enforce the Parties’ Interim Settlement Agreement (filed as Exhibit A to the Parties’ Memorandum in Support of the Joint Motion to Dismiss Without Prejudice and Retain Jurisdiction), in accordance with its terms, which are incorporated herein by reference, and for its duration. See Kokkonen v. Guardian Life Ins. Co. of Am., 511 U.S. 375, 381 (1994) (recognizing that under Rule 41(a), a district court may, in its order of dismissal, retain jurisdiction to enforce a “dismissal-producing settlement agreement”); F.A.C., Inc. v. Cooperativa de Seguros de Vida de P.R., 449 F.3d 185, 190 (1st Cir. 2006) (finding the Kokkonen standard to be satisfied when a district court’s order “incorporates the terms of the settlement, and even more plainly, expresses . . . an intention to retain jurisdiction to resolve disputes about the settlement.”).

Lagueux, S.J.

Case 1:13-cv-00442-L-PAS Document 4-2 Filed 06/13/13 Page 1 of 6 PageID #: 39

UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA,

Case No. CA13-442L

Plaintiff,
v.
STATE OF RHODE ISLAND and CITY OF PROVIDENCE,

MEMORANDUM IN SUPPORT OF THE JOINT MOTION TO DISMISS WITHOUT PREJUDICE AND RETAIN JURISDICTION

Defendants.

Plaintiff United States of America and Defendants State of Rhode Island (“State”) and City of Providence (“City”) (collectively, “Parties”), have entered into the attached “Interim Settlement Agreement” to ensure the State and City’s compliance with Title II of the Americans with Disabilities Act (“ADA”), 42 U.S.C. §§ 12131-34, and its implementing regulations, 28 C.F.R. pt. 35, with respect to individuals who are currently in, have recently left, or will enter Training Thru Placement, Inc. (“TTP”) and the Harold A. Birch Vocational Program (“Birch”) at Mount Pleasant High School in Providence, Rhode Island. Title II prohibits public entities, including states and municipalities, from discriminating against individuals with disabilities. See 42 U.S.C. § 12132 (“[N]o qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity.”). The United States Department of Justice (“Department”) has authority to enforce Title II of the ADA and to issue regulations implementing the statute. 42 U.S.C. §§ 12133-34. Title II’s integration mandate requires public entities to “administer services, programs, and activities in the most integrated setting appropriate to the needs of qualified individuals with disabilities.” 28 C.F.R. § 35.130(d). The Supreme Court has held that unnecessary segregation and isolation of

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individuals with disabilities is discrimination under Title II and its integration mandate. Olmstead v. L.C., 527 U.S. 581, 597 (1999). Under Olmstead, public entities are required to provide community-based services when (a) such services are appropriate, (b) the affected persons do not oppose community-based treatment, and (c) community-based services can be reasonably accommodated, taking into account the resources available to the state and the needs of other persons with disabilities. Id. at 607. The Olmstead principles apply to segregated day activity programs such as sheltered workshops. Lane v. Kitzhaber, 841 F. Supp. 2d 1199, 120506 (D. Or. 2012) (noting that there exists “no statutory or regulatory basis for concluding that the integration mandate to provide services in the most integrated setting appropriate applies only where the plaintiff faces a risk of institutionalization in a residential setting.”); see also Statement of the Department of Justice on Enforcement of the Integration Mandate of Title II of the Americans with Disabilities Act and Olmstead v. L.C., at 3 (June 22, 2011), available at http://www.ada.gov/olmstead/q&a_olmstead.htm.
Individuals with disabilities do not have to be in an institution in order to assert their rights not to be unnecessarily segregated. Rather, as numerous courts have concluded, individuals may assert the ADA integration mandate if a public entity places them at serious risk of unnecessary segregation. See Pashby v. Delia, 709 F.3d 307, 322 (4th Cir. 2013) (“In sum, individuals who must enter institutions to obtain Medicaid services for which they qualify may be able to raise successful Title II . . . claims because they face a risk of institutionalization.”) (emphasis added); M.R. v. Dreyfus, 663 F.3d 1100, 1117 (9th Cir. 2011) (“An ADA plaintiff need not show that institutionalization is ‘inevitable’ or that she has ‘no choice’ but to submit to institutional care in order to state a violation of the integration mandate[; r]ather, a plaintiff need only show that the challenged state action creates a serious risk of institutionalization.”); Fisher
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v. Okla. Health Care Auth., 335 F.3d 1175, 1181 (10th Cir. 2003) (“[P]rotections [of the ADA’s integration mandate] would be meaningless if plaintiffs were required to segregate themselves by entering an institution before they could challenge an allegedly discriminatory law or policy that threatens to force them into segregated isolation. . . . [N]othing in the Olmstead decision supports a conclusion that institutionalization is a prerequisite to enforcement of the ADA's integration requirements.”); Lane v. Kitzhaber, 841 F. Supp. 2d 1199, 1205 (D. Or. 2012) (“the risk of institutionalization addressed in both Olmstead and Dreyfus includes segregation in the employment setting.”).
In January 2013, the Department notified the State that it had opened an investigation of the State’s day activity service system. 46-1-14 R.I. Code R. § 43.0. This investigation was prompted by information demonstrating that, in administering and funding its day activity service system for people with intellectual and developmental disabilities (“I/DD”), the State over-relied on the segregated sheltered workshop and facility-based day activity program, TTP, which provides segregated services to approximately 90 individuals with I/DD.
In the course of the Department’s investigation of TTP, the Department determined that a disproportionate number of TTP’s clients had come to TTP directly from Birch. Birch is a selfcontained special education program located inside of a wing of Mount Pleasant High School in Providence, Rhode Island, for students with I/DD between the ages of 14 and 21. Birch operates a school-based sheltered workshop within the Providence Public School District, and is under the direct control of the City.
Although the Department’s investigation into the State’s day activity service system is ongoing, in March 2013 the Department completed the portion of its investigation involving TTP and Birch. As a result of that investigation, the Department concluded that service recipients at
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TTP were not receiving services in the most integrated setting appropriate to their needs and that students at Birch were being placed at serious risk of unnecessary segregation, in violation of Title II of the ADA. The State and the City cooperated fully with the Department’s investigation. In response to the Department’s findings, the State and the City responded that they would be willing to enter into an interim settlement agreement to remedy the violations that the Department had found at those facilities.
The Parties have engaged in extensive, arms-length negotiations to resolve the alleged violations, which are identified in the Department’s Complaint (ECF #1). The attached Interim Settlement Agreement is the product of these negotiations and is intended to ensure that the State and the City comply with Title II of the ADA and the integration mandate with respect to individuals who are currently in, have recently left, or will enter TTP and Birch. Under the Interim Settlement Agreement, the State and the City will significantly expand their capacity to provide integrated transition-related educational, vocational rehabilitation, and day activity services, including integrated supported employment and integrated day services, to individuals with I/DD. The Interim Settlement Agreement will enable approximately 200 individuals with I/DD to receive employment services and supports in integrated, community-based settings instead of in segregated sheltered workshops and facility-based settings.
Accordingly, the Parties jointly move this Court to (1) enter an Order conditionally dismissing this action, without prejudice, pursuant to Rule 41(a)(2) of the Federal Rules of Civil Procedure, and (2) expressly retain jurisdiction to enforce the Interim Settlement Agreement in accordance with its terms and for its duration. See Kokkonen v. Guardian Life Ins. Co. of Am., 511 U.S. 375, 381 (1994) (recognizing that under Rule 41(a), a district court may, in its order of dismissal, retain jurisdiction to enforce a “dismissal-producing settlement agreement”); F.A.C.,
4

Case 1:13-cv-00442-L-PAS Document 4-2 Filed 06/13/13 Page 5 of 6 PageID #: 43 Inc. v. Cooperativa de Seguros de Vida de P.R., 449 F.3d 185, 190 (1st Cir. 2006) (finding the Kokkonen standard to be satisfied when a district court’s order “incorporates the terms of the settlement, and even more plainly, expresses . . . an intention to retain jurisdiction to resolve disputes about the settlement.”). The Interim Settlement Agreement is attached hereto as Exhibit A.
A proposed Order is attached.
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Dated: June 13, 2013

Respectfully submitted,

FOR UNITED STATES OF AMERICA:

PETER F. NERONHA United States Attorney District of Rhode Island 50 Kennedy Plaza, 8th Floor Providence, RI 02903 Phone: (401) 709-5000 Fax: (401) 709-5001

THOMAS E. PEREZ Assistant Attorney General
EVE L. HILL Senior Counselor to the Assistant Attorney General
ALISON BARKOFF Special Counsel for Olmstead Enforcement Civil Rights Division

REBECCA B. BOND Section Chief SHEILA M. FORAN Special Legal Counsel ANNE RAISH Deputy Chief

/s/ Regina Kline REGINA KLINE (Md. Atty. #0812170152) H. JUSTIN PARK Trial Attorneys Disability Rights Section Civil Rights Division United States Department of Justice 950 Pennsylvania Avenue, NW - NYA Washington, DC 20530 Phone: (202) 307-0663 Fax: (202) 305-9775 regina.kline@usdoj.gov

FOR STATE OF RHODE ISLAND:
/s/ William J. Conley, Jr. WILLIAM J. CONLEY, JR. (#2149) Law Office of William J. Conley, Jr. 670 Willett Avenue East Providence, RI 02915 Phone: (401) 437-0905 Fax: (401) 437-3618 wconley@wjclaw.com

FOR CITY OF PROVIDENCE:
/s/ Mary Ann Carroll MARY ANN CARROLL (#6664) Brennan, Recupero, et al., LLP 362 Broadway Providence, RI 02909 Phone: (401) 453-2300 Fax: (401) 453-2345 macarroll@brcsm.com

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Exhibit A

Case 1:13-cv-00442-L-PAS Document 4-3 Filed 06/13/13 Page 2 of 30 PageID #: 46
INTERIM SETTLEMENT AGREEMENT
I. INTRODUCTION
A. This Interim Agreement (“Interim Agreement”) is entered into between the United States of America (“United States”), the State of Rhode Island (“State”), and the City of Providence, Defendants (hereinafter collectively “Parties”).
B. On January 14, 2013, the United States Department of Justice (“United States”) notified the State that it had initiated an investigation into whether the State has violated Title II of the Americans with Disabilities Act of 1990 (“ADA”), 42 U.S.C. § 12131, et seq., as interpreted by the United States Supreme Court in Olmstead v. L.C., 527 U.S. 581 (1999), through its administration and operation of its day activity services system, including employment, vocational, and day services, 46-1-14 R.I. Code R. § 43.0, for individuals with intellectual and developmental disabilities (“I/DD”).
C. On January 14, 2013 and March 4, 2013, the United States requested documents from the State as part of its investigation into Rhode Island’s day activity service system, including employment, vocational, and day services, 46-1-14 R.I. Code R. § 43.0, for individuals with I/DD. Also, as part of this investigation, the United States participated in two in-person meetings with the State in February and March 2013, conducted on-site interviews with providers, including sheltered workshop, supported employment and integrated day providers, as well as individuals with I/DD participating in employment programs, and met with numerous stakeholders and advocacy organizations. On March 20, 2013, the United States communicated its findings, in person, to the State pertaining to the services provided at the sheltered workshop provider Training Thru Placement (“TTP”) and the Harold A. Birch Vocational Program at Mount Pleasant High School (“Birch”) of the Providence Public School Department (“PPSD”), as part of the State and PPSD’s day activity services system, concluding that the State fails to administer programs and services to individuals with I/DD at TTP in the most integrated setting appropriate to their needs, and PPSD places Birch students at risk of unnecessary segregation in sheltered workshop and day program settings, including TTP, in violation of the ADA and Olmstead. On April 9, 2013 and April 29, 2013, the United States communicated its findings to the City of Providence, including PPSD, concluding that the school district places Birch students at risk of unnecessary segregation in sheltered workshop and day program settings, including TTP, in violation of the ADA and Olmstead. The United States and the State and City continued to meet a number of times in May 2013 to resolve these findings. On June 7, 2013, the United States sent its findings to the State and also to the City, memorializing its specific oral findings.
D. This Interim Agreement resolves the United States’ findings of violations by the State and the City of Providence of Title II of the ADA with respect solely to individuals served by TTP and Birch and any successor programs to TTP and Birch. The Parties expressly acknowledge and agree that the United States will continue its investigation of the remainder of the State’s day activity service system and will seek to remedy any and all violations of Title II of the ADA and Olmstead identified at the conclusion of the United States’ continuing investigation.
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E. This Interim Agreement is intended to ensure that the State and the City of Providence/PPSD will timely meet the requirements of the ADA and the Olmstead decision as it pertains to TTP and Birch, which require that the State’s and the City’s day activity services for individuals with I/DD be provided in the most integrated setting appropriate to meet their needs. Through this Interim Agreement, the Parties intend that the goal of community integration will be achieved for individuals with I/DD being served, identified for referral, or at risk of entering TTP and Birch.
F. The State and the City of Providence have cooperated with the United States in reviewing and responding to the findings. The Parties agree that it is in their mutual interest to avoid litigation.
II. DEFINITIONS
A. For the purposes of this Interim Agreement only, the following terms have the following meanings:
1. A “career development plan” is a plan that identifies the individual’s employment goals and objectives, the services and supports needed to achieve those goals, the persons, agencies, and providers assigned to assist the person attain those goals, and the obstacles to the individual working in an individualized job in an integrated employment setting at competitive wages, and seeks to identify the appropriate services and supports necessary to overcome those obstacles.
2. “Discovery” is the process by which an employment planning team assists an individual to identify his/her interests, strengths, and abilities relating to employment, with the goal of attaining and maintaining employment in an integrated employment setting, including self-employment.
3. “Evidence-based” means well-defined practices, such as Individual Placement and Support (“IPS”), which have been demonstrated to be effective through multiple research studies.
4. “Individuals with intellectual or developmental disabilities” (I/DD) are defined, for the purposes of this Interim Agreement, as persons who are eligible or likely to be found eligible, for publicly-funded developmental disability services through the Department of Behavioral Healthcare, Developmental Disabilities & Hospitals (“BHDDH”) as defined in Rhode Island General Laws § 40.1-21-4.3(5) or students who are eligible or likely to be eligible for transition services and supports under the Individuals with Disabilities Education Act, and who meet the definition found at 34 CFR § 300.8(c)(6).
5. “Individual Learning Plan” is: a document consisting of 1) post-secondary plans aligned to career goals, and 2) documentation of the range of college and career readiness skills a student has developed; and 3) a process that enhances the relevance of school and out-ofschool learning opportunities, and provides the student access to career development opportunities that incorporate self-exploration, career exploration, and career planning and management skill building activities.
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6. “Integrated Day Services” are services and supports provided in the amount, duration, and intensity to allow persons with I/DD to engage in self-directed activities in the community at times, frequencies, and with persons of their choosing during hours when they are not receiving employment or residential services.
7. “Person-centered planning” is the formal process that organizes services and supports around a self-directed, self-determined and goal-directed future, and includes the process by which an individual, with the assistance of an employment planning team, identifies the direction of his/her future vocational, employment related, and day activities based on his/her skills, interests, strengths, and abilities, regardless of whether the individual has the verbal ability to express such information.
8. “Rhode Island” or “the State” means the State of Rhode Island, including BHDDH and the Office of Rehabilitation Services (“ORS”), as administered through the Department of Human Services, the Rhode Island Department of Education (“RIDE”), and the Executive Office of Health and Human Services (“EOHHS”).
9. A “sheltered workshop” is a facility-based service that congregates a large number of adults with I/DD. Sheltered workshops are operated by service provider entities. In general, a sheltered workshop employs only individuals with I/DD or other disabilities except for service support staff. Individuals with I/DD are frequently paid less than minimum wage for work performed. In sheltered workshops, individuals with I/DD have limited or no engagement with nondisabled peers, coworkers, and customers, except for provider agency support staff.
10. A “situational assessment” is a vocational assessment that is administered on-site in integrated employment settings, where individuals are evaluated in the performance of work activities that are typical to the setting where the assessment is administered.
11. “Summary of Performance” is a plan developed for a student with a disability at the secondary level whose eligibility for special education services terminates because of graduation with a regular diploma or reaching the maximum age of eligibility for special education services. The Plan must provide the student with a summary of the student’s academic achievement and functional performance, which shall include recommendations on how to assist the student in meeting his or her postsecondary goals.
12. “Supported Employment Services” are employment services provided in the amount, duration, and intensity that allow persons with I/DD to work the maximum number of hours consistent with their abilities in an integrated employment setting. Supported Employment Services include services necessary to place, maintain, and provide ongoing support to an individual with I/DD in an integrated employment setting.
13. “Transition-age youth” or “eligible youth” are youth who, now or in the future, will attend the Harold A. Birch Vocational Program at Mount Pleasant High School and are between the ages of fourteen years old and twenty-one years old (14-21 years old).
14. “Trial work experience” is the opportunity to work in a real job in an integrated employment setting alongside non-disabled coworkers, customers, and peers, with the appropriate services and supports for a sufficient period of time to establish whether an
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individual’s interests, skills, and abilities are well-suited for the particular job, but for no shorter than 60 days. The trial work experience shall be selected through a personcentered planning process and shall be individually tailored to each person.
15. A “vocational assessment” is an assessment administered to provide employment-related information essential to the development of, or revision of, an individual’s employmentrelated planning documents, including the Individual Plan for Employment (“IPE”), Individual Support Plan (“ISP”), Individual Education Plan (“IEP”) and/or Individual Learning Plan (“ILP”), where applicable. The primary purpose of all vocational assessments shall be to determine an individual’s interests, strengths, and abilities, in order to identify a suitable match between the person and an integrated employment setting.
III. SCOPE OF THE AGREEMENT AND TARGET POPULATIONS
A. Supported Employment Services, Integrated Day Services, and/or Transition Services under the Interim Agreement will be given to the following individuals:
1. Individuals with I/DD that receive day activity or sheltered workshop services at Training Thru Placement or have received services at Training Thru Placement or any successor organization in the previous year (“TTP Target Population”);
2. Individuals with I/DD who are transition-age youth currently attending the Harold A. Birch Vocational Training Program, or any successor program, at Mount Pleasant High School (“Birch Transition Target Population”); and
3. Individuals with I/DD who are transition age youth attending the Harold A. Birch Vocational Training Program, or any successor program, at Mount Pleasant High School who have exited Birch within the previous two years, or who will exit Birch within one year (“Birch Exit Target Population”).
IV. OUTCOMES
1. By September 1, 2013, all individuals in the Birch Exit Target Population will be provided the services and supports described in Section V(A)(1)-(2) necessary to introduce them to work in integrated settings, according to the youth transition process and milestones set forth in Section VIII, and they will become eligible for a Supported Employment Placement, as provided in Section V(D), upon their exit from Birch.
2. By September 1, 2014, all individuals in the Birch Transition Target Population will be provided the services and supports described in Section V(A)(1)-(2) necessary to introduce them to work in integrated settings, according to the youth transition process and milestones set forth in Section VIII.
3. A person-centered planning process will be engaged in every year that a student attends Birch, starting at age 14. The person-centered planning process will minimally include the standards and milestones set forth in Section VIII, including the opportunity to access integrated transition work placements and information about post-secondary work in integrated settings. In addition, individuals with I/DD at Birch will be offered meaningful
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options for post-secondary Supported Employment and Integrated Day Services beginning no later than the start of the school year in which they will turn 18. Such individuals and their families must be provided information through the person-centered planning process sufficient to make a meaningful informed choice between such services and remaining in school.
4. Effective April 12, 2013, by Order of the PPSD Superintendent, PPSD ceased providing sheltered work at the Birch sheltered workshop. As of the date of this Interim Agreement and going forward, PPSD will continue not to provide services to individuals with I/DD at Birch in a sheltered workshop setting.
5. Effective upon the date of this Interim Agreement, the State will no longer provide placement or funding for new entrants to sheltered workshop or segregated day activity services at TTP, including:
a. Transition-age youth with I/DD;
b. Any working age adult who is newly eligible for I/DD services; and
c. Any working age adult who is already utilizing I/DD services who is not already receiving services at TTP.
6. Effective March 31, 2014, the State will no longer provide placement or funding for sheltered workshop or segregated day activity services at TTP.
7. By September 1, 2013, the State will provide career development plans, as described in Section VII, for each individual in the TTP Target Population. The State and the PPSD will provide career development plans, as described in Section VII to each individual in the Birch Exit Target Population. However, the provision of Supported Employment Services will not be delayed or denied due to the lack of a career development plan.
8. By September 30, 2013, for all individuals in the Birch Exit Target Population, and all individuals in the TTP Target Population, such persons shall receive benefits planning information and counseling from a qualified professional who is experienced and certified in Social Security and SSI regulations and who will review an individual’s personal benefit levels and produce a written analysis, providing information to the individual and their family or guardian about the impact of earned income on the individual’s public benefits. Benefits counseling will be rolled out consistent with when each individual in the Target Populations is scheduled to enter supported employment. Each person’s benefits plan may be adjusted thereafter, subject to review by the Monitor, for six months following its completion.
9. It is the position of PPSD that supported employment placements are not typically a requirement for school districts under IDEA. However, the State and PPSD acknowledge that they will work together for the Birch Exit Target Populations to provide supported employment services and placements. The State will provide Supported Employment Placements and Integrated Day Services, as described in Sections V and VI, for all individuals in the TTP Target Population. The State and PPSD will provide Supported Employment Placements and Integrated Day Services, as described in Sections V and VI,
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for all individuals in the Birch Exit Target Populations. The State and PPSD will do so by providing Supported Employment Placements to each individual:
a. By July 1, 2013, the State jointly with the PPSD will provide Supported Employment Placements to all individuals in the Birch Exit Target Population who left, or will leave, school during the 2012-2013 school year.
b. By August 1, 2013, the State will provide Supported Employment Placements to an additional 15 individuals.
c. By November 1, 2013, the State will provide Supported Employment Placements to an additional 25 individuals.
d. By February 1, 2014, the State will provide Supported Employment Placements to an additional 30 individuals.
e. By March 31, 2014, the State jointly with PPSD will provide Supported Employment Placements to any additional individuals in the TTP and Birch Exit Target Populations.
V. SUPPORTED EMPLOYMENT SERVICES AND PLACEMENTS
A. “Supported Employment Services” include the following community services and supports that the State shall make available to satisfy the requirements of this Interim Agreement:
1. Vocational and related services, such as job discovery and development, job-finding, job carving, job coaching, job training, job shadowing, co-worker and peer supports, reemployment support, benefits counseling and transportation services, as well as those environmental modification and environmental accessibility adaptations, behavioral supports; personal care services; case management services; assistive technology; social skills training; self exploration; career exploration; career planning and management; job customization; soft skill development; time management training; self-employment opportunities and supports; adaptive behavior and daily living skills training directly related to job placement and support necessary to allow individuals with I/DD to participate in an integrated employment setting; and
2. In addition, for transition-age youth with I/DD, transitional services and supports, including: instruction, community experiences, the development of employment and other post school adult living objectives; school-based preparatory experiences; career preparation, and integrated work-based learning experiences such as site visits, job shadowing, soft skill and job skill development, internships, part-time employment, summer employment; youth development and leadership, including training in selfadvocacy, self-determination and conflict resolution skills, peer and adult mentoring, and, where appropriate, daily living skills; connecting activities, including exposure to postschool educational and community services, transportation, benefits planning, and assistive technology.
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B. Supported Employment Services shall be individualized and flexible, and shall be available as needed and desired, but shall not be mandated as a condition of working or receiving services in an integrated employment setting.
C. Supported Employment Services shall be provided in the amount, intensity, and duration necessary to place, maintain, and provide ongoing support, including ongoing professional development, to an individual in a Supported Employment Placement, as set forth below in Section V(D)-(E).
D. “Supported Employment Placement,” for the purposes of this Interim Agreement, is defined as the provision of Supported Employment Services in an integrated employment setting:
1. Where the individual is compensated at or above Rhode Island’s minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals without disabilities;
2. Where the individual works the maximum number of hours consistent with his/her abilities;
3. That allows individuals with disabilities to interact with individuals without disabilities in an employment setting to the fullest extent possible for the individual; and
4. That offers individuals with disabilities the same opportunity as non-disabled individuals:
a. To access community opportunities at times, frequencies, and with persons of their choosing during appropriate times when the individual is not working, such as on breaks, during lunch, and before and after the work day;
b. For promotion and/or advancement opportunities; and
c. To perform tasks or work activities that match the interests, preferences, and skills of the worker.
E. All Supported Employment Placements shall be based on an individual’s capabilities, strengths, and preferences, and shall be individually tailored to each person and may include self-employment. Working from an individual’s home as part of self-employment may be a Supported Employment Placement if made as an informed choice by the individual, and is subject to review by the Monitor.
F. The State and PPSD will establish and implement a policy that includes the presumption that all individuals covered by this Interim Agreement are capable of working in integrated employment settings.
G. Supported Employment Placements made available under this Interim Agreement cannot be in facility-based work/sheltered workshops, group enclaves, mobile work crews, time-limited work experiences (internships), or facility-based day programs.
H. All individuals who receive a Supported Employment Placement under this Interim Agreement shall work the maximum number of hours consistent with their abilities and have access to integrated day services in sufficient amount, duration, and intensity to complement
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their employment and to provide them with an ISP that affords them the opportunity to participate in integrated settings at times when they are not working during a normative 40 hour work week.
I. By May 1, 2014, all individuals in the TTP and Birch Exit Target Populations that receive a Supported Employment Placement(s) shall average, as determined by a point in time survey, work in an integrated employment setting for at least 20 hours per week.
J. Any individual eligible for a Supported Employment Placement, but who makes an informed choice for placement in a sheltered workshop, group enclave, mobile work crew, timelimited work experience (internships), or facility-based day program, or other segregated setting may seek a variance allowing such placement. Variances may only be granted after an individual has:
1. Participated in at least one vocational or situational assessment, as defined in Section II;
2. Completed one trial work experience, as defined in Section II;
3. Received the outreach, education, and support services described in Section X; and
4. Received a benefits counseling consultation, as described in Sections IV(8).
K. If a variance is granted, the individual must be reassessed by a qualified professional, and the revised employment goal reevaluated, within 180 days, and annually thereafter, for the individual to have the meaningful opportunity to choose to receive Supported Employment Services in an integrated work setting. The Parties and the Monitor shall create a process that governs the variance process within 30 days of entering this Interim Agreement.
VI. INTEGRATED DAY SERVICES
A. “Integrated Day Services” include the following community services and supports that the State shall make available to satisfy the requirements of this Interim Agreement: communitybased recreational, social, educational, cultural, and athletic activities, including community volunteer activities and training activities, as well as other non-facility based activities of a person’s choosing that are provided in integrated settings during the day with the appropriate services and supports.
B. Integrated Day Services will be provided to all individuals in the TTP and Birch Exit Target Populations for the remainder of all time set forth in an individual’s ISP in a 40 hour work week in which such individuals are not in school or supported employment. Integrated day settings must:
1. Allow individuals with disabilities the opportunity to interact with individuals without disabilities in a community setting to the fullest extent possible for the individual; and
2. Offer individuals with disabilities the same opportunity as do non-disabled individuals:
a. To engage in non-work activities that match the interests, preferences, and goals of the participant; and
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b. To do so at times, frequencies, and with persons of their choosing during the day, when an individual is not working or receiving residential care or educational services.
i. Integrated Day Services shall be individualized, flexible, purposeful, and productive daytime activities; shall be individually tailored to a person’s interests, abilities, and goals; and shall afford individuals the services and supports necessary to interact with non-disabled individuals to the fullest extent possible during the day.
ii. Integrated Day Services must include an array of group and non-group activities and facilitate meaningful choice by individuals with I/DD between group and non-group activities.
iii. Integrated Day Services shall not be services provided as part of a sheltered workshop, day services, group home, or residential service provider’s on-site program.
VII. CAREER DEVELOPMENT PLANNING
1. By September 1, 2013, the State shall adopt and implement policies and procedures for developing career development plans for each individual in the TTP Target Population. By September 1, 2013, the State and PPSD shall adopt and implement policies and procedures for developing career development plans for each individual in the Birch Exit Target Population. The policies will include a presumption that all individuals covered by this Interim Agreement are capable of working in an integrated employment setting and that a rapid search process for employment should be implemented for individuals eligible for Supported Employment Services under this Interim Agreement. The policies will also include the presumption that all individuals covered by this Interim Agreement will be ensured an active and leading role in the career development planning process. The policies also will include a provision that no readiness criteria shall be used in preeligibility determinations to assess an individual’s ability to work in an integrated setting. All individuals covered by this Interim Agreement will be presumed ready for employment.
2. The State shall adopt evidence-based vocational assessments and vocational eligibility criteria that are person-centered and appropriate for individuals with I/DD; based on the presumption that with the appropriate services and supports individuals with I/DD can work; and designed to reveal information about an individual’s skills, interests, strengths and abilities, regardless of whether the individual has the verbal ability to express such information.
3. For the purposes of this Interim Agreement, no vocational or situational assessments, including those conducted by the State, or any vendors or contractors of the State, shall be conducted in segregated work settings, including in sheltered workshops or in any setting that does not meet the definitions and standards set forth in Sections V(D)-(E).
4. The State shall ensure that all assessments:
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a. Are conducted by appropriate and trained staff;
b. Maintain fidelity to an asset-based assessment model (like MAPS, PATHS, or VAPS);
c. Are available for all individuals eligible for relief under this Interim Agreement to be assessed in several different integrated employment settings, should they desire to be assessed in more than one community employment setting; and
d. Are conducted with the appropriate accommodations, services and supports necessary for individuals eligible for relief under this Interim Agreement to be assessed performing work activities in integrated employment settings.
5. A career development plan shall be formulated and/or revised at least annually in conjunction with the ISP or IEP process through an asset-based, person-centered planning process including discovery, vocational assessment, and situational assessment conducted with the goal of maximizing the number of hours spent working, consistent with an individual’s abilities, in settings that meet the definitions and standards set forth in Sections V and VI. The career development plan shall:
a. Set forth the individual’s skills, interests, strengths, and abilities;
b. Be integrated into the individual’s IPE, ISP, IEP, and ILP and Summary of Performance (“SOP”), where applicable; and
c. Identify the nature and scope of services needed by the individual to remove obstacles to obtaining and keeping an individualized job in an integrated employment setting and participating in Integrated Day Services meeting the definitions and standards set forth in Sections V and VI.
6. Translation and interpretation services, including sign language interpretation, shall be accessible and available to all individuals in the Target Population and their families who require such services during all employment planning meetings and during the entire career planning process. Further, all individuals covered by this Interim Agreement will have access to the services and supports necessary to make informed decisions pertaining to this Interim Agreement.
7. If, after discovery, and a vocational or situational assessment, an individual expresses that a particular work setting does not match his/her interests, strengths, or abilities, the person-centered planning process shall resume, the reasons that the individual did not prefer the work placement shall be documented, and all planning shall proceed with goals that have been adjusted based on the information revealed through the discovery and assessment process.
8. The State shall implement a rapid job search process for competitive employment for each individual eligible for a Supported Employment Placement under this Interim Agreement.
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9. At minimum, the State shall ensure that the rapid job search process:
a. Begins within 10 days of the completion of an individual’s vocational assessment;
b. Includes an individualized job search; and
c. Includes job development and job carving.
VIII. TRANSITION PLANNING FOR YOUTH
1. The State and PPSD shall adopt an Employment First Policy, making work in integrated employment settings the first and priority service option for youth seeking transition work placements and for transition-age youth’s postsecondary vocational planning objectives. The PPSD’s Employment First Policy will set forth values for the school district’s transition planning process that reflect PPSD and the State’s expectations for supporting youth in transition in integrated employment settings through a systemic and collaborative framework.
2. The State and PPSD shall enter into an interagency agreement that includes timelines and specific benchmarks setting forth a school-to-work transition process for transition-age youth (14-21 years of age) with I/DD in Providence Public School District, including Birch students, and providing for students’ access to the services and supports set forth in Sections V(A)(1)-(2).
3. The State and PPSD shall promote the involvement and availability, and use of employment planning teams at Birch. Employment planning teams shall at a minimum include a qualified vocational rehabilitation counselor, qualified school transition specialist, qualified State representative, where applicable, and the eligible youth with I/DD. Family and/or guardian participation in all planning meetings should be required. The eligible youth shall be ensured an active and leading role in all of his/her planning meetings.
4. The transition planning process for students enrolled in Birch shall continue to begin by age 14, shall include an employment planning team, and shall include access to ORS and Medicaid Waiver services, if the individual is eligible for such services. The transition planning process shall be designed to ensure that each youth and his/her family has been informed about, and been given opportunities to experience, Supported Employment Services and Placements. The transition planning process, as set forth by interagency agreement in Section XIII, shall be inclusive of specific and relevant planning milestones for all eligible Birch youth in transition. At minimum, these milestones shall include:
a. Assignment, by age 14, to an employment planning team, as defined in this Section;
b. No later than during the first year of entry to Birch, and with the assistance of the employment planning team, the formulation of the employment-related recommendations of the IEP to discover and record students’ personal interests and goals for postsecondary employment and/or postsecondary education;
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c. No later than the year in which a student turns 16 years of age and with the assistance of the employment planning team, a comprehensive introduction to or enrollment in State services, if an individual is eligible or will be eligible, and also with the assistance of the employment planning team, the formulation of the employmentrelated recommendations of the IPE and ISP, where applicable;
d. No later than the year in which a student turns 18 years of age meeting with the employment planning team to facilitate possible post-secondary employment placements, and to ensure that an eligible youth has been introduced to numerous and specific options to receive Supported Employment Services in a community based long-term placement in an integrated employment setting meeting the definitions and standards set forth in Section V(D)-(E), and that the eligible youth has (or will have) experienced the opportunity to be placed in such a setting, and to begin working there, prior to the end of his or her participation at Birch; and
e. No later than during the year prior to exit from secondary school, all Birch youth in transition shall receive benefits planning information, according to the standards set forth in Section IV(8).
5. All youth in transition shall have a meaningful opportunity to experience one or more vocational and/or situational assessments in an integrated employment setting prior to exit from Birch, pursuant to the standards set forth in Section II.
6. All youth in transition shall have a meaningful opportunity to experience at least two trial work experiences, where each trial work experience is approximately 60 days duration, prior to exit from Birch in an individualized, integrated employment setting meeting the definitions and standards set forth in Sections V(D)-(E) with supervision and appropriate services and supports. Such trial work experiences may be exempt from the requirement of Section V(D)(1), and may include full-time, part-time, or seasonal work on a paid or unpaid basis, including internships, summer work experiences, or volunteer/ community service experiences. Such trial work experiences cannot be positions of employment that are controlled by an employer that is a provider, school, or school district for the purpose of employing individuals with disabilities; instead, they must be provided in typical work settings meeting the definitions and standards set forth in Sections V(D)(2)-(4) and V(E).
7. A person-centered career development plan shall be developed by the employment planning team for each youth in transition, to inform the employment-related goals and recommendations of the youth’s ISP, IEP, IPE, ILP, and SOP, where applicable, and to provide ongoing coordination of the employment-related recommendations of those plans.
8. The State and PPSD shall prohibit vocational assessments of transition age youth in segregated work settings, and shall issue a directive that no Birch youth in transition will be assessed in segregated settings or in settings that do not meet the definitions and standards set forth in Section V(D)-(E).
9. The State and PPSD shall ensure that the appropriate services and supports are available to Birch transition-age youth who choose to work in the community before their 21st
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birthday rather than remaining in school. To this end, the State and PPSD will update their policies and administrative rules to facilitate individuals who are eligible to access State services, including Supported Employment Services, beginning at age 18.
10. The State and PPSD shall take affirmative steps to ensure that Birch youth, following their exit from school, are not excluded from the benefits and opportunities of the school district’s “transition academy” at Johnson & Wales University.
11. The State and PPSD shall issue a directive that Birch youth in transition shall be provided all opportunities to earn credentials based on the RI Secondary Education Regulations 2011 and not be unnecessarily or unjustifiably excluded from the opportunity to receive a high school diploma as a result of their participation in the Birch program.
IX. TRAINING
1. By October 1, 2013, the State and PPSD will establish competencies, and will develop and implement a competency-based and value-based training program for TTP and Birch staff respectively, and all members of employment planning teams as defined under Section VIII, and for youth service professionals, for the development of vocational assessment/profiles, career development plans, and transition plans; job development, job coaching, employment support, benefits counseling, and Supported Employment and Integrated Day Services; intake and vocational rehabilitation services; and service coordination.
2. The State and PPSD will ensure that all persons involved in the discovery and assessment process, the preparation and implementation of career development plans, and the provision of Supported Employment and Integrated Day Services for members of the Target Populations have completed the necessary training, have attained and retain the required competencies, and are otherwise qualified (as specified in Section X) to perform their respective responsibilities with respect to employment services.
X. OUTREACH, EDUCATION, AND SUPPORT
1. By September 1, 2013, the State and PPSD will develop an outreach, in-reach, and education program that explains the benefits of supported employment, that addresses concerns of families and perceived obstacles to participating in supported employment programs, and that is designed to encourage individuals with I/DD at TTP and Birch and their families to seek Supported Employment Services and to understand the objectives of the State and PPSD’s Employment First Policy, receive benefits planning consultation, and participate in other related initiatives. As part of its outreach, in-reach, and education program, the State will educate individuals about the ways in which Integrated Day Services can complement employment in integrated settings, and will develop opportunities for individuals and families to learn about the benefits of Integrated Day Services. Furthermore, the program will provide the opportunity for individuals in the Target Populations to visit and observe integrated employment and day settings where individuals with I/DD receive Supported Employment and Integrated Day Services.
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2. The State will support personal networks and use family to family and peer to peer programs to link families and individuals with I/DD who obtain competitive employment with families and individuals with I/DD at TTP and Birch, in order to explain the benefits and opportunities of supported employment.
XI. PROVIDER CAPACITY
1. The State and PPSD will ensure that it supports and maintains a sufficient capacity to deliver Supported Employment and Integrated Day Services to individuals at TTP and Birch, including qualified supported employment providers and integrated day providers, consistent with the terms of this Interim Agreement.
2. The State will ensure that the supported employment providers and/or integrated day providers and transition service providers have a sufficient array of trained staff, adequate staff supervision, appropriate policies and procedures, a quality improvement program, and the capacity to deliver Supported Employment and Integrated Day Services consistent with the terms of this Interim Agreement.
3. The State will establish, implement and enforce pre-qualification requirements for all Supported Employment and Integrated Day Services providers that supply services to individuals at TTP, consistent with the terms of this interim agreement. The State will establish, implement and enforce pre-qualification requirements for all Supported Employment and Integrated Day Services providers that supply services to individuals at and Birch, consistent with the terms of this Interim Agreement.
4. The State will create incentives to encourage the transition of individuals from TTP to integrated employment settings that meet the definitions and standards of Section V(D)(E). The State will implement these incentives through public-private partnerships with persons with I/DD, family members, employers, and employment providers, and community organizations. The State and PPSD will create incentives to encourage the transition of individuals from Birch to integrated employment settings that meet the definitions and standards of Section V(D)-(E). The State and PPSD will implement these incentives through public-private partnerships with persons with I/DD, family members, employers, and employment providers, and community organizations.
5. Supported employment providers shall use evidence-based employment practices and the State will provide monitoring, oversight, and technical assistance to ensure supported employment providers have adequate staffing, organizational support and supervision, and use of effective business models to meet the goals and outcomes of this Interim Agreement.
6. The supported employment provider(s) used to transition individuals with I/DD from TTP and Birch into Supported Employment Placements will:
a. Identify and promote Supported Employment Placements in state and federal agencies and in private industry on a statewide basis; and
b. Develop relationships with public and private employers based on the benefits to businesses of hiring people with disabilities.
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7. The State will establish public and private sector initiatives to support the employment of individuals in the Target Populations.
8. The State will develop procedures to require provider staff to assist in the transition of individuals from TTP to Supported Employment Services and Placements. The procedures will provide incentives and support to qualified providers of sheltered workshop services at TTP to convert their employment programs to support employment services once the terms and conditions of this Interim Agreement are met, at the expiration of this Interim Agreement. The State and PPSD will develop procedures to require provider staff to assist in the transition of individuals from Birch to Supported Employment Services and Placements.
9. If any service gaps or obstacles are identified through the process in Section XV, the Monitor may recommend the necessary actions to remedy these gaps and address these obstacles, including increasing the number of trained and qualified vocational rehabilitation counselors, transition specialists, job developers, job coaches, benefits counselors, job placement specialists, case managers, youth service professionals and other community employment professionals, in order to allow for successful transition of individuals with I/DD at TTP and Birch to integrated employment settings and to ensure the full implementation of the goals and outcomes of this Interim Agreement.
XII. STATE AGENCY ACTIONS
1. By September 1, 2013, the State and PPSD will identify and pursue a contract with a technical assistance provider or, access the services of an existing technical assistance provider to provide leadership, training, and technical assistance to employment providers and to the State, PPSD, TTP, and Birch staff involved in assessing, planning, and providing Supported Employment and Integrated Day Services, in order to support the goals and outcomes of this Interim Agreement.
2. The technical assistance provider will assist and support employment providers to transition individuals, programs, staff, and resources from the sheltered workshops at TTP and Birch to Supported Employment and Integrated Day Services meeting the definition and standards set forth in Sections II(11), V, and VI of this Interim Agreement.
XIII. INTERAGENCY COLLABORATION
1. By September 1, 2013, the State will develop and implement one or more interagency agreements or memoranda of understanding between BHDDH, ORS, and RIDE designed to ensure the full implementation of this Interim Agreement that addresses:
a. Allocation of responsibility, funding commitments, and authority for conducting and ensuring the quality of all requirements of this Interim Agreement, including career planning, transition planning, outreach, in-reach, and education, training and professional development, Supported Employment and Integrated Day Services, and data collection, sharing, and reporting;
b. Supported employment outcomes through coordination and collaboration between BHDDH, ORS, and RIDE;
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XIV.

c. The compatibility of ORS and RIDE services with services funded through BHDDH by clarifying and streamlining interagency procedures and allowing for the blending and braiding of funding; and service gaps resulting from the transition from one funding stream to another funding stream, e.g. ORS funding to BHDDH funding, or special education funding to ORS funding, enabling individuals with I/DD to maintain uninterrupted integrated employment without unnecessary delays in services;
d. Individual tailoring of the vocational rehabilitation assessment and job placement activities to serve people with the most significant disabilities, including individuals at TTP and Birch, who are eligible for ORS funding; and
e. Coordinated outreach and in-reach efforts to individuals in the Target Populations conducted by vocational rehabilitation counselors and BHDDH representatives.
2. The State will develop and implement a memorandum of understanding with PPSD regarding any and all applicable funding issues, including but not limited to the costs of the Monitor, as well as the transition planning process set forth in Section VIII designed to ensure the full implementation of this Interim Agreement that will:
a. Require ORS presence at Birch in order to collaboratively implement the Employment First Policy and related initiatives, and promote the presence and active engagement of vocational rehabilitation counselors on Birch employment planning teams and in planning meetings (including IEP meetings);
b. Ensure the engagement of trained school transition specialists to assess and support students in transition to integrated supported employment;
c. Require Birch special education staff and transition specialists to be trained to refocus transition services on supported employment instead of sheltered workshops, and to train special education directors and transition specialists on the requirements of the integration mandate of Title II of the ADA and Olmstead as applied to the youth transition planning process;
d. Establish referral relationships with integrated, supported employment providers in Birch’s immediate service area; and
e. Adopt mutual agency policies and procedures to ensure that the requirements of the integration mandate of Title II of the ADA and Olmstead are applied to the youth transition planning process including to situational work assessments, trial work experiences, post-secondary employment goals and outcomes, and ongoing professional development.
FUNDING

1. The State and the PPSD shall ensure that all individuals in their Target Populations with a career development plan have an ongoing allocation from available funding/budgets that is dedicated to supports for gaining, maintaining, or improving employment outcomes and for integrated day services.

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2. The State and PPSD shall timely fund the services and supports necessary to comply with this Interim Agreement for the eligible members of their Target Populations according to the standards and timelines set forth in this Interim Agreement.
3. The State shall develop and implement performance-based contracts for Supported Employment Services to individuals in the Target Populations, linking funding to the provider’s achievement of numerical targets and implementation timelines.
4. The State will reallocate resources expended on TTP to fund supported employment as individuals in the Target Populations transition from TTP to supported employment, in order to have funding "follow the person."
XV. QUALITY IMPROVEMENT
1. TTP Target Population Quality Improvement Program
a. The State will develop and implement a quality improvement initiative to ensure that individual, integrated Supported Employment Placements and Supported Employment and Integrated Day Services, as defined and described in Section V, are developed in accordance with this Interim Agreement; to evaluate the quality and quantity of Supported Employment and Integrated Day Services provided to persons with I/DD under this Interim Agreement; and to ensure that individuals who receive Supported Employment Placements and Integrated Day Services under this Interim Agreement receive services and supports that are adequate and sufficient to achieve integration, increased independence, and increased economic self-sufficiency.
b. The State will establish detailed program standards for Supported Employment and Integrated Day Services that at least incorporate the definitions and standards set forth in Sections V-VI.
c. Through its quality improvement initiative, the State will conduct on-site reviews of TTP at least monthly for the first year of this Interim Agreement and quarterly thereafter to evaluate the services provided to individuals with I/DD against the program standards described above. The need for continued quarterly review will be reevaluated after year 3 (three).
d. The State will issue reports from each review describing its findings and recommendations, identifying any program deficiencies, and requiring a plan of correction, where appropriate. If a plan of correction is required, details of the plan’s requirements will be included in the report.
e. The State will conduct appropriate follow-up reviews to determine if plans of correction have been implemented and to ensure that any identified deficiencies have been corrected in a timely manner. The State will issue reports pertaining to any follow-up reviews.
2. Birch Transition and Exit Target Populations Quality Improvement Program
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a. The State, and PPSD will develop and implement a quality improvement initiative to ensure that individual, integrated Supported Employment Services and Supported Employment Placements, and Integrated Day Services as defined and described in Sections V-VI, are developed in accordance with this Interim Agreement for students at Birch; to evaluate the quality and quantity of Supported Employment and Integrated Day Services provided to persons with I/DD at Birch under this Interim Agreement; and to ensure that individuals from Birch who receive Supported Employment Placements and Integrated Day Services under this Interim Agreement receive services and supports that are adequate and sufficient to achieve integration, increased independence, and increased economic self-sufficiency.
b. The State and PPSD will establish detailed program standards for transition planning and services, career development planning, benefits planning, Supported Employment Services, and Supported Employment Placements, that at least incorporate the definitions, standards, and processes set forth in Sections V and VII-VIII.
c. Through its quality improvement initiative, the State and PPSD will conduct on-site reviews of Birch at least monthly for the first year of this Interim Agreement and quarterly for two additional years, to evaluate the services provided to individuals with I/DD against the program standards described above. The need for continued quarterly review will be reevaluated after year 3 (three).
d. The State and PPSD will issue joint reports from each review describing its findings and recommendations, identifying any program deficiencies, and requiring a plan of correction, where appropriate. If a plan of correction is required, details of the plan’s requirements will be included in the report.
e. The State and PPSD will conduct appropriate follow-up reviews to determine if plans of correction have been implemented and to ensure that any identified deficiencies have been corrected in a timely manner. The State and PPSD will issue reports pertaining to any follow-up reviews.
XVI. DATA COLLECTION & REPORTING
1. The State and PPSD shall collect data where applicable. The State and PPSD shall respectively monitor the monthly progress of implementation of this Interim Agreement through data collection, data analysis, and quality improvement activities.
2. The State and PPSD shall collect data and report on a monthly basis for the first year of this Interim Agreement and quarterly thereafter the following unduplicated data for individuals with I/DD in the Target Populations:
a. The number of career development plans in place for members of the Target Populations;
b. The number and reason for any readmissions to the TTP and Birch sheltered workshops;
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c. The number of individuals moving from TTP or Birch to another sheltered workshop setting, center-based day services setting, group enclave, mobile work crew, timelimited work experience (internship), or facility-based day program, or other segregated setting, the reasons for such moves, and the number of variances granted;
d. The number, hours worked, wages earned, age, and tenure of all individuals at TTP and Birch;
e. The number of individuals referred to and receiving Supported Employment Services as defined in Sections V(A)-(C), and from which setting, TTP or Birch, they have been referred;
f. The number of individuals working in Supported Employment Placements as defined in Section V(D)-(E);
g. The number of hours worked per week, hourly wages paid, and tenure of all members of the Target Populations in an integrated employment setting, excluding any of the service settings set forth in Section V(K);
h. The number of hours spent per week, and tenure of all individuals in the Target Populations receiving integrated day services, including the name of that service setting, the provider of Integrated Day Services, and the specific activity(ies) that the individual is engaged in (i.e., art classes, health club, etc.);
i. The number and reason(s) for lost jobs and/or terminations from employment along with plans for re-employment;
j. The number of youth in transition at Birch who have vocational objectives;
k. The number of youth in transition at Birch exiting or graduating, or otherwise expected to exit or graduate this year, their career planning goals, and where they transition to following their exit;
l. The number and client capacity of supported employment providers providing services to the Target Population;
m. The number and client capacity of integrated day providers providing services to the Target Population;
n. The number of qualified and trained individuals for each category of supported employment professionals, including job coaches, job developers, employment specialists, and benefits counselors providing services to the Target Population;
o. The number of qualified and trained individuals who develop assessments and transition plans for youth with I/DD at Birch and who participate on employment teams; and
p. The number of qualified and trained vocational counselors who assess and assist persons with I/DD for Supported Employment Services at TTP and at Birch; and
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q. The number of in-reach, out-reach, and education programs and efforts offered to the Target Population(s).
3. The State shall take the following steps related to Data Collection and Monitoring:
a. The State will regularly collect, aggregate, and analyze data described above, will identify problems or barriers to placement in or retaining jobs in individual, integrated employment settings, and will recommend to the Directors of BHDDH, RIDE, and ORS remedial actions to resolve the problems or barriers. The State will review this information on a monthly basis for the first year of this Interim Agreement and quarterly thereafter and develop and implement effective measures to overcome the problems and barriers identified; and
b. The State will analyze service data, monitor services and service gaps, report on any service gaps, and identify and address any obstacles to the implementation of the goals and outcomes of this Interim Agreement.
XVII. MONITORING AND ENFORCEMENT
1. The Parties have jointly selected Nancy Gurney as the Monitor for this Interim Agreement. The State and PPSD will contract with the Monitor to provide monitoring services pursuant to this Interim Agreement, subject to applicable purchasing laws. In the event that the Monitor resigns or the Parties agree to replace the Monitor, the Parties will select a replacement. If the Parties are unable to agree on a replacement within 30 days from the date the Parties receive a notice of resignation from the Monitor, or from the date the Parties agree to replace the Monitor, they shall each submit the names of up to three candidates and shall select the replacement from the names submitted.
2. The Monitor shall conduct the factual investigation and verification of data and documentation necessary to determine whether the Parties are in compliance with this Interim Agreement, on a monthly cycle continuing during the pendency of the Interim Agreement. The Monitor may hire staff and consultants, in consultation with and subject to reasonable objections by the Parties, including but not limited to the economic efficiency of the Monitor or other budgetary requirements, to assist in his/ her compliance investigations. The Monitor and any hired staff or consultants are neither agents nor business associates of the State, the City of Providence/PPSD, or the United States Department of Justice.
3. The Monitor shall provide a written report to the Parties regarding the State and PPSD’s compliance with the terms of this Interim Agreement every 90 days for the first year of this Interim Agreement and every 180 days thereafter. The first report shall be issued two months from the effective date of this Interim Agreement. At the request and with the consent of the Parties, the Monitor may hold an informational and review meeting after the filing of each written report. The Monitor shall provide the Parties a draft of his/her report at least 7 days before issuing the report. The Parties shall have the opportunity to review and comment on the proposed report. The Parties may agree to allow the Monitor an additional 5 days to finalize a report after he/she receives comments from the Parties.
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4. In order to determine compliance with this Interim Agreement, the Monitor and any hired staff or consultants shall have full access to the people, places, documents and materials that are necessary to assess the State and City of Providence/PPSD’s compliance with this Interim Agreement, to the extent they are within the State or PPSD’s custody or control. This shall include, but not be limited to, access to the data and records maintained by the State and PPSD pursuant to Section XIV above. The Monitor and any hired staff or consultants may also interview individuals receiving services under this Interim Agreement with the consent of the individual or his/her authorized representative. The Monitor’s access to people, places, documents and materials shall continue until the Interim Agreement is terminated. Any individually identifying health or education information that the Monitor and any hired staff or consultants receive or maintain shall be kept strictly confidential.
5. The Monitor shall also have access to any and all:
a. Data collected by the State or PPSD;
b. Information necessary to determine that placements, pursuant to the terms of this Interim Agreement, meet the definition and standards set forth in Section V;
c. Information necessary to ensure that the Interim Agreement outcomes set forth in Section IV are met; and
d. Information necessary to evaluate the quality and quantity of Supported Employment Services provided to persons with I/DD under this Interim Agreement.
6. The Monitor and any hired staff or consultants shall not be liable for any claim, lawsuit, or demand arising out of their duties under this Interim Agreement. This paragraph does not apply to any proceeding before this Court for enforcement of payment of contracts or subcontracts for reviewing compliance with this Interim Agreement.
7. The Monitor and any hired staff or consultants shall not be subject to formal discovery, including, but not limited to, deposition(s), request(s) for documents, request(s) for admissions, interrogatories, or other disclosures. The Parties are not entitled to access the Monitor’s records or communications, or those of his/her staff and consultants, although the Monitor may provide copies of records or communications at the Monitor’s discretion.
8. Reimbursement and Payment Provisions
a. The allocation of the cost of the Monitor between the State and PPSD, including the cost of any consultants and staff to the Monitor, shall be determined by the State and PPSD, based upon utilization of the Monitor’s services. All reasonable expenses incurred by the Monitor in the course of the performance of his/her duties as set forth in this Interim Agreement shall be reimbursed by the State and PPSD. The United States shall bear its own expenses in this matter. If a dispute arises regarding reasonableness of fees or costs, the Monitor shall provide an accounting justifying the fees or costs.
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b. Within 10 business days of his/her appointment, the Monitor shall submit to the Parties for approval a proposed budget for the first six months of operations. Then, annually thereafter.
c. The Parties shall raise with the Monitor any objections they may have to the draft of the proposed budget within ten days of its receipt. The Parties and the Monitor shall work to resolve any objections within ten days of an objection being raised. If the objection cannot be resolved, a Party may thereafter file the objection with the Court.
d. At any time, the Monitor may submit to the Parties for approval a proposed revision to the approved budget, along with any explanation of the reason for the proposed revision. Budget revisions will be effective upon approval by the Parties.
9. The Monitor, including any hired staff or consultants, shall not enter into any contract with the State or the City of Providence/PPSD while serving as the Monitor. If the Monitor resigns from his/her position as Monitor, he/she may not enter into any contract with the State or the City of Providence/PPSD on a matter related to this Interim Agreement during the pendency of this Interim Agreement without the written consent of the United States.
10. The Monitor, and any hired staff or consultants, shall refrain from any public oral or written statements to the media, including statements “on background,” regarding this Interim Agreement, its implementation, or the State or the City of Providence/PPSD’s compliance.
XVIII. GENERAL PROVISIONS
1. This Interim Agreement does not resolve any claims other than those alleged by the United States Department of Justice, Civil Rights Division, under Title II of the ADA, as interpreted by the U.S. Supreme Court in Olmstead v. L.C., 527 U.S. 581 (1999), in the State and City of Providence’s administration and operation of its day activity services system for people with I/DD at TTP and Birch. No other agency of the U.S. government, group, or individual is bound by or waives or resolves any claims herein. Nor are any other claims affected by this Interim Agreement.
2. The signatures below of officials and attorneys representing the United States, the State, and the City of Providence/PPSD signify that these parties have given their final approval to this Interim Agreement. Each Party to this Interim Agreement represents and warrants that the person who has signed this Interim Agreement on behalf of his or her entity or client is duly authorized to enter into this Interim Agreement and to bind that Party to the terms and conditions of this Interim Agreement.
3. This Interim Agreement is binding upon the Parties, by and through their officials, agents, employees, and successors for the term of this Interim Agreement. If the State and/or the City of Providence/PPSD contracts with an outside provider for any of the services provided in this Interim Agreement, the Interim Agreement shall be binding on all contracted parties, including agents and assigns. The State and the City of Providence/PPSD shall ensure that all contracted parties and agents take all actions
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necessary for the State and the City of Providence/PPSD to comply with the provisions of this Interim Agreement.
4. No person or entity is intended to be a third party beneficiary of the provisions of this Interim Agreement for purposes of any civil, criminal, or administrative action, and, accordingly, no person or entity may assert any claim or right as a beneficiary or protected class under this Interim Agreement in any civil, criminal, or administrative action.
5. This Interim Agreement and any documents incorporated by reference constitute the entire integrated agreement of the Parties. No prior or contemporaneous communications, oral or written, or prior drafts shall be relevant or admissible for purposes of determining the meaning of any provisions herein in any litigation or any other proceeding.
6. This Interim Agreement may be executed in counterparts, each of which shall be deemed an original, and the counterparts shall together constitute one and the same Interim Agreement, notwithstanding that each Party is not a signatory to the original or the same counterpart. All references to signature or execution of the Interim Agreement shall be calculated from the date on which the last Party executed the Interim Agreement.
7. The Parties represent and acknowledge that this Interim Agreement is the result of extensive, thorough and good faith negotiations. The Parties further represent and acknowledge that the terms of this Interim Agreement have been voluntarily accepted, after consultation with counsel, for the purpose of making a full and final compromise and settlement of any and all claims or allegations set forth by the United States Department of Justice as a result of its investigation and findings made about TTP and Birch.
8. The United States and the State and the City of Providence/PPSD will bear the cost of their own fees and expenses incurred in connection with this Interim Agreement.
9. This Interim Agreement shall be interpreted in accordance with federal law and the laws of the State of Rhode Island. The venue for all legal actions concerning this Interim Agreement shall be in the United States District Court for the District of Rhode Island.
10. The Court has jurisdiction over this action pursuant to 28 U.S.C. § 1331; 28 U.S.C. § 1345; and 42 U.S.C. §§ 12131-12132. Venue is proper in this district pursuant to 28 U.S.C. § 1391(b).
11. The term of this Interim Agreement shall extend for eight years from the date upon which this Interim Agreement is executed.
XIX. CONSTRUCTION AND TERMINATION
1. The Parties agree to jointly file this Interim Settlement Agreement with the Court, together with a Complaint and a joint motion to conditionally dismiss the Complaint pursuant to Federal Rule of Civil Procedure 41(a). The Parties further agree that this case will remain on the Court’s inactive docket, with the Court retaining jurisdiction to
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enforce the Interim Agreement in the event of any disputes that may arise between the Parties until the Interim Agreement terminates, subject to the limitations set forth in Sections XIX(7)-(8) of this Interim Settlement Agreement. In the event the Court declines to retain jurisdiction, this Interim Settlement Agreement shall become null and void and the United States has the right to revive any claims otherwise barred by operation of this Interim Settlement Agreement.
2. The implementation of this Interim Settlement Agreement shall begin immediately upon execution. The Parties anticipate that the State and the City will have substantially complied with all provisions of this Agreement by July 1, 2020, unless the Interim Settlement Agreement is otherwise terminated, cancelled, or extended. Substantial compliance is achieved where the State and City have implemented all of the provisions of the Interim Settlement Agreement for all individuals in the Target Populations. Any violations of the Interim Settlement Agreement that are minor and occasional and are not systemic shall not be deemed noncompliance. Any Interim Settlement Agreement deadline may be extended by mutual agreement of the United States and the State and/or the City, or pursuant to the process described in Section XIX(3) below in the event that the State has not achieved substantial compliance with the Agreement on or before July 1, 2020.
3. The Parties anticipate that the State and City will have substantially complied with all provisions of the Interim Settlement Agreement by July 1, 2020. The Court shall retain jurisdiction of this action for all purposes until both Defendants have substantially complied with all provisions of this Interim Settlement Agreement and maintained substantial compliance with all provisions for one year unless: (1) the United States together with the State and/or the City jointly ask the Court to terminate the Interim Agreement as to the requesting Defendant before July 1, 2020, pursuant to Section XIX(4); or (2) the United States disputes that the State and/or City is in substantial compliance with the Agreement as of July 1, 2020. If so, the United States shall inform the Court, and the State and/or City by January 1, 2020 that it disputes substantial compliance, and the Court may schedule further proceedings as appropriate. In any such proceedings, the burden shall be on the State and/or City to demonstrate substantial compliance. If one Defendant has independently substantially complied, the Interim Settlement Agreement can be terminated as to that Party, even if another Party has not substantially complied.
4. As set forth in Section XIX(3), the United States and the State and/or City may agree to terminate the Interim Settlement Agreement as to one or both Defendants before the end of the anticipated term, provided the State and/or City has substantially complied with all provisions of the Interim Settlement Agreement and maintained substantial compliance with all provisions for one year. If the United States agrees to release only one Defendant from its obligations under the Interim Settlement Agreement, the remaining party continues to be bound by the terms of the Interim Settlement Agreement.
5. Within 30 days after the Interim Settlement Agreement is signed, the each Defendant shall select and appoint an Interim Settlement Agreement Coordinator to oversee compliance with this Interim Settlement Agreement and to serve as a point of contact for
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the Monitor, and shall provide notice to the Monitor and to the other Parties of the Interim Settlement Agreement Coordinator’s name, title, address, telephone number and e-mail address.
6. Throughout the pendency of this Interim Settlement Agreement, the United States and the State and City will coordinate and discuss areas of disagreement and attempt to resolve outstanding differences. In the event of any dispute over the language or construction of this Interim Settlement Agreement or its requirements, the Parties agree to meet and confer in an effort to achieve a mutually agreeable resolution prior to terminating the Interim Settlement Agreement. Overall, it is intended that the Parties will pursue a problem-solving approach so that disagreements can be minimized and resolved amicably and the energies of the Parties can be focused on the State and City’s compliance with the provisions of this Interim Settlement Agreement.
7. With the exception of conditions or practices that pose an immediate and serious threat to the life, health, or safety of individuals receiving services under this Interim Settlement Agreement, if the United States believes the State and/or City has failed to fulfill any obligation under this Interim Settlement Agreement, the United States shall, prior to initiating any court proceeding, notify the State and/or City in writing of any alleged noncompliance with the Interim Settlement Agreement and request that the State and/or City take action to correct such alleged non-compliance. With the exception of conditions or practices that pose an immediate and serious threat to the life, health, or safety of individuals receiving services under this Interim Settlement Agreement, the State and/or City shall have 15 days from the date of such written notice to respond to the United States in writing by denying that noncompliance has occurred, or by accepting (without necessarily admitting) the allegation of noncompliance and proposing steps that the State and/or City will take, and by when, to cure the noncompliance. If the State and/or City fails to respond within 15 days or denies that noncompliance has occurred, the United States may seek an appropriate judicial remedy.
8. If the State and/or City responds by proposing a curative action by a specified date, the United States may accept the State’s and/or City’s proposal or offer a counterproposal for a different curative action or deadline. If the Parties reach an agreement that varies from the provisions of this Interim Settlement Agreement, the new agreement shall be in writing, signed and filed with the Court. If the Parties fail to reach agreement on a plan for curative action, the United States may seek an appropriate judicial remedy. The Parties will not seek to have the Court enforce implementation of this Interim Settlement Agreement other than through the process set forth in Sections XIX(7)-(8).
9. Any modification of this Interim Settlement Agreement must be consented to by the Parties, shall be executed in writing by the Parties, shall be filed with the Court. The Parties shall promptly notify each other of any judicial or administrative challenge to this Interim Settlement Agreement or any portion thereof, and shall defend against any challenge to the Interim Settlement Agreement.
10. Failure by any Party to enforce this entire Interim Settlement Agreement or any provision thereof with respect to any deadline or any other provision herein shall not be construed
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as a waiver.
11. The State and City shall maintain sufficient records to document that the requirements of this Interim Settlement Agreement are being properly implemented and shall make such records available to the Monitor or the United States for inspection and copying upon request. The Monitor or the United States may require additional written reports from the State and/or City with regard to the State’s or the City’s compliance with the terms of this Interim Settlement Agreement. The State and City will cooperate and comply with those requests.
12. The State and City will work collaboratively with the United States to provide full access for the United States and the Monitor to the people, places, and documents that are necessary to assess the State’s and City’s compliance with and/or implementation of this Interim Settlement Agreement, subject to applicable federal and state law.
13. The Parties agree that, as of the date the court enters the order conditionally dismissing the Complaint and retaining jurisdiction, for purposes of the Parties’ preservation obligations pursuant to Federal Rule of Civil Procedure 26, litigation is not “reasonably foreseeable” concerning the matters described in the Findings Letter issued to either the State or the City pertaining to either TTP and/or Birch. To the extent that either Party previously implemented a litigation hold to preserve documents, electronically stored information, or things related to the matters described in the Findings Letter issued to either the State or the City pertaining to TTP and/or Birch, the Party is no longer required to maintain such a litigation hold. Nothing in this paragraph relieves the United States, the State, or the City of any other obligations imposed by this Interim Settlement Agreement.
14. “Notice” under this Interim Settlement Agreement shall be provided by overnight courier to the following or their successors:
Chief of the Disability Rights Section United States Department of Justice Civil Rights Division 1425 New York Avenue NW Washington, DC 20005
Office of the Secretary, Executive Office of Health & Human Services Louis Pasteur Building 57 Howard Avenue Cranston, RI 02920
Office of the Commissioner, Rhode Island Department of Education 255 Westminster Street Providence, RI 02903
Office of the Superintendent of the Providence Public School Department 797 Westminster Street Providence, RI 02903
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 Case 1:13-cv-00442-L-PAS Document 1 Filed 06/13/13 Page 1 of 30 PageID #: 1

FILED
I

UNITED STATES DISTRICT COURT

DISTRICT OF RHODE ISLAND

• ZH lJ JUN I 3 A 10: I Lt

UNITED STATES OF AMERICA,

Case~A 13- ol&;lta~~&bJkND

Plaintiff, v.

COMPLAINT FOR DECLA.R.tTORY AND INJUNCTIVE RELIEF ·

STATE OF RHODE ISLAND and CITY OF PROVIDENCE,

Defendants.

I
The United States of America alleges that Defendants, the State of Rhode I~land ("State")
I
and the City ofProvidence ("City''), including the Providence Public School Deptent, have

discriminated against individuals with intellectual and developmental disabilities ('!'IIDD") by

unnecessarily segregating them or by placing them at risk of segregation in violatidn of Title II

I

.

of the Americans with Disabilities Act of1990 ("ADA"), 42 U.S.C. §§ 12131-12134.

Specifically, Defendants have unnecessarily segregated approximately 90 individuals with 1/DD

in a sheltered workshop and segregated day program in North Providence, Rhode Itland, and

have placed approximately 85 public school students with 1/DD from the Providen e Public
1
School Department at risk of unnecessary segregation in that same adult day activity service

program. In support thereof, the United States pleads as follows:

INTRODUCTION
I
1. In Rhode Island, day activity services for individuals with 1/DD include facility-

based day programs, facility-based sheltered workshops, integrated day services, integrated

I

supported employment, and group employment.

I

2. Training Thru Placement, Inc. ("TTP") is a segregated day activity ervice

program in North Providence that is licensed and funded by the State to provide b th sheltered

Case 1:13-cv-00442-L-PAS Document 1 Filed 06/13/13 Page 2 of 30 PageID #: 2
workshop and day program services to approximately 90 individuals with 1/DD in its facilitybased program.
3. The TIP site is located in a dilapidated former elementary school in a residential neighborhood, without easy access to retail businesses, offices, or public spaces. Individuals with I/DD typically remain at TTP for 15-30 years.
4. Individuals with 1/DD at TTP spend their day packaging and labeling medical supplies, wrapping television remote controls in plastic, or hand-sorting jewelry. When not performing work tasks, they engage in TIP's day program activities like playing cards, coloring, and socializing on the facility floor.
5. TTP service recipients have been paid extremely low wages in violation of the Fair Labor Standards Act ("FLSA"). See Letter to TTP from the United States Department of
. Labor ("DOL") (Jan. 14, 2013) (on file with DOL) (detailing DOL's conclusions, ~ased on its
targeted investigation, that TTP had violated provisions of the FLSA pertaining to ~pecial minimum wage rate certificates ("14(c) certificates"), 29 U.S.C. § 214(c)); Letter t<!> TTP from DOL (June 12, 2013) (on file with DOL) (notifying TIP that all special minimum }"age certificates issued by DOL in effect from June 1, 2010 until January 31, 2013 are revoked and that all covered employees performing work subject to the FLSA between June 1, 2010 and January 31, 2013 must be paid no less than the federal minimum wage for all hours worked.).
I
TTP has reported that individuals in its facility make the average hourly wage of $1.57 per hour, with one individual making as little as 14¢ per hour. 1
6. Many persons with 1/DD who receive services at TTP are capable of, and not
1 TTP service recipients' $1.57 average hourly wage is derived from records subm tted by TTP to the DOL Wage and Hour Division, and may not reflect the full wages that were in fact owed, or the wages that were actually paid, to service recipients.
2

Case 1:13-cv-00442-L-PAS Document 1 Filed 06/13/13 Page 3 of 30 PageID #: 3
opposed to, receiving supported employment and integrated day services where they would have the opportunity to access individual jobs in typical work settings that pay minimum wage or higher, and to participate in self-directed activities in the community when they are not receiving employment or residential services.
7. The Harold A. Birch Vocational Program ("Birch") is a self-contained special education program for approximately 85 students with IIDD, ages 14-21, located inside a wing of Mount Pleasant High School in Providence, Rhode Island. Birch operates a segregated sheltered workshop inside the school as part of its daily school program for students with 1/I)D.
8. Beginning at age 14, students with 1/DD in Birch's sheltered workshop have been required to perform various mundane tasks, including hand-sorting and assembling jewelry and hand-sorting buttons, in exchange for subminimum or no wages. Birch students have also completed contract work for TTP.
9. Birch, through its sheltered workshop program, has served as a direct pipeline to TTP, channeling students from a children's sheltered workshop to an adult workshop. By requiring students to spend part of the day in a school-based and -operated sheltered workshop as part of the curriculum, Birch has trained students for continued placement in segregated sheltered workshops.
10. In the Birch sheltered workshop, students complete contracts obtained by the school with private companies. To fulfill these contracts, students perform the same types of repetitive and mundane manual tasks performed at TTP. In the past twenty-six years, only a handful of individuals have transitioned into individual supported employment after leaving Birch. Most Birch students who receive postsecondary employment services enter TTP or another segregated facility-based program after leaving Birch.
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11. Students that participate in the Birch sheltered workshop are paid between 50¢

and $2.00 per hour or are unpaid.

12. Students at Birch qualify for, and are not opposed to, receiving integrated

transition and work-preparation services, such as mentorships, internships, or trial work

experiences, to assist their transition to work in integrated employment settings after leaving

school. 1

13. The State and the City have discriminated against individuals with JDD who

fun~bg receive services at TTP and Birch by planning, structuring, administering, and

a day

activity service system in a manner that relies heavily and unnecessarily on the seg~:egated

sheltered workshop and day program at TTP and that places individuals at Birch, or who have

recently exited Birch, at serious risk of placement in TTP.
I
14. The State and City have failed to provide persons with IIDD at TIP land Birch
I
with meaningful access to adequate and effective transition, supported employment, and

integrated day services that would allow them to work in integrated employment sllttings and to

experience an integrated day.

15. Because the State and the City have not made available adequate anf effective

transition, supported employment, and integrated day services for people with IIDD who qualify
I
for and do not oppose such services, such persons are at risk of entering TTP, or ar~ made to
Jn. enter TTP and remain at TIP, in order to receive employment and day services at

.

I

I
16. Some TTP service recipients have explicitly asked to work in integrated

I

employment settings and/or to receive integrated day services during their annual fudividual

Support Plan ("ISP") meetings. For example, one person who has worked at TIP lr

approximately 30 years said that he asked the provider nearly every year that he h been at TTP

4

Case 1:13-cv-00442-L-PAS Document 1 Filed 06/13/13 Page 5 of 30 PageID #: 5

to work in a hardware store, yet he has never been assessed or received services or supports

necessary for him to work in an integrated setting, let alone a hardware store. When asked how

he would feel about working in integrated employment, this consumer stated, "I'd feel I

accomplished something ... something to be happy about." Such individuals were qualified for

those services, yet no serious attempts were made to assist them in transitioning to integrated

employment settings.

17. Similarly, many Birch students have articulated their desire to worklin integrated

employment settings and/or to receive integrated day services following their exit from school.

For example, one student stated his interest in "work[ing] at Kmart" following exit from Birch.

However, he received no transition-related services to assist him in achieving this goaL Instead,

among other things, he was referred to a website to learn more about employment, rvvas

recommended to participate in community outings to "develop his money manage:rpent skills,"
and advised to "practice good personal hygiene." This student entered TTP after h~ exited Birch

and presently receives services at TTP. Although many Birch students were qualifijed for

integrated services, such services were not provided and, instead, individuals were ~acculturated
I
and trained to perform sheltered workshop tasks while at Birch, were not informed! of integrated

alternatives, and some were placed at TTP following their exit from school.

,

18. Rhode Island provides supported employment and integrated day sfces to a

limited number of persons with IIDD. For many of these individuals, supported employment

emplo~ent services have allowed them to work in competitive wage jobs in integrated

settings

I

where they can access benefits, opportunities for advancement, and a measure of eronomic self-

sufficiency. Many of these same persons receive the integrated day services necesJary to

participate in activities of their choosing during times when they are not working r receiving

5

Case 1:13-cv-00442-L-PAS Document 1 Filed 06/13/13 Page 6 of 30 PageID #: 6
residential services. 19. Such persons, however, are far outnumbered by the number of people at TTP and
Birch who have been or will be unable to access supported employment and integrated day services because the State and City have over-relied on the segregated transition, sheltered workshop and day services at TTP and Birch to the exclusion of integrated alternatives.
20. The unnecessary segregation of people with 1/DD in sheltered workshops and segregated day programs contravenes one ofthe primary purposes of the ADA: to end the isolation and segregation of individuals with disabilities. As Congress stated in the findings and purpose section ofthe ADA: "[H]istorically, society has tended to isolate and segregate individuals with disabilities, and, despite some improvements, such forms of discrimination against individuals with disabilities continue to be a serious and pervasive social problem[.]" 42 U.S.C. § 12101(a)(2).
PARTIES 21. Plaintiff is the United States of America. 22. Defendants are the State of Rhode Island and the City of Providence, both of which are public entities within the meaning of the ADA, 42 U.S.C. § 12131(1), and therefore subject to Title II of the ADA, 42 U.S.C. § 12131 et seq., and its implementing regulations, 28 C.P.R. pt. 35.
JURISDICTION AND VENUE 23. This Court has jurisdiction of this action under Title II of the ADA, 42 U.S.C. §§ 12131-12134, and 28 U.S.C. §§ 1331 and 1345. The Court may grant the relief sought in this action pursuant to 28 U.S.C. §§ 2201(a) and 2202.
6

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24. Venue is proper in the District of Rhode Island under 28 U.S.C. § 1391 because a

substantial part of the acts and omissions giving rise to this action occurred in Rhode Island. 28
u.s.c. § 1391(b).

STATUTORY AND REGULATORY BACKGROUND

A. The Americans with Disabilities Act and Olmstead v. L.C, 527 U.S. 581 (1999)

25. The ADA provides that "no qualified individual with a disability shall, by reason

of such disability, be excluded from participation in or be denied the benefits ofthJ services,
~ch programs, or activities of a public entity, or be subjected to discrimination by any entity."
I
42 u.s.c. § 12132.

.

!

26. Congress enacted the ADA in 1990 "to provide a clear and compreHensive

I

national mandate for the elimination of discrimination against individuals with dis~bilities[.]" 42

I
U.S.C. § 12101(b)(l). Among the specific issues the ADA addresses are "segregaton" and

actions that prevent persons with disabilities from "fully participat[ing] in all aspe1ts of

society[.]" Id. §§ 12101(a)(1), (5).

27. In enacting the ADA, Congress found that "historically, society has,tended to

isolate and segregate individuals with disabilities, and, despite some improvements, such forms

of discrimination against individuals with disabilities continue to be a serious and tervasive

social problem[.]" Id. § 12101(a)(2). Congress also found that "people with disabilities, as a

group, occupy an inferior status in our society, and are severely disadvantaged socially,
reg~ding vocationally, economically, and educationally; [and] the Nation's proper goals

individuals with disabilities are to assure equality of opportunity, full participation, independent

living, and economic self-sufficiency for such individuals[.]" Id. §§ 12101(a)(6)-(17).

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28. The ADA was also intended to enable individuals with disabilities to gain economic independence and to "move proudly into the economic mainstream of American life." President George H.W. Bush, Remarks at the Signing of the Americans with Disabilities Act (July 26, 1990), available at http://www.eeoc.gov/eeoc/history/35th/videos/ada_signing_text.html.
29. Title II of the ADA prohibits discrimination on the basis of disability by public entities. 42 U.S. C.§ 12132. A ''public entity" is any state or local government and any department, agency, or other instrumentality of a State or local government, and covers all services, programs, and activities provided or made available by public entities, including through contractual, licensing, or other arrangements. See 42 U.S.C. §§ 12131(1), 12132; 28 C.P.R.§ 35.130. Accordingly, Title II's coverage extends to the State, the City, and their respective agencies, departments, and programs.
30. Congress directed the Attorney General to issue regulations implementing Title II of the ADA. 42 U.S.C. § 12134(a).
31. The Title II regulations require public entities to "administer services, programs, and activities in the most integrated setting appropriate to the needs of qualified individuals with disabilities." 28 C.P.R.§ 35.130(d). The Rehabilitation Act contains a similar requirement. !d. § 41.51(d); "The most integrated setting" is one that "enables individuals with disabiJjties to interact with nondisabled persons to the fullest extent possible ...." See id. § 35 app. B.
32. Title II's regulations further prohibit public entities from utilizing "criteria or methods of administration" that have the effect of subjecting qualified individuals with disabilities to discrimination, including unnecessary segregation, or "that have the purpose or
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effect of defeating or substantially impairing accomplishment of the objectives of the public entity's program with respect to individuals with disabilities[.]" Id. § 35.130(b)(3).
33. The Supreme Court has held that Title II prohibits the unjustified segregation of individuals with disabilities. Olmstead v. L.C., 527 U.S. 581, 597 (1999).
34. The Supreme Court's holding in Olmstead "reflects two evident judgments." Id. at 600. "First, institutional placement of persons who can handle and benefit from community settings perpetuates unwarranted assumptions that persons so isolated are incapable or unworthy ofparticipating in community life." Id. "Second, confinement in an institution severely diminishes the everyday life activities of individuals, including family relations, social contacts, work options, economic independence, educational advancement, and cultural enrichment." Id. at 601.
35. Under Olmstead, public entities are required to provide community-based services, rather than segregated services, when such services (a) are appropriate, (b) are not opposed by the affected persons, and (c) can be reasonably accommodated, taking into account the resources available to the entity and the needs of other persons with disabilities. Id. at 607. B. Application of the ADA and Olmstead to Day Activity Services
36. The ADA's integration mandate applies to all the programs, services and activities of a public entity, including its day activity services. 28 C.F.R. §35.130(d) ("A public entity shall administer services, programs, and activities in the most integrated setting ....") (emphasis added); Lane v. Kitzhaber, 841 F. Supp. 2d 1199, 1205-06 (D. Or. 2012) (finding that the "broad language and remedial purposes of the ADA" support the conclusion that the integration mandate applies to employment services and declining to find that the application of the Supreme Court's holding in Olmstead was limited to residential settings).
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37. Thus, under the ADA, states and localities may not administer policies that steer individuals with IIDD into facility-based sheltered workshop and/or segregated day programs and away from available, appropriate integrated alternatives like supported employment and day services in the community if the individuals in question qualify for and do not oppose the latter.
38. The unnecessary segregation of people with IIDD in sheltered workshops and facility-based day programs contravenes one of the primary purposes of the ADA: to end the isolation and segregation of individuals with disabilities.
FACTUAL ALLEGATIONS A. Defendants' Systems for Providing Vocational Rehabilitation, Day Activity, and
Transition Services to Persons with 1/DD 39. ~eState manages its training, vocational, Medicaid, employment, and day services for persons with 1/DD, through its Executive Office of Health & Human Services ("EOHHS"). EOHHS coordinates several State agencies in their delivery of services to adult individuals with IIDD, including: (a) the Department of Human Services, in which the Office of Rehabilitation Services ("ORS") is a sub-agency; and (c) the Department of Behavioral Healthcare, Developmental Disabilities and Hospitals ("BHDDH"), including its Division of Developmental Disabilities. These agencies determine the amount and allocation of funding for these services, including the range of employment and day services, the licensing of employment and day service providers, and the level of funding for sheltered workshops and facility-based day programs versus integrated supported employment and integrated day programs. 40. ORS provides services to individuals with disabilities, including individuals with 1/DD, through its Vocational Rehabilitation Program. The services provided through this program focus on initial job readiness and placement. See 39-1-112 R.I. CodeR. 101.2(II)(B).
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41. The vocational rehabilitation services provided by ORS pursuant to an Individual Plan for Employment ("IPE") are time-limited to a maximum of eighteen months. See id. § 115.14(III)(B)(l); see also 34 C.F.R. §§ 363.6(c)(2)(iii)-(iv).
42. The types of services that the BHDDH-licensed service providers may provide to individuals with IIDD who are their customers include (i) residential support services, 46-1-14 R.I. CodeR. §§ 39.0-42.0; and (ii) non-residential supports, which are called "day activity services," id. §§ 43.0-45.0.
43. "Day activity services" m_ay include (i) "[d]ay program service," (ii) "[p]revocational training," (iii) "[s]upported employment," or (iv) "[j]ob development." Id. § 43.01. Day program services can be offered either on-site at a facility, or in a community setting. See id. §§ 44.01; see also id. §§ 1.14 (defining "Center-Based Day Program Service"), 1.17 (defining "Community-Based Day Program Service").
44. A facility-based day program is a segregated facility where individuals with IIDD participate in non-work daytime activities. Facility-based day programs are usually located in large institutional facilities in which persons with IIDD have little or no contact with nondisabled persons besides paid staff.
45. By contrast, integrated day services (e.g., day program services provided in a community setting) are services that allow persons with IIDD to engage in self-directed activities in the community and to interact to the fullest extent possible with non-disabled peers.
I
46. A sheltered workshop is a segregated facility that exclusively or primarily
I
employs persons with disabilities. Sheltered workshops are usually large, institutional facilities in which persons with disabilities have little to no contact with non-disabled persons besides paid
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staff. In sheltered workshops, persons with disabilities typically earn wages that are well below minimum wage.
47. By contrast, supported employment services typically include the services necessary to place, maintain, and provide ongoing support to an individual with 1/DD in an integrated employment setting in the community. "Supported employment services" are defined in BHDDH's regulations as "activities needed to help ... develop the specific job skills necessary to sustain paid employment earning at least 50% of the state minimum wage and
working in an integrated environment." See id. § 1.95; see also 46-1-13 R.I. CodeR. § 37.4. 48. In addition to delivering services to adult individuals with 1/DD, the State,
through the Rhode Island Department of Education ("RIDE"), BHDDH, and ORS, and the City, through the Providence Public School Department, administer, oversee, and provide transition services for students with 1/DD in secondary schools to prepare students to leave school and enter postsecondary employment or education. Transition services are "a coordinated set of activities for a young person with a disability, designed within an outcome oriented process, that promotes movement from school to post-school activities including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation." R.I. Gen. Laws § 16-24-18(e)(l).
49. Rhode Island law requires local school districts to conduct individualized planning for children with 1/DD regarding their postsecondary goals; and this process of transition planning must begin by age fourteen, or younger if determined appropriate in the individualized education program. R.I. Gen. Laws § 16-24-18(d). Pursuant to Rhode Island law, ORS vocational rehabilitation counselors and BHDDH representatives should participate in the
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individualized transition planning process if they provide or will provide services to the young
person with a disability in their individual plan. !d. 50. In March 2013, BHDDH adopted an Employment First policy, which states: [E]mployment opportunities in fully integrated work settings shall be the first and priority option explored in the service planning for working age adults with developmental disabilities in Rhode Island. While all options are important and valued, integrated employment is more valued than non-employment, segregated employment, facility-based employment, or day habilitation in terms of employment outcomes for individuals with developmental disabilities.
Department of Behavioral Health, Developmental Disabilities and Hospitals, "Rhode Island
Employment First Policy: A Time for Action" (Feb. 2013), available at www.riddc.org/downloads/BHDDHEmploymentFirstPolicy21213.doc. The Rhode Island Employment First Policy and Five Year Implementation Plan, adopted in February 2013, states:
It is expected that through implementation of this policy, individuals will be engaged primarily in paid employment. However, it is recognized that for individuals who are working on a part time basis, employment may not fully occupy their weekday hours. For these individuals, it is expected that the priority for activities during non-working daytime hours should be on supporting individuals in other typical adult activities in the community, including volunteer work, recreation, and daily living activities.
Department of Behavioral Health, Developmental Disabilities and Hospitals, "Employment First Rhode Island State Policy and Five Year Implementation Plan" (Feb. 2013) (on file with BHDDH).
51. Nevertheless, the State, and BHDDH, only recently issued this Employment First
Policy, and prior to this policy's issuance there was no state level policy that prioritized
integrated employment or day services for persons with 1/DD as service planning options in
Rhode Island. 52. The City, including the Providence Public School Department, does not have an
Employment First Policy.
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B. The State Unnecessarily Segregates Individuals with 1/DD at the Provider TTP 53. TTP is a non-profit corporation organized under the laws of Rhode Island. It is
licensed by BHDDH to provide both sheltered workshop and day program services to persons withi/DD.
54. Approximately 90 persons with 1/DD currently receive employment and day services at TTP. TTP bills its services to BHDDH under the sub-category of "day program services."
55. TTP serves approximately 40% of all individuals with 1/DD who Rhode Island has reported to CMS receive prevocational services in facility-based settings, making TTP one of the largest facility-based employmentproviders in the State.
56. TTP is a segregated setting with many of the hallmarks of other segregated settings: the physical layout is institutional in nature, individuals work in fixed, highly regimented schedules and routines, individuals exercise very limited choice over the activities that they engage in throughout the day, the duration of individuals' placements in the facility are for significantly long periods of time, and importantly, at TTP, individuals with disabilities are not able to interact with individuals without disabilities to the fullest extent possible.
57. TTP provides virtually all of its services on-site at its facility at 20 Marblehead Avenue, North Providence, Rhode Island. This facility is a former elementary school building, which TIP has owned for many years. As of January 2013, the building was in disrepair and considerable public health and occupational safety issues have been documented by the State and its agents with regard to TIP's facility and program.
58. The TTP facility is located in a residential neighborhood. Its location is neither pedestrian friendly nor easily accessible by public transit. The TTP facility is in tHe proximity of
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few businesses or public spaces in which interaction with non-disabled individuals would be likely to occur.
59. . The physical layout ofTTP's facility is institutional in nature, in that the space designated for TTP service recipients with 1/DD is largely separated from the space designated for TTP's management and staff.
60. Most of the service recipients' time at TIP is spent engaged in rote manual tasks such as assembling, sorting, packaging, and labeling jewelry supplies and medical supplies on inflexible schedules. Such tasks are frequently not matched by the provider to individuals' abilities and strengths.
61. Two TTP service recipients are assigned to the basement of the facility on the "Pandora's Products" product line, which involves more demanding tasks. There, they use various kitchen utensils to repetitively stuff peppers with ham and seasonings and to grate and package Romano cheese. They place the food products in jars and label the jars, which TTP then sells via a wholesale catalog business.
62. A handful of non-disabled staff supervises the workshop floor by monitoring individuals' production. TTP service recipients have little or no contact with non-disabled persons other than paid staff.
63. All TTP service recipients are paid below minimum wage. The provider reported that one person earned as little as 14¢ per hour, and that individuals at TTP make the average hourly wage of $1.57 per hour.Z
64. When individuals with 1/DD take breaks from performing workshop tasks at TTP (for example, when work is slow or unavailable) they generally cannot leave the facility grounds.
2 See supra, note 1.
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Instead, service recipients participate in the provider's day program known as the "continued socialization program," which functions as a set of supervised activities designed to keep service recipients occupied at times during the day when they are not working. As part of the continued socialization program, individuals with IIDD typically sit at their workstations playing cards, coloring, or talking.
65. Consistent with its operation ofboth a sheltered workshop and the continued socialization program, TTP is licensed by BHDDH to provide, and it bills for, both day and employment services interchangeably. TTP's continued socialization program is also segregated.
·66. As part of its continued socialization program, TTP occasionally holds scheduled, supervised recreational activities. As with TTP's workshop activities, these recreational activities are generally attended only by TTP service recipients and staff and provide individuals with IIDD practically no opportunity to socialize with non-disabled peers. Individuals who participate in these activities remain under the strict supervision of paid staff at all times.
67. TTP service recipients often remain at TTP for decades: (a) service recipients typically remain at TTP for 15-30 years; (b) within the last three years, only eight people have left TTP to access services elsewhere in the State's service system for individuals with IIDD; and (c) as of January 2013, only one or two individuals were known by the provider to have transitioned from TTP into work in integrated settings in recent memory.
68. TTP service recipients have had practically no contact with vocational rehabilitation counselors and, as of January 2013, TTP had no established relationship with ORS. Consequently, TTP services recipients have not received the services and supports necessary for initial placement in supported employment.
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69. Most, if not all, ofTTP service recipients are capable of participating in and benefitting from individual supported employment and integrated day services in the community. C. The State and the City Place Birch Students with 1/DD at Serious Risk of
Unnecessary Segregation in Sheltered Workshops 70. Approximately half (47%) of all individuals served by TTP over the past three years entered TTP directly from Rhode Island public schools, and more than two-thirds (70%) of that subset of service recipients entered TTP from Birch. Of the individuals served by TIP over the past three years, approximately one-third (32%) transitioned to T'fP from Birch. 71. Birch is a special education program located in a self-contained wing on the first floor of Mount Pleasant High School, and it has been designated exclusively for students with significant disabilities. "Almost all of the [Providence public school] district's students identified as having an intellectual disability at the secondary level attend Birch Vocational Center[.]" Improving Special Education Services in the Providence Public School District: Report of the Strategic Support Team of the Council of the Great City Schools, 84 (Summer 2011), available at http://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/4/Providence%20Special%20Edu cation%20Report.pdf. Both Birch and Mount Pleasant are administered by the City, including the Providence Public School Department. 72. Approximately 85 students with 1/DD, ages 14-21, currently attendiBirch, where the most prevalent diagnoses are autism and Down Syndrome. 73. Birch reserves one large classroom with several long cafeteria-style tables for use as a licensed sheltered workshop, and most students circulate through the sheltered workshop at some point during each school day as part of the school curriculum.
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74. Birch obtains contracts from private businesses for students to perform workshop tasks in its school-based workshop such as bagging, labeling, collating, and assembling jewelry to meet production deadlines. Birch students are supervised in the completion of tasks by school special education staff who monitor their production and ensure that the requirements of each contract are being met.
75. Most Birch students are paid substantially below the minimum wage for the completion of tasks in the sheltered workshop program. Records reflect that students at Birch who earned wages were typically paid between 50¢ and $2.00 per hour, no matter what job function they performed or how productive they were in the performance of that function.
76. The remainder of the students are given tasks similar to their paid peers but paid no wages at all. For example, such students have been instructed to place buttons in plastic bags, a task of similar quality to the tasks assigned to their peers, only to have their work dumped back into a pile at the end of the period or day, while their peers' work is used to meet contract requirements. However, these unpaid students are capable of participating in and benefitting from individual transition and supported employment services, and they demonstrate very few differences in ability from the students who are paid subminimum wages.
77. Students who are 14-15 years of age generally spend 55 minutes or more in the Birch sheltered workshop per day, while students who are 16 years of age generally spend 110 minutes or more in the sheltered workshop per day. There are approximately 24 to 27 students in the workshop at any given point of the day, as students cycle through the sheltered workshop during designated periods of the day. There are six 55-minute classroom periods per day. Therefore, students who cycle through the sheltered workshop for two periods in a day, or 110 minutes, spend up to one-third of their classroom instruction time in the sheltered workshop.
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78. The tasks that Birch's students perform in the school's sheltered workshop program are similar to tasks performed by TTP's adult service recipients. Indeed, in the past, TTP subcontracted some of its contract work to Birch for students to complete.
79. Birch students generally do not experience integrated transition work placements and are not provided with the transition services necessary to achieve their post-secondary employment goals.
80. On the contrary, most Birch students are given transition work placements only on school premises. For example, in addition to participation in the in-school sheltered workshop, some Birch students are given the job of assisting cafeteria staff with emptying the Mount Pleasant High School trash.
81. Most, if not all, of Birch's students with IIDD are capable of participating in and benefitting from integrated transition work placements and related services while in school, or work in integrated employment settings after they exit Birch. In fact, some Birch students have already demonstrated that they qualify for, and are not opposed to, working in integrated employment settings. For example, a handful of Birch students were previously engaged in integrated work placements at a hospital, but were discouraged from continuing their involvement in their work placements there by school staff.
82. Birch students typically do not exit school until they are 21 years of age. When Birch students reach 21 years of age and leave the school, they receive "certificates of attendance" instead ofhigh school diplomas.
83. If Birch students seek post-secondary employment services, they are often directly referred by school staff and/or BHDDH representatives to TTP or another sheltered
workshop provider in North Providence. BHDDH social workers have accompani~d students
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from Birch on tours ofTTP to become acquainted with TTP's services; and they have done so to the exclusion of touring or introducing students to integrated alternatives. Birch students are rarely introduced or referred to integrated employment or other integrated day service options prior to making referrals to TTP, and in the past twenty-six years only a handful of individuals have transitioned into individual supported employment after leaving Birch.
84. Birch students have had practically no contact with ORS. Consequently, Birch students have failed to be enrolled in ORS services prior to exit from Birch and no vocational rehabilitation counselor is or has been present at Birch students' IEP or ISP meetings. As a result, Birch students have been unnecessarily and unjustifiably excluded from accessing supported employment services through ORS, including 18 months of initial placement services.
85. The extent of the transition-related information or services available and accessible to Birch students and parents about post-secondary integrated employment and day services is: (1) a list of the approximately 38 BHDDH-licensed service providers, the vast majority of which are segregated facility-based programs, on which TTP is listed as one of two available providers located in North Providence; and (2) a letter from the Birch principal that is sent home with students approximately one to two months prior to their exit from Birch informing families of the telephone number for BHDDH to seek more information about possible postsecondary employment and other services.
86. The City, including Providence Public School Department, has long been aware that Birch places students at risk of postsecondary segregation in sheltered workshops, and fails to offer transition services designed to enable students to access integrated transition work placements and integrated employment-related services and supports. A 2011 report to the City's department of public schools stated:
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Concerns about [Birch's] provision of instruction and transitional activities and services for students ... include (1) access to the curriculum "at a very low level," (2) no expectation that students graduate with a regular diploma, (3) the fact that only one student takes public transportation to school, (4) access only to a sheltered workshop experience, (5) an attitude that immunizations required for hospital and medical center worksites would be harmful to students, and (6) limited interaction with the community. There appears to be no real desire to change the situation. Improving Special Education Services in the Providence Public School District: Report of the Strategic Support Team of the Council of the Great City Schools, 84 (Summer 2011), available at http://www.cgcs.org/cmsllib/DC00001581/Centricity/Domain/4/Providence%20Special%20Edu cation%20Report.pdf. D. Defendants' Actions and Failures to Act Have Caused TTP Service Recipients to Be Unnecessarily Segregated and Birch's Students to Be Placed at Risk of Segregation. 87. Defendants' actions and failures to act have resulted in the unnecessary placement of persons with 1/DD at TTP and have given individuals served at TIP little genuine opportunity to make the informed choice to receive supported employment and integrated day services in the community. Likewise, Defendants are responsible for placing Birch's students at risk of future segregation. 88. The State, through BHDDH, failed to ensure that TTP service recipients were engaged in a meaningful ISP process that documented their employment goals. For instance, ISPs completed by TTP were not conducted consistently or annually; they were rarely completed in the presence oflegal guardians, family members, or BHDDH social workers; they were conducted without access to necessary translation services; and they routinely included recycled and boilerplate language regarding service recipients' employment goals and interests.
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89. Although nearly 40% ofTTP's service recipients stated in their ISPs that they wanted outside employment, a real job in the community, to earn more money, or participate in activities in the community, few if any were offered vocational evaluations or situational assessments, or were introduced to information about, or opportunities to experience, integrated supported employment or other day activity services.
90. While the State does provide some integrated supported employment and integrated day services, overall it has not provided a sufficient quantity or supply and has overrelied on the segregated provider TTP.
91. The State has failed to provide vocational rehabilitation services to individuals with 1/DD at TTP.
92. The State and the City failed to introduce students with 1/DD at Birch to information that would have allowed them to make informed choices about post-secondary integrated employment or day services.
A. The State and City, through operation and administration of the Birch sheltered workshop, prepared, acculturated, and trained Birch students for lives in sheltered workshops by requiring many students to spend parts of each school day in Birch's own in-house sheltered workshop.
B. The State and the City failed to provide transition planning or vocational services to Birch students with IIDD, in direct contravention of Rhode Island statutory requirements to provide transition services to students with disabilities to assist, inter alia, their transition to postsecondary integrated employment settings. R.I. Gen. Laws § 16-24-18.
i. Only 2 of 120 Birch students over the past four academic years received transition-related assessments that were employment-related, like situatio al or
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community-based vocational assessments. Most assessments that were conducted were premised upon teacher-observations at Birch or paper/web-site based assessments, and very few were actually employment-related.
ii. Many students at Birch were explicitly and exclusively prepared for sheltered workshop placements after graduation, while other integrated employment alternatives were unexplored.
C. While at Birch, many students received no transition-related services specific to assisting them to work in integrated settings, in spite of some students' specifically enumerated postsecondary goals of competitive employment.
D. Students at Birch (a) were rarely, if ever, referred to supported employment providers while they were preparing to leave school; (b) were rarely, if ever, taken on site visits to observe integrated supported employment or day services or gain trial work experiences in supported employment, prior to being referred to TTP; and (c) were directly referred to TTP without first having been presented with integrated alternatives.
E. The State failed to provide vocational rehabilitation services to these individuals when they were preparing to leave Birch.
93. The City and the State are also continuing to place all of Birch's current students at risk of future segregation in sheltered workshop and facility-based day program settings such as TTP, to the exclusion of integrated alternatives, by failing to provide Birch students with the services and supports necessary to make the informed choice to work in an integrated employment setting or to receive integrated day services.
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E. Individuals with 1/DD at TTP and Students with 1/DD at Birch Are Qualified for and Are Not Opposed to Receiving Services in More Integrated Settings. 94. Individuals with 1/DD receiving services at TTP and Birch have similar diagnoses
and support needs as individuals who successfully work in integrated employment settings or otherwise engage in integrated day activities, with the types of services and supports that currently exist in Rhode Island's transition-related educational and day activity service systems.
95. Numerous TTP service recipients, including former Birch students who now receive services at TTP, have expressed their desire to receive the necessary supported employment services or integrated day services that would allow them to work or otherwise participate in integrated settings.
96. Likewise, records from the past four years reflect that the majority of Birch students (79 of 120, or 65.8%) expressed a desire for competitive employment and/or stated the goal of working in integrated settings. For instance, Birch students expressed a desire to work in a daycare, a supermarket, a hardware store, a movie theater, a hospital, as a florist, with animals, and with computers; yet there is little evidence that any services or supports were offered for these students to be able to realize their stated goals.
97. Many Birch students and TTP service recipients have worked in integrated employment settings and/or participated in integrated day services in the past, and are not opposed to receiving those services in the future. F. With Reasonable Modifications to Their Existing Services, Defendants Can Ensure
That TTP Service Recipients and Birch's Students Are Able to Access Services in Integrated Settings and Are Not Placed at Risk of Future Segregation. . 98. The State can, through reasonable modifications to its vocational rehabilitation and day activity service systems, provide individuals with 1/DD receiving services from TTP with opportunities to receive employment and day services in integrated settings, rld thereby be
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able to work in competitive employment in the community or otherwise engage in self-directed activities in the community during hours when not working or receiving residential services.
99. The State and City can, through reasonable modifications to their transition, vocational rehabilitation, and day activity service systems, ensure that Birch students with IIDD are no longer placed at risk of segregation, including at TTP, and are instead provided with transitional services and supports that allow individuals to learn about and experience integrated employment and day services in order to make an informed choice to receive such services in integrated employment and day settings once they exit secondary school.
100. The types of services and supports needed to provide TTP service recipients with integrated supported employment and day services already exist in the State's vocational rehabilitation and day activity service systems and are currently provided to some individuals with IIDD in the State. These services include but are not limited to: discovery, vocational assessment, job coaching, job training, job oversight and supervision, and transportation.
101. The types of services that could be provided to Birch students to prevent the risk of segregation already exist in Defendants' transition, vocational rehabilitation, and day activity service systems. Moreover, such services are already provided to some students with I/DD in the State, including in Providence.
102. The actions needed to remedy Defendants' transition, vocational rehabilitation, and day activity service systems to ensure compliance with the ADA could be achieved through the redirection, reallocation, expansion, and coordination of existing resources. G. The United States' Investigation
103. On February 14,2013, and March 20, 2013, the Department presented its findings to counsel for the State and State officials during in-person meetings regarding TTIP and Birch.
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On April9, 2013, the Department participated in a conference call with the City, along with counsel for the State, and presented its findings with respect to Birch. The Department provided the State and City notice of their failures to comply with the ADA, and outlined the steps necessary for the State and City to meet their obligations under the ADA. The Department also communicated that, in the event that resolution could not be reached by voluntary means, the Department may initiate a lawsuit.
104. On June 7, 2013, the Department provided the State and City with official notice of its findings and the minimum remedial measures necessary for the State and City to address identified ADA violations, memorializing the Department's previously communicated extensive oral findings.
105. Over the course of several months, the Department met with State and City officials and exchanged written proposals in an attempt to reach a resolution to the deficiencies identified in the Department's oral and written findings. The parties ultimately reached agreement.
106. All conditions precedent to the filing of this Complaint have occurred or been performed.
VIOLATION OF TITLE II OF AMERICANS WITH DISABILITIES ACT (42 U.S.C. § 12131 et seq.)
107. Paragraphs 1 through 106 of this Complaint are hereby re-alleged and incorporated by reference.
108. Defendants State of Rhode Island and City of Providence are both public entities subject to Title II ofthe ADA, 42 U.S.C. § 12131(1).
109. The following persons have a disability covered by Title II of the ADA, 42 U.S.C.
I
§§ 12102, 12131(2), and qualify for receiving or participating in vocational rehabilitation, day
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activity, and/or transition-related educational services, programs, or activities provided by Defendants: (a) individuals with 1/DD who receive services at TTP; and (b) students with 1/DD currently or recently enrolled at Birch.
110. The State has violated and continues to violate the ADA by (a) administering and delivering its vocational rehabilitation, day activity, and transition services in a manner that has unnecessarily caused TTP service recipients to be denied the opportunity to receive the benefits of Defendants' services in the most integrated setting appropriate to their needs, and has unnecessarily caused Birch's students to be placed at risk of segregation at TTP; and (b) failing to reasonably modify its administration and delivery ofthese services in a manner that would avoid discrimination against, and unnecessary segregation or risk of segregation to, these individuals with disabilities.
111. The City has violated and continues to violate the ADA by (a) administering, planning, funding, and structuring Birch in a manner that has unnecessarily caused TTP service recipients who attended Birch to be denied the opportunity to receive the benefits of Defendants' services in the most integrated setting appropriate to their needs, and has unjustifiably placed current Birch students at risk of segregation at TTP or another segregated provider; and (b) failing to reasonably modify its administration, planning, funding, and structuring of Birch in a manner that would avoid discrimination against, and unnecessary segregation or risk of segregation to, these individuals with disabilities.
112. Defendants' actions constitute discrimination in violation of Title II of the ADA, 42 U.S.C. § 12132, and its implementing regulations at 28 C.F.R. pt. 35.
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Case 1:13-cv-00442-L-PAS Document 1 Filed 06/13/13 Page 28 of 30 PageID #: 28
113. Providing services in integrated settings to persons with IIDD at TTP and ensuring that students with IIDD at Birch are not placed at risk of segregation at TTP can be reasonably accommodated.
PRAYER FOR RELIEF WHEREFORE, the United States of America prays that the Court: A. Grant judgment in favor of the United States and declare that Defendants have violated Title II of the ADA, 42 U.S. C. § 12131 et seq., by failing to make reasonable modifications to services, programs, or activities for persons with IIDD that would have enabled service recipients of Training Thru Placement, Inc. to obtain services, programs, and activities in the most integrated setting appropriate to their needs and ensured that students of the Harold A. Birch Vocational Program were not placed at risk of segregation at TTP or another segregated provider; B. Enjoin Defendant State of Rhode Island to:
1. Cease discriminating against employees with IIDD at Training Thru Placement, Inc. and students with IIDD at the Harold A. Birch Vocational Program;
2. Provide each and every person with IIDD employed at Training Thru Placement, Inc. with vocational rehabilitation, integrated supported employment and integrated day services programs, or activities, which are consistent with his or her individual needs and which are designed to allow him or her to secure, maintain, and succeed in integrated employment settings and otherwise engage in self-directed activities in the community at times and frequencies and with persons of their own choosing at times when not receiving employment or residential services;
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Case 1:13-cv-00442-L-PAS Document 1 Filed 06/13/13 Page 29 of 30 PageID #: 29
3. Ensure that each and every student with IIDD in the Harold A. Birch Vocational Program is provided with vocational rehabilitation, day activity services, including integrated supported employment and integrated day service programs, and transition-related educational services, programs, or activities, which are consistent with his or her individual needs and which are designed to allow him or her to secure, maintain, and succeed in integrated employment and day settings following his or her departure from school.
C. Enjoin Defendant City of Providence to: 1. Cease discriminating against students with IIDD enrolled at the Harold A.
Birch Vocational Program; 2. Ensure that each and every student with IIDD in the Harold A. Birch
Vocational Program is provided with vocational rehabilitation and educational services, programs, or activities, which are consistent with his or her individual needs and which are designed to allow him or her to secure, maintain, and succeed in integrated employment settings and other integrated day settings following his or her departure from school.
D. Order such other appropriate relief as the interests ofjustice may require.
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Case 1:13-cv-00442-L-PAS Document 1 Filed 06/13/13 Page 30 of 30 PageID #: 30

Dated: June 13, 2013

Respectfully submitted,

PETER F. NERONHA United States Attorney District of Rhode Island 50 Kennedy Plaza, 8th Floor Providence, RI 02903 Phone: (401) 709-5000 Fax: (401) 709-5001

THOMAS E. PEREZ Assistant Attorney General
EVE L. HILL Senior Counselor to the Assistant Attorney General
ALISON BARKOFF Special Counsel for Olmstead Enforcement Civil Rights Division
REBECCA B. BOND Section Chief SHEILA M. FORAN Special Legal Counsel ANNERAISH Deputy Chief

REGINA KLINE (Md. Atty. #0812170152) H. JUSTIN PARK Trial Attorneys Disability Rights Section Civil Rights Division United States Department of Justice 950 Pennsylvania Avenue, NW - NYA Washington, DC 20530 Phone: (202) 307-0663 Fax: (202) 305-9775 regina.kline@usdoj. gov
Counsel for Plaintiff United States ofAmerica

30

 
 Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 1 of 63 PageID #: 83
        
Report of the Court Monitor
Progress on the Interim Settlement Agreement United States v. State of Rhode Island and the City of
Providence
United States District Court District of Rhode Island Civil Action No. 13-442L
June 13, 2013 as Modified July 11, 2014
Period of Review: July 1, 2014 – December 31, 2014
Respectfully Submitted
Charles Moseley U.S. District Court Monitor
Issued March 31, 2015 Revised April 1, 2015

Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 2 of 63 PageID #: 84

Table of Contents

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I. Executive Summary
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II. Introduction
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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 8 of 63 PageID #: 90

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• .-+!BV.-"('V'V.))(+-VF-"('VGAV!V/%()&'-V'V"&)%&'--"('V(V 'V(.-+!BV"'S+!V'V.-"('%V)+( +&V1)%"'"' V-!V'"-,V(V,.))(+-V &)%(2&'-V'V+,,"' V-!V('+',V(V&"%",VV V
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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 9 of 63 PageID #: 91

• -V(%%-"('V'V)(+-"' VF-"('V GAVV%",-"' V(V,)""V-V-!-V&.,-VV -!+V'V+)(+-V2V-!V--V'VV+(,,V5;V$2V(.-(&,V-(V,,,,V
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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 10 of 63 PageID #: 92

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 11 of 63 PageID #: 93

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 12 of 63 PageID #: 94

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 13 of 63 PageID #: 95

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 14 of 63 PageID #: 96

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 15 of 63 PageID #: 97

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 16 of 63 PageID #: 98

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


Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 29 of 63 PageID #: 111

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

Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 30 of 63 PageID #: 112

• '+,V-!V,!((%N,V.'+,-'"' V(V-!V2(.' V.%-DV V
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'.+2V6458BV2(+V/+,V!%VV&-"' V 0"-!V)+'-,V-(V+,,V('+',V'V)+(/"V,.))(+-V+ +"' V-!V"&)%&'--"('V(VK,V )%',V'V (%,AVV 'V2V6458BV-!V(.+-V('"-(+V!%VV)+'-V&-"' V0"-!V)+'-,V-(V+/"0V -!V)+(/","(',V(V-!V V'V',0+V*.,-"(',AV V V+)(+-,V-!-V,VV+,.%-V(V(+-,V-(V"&)+(/V(&&.'"-"('BV)+'-,V!/V(&V/+2V ,.))(+-"/V(V-!V,!((%K,V0(+$V'V!/V,--V-!"+V()"'"('V-!-V-!"+V!"%+'V+V)+-V(VV !" !V,!((%V1)+"'V-!-V'(0V)+)+,V-!&V-(V,.,,.%%2V-+',"-"('V-(V(&)-"-"/V "'- +-V&)%(2&'-V'V!"/V-!"+V)(,-V,('+2V (%,AVV(,-V+'-%2BV+(#-V+!V )+'-,V)+,'-V-(V645:V1"-V,-.'-,V'V&"%",V+ +"' V-!V'"-,V(V+(#-V+!V'V !(0V-!"+V!"%+'V!/V!"/V'V/%()V"'V-!V)+( +&AVVV+)(+-,V-!-V-!V (&&.'"-"('V'V-+',)+'2V(V-!V)+(,,V!,V,,",-V-!V)+'-,V"'V%"' VV,',V(V ,V'V-+.,-V"'V-!V)+( +&V'V-!2V+V'(0V,"' V-!V +(0-!V'V,$"%%,V"'V-!"+V!"%+'V-(V !"/V-!"+V (%,AV V V+)(+-,V-!-V"-K,V (%V",V-(V%+'V+(&V"-,V(+-,V-(V!' V-!V%"&-V'V.%-.+V-V(.'-V %,'-V" !V!((%V2V+/"0"' V'V'%23"' V-!V(.-(&,V(V-!V"&)%&'--"('V)+(,,V



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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 31 of 63 PageID #: 113

'V"'(+)(+-"' V,-V)+-",V-(V"&)+(/V)+( +&V)%''"' V'V()+-"('BV(',",-'-V0"-!V -!V)+(/","(',V(V-!V AVV!V+(/"'V!((%V)+-&'-V0"-!V,.))(+-V+(&V&'2V(-!+V "'"/".%,BV-!+,BV&"'",-+-(+,V'V(&&.'"-2V '",BV)%',V-(V('-"'.V"&)+(/&'-V (+-,V,(V-!-V,-.'-,V'"-V+(&V-!V+" (+(.,V"',-+.-"('BV.%%V"'- +-"('BV(&&.'"-2V,V ,+/",V'V(' ("' V+/"0V'V,,,,&'-V-(V!"/V-!"+V)(,-S,('+2V (%,AVVV V
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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 32 of 63 PageID #: 114

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 50 of 63 PageID #: 132

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 51 of 63 PageID #: 133

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 53 of 63 PageID #: 135

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 55 of 63 PageID #: 137

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 59 of 63 PageID #: 141

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Case 1:13-cv-00442-JJM-PAS Document 7 Filed 10/16/15 Page 62 of 63 PageID #: 144

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

 
 Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 1 of 40 PageID #: 150
Report of the Court Monitor Progress on the
Interim Settlement Agreement United States v. State of Rhode Island and the City of Providence
United States District Court District of Rhode Island Civil Action No. 13-442L
June 13, 2013 as Modified July 11, 2014 Period of Review: January 1, 2015- September 30,2015
Respectfully Submitted
Charles Moseley Ed.D. U.S. District Court Monitor
Issued: January 15, 2016

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 2 of 40 PageID #: 151

Table of Contents

I. Executive Summary

3

II. Introduction

8

A. Background

8

B. Definitions

8

c. Scope and Target Populations

9

D. Assessing Progress

9

III. Findings: Review of Progress

11

A. Outcomes

11

B. Supported Employment Services and Placements

11

c. Integrated Day Services

17

D. Career Developmental Planning

19

E. Transition Planning for Youth

23

F. Training

25

G. Outreach, Education and Support

27

H. Provider Capacity

28

I. State Agency Actions

30

J. Interagency Collaboration

30

K. Funding

31

L. Quality Improvement

32

M. Data Collection and Reporting

36

VI. Concluding Comments

39

2
i '

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 3 of 40 PageID #: 152
I. Executive Summary
This report reviews actions taken by the State of Rhode Island and the City of Providence Public Schools Department to comply with the terms and conditions of the Interim Settlement Agreement (ISA) during the period January 1, 2015 ·-September 30, 2015. The ISA resolves the United States' findings of violations by the State and the City of Providence of Title II of the ADA with respect to the provision of public services to individuals with intellectual and developmental disabilities that resulted in their unnecessary segregation or risk of segregation. The Agreement broadly concerns two populations of individuals receiving sheltered workshop services from one of two public programs in Providence Rhode Island: (a) Training Through Placement (TTP), a sheltered workshop run by a private non-profit agency; and (b) the Harold A. Birch Vocational Training Program (Birch) at Mount Pleasant High School operated by the Providence Public School Department. The relevant entities responsible for implementing the ISA regarding TTP are three State agencies including the Department of Behavioral Health Developmental Disabilities and Hospitals (BHDDH), the Office of Rehabilitative Services (ORS), and the Rhode Island Department of Education (RIDE). These three State agencies and the City of Providence Public Schools Department (PPSD) are responsible for implementing the ISA regarding Birch. The report documents efforts taken by the State and PPSD to comply with performance benchmarks associated with each of the operational provisions of the Agreement and the extent to which corrective actions identified in previous ISA Progress Reports were taken. During this reporting period BHDDH, RIDE, and ORS, and PPSD accomplished benchmarks associated with each of the requirements, provisions and timelines included within the Settlement Agreement. Although progress has been made in some areas, each of the three state agencies has missed reporting and performance deadlines. Necessary policies and programs have not been fully developed or operationalized across several key performance areas. Barriers to progress due to insufficient funding for employment services, the lack of resources to support state-level systems change and ineffective interagency collaboration have inhibited efforts to move forward. Additional actions need to be taken by the State to fulfill its responsibilities under the Agreement. The following issues require particular attention:
• The numbers ofiSA Target Group Members placed in integrated supported employment and integrated day programs have not reached required benchmarks.
• Required Career Development Planning policies and practices have not been implemented byBHDDH.
• The required Quality Improvement Initiative ensuring the provision of oversight, monitoring, and service improvement has not been fully implemented by BHDDH and ORS.
• State agencies, BHDDH and ORS have not provided complete andjor timely responses to the Monitor's recommendations regarding compliance related changes.
• Although not specifically required by the terms of the ISA, the limited scope and authority of the State Coordinator inhibits th'e ability of the State to direct, manage and implement changes and required activities across departments. Please note that the State has reported to the Monitor that this recommendation currently is being implemented.
3

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 4 of 40 PageID #: 153
• Staffing and personnel resources at BHDDH do not appear to be sufficient to carry out needed activities. Please note that the State has reported to the Monitor that steps are being taken to address this recommendation.
The following sections provide a summary of performance listing key areas where the State and PPSD have met requirements, demonstrated substantive progress or have not met the terms and conditions of the ISA.
ISA Provisions and Benchmarks that have been Met
• PPSD and Mount Pleasant High School took affirmative steps to meet the terms and conditions of the ISA across the majority of performance benchmarks showing marked progress across virtually all key areas including trair!ing, career development planning, quality improvement and support coordination.
o Integrated supports and services. All members of the Mount Pleasant Birch Exit Population who chose to become engaged with PPSD are receiving the supports and services needed to introduce them to work in integrated settings as required by the !SA.
o Supported employment. Each member of the Birch Transition Target Population engaged with PPSD received a full array of supported employment services as required by the ISA.
o Data Analysis and Reporting. PPSD is providing detailed and comprehensive data reports on a quarterly basis as required by the ISA.
o Career Development Planning. Person centered career development planning is being provided to all members of the Birch Transition Target Population.
o Regulatory Reform. PPSD developed and/or revised regulations to define supported employment and related services and supports in a manner that is consistent with ISA requirements.
o Values-based competency-based training and technical assistance. PPSD (in conjunction with RIDE and the Rhode Island College Sherlock Center) furnished training to provider staff, individuals with disabilities and their families.
!
o Provider capacity. PPSD has secured additional staff to provide job development, job training and job coaching se!vices.
'
o Quality assurance. PPSD haslimplemented the required quality improvement activities.
• The State (BHDDH, ORS and RIDE)
o Training and Technical Assistance. The State strengthened its contractual relationships with the Rhode Island College Sherlock Center to provide ongoing provider training opportunities, support to families, technical assistance, and policy guidance. A wide array of courses and training opportunities is being provided by the Sherlock Center to staff from IDD provider agencies and schools statewide.
4

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 5 of 40 PageID #: 154

o RIDE continues to strengthen its ability to meet key benchmarks in the areas of staff training, quality improvement, transition and service delivery

o Values-Based Competency-Based Training. A values-based competency-based training program was developed by the State and was approved by the Court Monitor. RIDE in conjunction with PPSD furnished training to provider staff, individuals with disabilities and their families. BHDDH and ORS established forms and methods for ensuring providers meet qualification and pre-qualification requirements.

o Provider Capacity. BHDDH has worked with TTP to improve the ability of the agency to hire and retain qualified staff.

o Regulatory Reform. The State (BHDDH, ORS and RIDE) developed andjor revised regulations to define supported employment and related services and supports in a manner that is consistent wi~h ISA requirements.

ISA Provisions and Benchmarks with Substantive Progress Demonstrated

• Employment in Integrated Settings. The percentage of Birch Exit Population members who are employed in integrated settings increased from 14% to 31% during the past six months, but continues to fall short of the required benchmark 100%.

• Benefits Planning. The percentage of individuals in the TTP and Birch Target Populations who have engaged in benefits planning and have benefits plans in place has increased, but is still below the required benchmark

• Expanding Capacity. The Sherlock Center in collaboration with ORS and BHDDH, prepared and submitted but not fully implemented a State Plan for Benefits Counseling and Work Incentive Information to increase the in-state capacity for benefits planning activities.

• School Transition. RIDE, ORS and BHDDH developed a detailed Transition Timeline to identify key transition milestones and guide efforts to ensure members of the protected class receive the supports they need and are entitled to during their transition from school to work and adult services. RIDE and the other departments are reviewing activities to ensure the Timeline remains current.

• Provider Qualifications. BHDDH and ORS are collaborating on the development and implementation of a uniform methodology for tracking provider qualifications and training. The format has yet to be completed and implemented.

• Data Collection. BHDDH is working With the Sherlock Center to expand the Center's annual provider survey to gather and repor1t on a quarterly basis the specific performance data
1
required by the ISA.

ISA Provisions and Benchmarks that have Not Been Met or Completed

•

Meeting Required Deadlines. BHDDH and ORS are not responding in a timely fashion to performance benchmarks, reporting deadlines and compliance related requests for information

as required by the ISA and the Court Monitor. Over half (52%) of the recommendations and

5

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 6 of 40 PageID #: 155

wrMeiqothuniiintrqe9rm0deudnratiysnsginatcshleuredpqerudeivrineiodtu.hsSereMevpeoornarilttorrere'qmsuIaeSisAntesRdfeouprnoianrdtfdodrrametesasdteiAdonparsailno1df,Sp2er0po1tg5ermawmbeercreh3na0on,gt2er0es1smo5l.avdeedby the

•

Integrated Employment. The numbers of Protected Class members working in integrated

employer-paid jobs in typical business continues to December 1, 2014. Employment rat(:)S for the Birch

fall Exit

short of the benchmark of Target Population and the

100% by TTP Target

Population are 31% and 36% respectively.

•

Career Development and implementation

Planning. BHDDH has not issued guidelines governing the development of individualized person-centered Career Development Planning for all

members of the protected class, due on September 1, 2013.

J

•

hCmaaevrmeeebnreoDrtseoovcfectluhorepremTdTe.nPAtlTlPaalarrgneneotinuPgtooCpfuWdlaaStt/eiToaTnnPad.rPemeruressqotunbi-erceredenvttoieerbweederdCe.vaCireeawerereeDdr eDavneenvluoeapllomlpyem. nAetnnPntluPaanlalsnrfesovraireaelwlnsot

located in client files as required.

•

Average Hours Worked. Data on the average hours worked per TTP Target Population show a decline over a three-year period

week across of 31% from

all members 16 hours in

of the 2013

to 11 hours in 2015. This level is far short of the 20 hours per week benchmark identified in the

ISA and needs to be improved.

·

•

Variance Monitor.

Policy. A Variance Policy and Process was developed by the State and BHDDH is working with a contractor to develop and conduct training.

approved However,

by the the

implementation implementation

of of

the the

policy policy

has has

not not

yet occurred and is long overdue. Training on the been provided. Additional steps must be taken to

provide

training and information to providers, individuals with implementation of the policy. Evidence reported to the protected class members may be interested in learning

disabilities and families on the Monitor suggests that a number of about and applying for a variance.

None

have been submitted to the Monitor for review.

•

Program Standards. Program standards required by the ISA to in process in BHDDH and ORS but have not been implemented

assure and improve quality are as a part of each department's

quality improvement initiative.

•

Quarterly On-site Reviews. BHDDH is not conducting quarterly on-site reviews of service sqqeuuraavlriitcteyerslaytreTocnTe-PisviceteodnrbesyivsiOteeRwnSts-wofufitTnhdTetPhdesienrredvqiivucieidrueqamulaselniatttysTaoTsfPrtheoeqnuIaSirAmedaotnbttyhhitlshyetbimIaSseAi.s. ObBRuoStthiissangreoevtnicceiowensidnaugrceting

working to improve performance in this area.

•

tbDrheeaecitnoapgmuCprmopeleolrefnscodetriamootnfieo,idmnAsipnnaraoarlyevcsinoinsomgatpsnberdeerivhMniegcnoepnsidrivteeoeplriaivmnregear.ydnT,narheneerdmaaposgrvgroiernveqgigudabietradieordtrnoibeatyrhnstedhadaennidIraSeilAcmy.tsopQisrrsuooavofrifttnheBgerHloyiDunrDtfecoHpormomarnaetdtssiowiOsnRintfShoo. tr

The State has not made substantive improvements in this area since the last ISA Progress

Report was issued.

6

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 7 of 40 PageID #: 156
• Coordination of ISA Activities. The coordination of ISA related activities across State agencies and collaboration between departments needs to be improved.
This progress report documents the status of the efforts by the State of Rhode Island and the City of Providence Public Schools Department to meet the requirements, provisions and benchmarks included within the ISA. A short description of each provision is provided followed by a status report and summary. Each section concludes with a statement of recommendations that the State and/or PPSD should take to meet the requirements of the Agreement.
7

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 8 of 40 PageID #: 157
II. Introduction
This report describes the actions taken by the State of Rhode Island Department Behavioral Health Developmental Disabilities and Hospitals (BHDDH), the Rhode Island Department of Education (RIDE), the Office of Rehabilitative Services (ORS) and the City of Providence Public Schools Department (PPSD) to meet the terms and conditions of the Rhode Island Interim Settlement Agreement (ISA) between January 1, 2015 and September 30, 2015. Focus is on assessing the State's efforts to comply with the performance benchmarks associated with each of the operational provisions of the Agreement and evaluating the extent to which recommended actions identified in the ISA Progress Report submitted by the Court Monitor on April1, 2015 were taken. A. Background The ISA resolves the United States' findings of violations by the State of Rhode Island and the City of Providence of Title II of the Americans with Disabilities Act (ADA) by discriminating against individuals with intellectual and developmental disabilities (IDD) served by two programs, Training Thru Placement (TTP)l and the Harold A. Birch Vocational Program (Birch) at Mount Pleasant High School in Providence. The Settlement Agreement seeks to remedy findings issued by the U.S. Department of Justice (DOJ) on June 13, 2013 that services furnished by TTP and Birch segregated or placed at risk of segregation approximately 200 individuals with IDD across both programs. The Settlement Agreement is intended to ensure that the State and PPSD will meet in a timely fashion the requirements of Title II of the ADA 42 U.S.C. § 12131, et seq., as interpreted by the United States Supreme Court in Olmstead v. L.C., 52 7 U.S. 581 (1999) and through the administration and operation of the day activity services system for people with IDD, including employment, vocational, and day services (46-1-14 R.I. CodeR.§ 43.0). The agreement pertains to services furnished to people with IDD by TTP and Birch, as well as any successor programs to TTP and Birch. Through this Interim Agreement, the Parties make clear their intention to achieve the goal of community integration for all for individuals with IDD being served, identified for referral, or at risk of entering TTP and Birch. B. Definitions. The ISA pertains to the delivery of employment services and supports to members of the protected class by PPSD and by the State through three departments: BHDDH, RIDE, and ORS. Each of these state agencies fund and provide or arrange for the provision of employment related services and supports to members of the three Target Populations (see below) in a slightly different manner consistent with its mission, purpose and the nature and scope of services delivered. Special education services are provided to members of the target populations by the Birch Vocational School at Mount Pleasant High School. RIDE administers state educational policy including the special education services provided to children with disabilities transitioning from special education classrooms to employment and adult services. The mission of ORS is more narrowly focused "to empower individuals with disabilities to choose, prepare for, obtain, and maintain employment, economic self-sufficiency, independence, and integration into society." ORS' Rehabilitation services generally are time limited, addressing the delivery of employment related supports including vocational assessments; the development of an individual employment plan, job placements, job coaching and assisting students with disabilities transition from school to
1 Training Through Placement has recently changed is name to Community Work Services or "CWS." Throughout this document the program will be referred to as "CWS/TTP."

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 9 of 40 PageID #: 158

integrated community employment and adult services. BHDDH's Division of Developmental Disabilities offers a comprehensive array of services to Medicaid eligible adults throughout their life span as they transition from special education classes in school to adult supports in the community. Services are comprehensive, designed to enable people with the most intensive intellectual and developmental needs to live in their own homes with family and friends, participate in integrated community activities during the day and become employed in regular jobs, working alongside nondisabled co-workers and paid at prevailing wages.
The ISA defines key operational terms, service definitions, program types and required activities to facilitate cross agency collaboration and ensure consistency in language, interpretation and understanding among the many individuals and groups who are involved in carrying out the ISA's objectives (see Section II).

C.

Scope and Target Populations (ISA Section III)

Under the terms of the original Interim Settlement Agreement (Section III (A)(1)-(3.) dated June 13, 2013 the State agreed to ensure that supported employment services, integrated day services, and transition services will be provided to the following individuals:

1. TTP Target Population. Individuals with IDD who receive day activity or sheltered workshop services at Training Thru Placement or have received services at Training Thru Placement or any successor organization in the previous year;

2. Birch Transition Target Population. Individuals with IDD who are transition-age youth currently attending the Harold A. Birch Vocational Training Program, or any successor program, at Mount Pleasant High School, and;

3. Birch Exit Target Population. Individuals with IDD who are transition age youth attending the Harold A. Birch Vocational Training Program, or any successor program, at Mount Pleasant High School who have exited Birch within the previous two years, or who will exit Birch within one year.

On July 11, 2014 the parties agreed to modify required outcomes related to two provisions of the ISA. The first modification clarified the interpretation of Section III(A)(3) to include in the Birch Exit Target Population transition-age youth with IDD attending the Birch program or any successor program at Mount Pleasant High School who exited Birch at any point during the 2010-2011, 20112012, 2012-2013 or 2013-2014 school years. The second modification changed the dates specified in Section IV(9) of the ISA requiring all individuals in the TTP Target Population and all individuals in the Birch Exit Population to be provided supported employment placements by December 1, 2014.

D. Assessing Progress
Data for this report was gathered through a number of different sources, methods and strategies including in-depth interviews with key administrators and policymakers, advocates, families and others; on-site observations of programs and services; interviews of protected class members at worksites; and structured meetings with key stakeholders. Specific activities involved:

9

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 10 of 40 PageID #: 159

•

Repeated interviews of the directors and key staff of the state agencies named in the Settlement Agreement from BHDDH, RIDE, ORS, and from the Providence Public School

District.

• Interviews of the Special Education Director for PPSD and the director and key staff of CWS/TTP.

•

Ongoing meetings with the director and Center who provide support to the State

key staff of the Rhode Island College Sherlock and provider agencies involved in carrying out

the

terms and conditions of the !SA.

• Visits to a sample of developmental disabilities provider organizations across the state, visits with people receiving support and interviews of the directors and key staff.
• In collaboration with an independent consultant, interviews with a representative sample of individuals with IDD receiving services from CWS/TTP and PPSD.
• Participation in meetings coordinated by PPSD staff tracking efforts to engage and reengage members of the Birch Look Behind Exit Population who had left school.

• Interviews and meetings with stakeholders on the content and pace of change in state agencies, BHDDH, ORS, and RIDE in response to the ISA.

•

Individual and records reviews of a representative sample of individuals receiving support from TTP and students receiving transition and special education services at PPSD.

• On-site visits to Mt. Pleasant High School classes.

•

In-depth review and analysis of state data, records and documentation of services and supports provided members of the TTP and Birch Target Groups by CWS/TTP, BHDDH,

ORS, RIDE and PPSD.

•

Discussions with BHDDH, providers, families and Sherlock Center staff on the use of the Supports Intensity Scale for needs assessment and individual resource allocations. Review

of related documentation and the use of claims data.

I

Data furnished by BHDDH, ORS, RIDE, PPSD, and CWS/TTP for this review were independently

validated by the Monitor to the fullest extent practicable. Additional validation was provided by an

independent consultant working on behalf of the Monitor to perform individuals receiving services, supports, education and training from

a review of the records of Mt. Pleasant High School and

CWS/TTP. This "look behind" evaluation was conducted to determine the extent to which the

services that are required to be provided by the ISA are documented in individuals' files and

reports. The independent consultant's report additionally includes and recommendations aimed at improving service delivery and the

several important comments support of individuals. Please

note that some, but not all of these recommendations are included in the body ofthi~ report as

actions to be taken by the State to meet the requirements of the ISA.2

2 A copy ofthe consultant's report is available from the Monitor on request.
10

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 11 of 40 PageID #: 160

III. Findings: Review of Progress
This section describes the State's progress with respect to meeting key milestones identified for each of the relevant provisions of the Interim Settlement Agreement during the period outlined above. Subsections under each provision detail the compliance benchmarks that must be achieved and describe the status of the efforts the State andjor PPSD have made to meet performance or outcome requirements. A short summary is provided for each subsection highlighting key activities that have taken place, data that has been or needs to be provided and steps the State must take to attain the benchmark or demonstrate substantive progress on meeting the terms and requirements of the Agreement.

A. Outcomes (ISA Section IV)

The Outcomes section summarizes key performance benchmarks, systems change requirements and procedural obligations the State and PPSD must address to demonstrate compliance with the ISA. Benchmarks related to the delivery of integrated supported employment services and placements, integrated day services and placements, the provision of person-centered career development planning, individual benefits counseling and others are also found in subsequent sections of the Agreement. To improve readability and avoid redundancy, information on the progress the State and PPSD have made with respect to the various benchmarks identified in the Outcomes section is reported within the relevant topical sections of this report. For example, all information regarding the State's progress on meeting supported employment placement requirements is located in Section C of this report, Supported Employment Services and Placements and not duplicated in the Outcomes section.

B.

Supported Employment Services and Placements (ISA Section V)

The ISA defines and describes the nature and composition of Supported Employment Services furnished to individuals with IDD by the State and PPSD. Performance expectations, including the presumption that all individuals covered by the ISA are capable of integrated employment, are accompanied by specific operational benchmarks that must be met regarding the delivery of identified services and supports. This section additionally details a variance process for individuals in the target populations who choose not to be employed in integrated settings.

Progress Benchmark 1- Description of Supported Employment Services §V(A)-(D). Supported Employment Placements are defined in the ISA as consisting of services that include a wide variety of vocational and related services as well as transitional services and supports for transition age youth with IDD.
Status: The State and PPSD have completed ISA requirement to define supported employment in regulations and policies in a manner that is consistent with the ISA requirements. Benchmark 2 - Implementation §V(E)-(H). Provisions in this section require the State to incorporate within relevant policies, rules and regulations a presumption that all individuals covered by the ISA can work in integrated employment settings including self-employment. Status: The presumption that people with IDD and other disabilities are able to work in individual integrated jobs in regular businesses in the community along side co-workers

11

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 12 of 40 PageID #: 161

without disabilities is included in regulations andjor clear departmental Employment First policies for BHDDH, RIDE and PPSD.

Benchmark 3 -Birch Integrated Employment Placement Outcomes §IV (1)-(2). By September 1, 2013, all individuals in the Birch Exit Target Population and all individuals in the Birch Transition Target Population will be provided the services and supports described in Section V(A)(1)-(2) necessary to introduce them to work in integrated settings, according to the youth transition process and milestones set forth in Section VIII, and they will become eligible for a Supported
Employment Placement, as provided in Section V(D), upon their exit from Birch.

Status: The total Birch Exit (Look Back) Population comprises 36 individuals. Members of this population have received access to the services and supports necessary to introduce them to work in integrated settings as described in Section V(A)(1). PPSD, ORS, BHDDH, and providers, including CWS/TTP and Perspectives, meet monthly to review the status of the Exit or "Look Back" population. During these meetings staff from each agency work together to coordinate activities, develop plans for removing employment barriers, and increase opportunities for
integrated employment.

Table 1 summarizes the placement status of members ofthe 2011, 2012, 2013 and 2014 Birch Exit Populations as reported in the PPSD Quarterly Report June-August 2015. As shown in Table 1 by the end of August 2015, 11 of

Table 1

Birch Exit"Look Back'' Population Placement Status August

2015

= 0
';1:1 C1l
=0..
0 ~

Placed

Trial Work

...

"r::: ~ <ll

= tQl
0

>, ..uQ..l

i:: 00.-...o9,.QI

= = Vl~ Vl

•Q,j

~ Q,j

..0........

b.()
C1l
b.()

= = C1l Q,j

~

..... Q,j

b.()
=C1l C1l b.()

::.....
= 0

Q,j I

= Q,j

~0 .s""

Total

the 36 individuals (31%) had 2011

1

0

2

2

3

8

been placed and were

2012

0

1

2

3

2

8

working in employer paid

2013

5

1

5

0

jobs, four (11%) were

2014

5

engaged in trial work

experiences, 11 (31%) were

Tqtal

11

2

2

0

4

11

5

receiving supported

,Ofo

31% 11% 31%

0

11

0

9

5

36

employment services but

December 2014

were not employed, 5 were

Total

5

awaiting information from the

%

14%

State regarding possible entry

12

9

4

33% 25%

6

36

to State Services, and 5 did not want to engage.

These numbers show improvement as compared to the previous review (April1, 2015), which reported that 5 (14%) of the 36 individuals had been placed in employment, 9 (25%) individuals were receiving supported employment services and 12 (33%) were engaged in trial
work experiences. Four individuals were waiting and 6 persons were not engaged.

The Birch Transition Target Population inclusive of students participating in Project Search and the Providence Transition Academy totaled 78 students as of the end of August 2015. During
this report period 73 of 78 students received an array of Supported Employment Services including job discovery, career exploration, transportation services and daily living skills. Of the remaining five students, one had a baby, three were out of school due to illness or medical leave

12

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 13 of 40 PageID #: 162

and one student moved out of the district. Of the remaining 73 students, twenty-two (22) participated in trial work experiences.

According to PPSD's August report, 11 students exited from school or the Transition Academy

in June 2015. This number includes two individuals who left Birch in 2013 and returned to the

District to receive supportive employment services through an agreement with the State. In

total, from

six the

( 6) Mt.

students Pleasant

exited from Project Search/Mt Pleasant/Transition Academy, four (4) Birch Academy and one (1) from the Providence Transition Academy.

Summary: with PPSD

All are

members receiving

of the Birch Exit "Look-back" Population who chose to become engaged supports and services needed to introduce them to work in integrated

settings consistent with the requirements of the Agreement. Thirty-one percent (31%) are

employed, up from 14% during the previous reporting period. PPSD is working with the State

and IDD with the

service service

providers system to

to interest individuals with IDD who have chosen not to re-engage reconsider their decision and receive supports. All members of the

Birch Transition Target Population are receiving services and supports to introduce them to

waePrmPoeSrpDkcloioncmygompnilnteeinntietnudsteeesagrnvtrodiacttfeeausdkrtensoeisswtttheihepnidsgcshttoocthotehneneyasibMaslrteoeennmetintewotmirittbolheendtrhasueqonrfudetaehqrreutetiphrrlreeyomItSbeeAacns.ttieCssdooacmsfltraphesriqsesuhtpoierrnoresevdicivbeseiiyovretnehptoehofAertthgsseuraepIneSpmdAo.edrtnaettd.a

Although reporting

additional steps period, the goal

were taken to improve placement outcomes during of 100% employment for all members of this target

the current group has not

been met. While still short of the 100% benchmark, PPSD has made solid progress in this area.

Benchmark 4- TTP Integrated Employment Placement §IV(9)(a-e as revised).

Status:

· Table2

TTP Target Population. A total of 82

TTP Target Popul~tion PlacementStatus

members of the TTP Target Population

SeptemberZ015 •.

are on the active rolls at TTP fCWS. Of this number, 78 individuals are engagedlwith
the service provider on a regular basis.

Category Protected Class Members Active Participants

N

%

82

78

100%

The report entitled, Septplacement

Participating in Situational

30

38%

updated sept 2015 identifies a total of 58 Assessments

"placements to date" of individuals in

Employed- Employer Paid

28

36%

integrated employment settings, typically in situational assessments. At the request

of

the

Monitor,

the

September

reports

were

updated

to identify protected class members who are actually employed in integrated employer-paid

positions.

Data from the October Monthly Report 2015 corrected this reporting error, revealing that the

total number of individuals who are employed in integrated settings and receiving a paycheck

from the employer listed in this report

of record as being

and not engaged

the service situational

provider is 28 (36%); 30 (38%) individuals are assessments, job development, or "retention"

(See Table 2) with wages subsidized by CWS/TTP. It is important to note that situational

assessments do not constitute a supported employment placement as defined by the ISA.

Overall, the state did not meet the placement target of 100% for December 1, 2014.

13

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 14 of 40 PageID #: 163
The number of individuals placed in integrated situational assessments in regular businesses who were reported as "working" in integrated employment is concerning. The discrepancy was found during a recent review of a sample of 24 client records at CWS/TTP. The evaluator noted that the vast majority of the situational assessment placements are located in one of two businesses, TJ Maxx and Marshalls, and typically, are of an extended duration, averaging 11 months. This period of time far exceeds the length of time generally expected for a situational assessment. ORS, for example, reports that it generally supports individuals in situational assessments for approximately 10 days. Dr. Ashe, who conducted the recent review, noted that the extended assessment process appears to have substituted for actual employment and may actually function to impede the placement process as employers begin to rely on subsidized workers to perform tasks that should be completed by existing paid employees.
It should be noted that placement data reported by CWS/TTP is not consistent across the two reports mentioned above for September 2015. Problems with data reporting from CWS/TTP were identified in the last report as well. CWS/TTP needs to demonstrate tangible progress on improving its process for reporting data on the performance and outcomes of individuals with IDD receiving services from the organization. ORS identified the CWS' reporting of individuals in situational assessments as "placements" to be in error and met with the agency's staff to correct the record. ORS also has been working with CWS/TTP to act upon job placement authorizations and more aggressively assist TTP target group members obtain jobs at minimum wage or above in integrated competitive employment settings with wages paid by employer.
Summary. CWS/TTP is serving 78 of the 82 protected class members. A total of 58 individuals are receiving supported employment services. Of this number a majority, 30 individuals (52%), are receiving services in extended situational assessments that are subsidized by TTP/CWS, while 28 persons (48%), are working in employer paid integrated employment. Performance · during the current review period is below that reported during the previous period (April1, 2015). These data show a decrease in placement outcomes over the past six months and overall performance at a level that is far short of the 100% required placement benchmark BHDDH, ORS and TTP /CWS are not meeting their obligations under the lSA for this provision. BHDDH, ORS and TTP jCWS need to take tangible steps to meet ISA placement requirements (see below), essentially tripling the numbers of individuals in employer-paid employment during the next six months.
Benchmarb:: 5- Birch §IV(4). Effective April12, 2013, by Order of the PPSD Superintendent, PPSD ceased providing sheltered work at the Birch sheltered workshop, and the program was terminated.
Status: PPSD does not provide services to individuals with IDD at Birch in a sheltered workshop setting.
Benchmark 6- TTP §IV(S)-(6). Effective on the date of the ISA, the State will no longer provide placement or funding for new entrants to sheltered workshop or segregated day activity services at TTP.
Status: CWS/TTP ceased the payme.nt of subminimum wages to service recipients with IDD by the end of October 2013. CWS/TTP closed its workshop program on March 27, 2014. The program's 14(c) subminimum wage certificate was not renewed when it came up for renewal in July of2014.
14

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 15 of 40 PageID #: 164

Benchmark 7- Supported Employment Wages and Hours §V(H) and (I). All individuals in the TTP and Birch Exit Target Populations who receive a Supported Employment Placement(s) must have: (a) the support they require to work the maximum number of hours consistent with their abilities; (b) access to integrated day services in sufficient amount, duration and intensity to complement their employment; (c) an ISP that affords them the opportunity to participate in integrated settings when they are not working during a normative 40 hour work week (consistent with the individuals' choices and preferences); and (d) access to an integrated employment setting and work averaging, across the entire population, at least 20 hours per week, as determined by a point-in-time survey.

Status.

TTP Target Population. Data reported by TTP/CWS in the October Monthly Report indicates that 27 of the 28 protected class members3 working in integrated employer paid jobs worked a total of 255.5 hours, averaging 11 (10. 7) hours per week for the month of October. This number represents a significant decrease over point in time averages of weekly hours worked that were conducted in September 2013 September 2014 (see Table 3). Data on hours worked per week reported by the 2015 Sherlock Survey suggest that the majority of protected class members at CWS/TTP (63%) worked less than 10 hours per week while one quarter of the group (24.5%) worked on average 11 to 20 hours per week. During this period protected class members at TTP jCWS earned an average wage of $9.06 per hour, slightly over the State's minimum wage rate of $9.00 per hour.

Birch Exit Population. The 11 members of the Birch Exit Population who are engaged in integrated competitive employment are working on average 6 hours per week (Range 2-12 hrs.jwk.). Seven (7) of the eleven individuals are working in employer paid positions and receiving minimum wage of $9.00/hr. One individual's wage is subsidized by CWS/TTP. Data

was not reported for three individuals (see PPSD Quarterly Report june-August 2015
Revised).

.table 3 Point--in-Time Survey ofHoursWorked
l>y TTP.TargetPo J'ulation Members

Summary. Data on average weekly wages earned by members of the protected class

Month/Year

Average Hours Per Week

during the current reporting period is slightly

(Rounded)

above the State's minimum wage. Data on the

September 2013

16

average hours worked per week across all members of the TTP Target Population gathered by point in time surveys conducted

September 2014 October 2015

15 11

during September 2013, September 2014 and October 2015 show a decline of 31% from 16

hours in 2013 to 11 hours in 2015. This is far short of the 20 hours per week benchmark. The

State and TTP /CWS need to develop a focused strategy and plan for increasing the hours that

members of the protected class work during each week. The decline in the hours worked over

the past three years is concerning. The State and CWS/TTP need to take affirmative steps to

reverse this trend.

Benchmarl{ 8- Establishment of a Variance Process §V(J)-(K). A variance process must be established by the State to accommodate individuals who make an informed choice not to work in integrated settings, provided they meet identified criteria. All variances are re-assessed after 180

3 Hourly wages for one individual working in an employer paid job were unable to be calculated.

15

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 16 of 40 PageID #: 165

days and annually meaningful choice

thereafter to receive

to ensure individuals have supported employment in

the opportunity to make an integrated setting and

an informed and are subject to

review and approval by the Monitor.

StOrtSnThoetetrcaaqaaeittttnuoiduensdebsoiarsien:vesmtrgseTpid2iedohasu0trenpaa1atdrvsln4vosaca.sttwrheruTeiiacpaiarittnatnnpheidccoinddiemeris.ictncpsplPgouaarlnobressoossmictnlivehimoetitseindnhseeseVtesmwir,hnaasbafagrparseivpaetmrehdnlpsiieictcolscavieareokepttsPuilertoooloonhdnplvraipecibptpsldyeartirhonocoaaneeecnvnf.yedidwidsTtaPspiehfrtrrrrhheeooosavmcuSaosientncsnascoiotstoolbehnetnntetahayaerraialueenlsacdstyisetnnosoatogcotoproctfaptutpotbrhvhrroerepaoeevrrvpadVieoirap.dvdoanpAiervbcldidliieayetcd,nhtatenrncohtadieeuoeoiewgnnPnMdheirinepotoihhdgrtcnaooeatovicrustpreaosetpi.ssrndeusTieianpnhalrapgensyo.d.rt

Achieving Progress on Meeting the Terms of the ISA

The Monitor recommends that the following steps be taken to meet the terms of the ISA: 1. InmtoegnrthatleydpElamcepmloeynmt epnetrfPolramceamnceentdsa. tCaWbyS/tThTeP15isthreoqf utheestfeodllotowrinegpomrtotnoththfeorMthoeniptoerriod January through June 2016. The report should include:

a. The total number of individuals in the TTP Target Population

b. Total number of individuals currently receiving services from CWS/TTP c. Total number and percentage of individuals receiving situational assessments and the
duration (number of weeks or months) for each.

d. The total number and percentage of individuals employed in employer-paid jobs.

Tm20ho1en6ft.ihrTsothfimsDosenuctmehmmlybaedrrayt2ad0ar1te5apamonratdyiesbvteoeprbyreo3vp0irdodeavdyidstoetdhthenreoetMalfaottenerirtfotohrraatnsheaJapcneourmaiorpydo3Jna1en,nu2t a0or1fyt6hthfeorTroTuthPgeh June Monthly Report.

2.

dPwaleatrceeedmpAreponrvtiiOld1ue,tdc2ot0om1t5ehs.e.DNMRoSotena:intTodhrBirsHergDeaDcroHdmidnmigdepnnrdooatgtmrioeensestwotharesaircneticpolounrdsteitnadgkinednethaoednlpitnrheeis.viNoousr

report eports

recommendation.

PDofloamccueemmmeebnnettrasotiuootfnctohomef CeTsTaraPeteTTraTDrPgeehvtaePvlooeppdmuelcealntiitnoPendl.aTdnhuserainSndgtatathecethivacisutirnerosetnisdt enrevopetloeorvptiiedndegnapnteidrnipotrhdoe.mculilegnattfeidlesa new ISP /CDP process as required over the past year (see Section VII below).

For each member of the TTP Population CWS/TTP, ORS and BHDDH must:

a. Rasesveiseswmaenndtsreavnidsepearssnoenc-ecsesnatreyreedacphlainndainvdidsutaral'tsecgayrfeoerrsdeecvuerlionpgmemenptlpolyamn,evnotcaantdiofnoarl integrated day supports (see above).

16

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 17 of 40 PageID #: 166

b. Review each individual's support needs and, as necessary, revise the staffing plan to ensure adequate personnel and resources are devoted to integrated placement activities, including job development.
c. Review the perspectives of family members with respect to employment and efforts to involve them in the process of job development, placement and individual support.
d. Develop a new ISA/CDP plan or revise existing plans, where appropriate, with a goal of achieving a placement in an integrated employment setting within 90 days.
e. Complete Individual Support/Career Development Plans for all 78 individuals by February 12, 2016.

2.

Supported Employment Wages and Hours. ORS, BHDDH and TTP need to develop and implement a plan for increasing the number of hours worked among TTP Target Group

members in integrated supported employment. A copy of the plan and report on the status

of implementation needs to be provided to the Monitor by March 1, 2015.

3. Training on the Variance Process. BHDDH needs to provide training and support to service providers, families and persons with disabilities interested in seeking a variance from the ISA requirements regarding the receipt of services in segregated settings. The training/orientation program should be developed and implemented as soon as possible. A copy of the program and implementation plan needs to be provided to the Monitor for review not later than February 1, 2016.

C.

Integrated Day Services (ISA Section VI)

TwbfpoaehhrsretesehnIodSintAnrh'esearccenrihqenioaundtoidiirvsoieivinnsdiagdutlhua,inelasloiSis'scntinatIaeSotleg,Pt retiiaondntusefacucdah4rsnto0ieioo-sthtnlhioaontlugro,rsicTn;wuTSsloPtuuurcpkrahapwnlsod,eerearBtktvehi,dirlccceeehotsmincEmspxailuisnottsdyTetmnaobtrteegwhnaeeitvtrtfhaPnoiorotlahpntbehu-lfeleiaancrtddeiiuolimivrntiiyasndibuwgnaadtislhte'ehserdncodoaefacemaytdlimlasv,ttiuittminiemiestyeso-sef tthe preferences and choices.

Progress sBE(Bexer)invt. ciTIchnaetmrseggbaerartaskPteeo1ddp. oPucnolramoativm4oi0nsui-snohdinotuyuor-rifbnwlangsotetrehdkgewsrheaerotevuekidrcsSe, siIunnapddnpividovirsditdusuupaaplarseoliarztrtoesedbmneCouptosrrmtoebvcmeeiduimvenidanidtgayet-stabuivampaspieelosadrbatDlenedadtyoefrmSTeeqpTrulPvoeiyancnmceidseen§sBVtiorIfc(hA}individuals' own choosing and must not be provided in congregate centers or workshops.

Status.

TTP Target Population. Members of the TTP Target Population are receiving services during the

day to access employment

integrated community services. Using the TTP

activities during times when they are facility as a base, "small" groups of 2

not receiving to 10 individuals,

averaging about 5 persons, venture out into the community with staff to participate in a range

17

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 18 of 40 PageID #: 167
of activities, returning to the facility at lunch and different times during the day. Activities include attending recreational programs at the YMCA, the knitting club, art classes and programs at the North Providence Recreational Center. Educational activities include attending computer classes at the local library, English as a Second Language classes and attending adult reading and writing classes. Such day supports are identified in individual support plans but do not appear to extend throughout the day, five days per week. Although such group activities do provide opportunities for TTP target group members to leave the CWS/TTP program site at times during the day, large group sizes of more than two or perhaps three individuals rarely offer the level of individual choice and personalized community access required by the ISA. The State and CWS/TTP need to develop effective strategies for increasing options for individualized community participation and limiting the numbers of persons served in the community in large groups. Day supports are classified into two categories, day habilitation services and pre-vocational services. The external reviewer in his analysis noted that work focused activities were recorded as pre-vocational, and other non-vocational activities were considered day-habilitation although the records themselves did not always clearly identify the specific type and intent of the program. The September Monthly Report indicates that virtually all protected class members at CWS/TTP received access to one or more of the following integrated services to complement their employment: Integrated Day Activities, Community Based Day Activities and/or Prevocational Services. A review of the total hours provided to each of five randomly selected individuals at TTP across all services found that three of the five persons exceeded 40 hours per week, in one case significantly (L.C = 34 hrs.; R.B. = 43.75 hrs.; P.A. = 45.5 hrs.; M.A.= 56 hrs.; I.A. = 20 hrs.). The fact that one or more individuals may have a combination of work and support hours that exceed 40 hours per week is not necessarily a problem, particularly if the person is receiving a combination of both paid and unpaid "natural" supports. Indeed, for some individuals this would be a very positive and successful outcome. The numbers do raise questions however, regarding the accuracy of the hours being reported. The State and TTP /CWS are requested to review the hours being recorded to verify that they accurately represent the services being received. Furthermore, the descriptions of the various integrated non-work day services listed in the monthly are unclear and make it difficult to distinguish one from another. Birch Exit Target Population. Members of the Birch Exit Group hours are engaged in integrated employment and day activities. Programs and services are reviewed at weekly ISA implementation meetings and reported monthly. IEPs are reviewed annually and students are integrated according to their needs and desires. Day services for this group emphasize community-based trial work, supported employment services and community activities. Services are included in transition plans and CDPs. Summary. Day services furnished by CWS/TTP to members of the TTP and Birch Exit Target populations consist of a variety of individual and small group (less than 10 individuals) community based activities. Small groups generally should not exceed three individuals. CWS/TTP needs to receive training and technical assistance from the State to develop strategies for reducing the group size for community activities. Many non-work community based activities are classified by CWS/TTP as prevocational activities but the difference between prevocational and non-prevocational is not clear. It is recommended that CWS staff review the Core Service Definition of prevocational services
18

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 19 of 40 PageID #: 168
provided by CMS in the 1915(c) HCBS Waiver Application Version 3.5 (see Section 10, page 150-151) for the purpose of better defining the differences between integrated day services and prevocational services (see http://www.medicaid.gov /medicaid-chip-programinformation /by-to pies /waivers I downloads /technical-guidance.pdf). Achieving Progress on Meeting the Terms of the ISA The Monitor recommends that the following steps be taken to meet the terms of the ISA: 1. Integrated Day Activity Weekly Hours. CWS/TTP is requested to review the documentation
of the hours of integrated day activities furnished to individuals who are employed in integrated jobs to ensure that they are being accurately recorded and report findings to the Monitor by February 1, 2016. 2. Prevocational Services. It is recommended that CWS/TTP staff review the Core Service Definition ofprevocational services provided by CMS in the 1915(c) HCBS Waiver Application Version 3.5 (see Section 10, page 150-151) and clarify the differences between integrated day services and prevocational services for reporting purposes. 3. Technical Assistance. It is recommended that BHDDH provide technical assistance to CWS/TTP staff on support and funding strategies to reduce the numbers of individuals in "small" groups who are provided with integrated community services to no more than 4 persons. CWS/TTP is aware of BHDDH's funding appeals process. If CWS/TTP determines that an individual's funding allocation is not sufficient to support the services needed to accomplish the outcomes identified by the ISA an appeal can be made to BHDDH. BHDDH and CWS/TTP are requested to report to the Monitor on the technical assistance that has been provided to resolve this issue by March 31, 2016. Note: This recommendation was included in the previous report dated April1, 2015. The BHDDH and ORS did not meet the reporting deadlines. No reports were provided by the State to the Monitor regarding progress or actions taken on this recommendation. D. Career Development Planning (ISA Section VII) The State and PPSD are required to prepare policies and procedures for the development and implementation of Career Development Plans (CDP) for members of the TTP Target Population and the Birch Exit Target Population by September 1, 2013. Policies will be based on the assumption that all individuals are capable of working in an integrated employment setting and will take an active role in their own career planning process. The CDP must be: (a) revised at least annually in conjunction with the ISP or IEP person-centered planning process, (b) identify the individual's interests, skills, strengths and abilities, and (c) describe the nature and scope of services to be provided to enable the person to acquire and maintain an individual job in an integrated employment setting and participate in appropriate integrated day services. Progress Benchmark 1- Birch Person Centered Planning §IV(3). A person-centered planning process will be engaged in every year that a student attends Birch, starting at age 14. The person-centered planning process will minimally include the standards and milestones set forth in Section VIII.
19

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 20 of 40 PageID #: 169

SrwcoCeotnoaapmslttolhuapcresbtloi:eoumntPrsegapPedtplSieofvDeotfereriecdotftoodfwfeno.PoctrPPitnisSe7vtuDr6eusedooMdsenfutAntpochPteesepSrnvrw7ptoie8hslvraooisendrtdwsnue,idpepnTlergeaeenrnastsoncstoruhiianntnetgorectfgehuLsnieseecitantshedrgorwaeeontradhlsss,ediptapuliManoreondnctnvGoIyiiinndolmltgeueAedtrfdhcvobitrecpiyonaBotntlphiiriouPelclnllhnaNaeStsniostponsrueni.tdnch.AegieTadnrSlhndtieyssiRttsdspitoheurinoonmradicJnlee(ugMtslIryssatAhlwi2aPni0snaSi1nds)5gn. ot

Summary: The use of person-centered planning is occurring at Birch Mount Pleasant as required.

Benchmark 2 - Implement Career Development Planning Policies and Procedures by September 1, 2013 §VII(1)-(9) and §IV(7).

SipwcpCmctnhotlorOiasaaeolntPtlntnhgicauintnnfrebtsuoiedhero.ntrsnireerTmgvsiatdnghihtpaodiogeatarnnu,aotcMMgaliwcmatlooseeorhsfesndencuesieieiarntpcttrh(eroastpIeedeiErao!deg'eSsPpdrrrvAf)pteaRduelvptaaneleiileocsnnvpdalapgrodeenobemlrdpilCoqt(ne,mIeDpHuS.dnimiesPBiortrvsn)meeHepuitqdhndDleeoua.utadDfnaTisaprnHanolhletdainaissmnscnikuCAngoneeppgnonipnprpnlmtotrreoiswgiocnl,mrpec1eputarselu,repsolsosns2lcowschai0tetvenoa(e1ysCsensl5sswlrBOi,,cfnaaaooPoiOsgnsr)rynRerdkwetbaedSiiasooniccrStrntueaaheheanteapperncdtavdolaadn.gyirrrcteeOsttehiewnstsRoesiacslt.SrftpiluhTetdbeaiehassherond.teesvntdiDofhietopenBnulitdRrdose-HoceIipcnDctvDoremooaeimEDndlsweBtHpusarneHleaunortewlgDesdftpuieederDlnP.dlaerpagHPuBendtrScni'ieHostoDasiscDlnnitaeigoDgsocsnwHknsiinnanolgaf has not met the terms of the !SA for this provision.

TchhircrseelTouaacqedmrPsedrusebieTuevmnecsadetetaredluengtymeidtenwuhbttfgoseorePiitrrnrsothseittgpigehqsaunnCiuslsiiWaniifhprntidiaSceeoiv2advrsnin0sien.adot1rgnCunvm3nai.,CWeculTtOdehaSahsiPlrb/c.eeTsrao.OeesTluOvefPi(tctisn3'heoosse)weupnShoepd7eiafson8ppdtrahte2itnbeenur0mdesdn1teowiilb5vnatn.eioicewdrTikssiuMhinrnriaiednetgloitspInvteSthoatihnAhdetrelutoCrycemaerWodlRqrosmSeauetwvsmiipwvriobiesuatireeshtnttiihd,oitnothiuCyigndnat.Oet7tACo2nP8aO0tslvwi,yl1fPaie7Co4srea5iOrsiaarskP(snn79dscd8Co6eebWfn%oseahcofSg)arrn8eiesreo0bevanfep(ipntod0sohrde)toraedbthntssepeaolcletidtavhtneniandstgitat

annually.

'

AAsrtwDwibrdde(sheeebnxuiseeoicragtr)hptvtyvveeuotaheieenpiceelnwnrvcldotlOiodd-colcotehsniyRalnsapdp(niiutuS3lltomlOmigdleetico3tyhnaeceethn%ribenkhtncnenasoecedeod)vt.tsbvodunieirPIwiBevametranndtlrHivrwoeaitduudpish1inrDeicsuctoeov5"ertuhtDeaney,fieriaeesldHcenid2tlxonsuonahi,0taafnuddagntao1dmnjsduplindnoe5vyifarpwiibvv.iiilsznsnodonoeFiueesteddurlngfrirdepodtuliategstepatphptlahthsslhftooellremgeoe'aoaoresrduruntctpcfeImessienSsosotn2dcttPidromrr6t(oeoeepeIdmplrionrSqlpininsmdarnsrnPeuogocsadie)iiin(tcnoentnristhaweevmdfehdCetstnsitdiiaeoledWshvttvaetrsh.nbuiiieneahdsSdetIyaonds,teuiu/lsfstenTtasiaatnhursctxnrTlldewpeearu'tsdsPveplreeruocasaideenIftg)cweaeSwoersut,ewsgtPslrartt,n(slaeoosleecosdeshe.sn)drwsewcetmmAia-.esbvdocnhfmdSeadeeeemoedisydinnlctneufnotopihttohbanncttmiplaaiecbeeftdeommgrisutlltenecfiyr"esCeaesodadeanedhrmnfWulerdoeirsetefnnmco:buoSdoeepdometr(epv/rnlnhaTprianitpdn)cesstdahTntohkee.repenPoepreviranDexil,ftenMmelncrtitrirpsloss.genhesooeltowtAveoaiwtonpacnnaennselofipmgilrhtn'rcltauorsoseleheioseafarnCInaienttrSnb7ngbenritaetPoo8ovycedprptptrniethraplerocaDeeeaeondaeetrddrrnicdtnr.IoneseScadBnCdoislPnnaisOn,ldslg,sPsi,t

20

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 21 of 40 PageID #: 170

definitions or requirements issued by ORS, RIDE or BHDDH which can effectively be used to establish in-house policy and practice at CWS/TTP.
The April2015 report from this Monitor references a previous finding that the ISA requirement for a COP for each member of the protected class was substantially met on 11/20/2013. While the requirement was apparently met in 2013, CWS/TTP and the State continue to be responsible for ensuring each individual's COP is annually reviewed and updated. No documentation of career development planning or annual review was evident in any of the files of the persons receiving support. At the Monitor's request the State and CWS/TTP performed an in-depth search to locate the missing records. The COPs were ultimately found at CWS/TTP. (Note: ORS has requested COPs completed in 2013 be updated and reports that as of 12/31/15, 21 are completed. ORS noted that CWS/TTP staff are working to ensure all COPs are updated by 1/31/16.)
Birch Exit Target Population. PPSD has met the requirements of this provision. All members of the Birch Target Group attending Mount Pleasant High School for the 2013, 2014 2015 school year had Career Development Plans when they left school.
Summary. Individual service plans (ISP) for members of the TTP Target Population have been completed. The ISPs do not, however, include a MAPS, PATH or other person-centered planning process, nor do they include the components of the Career Development Plan. Documentation of career development planning activities with members of the CWS/TTP Target Population was unable to be verified during the recent external review of client records. These records subsequently were found in another location. Neither copies of the COPs nor annual updates were evident in any of the client files that were examined. BHDDH, ORS and TTP are not meeting the terms and conditions of the ISA in this area. The BHDDH, ORS and CWS/TTP must take immediate action to remedy this deficiency (see below). COPs for members of the Birch Exit Target Population were in place when they exited school.
Benchmarl{ 6- Benefits Counseling §IV(8). All individuals in the Birch Exit Target Population and all individuals in the TTP Target Population shall receive benefits planning information and counseling from an experienced, qualified professional by September 30, 2014.

Status.

TTP Target Population. CWS/TTP identified 90 members of the TTP population in need of benefits counseling services. Of this number, 34 individuals (38%) have completed benefits plans. Another 44 individuals (49%) are engaged in benefits planning activities, 5 persons refused to participate in benefits planning and 7 individuals could not be located (see Table 4).

CWS/TTP staff noted that the

I

Table.4

benefits planning process takes a

CWS/TTP Benefits Planning Summary

great deal of time and the number ' Total Target Group Members

90

of individuals with completed plans Individuals with Completed Benefits Plans

34

increases on an ongoing basis. An

Number Engaged in Benefits Planning

44

external review of a random sample Refused to Participate

5

of records of 26 protected class

Cannot be Located

7

members at CWS/TTP, however, revealed that less than half, 10 individuals (38%), had received individual benefits counseling from a certified benefits counselor while the majority, 16 individuals (62%), had not. The

21

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 22 of 40 PageID #: 171
reviewer noted that CWS has two certified benefits counselors on staff who work with protected class members on the development of individual strategies to protect income received. ORS has a contract with the Sherlock Center to build the State's capacity to provide benefits counseling services over a three-year period. Deliverables include increasing the number of Social Security approved benefits counselors, expanding local training and developing diverse funding streams to pay for Benefits Counseling. The Sherlock Center will coordinate eight regional benefits counseling orientations, four directed toward students, families and educators and four focusing on the adult population and providers. An additional session will target nonEnglish speaking customers and their families. Birch Exit Population. The Monitor's Report issued on April1, 2015, indicated that 100% of the 2014 and 2015 Birch Exit Populations and 77% of the 2013 Birch Exit Population had either received or been authorized to receive benefits planning. Lower penetration rates were reported for the 2011 and 2012 Birch Exit Populations at 25% and 20%, respectively. The majority of individuals in the 2013 and 2014 Birch Exit Populations have received benefits counseling at 77%, 91% respectively. Participation rates in the 2011 and 2012 target populations remain at very low levels, 27% and 0%. Summary. CWSjTTP has service contracts with two certified benefits counselors to furnish benefits planning information and services to all TTP Target Group members when each individual is scheduled to enter supported employment. The numbers of persons with completed benefits plans are increasing, but the overall percentage of individuals with completed benefits plans, 38%, must be improved to meet the 100% benchmark. Benefits counseling rates for the Birch Exit Population during the current reporting period show a slight decline in comparison to those reported previously for the 2014 population. ORS, and PPSD, to the extent it is providing services to this population, need to develop and share with the Monitor a plan for ensuring all members of the Birch Exit Population receive benefits counseling, consistent with the requirements of the ISA. Achieving Progress on Meeting the Terms ofthe ISA The Monitor recommends that the following steps be taken to meet the terms of the ISA: 1. Career Development Planning. Documentation of required career development planning
activities with members of the TTP Target Population was unable to be verified by an external review offiles and documentation. BHDDH, ORS and CWS/TTP are not in compliance with the terms and conditions of the ISA in this area. BHDDH, ORS and CWS/TTP must take immediate action to remedy this deficiency. a. Past Career Development Plans and planning documentation must be placed in each
individual's file at CWS/TTP not later than January 30, 2016. ORS and BHDDH are requested to review TTP client files to verify that past CDP plans have been placed in client files and report to the Monitor by January 30, 2016. b. Evidence that updated CDPsihave been completed for all members of the TTP Target Population must be provided to the Monitor by ORS not later than February 12, 2016.
22

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 23 of 40 PageID #: 172

c. It is recommended that CWS/TTP, in collaboration with ORS and BHDDH, develop guidelines to ensure assessments are: (a) person centered and directly linked to the individual's strengths and needs as identified in the person's ISP and CDP, (b) include a variety of job trial options (at leasttwo), (c) be focused on skill evaluation and development rather than long term placement, and follow established parameters and expectations. It is recognized that some of this structure may be found in existing service definitions or requirements ORS, RIDE or BHDDH which can effectively be used to establish in-house policy and practice at CWS/TTP. Draft operational guidelines need to be provided to the Monitor not later than April15, 2016 (See Attachment A Independent Consultant Review Recommendations 3-5 page 9-10).

2. Benefits Planning/Counseling. Members of the TTP Target Population and the Birch Exit
Target Population do not appear to be receiving full access to benefits counseling services as required by the !SA. To meet the terms and conditions of the !SA the following actions need to be taken:

a. CWS/TTP,ORS and PPSD are requested to prepare an action plan or timeline for ensuring all members of the TTP and Birch Exit Target populations receive benefits counseling services by March 31, 2016.

b. CWS/TTP must ensure a copy of each individual's benefits plan and summary of planning activities is placed in each individual's file at TTP.

c. CWS/TTP is requested to provide to the Monitor a monthly summary of benefits planning activities beginning with the month of December 2015 and including:

i. Total number ofTTP Target Group members. ii. Total number of individuals with completed benefits plans. iii. Number of individuals engaged in benefits planning activities. iv. Number of individuals who refused to participate.
v. Number of individuals who cannon be located.

3. CWS/TTP should identify training in person-centered planning and career development planning as a high priority and obtain assistance from an individual/organization that can train CWS staff in these two areas by March 1, 2016.

4. It is recommended that CWS/TTP (in collaboration with ORS and BHDDH) develop its own

internal guidelines and of the staff responsible

expectations for developing Career Plans for completing and monitoring CDPs and

including timelin~s

the identification for completion,

updating and review consistent with !SA requirements by April1, 2016 (See Attachment A

Independent Consultant Review Recommendation 1 page 8).

E. Transition Planning for Youth (ISA Section VIII)

The State and PPSD are required to develop and implement a comprehensive process for transitioning youth with IDD between 14 and 21 years of age from the Providence Public Schools District to state funded adult services.

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Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 24 of 40 PageID #: 173

Progress

BSttsiPhrnctraeetahoonntovfesciaoiirhadntlsi-mnetoitndnoanac-tn-PreewadPkrgPoSape1urDgrkbyei-olantoiErrrccuaeiymttnShyrascpe'isshgqlteoroipuroeoyovienlrmsimecDtpsedeeriensonotctotcrptoiFettacnihsitdodrs,aonasitftnprofiyctPnorlcravoturlnoylduaicoiEcdnnauyesmtgtisiahtopBitnnoilsimodanerylce-eIhmapklngilisetnanetenenugrytsndtaoFireagnuainnergnttdshnssto,cis(bPtpya1ijoeone4Alccndi-ictg2fiwpyi1rvcremoeoybesrvea.mkeiakTndpriechinslnnheagotgmcSfi§efntaaoVmatgrretkIeeegsI)sntIratuwsa(nsAedtideatet)tdhnn(iPn1dPteIgs)DSmf-'DDo(fap2orcl)isrcno.thheyaTsmlashl eeteonntter the services and supports set forth in Sections V(A)(1)-(2).

Status. PPSD has developed and implemented required policies, practices and agreements in accordance with ISA timelines.

Benchmark 2- Employment Planning§ VIII (3)-(8)._The ISA requires the transition process for each student enrolled in Birch that requires transition

development services to be

of

a

furnished to youth according to key age related milestones.

StrTaahenntisarmddoptueougPlsngPri.ansShdieDTb2eahi1rltneieoytdpSieieoCdtasaerrhtstanee.nttcihhPdfkaaPylrstiS,esvDadtqloeruiecegvimafnreetelpiaromoelnponnedeaycndlstetrasaaatshcocTsekfoerRmsattrrsnIaapDmsnnriEeests,inhiiottOetiinsoRonAnasnSircvareateceninqvtdTioiuvtrBtyiiartpHienCeeDmshsriDmeteiicHdnoikettnltsnfieosTtrdriteifmftfitoreoeaerdrnbleSioesnntniceuptiedteodhderenefnbtioatTnyrsigilmtmwihyneieegodtlhuiItniShtn1hAee/.D.sasTeTgDpghheereesbceyig1Sfia4tacatgeteed settings.

PraORdcppahscePptesluoraIRvuaDsSopnesmSniidDlgEts,ghitnemerecoBniiraenrdarnueeHesmntebgddnspspDddl,eieloiteoDtdatPnoo.yrdhnniHPSntctutesssSerme,haciaDpvtdtfleaVenheaerurtetmssoaconieratioovtctiafiitrynnloaninis7gyos-rtgogd7e,pisinnosouittlst.oxuhanshnctpfP.unpeate(ooPe7Fld7ppuppfdS8Re6oosuasrDn)rraiemouslttntahyotvijp,egevtoa-yfipmPimtsebitoe7Pwonihpina8obeSrlteolirtnmDeosaTtiMtrsaev(ytphas4tpresoMAirlav2eooogfoetPi)trfntcey.mnSwshtoetPmoeChepepfGlnreoejrelr7eIonroeSonuaB8vobeAyctnsupiilieamsesr.dpnrcasenewOeedeshnrltmvpRo.vindoHTvearSTitencilriroms(wdogheaeCeuJuhpsnadoubrtoaesvssleaSiyolmriiinrsnocdtcfws9ihmndeepcto,orhehs/oanuve2ooeorlVance0llTtrs.nae7ini1oetajcbi8ddPyo5cvrioraboprgteiPetrortnraoedsaitiavdotrtaprtreaaiiiienlPotadovdnspnawnolesinlrediispenpnoenRwriusuclsbrdsataLeleeikriiaclthlivpnishStaieeaairtiticxmwldoayboashpuwtlonigeeliioleansorrinoroprlt)eenettiiarlasoszectk,toDrsoeinewatfouedicioeinwnevtnxhepndpsedposoeCaed,Cefin9rrrnorakOstsCijcmucnooePwOlhndnbuneosPicdn-teosehitllnsoo.grr coaches.

Strheuqamtusmi rteuaddryeb.nyPt stPhSaeDr e!SinsAo.ptDrroaovtuiadtioinnnegleysaecrrhevcsiectiuevsdineagnntdt'wssoiunptvrpoioallvr twesmotoer knthtewexpiBtehirrciTehrniTcaerl asWnosofirtakipoEpnrxPopxoeiprmiuelanatcteieloysni6na0sdidcaaytses in length each (see below).

Bib1sa8essunyeecedhadormisrneaatcrhntkiedv3RteosI-teSPoneoscflauoicrcnieydliyatDarotyiuerEtethchdtiuenicvataebrtsaiiloni(nts§yiVRtoiIeofIgneIul(ail7gar)iet-bi(o"l1en..1.sip)n2)rd.o0iTv1vhii1ddeeauSdnatldaasltnlweooaitptnhbpdeoIDPrutPDnuSnntDoeitcwiaeecisslcsletaousrspieldSyaartoatnetrecuprsnoeejldruivcesinitecitsfeiiasaalbnsaldtyage

24

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 25 of 40 PageID #: 174

excluded from the opportunity to receive a high school diploma as a result of their participation in the Birch program."
SbasBrE1eoeevitn8HpdarrqasputDvatiuuhulocinDaicrdarsrdbeHeatt.esluisy2mTeohnta1nhthteaishoetysanRyrietStoBnietsasautdogisraltrgiulsuhctvreh.lsheeaiaStdcdatwttuetiurnmoduaeiaadvndeenlpuessnkePsosinltwPadtltysitSibucisdoaDIteyrSinhatipAnmd-naBlIagioDrdiiergermmeDItfceEcwathpaPottymilorAaoveamiersulmenckaieataesiraehendsinfrnttgefewiaitaimonsarrthumohnegtyoilisopiefgtancrannrhoroghonsefmmsovudttcnohhirehtsdoseeeehcoeetittrhdoidrihtonoelnopawugopadatwgslapiiratphtrtpaohpoitlnrwcrmopioktdimnrrhppeoiifreanrantoepitttaraageirt'mosdhstinueaneulcsalltaleoyteeictrinttmoosestrfetmnyexemohrrscprbmsevtilto.yetiuhBumcrTmdPtnebihseePrsiybicdntSishyaenttDfhncttrpptwooeodhrrrmmeioeeRpsogegurImSrtanorphStarutvapotedemnihtocideiten.rochitMnganaesgtgditeiahreaomrser2neyo1o.sft

Achieving Progress on Meeting the Terms of the ISA

The Monitor recommends that the following steps be taken to meet the terms of the !SA:

1.

TlcseetenhnunsegduttSeerhrint.anettPdgsePrctSaehaDncaredetiiesevPraPercdeSihqeDnvusteatehulrseoedtepremedmngetteuoernlteaditcnrpoegqlciavuuInSemaAnrtietwnrenegortqltyftuhroiirerareelBnpmwuiormrecothnrsbktyespoerrwxuoopitvftheiwhdriironeeedrntskrtcpaoteenrsctishatoilettfsiooaMBpnthioprbencruoihpttxortdiorrmaovnnianosstotiieotltlianyoatnpoe6-prf0aeptgdhaeeaarrysntsoonibne

February 28, 2016.

F. Training (ISA Section IX) TbscaeosahrsaseveceiIshdcSsieAntmrgpare,rienoneqtfmi/uenpispgrrsloeipofosryinoltmehagsleers,an.ScmtTtaashrtufeeeopertaprrTnoadTdirentPv,PinbPeaglSenoDndppermBtfooiitgersdncreachtvompseultlaanmofnsfpues,lsamaitnnneagddmd, itdsmbruraeeppnrslpssseioomttrihfoteeeennmddtpeepalvmalconeopyslmol;mopjpyoemembnteteednpnnetlctvao,yenfi-lnnvbotioapencsmggeardettaienotaaetnn,mdadjolsdvbaaaynludey-outh services, intake and vocational rehabilitation services; and service coordination.

Progress Benchmark 1- Develop and Implement the Training Program by October 1, 2013 §IX(1).
Sbpytraottghuresa.MmCohunarivrtioecrub. lTeaehfneordSetthavteeelvoiasprweidooufroskricntohgmewpCiotonhnetsnhetenstSoDhfeecrcolromecepkeaCtneednnctthyeer-bapatrsoRegdhrovadmaeluhIesaslsa-bnreadcsCeediovltleerdagieanptionpgroval implement the program.
TBpSrrueoapncipnceohisnsrmgt, etaidhsrekEr epm2qrpue-lpiToraeyhrdmaetteioSontbntaeataenpndardonIivndmitdePpegPlderSamDttoeeWdnaltDlailptaliyeoErnSsneoosrnufvsrciceainertsevheofeorlvrPdemerdvoeievnmliostbiphoemernsdeoinosftfcNtpohlveeacenTresysaasraangnrdedyttaPhTseorspaepusirnlosamivtniieosginno§tsnI.Xo(f2). St rtaaitnuisn.gRs IJDuEnehtahsrporuogvhi dAeudgausttr.aTi nrianingianngdsetescshionnicsaaldadsrseisstsaendcejocbadleenvdelaorpimdeenntti,fyjoinbgccooamchpinlegt,ed

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Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 26 of 40 PageID #: 175

transition services, supported employment services, vocational assessment, job development and career development planning to name a few. Additional trainings have included topics on inclusion and collaborative teaching, IEP development, and the special education process. Participants included Special Education Administrators, Teachers of the Life Skills Network (TLS), and staff from the Regional Transition Centers as well as to students and families. Training was additionally provided at local, regional, and statewide transition events and direct technical assistance was provided to teachers and education staff by the regional transition coordinators. PPSD staff attended these trainings along with teachers and staff from other LEA's and schools. PPSD staff additionally attended trainings in self- determination, job development, job retention and teaching skills, task analysis and person-centered MAPS training. PPSD has provided a significant number of training opportunities to staff. It does not appear, however, that PPSD has developed explicit professional competencies that must be demonstrated by staff following the training they receive to show that they have learned the task or understand the material well enough to be assessed as Ifcompetent." A competency based training program should include the criteria by which the learner will be determined to be competent in the application of the skills or concepts being taught. Over the past year several training opportunities have been provided to service providers and educators by the Sherlock Center BHDDH's technical assistance contractor, RIDE and others.

BtPrrHaeiDqnDuinaHgliifrmiecqpautlieiormneemPnoetlneicdtsyaaafdnoddrrmetrsafsocirnkgipnrigonvdfoiidvrmiedruswataol ssdedorevcviucemeloeppnleatdnthsa,encdqaurimeaelpirflidecmeavteieonlntoespdomwfetinhttehiporlarsitneanfniftn.agAt,iojonband development, employer negotiations, job training, benefits planning and other topics.

BHDDH, RIDE and ORS met in September 2015 to coordinate documentation of training for the purpose of quality improvement. The agencies agreed on the development of a joint team to review the credentials of providers that furnish services to individuals with IDD with criteria specific to employment and assessment.

Summary. A Employment

values based competency based training program has been developed by the First Task Force and approved by the monitor. RIDE and PPSD implemented

the

program and furnished training to provider staff, as well as families and individuals with

disabilities. BHDDH and ORS established forms and methods for ensuring providers meet

qualification requirements. A wide array of courses and training opportunities have been

provided by the Sherlock Center to staff from IDD provider agencies and schools statewide.

BHDDH has established a form for tracking provider prequalification and qualification requirements. BHDDH and ORS are collaborating on the development and implementation uniform methodology for tracking provider qualifications and training. The format has yet

of to

a

be completed and implemented.

Achieving Progress on Meeting the Terms of the ISA

The Monitor recommends that the following steps be taken to meet the terms of the ISA:

1. PPSD should provide the Monitor with information on the professional competencies

established in its competency-based values based training program.

Note: This recommendation was included in the previous report The State did not meet the reporting deadlines. No reports were

dated Apri/1, 2015. provided by the State

to

the Monitor regarding progress or actions taken on this recommendation.

26

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 27 of 40 PageID #: 176

2.

BHDDH, ORS and, as appropriate, RIDE are requested to report to the Monitor on the status of the Joint Provider Review Team that was to be developed to review provider credentials,

and the documentation gathered from providers by March 30, 2016.

G. Outreach, Education and Support (ISA Section X)

The State and PPSD program explaining

must develop by September 1, 2013 an the benefits of supported employment

outreach, in-reach and education and designed to encourage individuals

with IDD at TTP and Birch and their families to seek Supported Employment Services.

Progress

Benchmark 1- Targeted Training §X(1). The ISA requires the State to develop an out-reach, inreach and education program addressing the State's Employment First Policy, benefits planning, strategies for combining integrated day services with employment in integrated settings and others.

Status. A draft Outreach In-reach and Education Program has been developed by the State in collaboration with BHDDH, RIDE, ORS, the Employment First Task Force and the Sherlock Center and has received provisional approval by the Monitor. The Consent Decree Report iMasssoruneeiqdtuoirinrfeAodruaagnpudpstrho2av0sa1nl5obryterSqeeucpeiritevedemdtbhfeeinr Sa1lt5aa,tpe2p0tro1o5sv.uaTbl.hmeTihtdetohcEeudfmuinceaanlttivowenrassPiornonogtorsafumthbemmpiutrtsoetgdbretaomstuhtboemtMhiteotendittoor the Monitor for final approval not later than January 30, 2016.

PPSD continues to provide regular training and outreach to families of members of the Birch Transition and Exit populations.

Summary. Training programs were developed by the State approval by the Monitor. BHDDH has not provided the final

and PPSD and version of the

received program

provisional for approval

and must do so by January 30, 2016.

Boanpedpnocdrhatymunsaierttyktifn2ogr-sOinwbdhiseverirdevuiiannldsgiviInindttuheaeglrsTawatreigtdhetEIDPmoDppruleolcayetmiiovenensSttuo§pXvpi(os1ir)tt.eaTdnhdEemopbprsoleogryrvamemeinnwtteialglnrpdartIoenvdtiedegmeratphtleeodymDaeynt Services.

Status: The benchmark was reported as being met in the previous Monitor's report dated 11/20/2013. The State reports that members of the target populations continue to receive wopoprokretuxnpietriieesntcoeos basnedrvoethaenrdovpipsoitritnutneigtireast.eBdHeDmDpHloryempeonrttesdettthinagt sitdhuardinwgoarskseedsswmiethntCs,WtrSia/Tl TP to set up a Job Club to link individuals who are working with other who are seeking employment. However, no information has been furnished on the status or outcomes of the effort. Data from the PPSD Quarterly Report June- August indicates that Birch Target Group members are being offered opportunities to observe individuals in integrated employment and integrated day program activities.

Summary. Members of the TTP and Birch Target Populations are receiving opportunities to meet with individuals who are working in integrated placement situations and taking part in

27

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 28 of 40 PageID #: 177

integrated day activities and programs. Establishing a Job Club at TTP is a good idea and should be implemented by CWS.

Benchmark peer-to-peer

3 -Networking §X(2). to link individuals with

The IDD

State will and their

support families

personal networks, family-to-family and to individuals with IDD in the Birch and

TTP populations.

Ssoaaedtftatfrdeevtiunritecidsode.ensBdbaayHltnhDtidhneDsfesoHeuSrptmharpaenaoirdntlrioitoOnscnRgkfSsohC,rapwesiannhbrtdtieeiicrcevhinaipdptfaurRutaoerhlvndsoiiddaisnehnededtIhdsdfelateaomFntaadtiilhmliCeeeidsolM.ylilenEoPgfnmeoai.rrtpeomTlnroahtoytseinmsoaetnenhntdaertarSAdoicneuwhivnonaedogrleloednTpmiemrsspacsenluonsTsyitsrtmeoaiodirennnseiuntmC.gpopNspulooo(nFrysEtemAoloefTrn)st personal and family networks.

Achieving Progress on Meeting the Terms of the ISA

The Monitor recommends that the following steps be taken to meet the terms of the ISA:

1.

BHDDH is requested to provide information and data documenting (a) employment sites and (b) family and peer-to-peer networks currently

visits to integrated receiving support

within 90 days. Note: This request was not meet the reporting

included in the previous report dated April1, 2015. deadlines. No reports were provided by the State to

BHDDH did the Monitor

regarding progress or actions taken on this recommendation.

H. Provider Capacity (ISA Section XI)

The State and organizations

PPSD have agreed, "to ensure that to deliver supported employment

sufficient capacity exists among State IDD and integrated day services to individuals

provider at TTP

and Birch, consistent with the terms of the !SA."

Progress Bepdnereofvnovecrlichodepmerprsarereolka-fqft1ieuora-inlnsiPgfhiricsopeavsrtiviwodincieterrhseCetqoamupiipnraledcomiiyvtyeeidnr§sutXsatoIlfs(oi1rda)teaanTllntTiSdfPuy(paa3pnn)od.drTBtpehirdreochmES.tmoaSttpueelpowipnyiotmlelrgteeernsdattataeebnmdlidspehIlmon, pytiemlmgoperylanmettmeepdnertDonpvtalaiyadncSedeermsrvweicniletlss in state and federal agencies and in private industry.
SaSpnrtpaodetvcuriiesda.lleaissBtteiHndoDfftoDerraaHmcckhahitapni osrgonwfvooririndmtettserh.neaTganhenuendmcdyibem. peOpraRlroeStfmmsreeet anpnftotfe' rstdtrPsaairtnepheqraedutq,apultrirafealiqiicnfuaiiactnilaogitfniitocyAnapgtepie,oonnclciecyrryetTiqffrouiacricarkpetiirmonongevniaDdtnsaedtrhaLaaSgvehaeednebecJetyoebsntaff completed and given to providers for feedback BHDDH and ORS provided the Monitor with a description of pre qualification requirements and the Values-Based and Competency Based Training Program as required. Summary. BHDDH and ORS have met the requirements for this provision of the ISA.

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Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 29 of 40 PageID #: 178

sBpurefonfciccehidemunrtaearsrkrna2eyc-eoPsfsrtaroravyiintdeoedrfuaSrnntdaisfsfhuQpsueurpavpliiosfierctdaesdtitaoefnmf,spa§ldoXeyIqm(u2ea).nteTt ahsunepdSeitranvtteiesgwiorianltleaednnddsuarryeelsatuthepadptopprortlosivctiioedsTeraTsnPdhaanvde a Birch populations.

SqmaauaidiMrnnutntegteaaittatdBeovleietailnnneuigzigsircfiltnisurcrtoiany:aoeahpipqg'tdstn.rTeiiueerosnBthasadvhxgntbHelaiaaiicissDssfSlfltoiiitthifDotelsirtmatoonyadtnoHtugwmto.etselopfAwtpdughfarseupniaoofplternroafisvrlssotdfotakiyoaofvdtnikesnonaiaedesdwlngcniuentekwtedhanrirselvaiseegiut,nttitdharotdhbeetigeeeetemsrfCiehgavtsirflhep.WirleirqnanelPolkMooustSdmrepetyapo/iyoodrTvlmevoBinriTpdfcimdvieHidoPotcutinoDieossmaanttriritDoltogaaimtsaioHhnnsoagiwnusaddndeoispntehsdsn.ftriatoCrcrtnPaeasteyyWPnesmhnsrSeeddaesseSaDndadilrsy/atytaeomTitgttdaaolnrTseeeifaneomninPdfscnrit.icsnvaktstawyeFogeijtsnrcoorgaivdccapencrrniootsruacbBhotomnstebairtifecsrorywsmredeicrsrncrdahpiuseengeosiainmqhssronriaoc,autntttpdunivyooiiaclnrdserolsieatsugiphtyctsddiearinautemeeonibtgtfivvnenoiferyziewigantiacratllintthbeihoethesiaspiecpaeotnl,neaotminntItadrfScryiantfenAtnoaldunatdtgm.iosaonmtnCuytmdahthbpWhciseueprteeieSnrorvs/viraiTtttioynsicTfedePss as required by the ISA.

Summary: BHDDH has worked with TTP to qualified staff. PPSD has secured additional

improve the ability of the agency staff to provide job development,

to hire and retain job training and

job coaching services.

BtiphnaeetrnetSgcntrheaarmttseehatdiorpekcsmr3wep-ailtotIheynpimcneecernenstnotitsnvievestsetwistnihtgtohrso.eIDuSngDcuohc, hufPariamungcbielelyintchtm-iePveertmrsiavbanaersteriestt,iPooeanmbreoptnfilmoienyrpdeslirhevsmi,ipdeesumna§tlpXesldoIfr(tyo4hmm)r,oe(u7Tn)gtT.hpPTrphoaunevbdiIdlSiBeAcri-rsprcerahiqnvutdaoitrees community organizations.

SsiptnhttlracaeeentaBunfmstooi:nvrsTuiItzSshoeSeFsPseDuryepDospavtRreoiedmreetdcrtreuhsesredirtgoeeinnsniitniggltcyrinaor.betuiOaevpsiRenehSsgataphsrnreedodvoivistveihcdewueerseasusdltelaibdlnQiyuziunamOactiRleboiSnteny'triQoIvonfeufcpsaheelofnirotutfyciorvuAsresmtsiBhnsaugaonrtncoaiuennnscdbifeidaeveseTinedefdtuaoifamrcylos'.isnnerwgtvranoicceretwkstoaRfunandtedisitnsfgor

Stmhuaemdtermatanorsiyint:icoDonrispocofurisanstdieoivninisdchueaanvltsievfteraoskmiennTbpTolPtahcaepnoadltiBcOyiRrcaShnadtnopdirnaBtcHetgiDcrDea.HteHdaonewdmervpeelporo,yirmntecedenlntytsipevlteatsinntsogasertnehcrbooeuuirngaghge public-private partnerships have not been established.

Btwooerueocgtnhrcaknconshimichzmaoaeltaspiaroossknfseaitr4shvlt-eisacunIQeSpcsAuepa,aottol(ricTtt)eTyanpPnAsrduotsorsvseuuicdproseaeunrnipvvncpeicerosetir§nottXhteniedv,I(i(eSrebsm))s.ahupTnesldhloeteyeseurmSfepftedeapnctoeettimrvwpterpitoollblvouqpiysdurmioeanvreleisinfs:ditsee(padmro)oponhgrdgaoreovavliesmnidgatseodrrteesomvqoieiunefeawtsttehe,tgehosrletavtaetegferrfoedisandilggsh, atnadn d employment options.

Status: See Section L joint provider review

Quality team to

Improvement (§XV) below. assess provider credentials,

ORS reported plans to establish a agency competency and certification.

Progress on this effort will be reported in subsequent reports.

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Achieving Progress on Meeting the Terms of the ISA

The Monitor recommends that the following steps be taken to meet the terms of the ISA:

1.

ORS and BHDDH are requested to submit to encourage the transition of individuals from

the Monitor documentation that incentives TTP and Birch to integrated employment

to

settings have partnerships

been developed and are being implemented through public-private as described in Benchmark 3 above. Documentation needs to be provided

not

later than March 30, 2016.

2.

TrNDehRopetSoeS:rdttTiaidthtenihs(aoBrstHemcqDoueDmeeHpts,tltehOwteeRadrSse)fipopnrorcorTltuvTiidnPdegeadddaiendcarotedhpslyeisniopnefrgset.htvNheieoomubroseensprtceorhpremtocsreawtnrdket asrpetnreoopdvtreiAoddpveairrdib1qeo1udv,aebl2iyw0ty1tihta5hes.isnBSuHt9raa0DtneDdcatHeoysat.hned

Monitor regarding progress or actions taken on this recommendation.

I. State Agency Actions (ISA Section XII)

Progress tmBaenecudnhsncttrhicacmonanlsatiarrtsiakoscin1tswtp-arinCotchgoernntaetomrwasstcoaftrfrwfoemfxirtiohssmthianetTglhteeetecrSchehtdnantiweicc,aoaPlrlPkAaSssshDssoi,isspTttsaTantPnocceaiennpPdtreorBgovriviradcitdheerdetsoret§mopXlfpauInlIor(nay1inms)d(he2pnn)r.teoToevhdpieepddoeSrttdtrauaatnyeinisatiiennerdgsv.iaPcnPeSdsD
StDssahuystiarsbssotitajuseuebtmsgcia.lthnistmcBitceehHahseftaDtuSnSeDnegrhrHdeeveerixihdlcspoaesbecsusyrkeeatsRssCn.tIdteaRDonbIoEtDflet.iuhEsrPr,henPhtreihSasdeDeshncNatthoirstaanasistetiiirnssoaat.incecnOacdtgslReaasAStlosnlshedLspdaoErtscoReAcicvIasDohitdwnnEioeiticnrftnauahocelnsfteadstSdsaewstetdaiedisttwtetrthaaeiDndciancheinrienetnuriocgcamtnaioanblarniesandwrsogsTiofidAafsDentcaaedoanvnrntcedresealucoryhaelptnvnomaiidfnceettawtnosrltpasaaiinlcndsinagnd training and TA needs on a quarterly basis. Summary. The State is effectively addressing the requirements of this provision of the ISA.
Achieving Progress on Meeting the Terms of the ISA
Actions are not required for this provision at this time.
J. Interagency Collaboration (ISA Section XIII)
The State is required to develop and implement one or more interagency agreements between BHDDH, RIDE and ORS and with PPSD to implement the ISA.

Progress
Benchmark 1- Agreements between state agencies: BHDDH, RIDE and ORS §XIII(1). Agreements will address:

30

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 31 of 40 PageID #: 180

Status: The Interagency Agreement was signed with an effective date of July 11, 2013 addressing the three areas identified above.

Summary. The State is effectively addressing the requirements of this provision of the ISA.

Benchmark 2 -Agreements between the funding, ORS involvement, the engagement referral relationships and policies assuring

State and PPSD §XIII(2). Agreements will address of trained transition specialists, supported employment, compliance with the Americans with Disabilities Act.

SIaiSmptAapp.teulTeashmr:etTeoanhgtbeirensegimegmtenheeeetdniIntSIghnAat,teshwrenahgogiectenhbnceeiysreanfAlurglpleryrveoiievsnmiecsdeoionrtonpt soarrdeoafdftlrteehecdsetswtIehnistetheeciranhacagthnheognefecstycohofAepMgperroeoonevfimttihoseireons.ntI.nTsPthierderoeaSgngrtteaeinftsiecseyadonnidn

the PPSD

Agreement, is described in the sections of this report.

Achieving Progress on Meeting the Terms of the ISA Additional actions are not required for this provision at this time.

K. Funding (ISA Section XIV)

The State and PPSD must fund the services and Settlement Agreement for all eligible members

supports necessary to comply with the Interim of the TTP and Birch Target Populations according

to the standards and timelines set forth in the Interim Agreement.

Progress
tBohneagntociinhndmgivfauirdnkuda1inls-giOnalntlhogceoaiTtniTogPnFsautnonddsBiuniprgcpAho rlTltoatrchgaeetmitoPinnospg§uaXlianItiVinog(n,1sm)-w(a2iit)nh.taTaihnceianSrgetaeatrneddae/nvoderltiohmpempPrePonSvtDinpgwlaeinlmls eprnelcsoueyirmveee n t outcomes and for participating in integrated day services.
Snispnietataeiiudtndauteteesidm:og.nrIpHnasltdooaeiywrdvmeiewdvaeuoebnarrlt,le.ksaCtsisonWentrttSeohicn/teTeegTdTisvTPaea,Pbrtaeohasveenewnds,geetBlahrlvgieraieccsmdheBasiTnHjaoaDenrrxgiDdtteyHestunoPapdfonepTpddoauOrrtltrgaRsietaSittlo,hGwnnesryeooearnudrkpeeteeomrdxeepetconemersimibvueieronnervcgseieno(st5dnoa3igvni%oniddi)tnuengpgaoalrftsruaettniimnecddipispnulagoctyhianesrgemployer-paid supported employment placements.
Bpineedrnifvocihrdmmuaaanlrsckien-2bth-aesPeTedrapfrorgorevmt iPdaoenprcuecloaBntiatorsnaescd,tslCifnooknrinttrhgaefcuptsnrod§viXnisgIiVoto(n3t)oh.feTshuperpopSvotiardtteeerds'hseaamlclphdlieoevvyeemlmoepenntatsneodrfvinmiucpemsleetrmoiceanlt targets and implementation timelines.
SpcsCeoetWarurvtfnSuoisc/sreTe:mlTsiBnePaHgdn,aDwdraDeisatHsmhne'susaresmdcmseobpneoeetnnrcrtatoaactfontfae:wddefdieifstivohctariaTollsunTemaaPrtvlaioiinadcnraee,egnaibetnsaimdfstiiiheevsnas.itdtOauaaRsnracSeldoirzapoeelevspdoeoosrfrisedtwirsgevonhtihcrtti,keafhittpeihilrdtaaisnnbtfgnyienieantc-hnglfeudo, drsItSerusAasepir.tpnvaPoiisnacrkygtesemspdttoeaaenyfbmftm,espbetleonontyemfietsnt system is performance based.

31

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FglBsnaaieeescHusetsnhtmDeeoeifdsDebrofsavreHoilneprulsmsyeaettchrnroaeofvedfsnomiisctSrSOomeeocPRcsofpaSsi,poanapaetauyceenptemodrcdpffoaeworbWgmonreiamattoneihcssnerahykf"snoesitpcitrtsnsteeehpprmptbfeereloreosarrfrnmvnemomciqsrsdahamuweynmoiarrrcfoaeinerntrrdectubkemieommasnabus,obbyeeterceudntnorcdrcscom.seh;oetlome(inmbfbvstea;s)reertaran(aakcactfst)pbdfidlanewcteorsrgosiatc.ntni"rfhonotoifrSpetfraauudticeincn,potahcdnencloiaruhpnofrnmrgopogforotfbuvrmhrateaihaestgrateiesnemeoscsonlpeopeifsnareriobikscnlnvauiiedcfnsirviislgeevceuidsilotdpdshntecruoeoos:oafvbn(tlahsiets)rapaiutaolcsaantcec.rsldeeedato,r reimbursement; and (d) methods of performance evaluation.

Sdpociprneueoafrcovynampovemtlpmramliaaocdeacrmepnettr.rmtiseycBman.teuHgydnBelepDaectHnirDdhacDcsaanHitDenlehdlrsHiayavswnttimiorcidnBleeslcmHpOlbttDuoRhoeedreDSaptuettsHhasemptyaesahrvdteosnaaeeevfdbtrotnilavsriOiodiistCRcoteeheSnfWmneustpdrlpiSletrfylpo/oivaTeevmitedTreeivfdwPeooafet.ourlrctBumrtshuca.oaearottrenWphmreceeanBeherqntsifHulgdoceaDiorotrnmasDaendlukmHstacre.rnaheeacaTcnqnsecthtuydstsibiissworOoatenecfsRimmatetbShhpdeasiaupnssccctrteoiiapsoldtnn,iryvzotpoibedrvdenaeoifercseteftrihteiossoeeirsnfntdmooa.outrbIaotentisnnaldeiticspshetreyuvperribeocedaafeerstlheitvoedyebrayere performance based (see below).

Benchmark 3 -Funding the State to CWS/TTP for

Post Placement Follow-along Supports §XIV(4). Funding supported employment will continue to be available to each

furnished individual

by

following placement to provide ongoing support as needed.

SptphtlraaaoctttueeOsmcR:teeSFnduits.pnwBdoipHinluDlgilnDaigstHioatopvnarsroiewlv-aoihbdpoleeesanfrojeocrabeisncleiodgsiaivbfcoilhderiuTnfaogalrsragBrneHedtcDGejoDirvbHoiunrefpgutesmnnudetpeimdpoobnsreestrrevsfrrivtocoimecsree.TscCTetWoPivaSeflo/lTalildTnoddwPiitivsintoigadnfuafalrletsrpaioninrttihneg or placement assistance as needed.

Achieving Progress on Meeting the Terms ofthe ISA

The Monitor recommends that the following step be taken to meet the terms of the ISA:

1.

BHDDH is requested to provide a copy be using with CWS/TTP to the Monitor

of the performance based contract not later than February 16, 2016.

format

that

it

will

2. fOaunRrdSnimisshirleeedsqtuaonendsetsea.ddOmtRoiSnriiessvtrieeerqweudiettssotceeudnrctrooeunrretapfguoenrdpt ironongvtidhdeeesrirsgenstoutloatscehonifseutvhreiespfereerefvofioermrwsatenorcvteihcebeaMpsaeoydnmiotoeurntctnosomatrees later than February 16, 2016.

L.

Quality Improvement (ISA Section XV)

The State, for TTP Target Populations are required

Populations, ahd the State to develop and implement

and PPSD for Birch Transition and Exit quality improvement (QI) initiatives for

each

population.

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Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 33 of 40 PageID #: 182

Progress

Basdi(ncesee)rsdnvvueaceirhpdlcaomeeenpnsqcaeduaerdealn<intadne:cnii1etadnina-atptdeniTrgvdosTreuvaiPfnittfodeciQecdredelinedaPinsasnrutyeortadosegceerceircanovnomdriandcibvoea§lisnmeXdcaupiVescae(lwdos1,eep)iilf.tnlfhie-TtnsetrheugheedfcerfaSeiacItintSeivaeAdditnne,dscg(weuybss.p)iculplerpoivdpbreaeotvleduredtaliottneoepmdSaaepctncolhdotiieeyoinvmnmseVuepinrlnoeettfmepqtgluhearaenacltteiIiStamoyAnqea,unaniartndeslic:taqry(nueadaa)nsetidty,

Status: BHDDH, ORS and RIDE/PPSD have designed to evaluate the quality of services Groups by each of their respective agencies

adnedvesluopppeodr tasnfduirmnipslheemd etnotme desmebpearrsa toef itnhietiTataivr geest and departments.

PmdutieqmrPesauaaseScpannidhDlrgsnetitns'eesmtoteriruQo,dleeydnnsuvteetoabaparnllavltieutastiinyaoiqncsstnAueneut,siasornppsreagtueter:eh.rrerrtfaTeslhoonyoheSrfc.nemtheIJaScpoiatPAgeliennlahnaciCntstneqeRowmufraoIoeaigDarrldldlaniEItiibpaym/nnePrgasoapPeittnclomSdkeedrDempsa.yisnledoFeedsnesnmottn,ialasmeltsntoiinuitfdpwoeitpaelen-pemdrdumdoopooisrfnenutatanehitNctccdtetoerooirooeDdvmimnsnOeisesngm]p,s5Ilatrbaoneekesrtcypeeoerhmyoru2nbirnmea0ietcdnrs1iea,nt5Saalrgs.erseeaetC:marstvlcssuseeiiouartmcsr.nrbteeeeaAamsnennb,trfitclljtoyeoAedtu,ebeganrdPvnrt-ePrepeodeiSleoandoDemilspnfsa,femmteanscnoetctdnniiavstileteoirss program concerns, etc. are noted.

OtastifrrscagohsuoseeReonussecggprrSuyniiusveuuegdesesvrirdllneisceaavismioleeetptsaiitcidinssweeomooouoenelarnnnmeorsttttssshssianiww,encemdagatn"goiihinns.tptntts-.ahh.dtadhlrgaiittioestarneitotthveouioqwtitsloiqonnshuoonoqsudeiconrtgeuviiorekOfsrvaatva-aeORhslitlsviidodmueSRetteaumyenpTwSeiqSpa,ltpnTiaulufcnIpwsotbPuSaopsirrAlnilsim.opentaittdtOgohrtnpymtteharroRdhrtdetitoouhSeisenshfvvncedsoaaIrseili,SeivsttsenEeAyebsipsre-onmtn-veadoaTbbntreirirpfctarsessattfileissauserooaeaegbnpntodynrtdelhptsfemdme,estaotldtuinihPretoernvcednieoetitenjhqetttepotrIdiudmhVSgyuabniiAservlegooradaasiemacntdtateeomanieiCunvpnottmdaeiodealWnoaolnnlreessnCoystSmeam.ras"pmolt/qe.lyTiopmnOcunesRnTlseagiRonetePseilshynStvnih,tlmtsipt"ayhyc/neceDpboaegribrrilvnsnneoilaaoOiicstsnsccctdirsRaaiooeese-isStttstcmmwei,ew.waofahnpieRlnuniallotnltykneighCwwtta.gidhenanoiTteieseoghntcuvd/hhn"eedbpneeaseRrsrRwsrelop,entSeSrOiavlupeAvlAtofeirRrfhirsfpovciTqSsitaRevoaosuitastSnisnal.rdTAeetleToeiTtIodfhyPfe

OrmrcRpsbeeeeRreeoqprnoSpnvtoutgaoieirdirtckrtrreaoieteeenvsmrsmdnigeonpel.sctfgoorntBaooaptarrunvnseeent-iddemfddstorahiaeeotrrdeedddQvsepisbqeuvualruypaaetasaelpglnTiiolgatoiiTypddtihrPynmotetIesnemprmetdestlnwpiaveefntnriiehmooeep,tiwtdvlpcptaahehrlspnodomornsoydvsoeiefemrinbrTndevglsteTseei,tnPscraPmbetlniIeaSnshpdannAcaraareoevearrfpnveedadirttissdomisnd,vrtveocheeieridtosasrssebusosi,aoninueuanntnsergnigdeesnfhdlydvieip,mantendhrgenpsoepev,udflvraaianrooiclnsidevruinseeeeoacegnddmtafscetpsctthieoomateoenhcsrtedteirdhsatneeyeenecvtil,,nxdteiMipvjtloodteoreohnbeanprne,qtyttaiaaursttoiosoactpaferlolrrwippsletofl,ehshiqevcraaiuctiascnhtdtiothirdaiieondeotrtnodenhntneabhetneeiyfddrytsht.oe ISA.

BthHaDt DadHddreesvseelsopqeudalaitnydapcrroovssidfeodurtopothliecyMaonnditporroagQraumaliatryeAass:ssuerravniccee/pQruoavliidtyerIsm, sperrovviceement plan

33

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 34 of 40 PageID #: 183

psbdccrtreeraoroiimatntnvetedeegisrsudgiaiccaiioraeatneairstng,ri,soigtaaeernirntadneiadisonvnntgiiudtwenehtwgnihebmeisyacfrpnuthaBordtlHousdtdryvDiieamessD.ttmcaeeHTo.lmehivGnsneetateora,pnsafptlldfhfsaroaeoniarnngrpdddaerrociaoiviecnm~disoidecmsnrunoeioatplolilltlafnaiioitsbeneouhdocdftmrlctuuaseoentdtcmnridehoeteen.nnssriWpgwceewtahchialitiicslhflalheiascbOnssaepRiodrsermSmtwoaaea,egneanarcaasadlekcoum,tnTnripeevTgqldsiPautws,,inaeenifslsstuio,hotlhrylafkariacsevmeotyceaarplsnroebleedbaiencmrjaeteprninceodretnanosievtn,cdaoedetrsois,aosfrnefor monitoring or ongoing review.

SsQIedpitnnuveorufdamatpaoeletluruemripmltmagyeaatyantieriitndmytoipheoe.nprannRtsorhtcIvowweaeDivdaedEeaesdrexnm/erPrftdeuePeaqsinrnSdusnnttDeaecitiqlssornihuhefmiiweaaatcivdstoaaheeesttitdiioctaovohoneunetfdhctstshltoeisfhaennrueMnooefsdmdmfkeoi,ertcnirvyObciiaeituRicasonnteeSrrtielsnntfoaaoo-gannsstn.uedrifdBfndeufBavuelislHcbnutiyielDttpeeiwhinfpDmeticsoheHpydrcde"ltooamesiacrnnmfesud"utemtrubhronecneeetqtgaienIesucidSthdnhiaA,renitbaeediiaydovnqntengtuobdhaiytwmenorlietatOtehebvsymgReeineirSImbiaowSmetatApisrnpos.rsadulnoerof,vBemffieiHnctoemhicDnceerectDneeunttHadarttsr.roeigtnodegt.

BSiasenuntveatdpanetlepgcduhoraeaarmnstttecdeadardPidrtbsPkeoeuSq2depDunpi-answotBuersirltietlereoccddtqhaieuoecvTamnhelsirlipeotaVvlypno-eaVysaniimnIntdditaeoeqrningemutr:aaapp(nntlalitade)oictmndyeE,e,mexivn(niecettcn)lTarotaesapqdareuaesgdnaqeeldduaittansyiPtendeaordvpspaesirpnucuoedelrvansaistdndauiecoenfnfedndicciiQiennineIiatantePinctagdcrttroiooavigrnetedrecnatadraonembdcaelaesen§yewsXpdsueiVeretorhec(pv2otiilnh)nce(deeoarisme)vIS-caii(Adescbiu,dsv)a(.eeiblnlTf,)fighneed

sufficiency.

Status: PPSD reviews are being provided in

aacncdoardnaanlyczeews iinthfotrhme aptrioovnitsoiodnesteorumtliinneedthine

extent to which services Section XV(2)(a)-(b).

Summary. Monitoring activities are being carried out in a manner that is consistent with

the ISA.

BsoufepInSpcAohrSmteeacdrtiekomn3sp-VloPayrnmodgeVnratI mabnydSthtianentSedgtaarrtaedtesfod§rXdTaVTyP(s1es)re(varvi)c-iec(bep)rreoacgnirdpaim§eXnstVsta(an2nd)d(aaSr)de-s(cbttih)o.anDtsieVnv,ceVolIorIppaomnreadntVet IopIIfrobvyisthioens State and PPSD for Birch students.

SMpmpiRttersaeaoorvtiafnvuniosiiesttssrawo:emiirorEntCnaoisvssohvitnderhcecee.arakqnsnRtlicuIigiseDistuhrtfEtebtothdosalral.tneoctiIpdtwoptuomprastroeprptRogsplfSygroetAarrhawmaratTmhisttisehtictlmtlaeItehSnhoaIAaednrrsaeirtCtdrhegodoequarsvnulitaneshiBterlgaiHoenovapmDtneseDDsedabneHweapcteisnraitnsedrhbetudulrowsaeetifuvshnhinpeigatclscesothhcqhpptewueerdtaodoiIllvSalihqAnitbaydueEsreaiednlmaniqidtontpuyidtolaieoabrtidseiyenvsmmefteuooneeraorannfmtnuttqTscraFunTetaaiiiPrsorsas.thnnateOedQrtgdRolutuyShtisaodauleitptthyttpoheoerste monitoring ofPPSD ISA implementation.

Summary. Program standards as a part of each department's

required by the ISA have not been quality improvement initiative.

developed

and

implemented

34

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 35 of 40 PageID #: 184

Bcdidoeeefnnnidcctuiihefcmintecqdaieurdskaeraf4tniecd-ri,elQynifcuoninaee-rscstehietsaresvlayrereyObv,ieneae-wnpsisltcaeoonfrRorTeefTcvcPtioeeradwrneasdcnt§odiXofrnBVe.pi(Fr1oco)hrl(tlcsao)nww-d(-ieluwl)pbialerlneiidvsssis§euuXweeVsdrew(dp2oio)lclcru)bt-sme(ieecd)noe.tnnTitdnhiugfeyctSithnetegadtrpeteorssouhegnalrtlssalumoref follow-up reviews.

Status: BmrrIuSeeHpAoppDnoaotDicrrhttttoHaiieonrtdindginnisogdpcnrelvenuraiqoidsoqutiedtuisfsr.u:aewArrd(ntseaeio)rsnreflhooTyctneTebo-vdPasniis,dditineeousnrctrachet(needevdd)itleoatofwoosrttlghelsraoevcenwhapMile-zouudoerapuntdt,leirewtfeo,osivrer(tmibhrdev)ioawniolccstuneqhm-duqesoauieftclaneriutlatyimrimtneyrevgeenaiwvtetthiiwoCenarwgWtkrerstoSohpnu/uoaTetttrleTitirndsnPeeeqotdodourunibbfrr-ieyiensniddcSgtieoeantnccrghtdetseiiv,uoocinc(necutswX)erdwVrsfeoaeoanlnlrnftoeddtwh-e taken by TTP. OotCpjnnTohovlReonoTbaeeeS-tuPnrssddbn,ssditse,eistoaegeveistfrvnholfueroe(gtelapd,brlovtopsc)aepiToponaefmoTneorrdwrtdedPlegsltnusoeaaatnctcwcosnQehthasi-eereirznuuegddedeiapvnecudlaaidiealrneltweeld,sywd,ovaaiaI(tisrntsmdbheeshd)iwiicpepsnsooocostrsat-utnorhdlthnts-viaoeeaescsteidcieerufmtsdu.erisoosa.mTennrosmAnwesuefatsveenoitPoniswqnte.iOdluonTaowSiRatngvTreuSrkriPtdttpdehehSopupairaanuualoonttytplrrdtlisrthptinbeesnhreocaqdeeaorlsucpdvutiereesiredmbrfe.ideivebyvTnpsEdieidnhlSopmeoaigeeunrncycpogseOtmtmlvisxirRooo,iieeeSysnsnnp(eitmscoistotX)neiwnrpeVngfrtsnlo,evgaoQtlrfifclfoocVeooueerntrwaotmhsmaplcae-ikeirataunmoyn!etlpScivtnooIqAlsiamunnubdacdatatyepnhthlilirnrdiTaloRotygmtTnybveisPbsohanere.aenrramcresrviblvitiuqeiioseieldnucrriwweettiisanrsPsitet:gtoilhdaoa,(rnnaoe)f RStiCpinemIeoDttrotehfElr.oeed/rOPmirmnPeneaiSp-nntsDootigAtrre.thqgmaaurFvnaeooedrelntlmiefiomotrewollpnlyr-oliturenwtpeomg-vaueteicpaventkwaitoeoelsucsdncatsphuateloraaQsrstcueaeaeartnfvolftyieinhtccyteeeatAiscnvq,sheeusrnlxueayitrmrcaaqtaeednulrdcdaalieryrsaetsPtbesielsrasaltpsnyatirhnsfomeocabreotnleneIndrmimemtreopeasdrlpeirsanoem,ngarcedtsovsnnacitasaocnritetndei.rodnRisnimustIi,DbopoomrfEnrots/ihPvitoestPesefSDudqtDOheutse]oaalIa!irtnSrtheyAteee.ornSivomtetaerted
ScTrqceououTcnnamPesldiimisvutseyectaredtivrinmynibtc.gpyewBraOqoiHntuvRhDdaeSDtlrmh-ieHftepyeunnoirasedtrstnqipinrounregoitgqrigceunsromeidanrrimeevdvdniuictdtcbhesutyaiaoqntltufsghctaoeahqlmtieuItSTyapIATSrort.APerePvtrabPslitSyeuwtwDthoiitsin/shRs-onsIttnDiiohmtteeaEecrqr.hoeeuOanvqasdRiureuSdtiwerceeirtssvlimnyeorlgeefbognsaqputesueslriaadvsor.rifaltcyetnehrdrlqeeyiuv!mSoaieAlnpiw-tlayseiinmntaedgteTrinsseeTtverPvideiwacess of

Achieving Progress on Meeting the Terms of the ISA

The Monitor recommends that the following steps be taken to meet the terms of the !SA:

1.

IiiqsntucifaslulurridettyhecseomrmkaremneyaceagoncemdtmiemvdeietntintehdssaeytadsnBttdeHhmDoautDttotHchoreremefdvleeeispcettawhroatirmttsimneqcneuotearrtlpeittovhyriesaiemtreeopqtrrhuoreievrsoeetmrmrgueeacnnnttituszsratoetrfiatoShtneeeagcfltyoifotroonmrmXeantVasotoufofrtuethhtelteihnc!aeuStdArirt.ienInt t

35

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 36 of 40 PageID #: 185

Section XV (1)-(5) and submit the final process to the Monitor not later than March 31, 2016.

2.

OOrwSsaehdeRRaqocdySSutur's'isielonrdisnqenesumdeXewaeddeVlshintcbito(tcyr1ysih)cba-too(ehsifm5tsesOt)uphcRrRaleauSynSnArI'dwSrcpeATesilntu.aiphttbnOlreQsmRRoSuItSgioAatqrnlaiuiirtenmtaseyeclgrdiodAteusyreplspftasiooaotmuriurrpotaplarntttrnsooesocvttviaoeishnedepfsmyeeerMdoCaepedgnaoordrtrnnaaaiglsitmttueieRoonirSdanftArebdaDolyldiTmenriMicneetrilfssateeo.ssreercIomsrhrbeeea3lqgati1giuuco,aihlnr2ateiot0otimof1ont6nesthh.nsetTeotasphnMmrtidoshoevagreniteutisptaiitodorhoreenerlotsinnnooettfsh.e

3.

TwsththiaeleflfebMtxeoiospdntliiianstcocgeuraswonsnidtllhtphselecaihnmsetnrdpeuuldeclmetpuraeroenmgtaraeanteimdtoinnfsugtonawfcnStidietoahcnrtBdiinosHgnDaXogDVfaHeibn,ayscRthIewDaaEhcghiecanohncfdyste'hOsreRvqiiSrucaredeliiqsrtpueyecaictlmoittirypvsreioasanvmgdeeemrnaeecslinueetrvsep.adlnFatoancn, uds

the current and planned review process.

M. Data Collection and Reporting (ISA Section XVI)

The State activities

and PPSD agreed to each collect in order to monitor the monthly

and analyze relevant data and implementation of the ISA. ·

quality

im

provement

Progress Bqcouelanlerctchetrmulynadbrukaps1ilsi.c-aTDtheaedtaIdStaAotaibdoeennCtiinofdileliesvci1dte7udadlaasntwadictRahteeIpDgooDrritienesdtth§heXaTtVnaIre(ge1ed)t-t(Po3o)bp.euTlghaaettiSohtnearsteeadnaednndrcePopPmoSprDtaosasngirnaeged to approximately 44 individual data points.
SeceetcBraafrhoemntxouepsHaeqngllsrppptlDateudaeueerhltsDgoirucoxeserstetxc:HdytresmeedtimmAd,dsefmnebrOedoetdbbonaryRrtnaybrvmtteoSteottyir,thacloaewhtaytteehvduiehhnhss4eetMeabdiScba4actSaotMoelnRhtashedminhdItendeoatDeiehedrgttonEtolaeamhiudoar;rtnpetiacsoaoatcddpsokttronoseaeoinPdCtdnmnwsrroPuctsteteS(neiosoermncqfDsierdmi)ttnuekehei,ogdsidpntraawrofertttetnadtvehhiomdhataatheeefhrleRtlebeyetaoasnerthhyznpuheipstoeedSnmlrioddIaeeveSueSievmneeccAnaataattoInltsesiisstnamofdsyterlintauanas'eopusStdrnrtdeXfrseevatdeCea2VbmebachdtC0oIyygieuel1fnoetoitrnooaot5lnhsrfylfsrgee.ecetiisenhgncAiamveeIneotenteSrslp,cnlDvdAylIsyratwSeioetocctbcAara:cievaeteanonrripe(it(enndepadneaaegp)arggcnCgdoloriiiydaeoredtvlnsyitepquneiotfchdphoantbusyreoeeoerrtjiraaimretrnrigfpCmsencnttyaaepmtdogtDettdtrhmnihhneoapeoasaenletcraantlenartrhctnhdosecdtoahe;teaeatrnanig.rstDt(caddoabaAeeebesm)tmtrx.e,cnehhedTnrpadeapeapeesjsenhrletooutroeew)emrtrrdyirtewewtmmuylttlaahsehiossteannafsbetttehe completed by the Sherlock Center for the past several years. uDreIaesmsnalpenatposaunlradaootlenydlCdymitofhwblfeleeyenirgtcteBheasnHteqtteoDrufgvoDaroirecrHrmtveie,esirsO.saleTnyRiddahSuene,fpndCordtreiWeafmvxiteSieapsd/staeT.ntdaTBodtfPHIdoiSDtaorAsmDnccdu§HauXmtRriwVrsIeDeniIcln(Etlo2tpng)oe(rtanaloret-aghaicc)rettmerariosnroansegnn,iacdwtfhnosirldrtuyehrtcpohvhtohreearyeqntmgueSooeamfhsrpaettprcerpllorrooaolvycyrsitkmsd,beCbeaarsneeniiatnsungi.tgmneeErfngbaocaacerithtmerhRsoaae'hgftroieekoddnenecyaynd

36

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taocMrgouiageltlcrngecocechmyrtiivoesnanusp.rrtivrPoaeelobpayllnasewssrta,oicltclaiboloblennefscofdiorosemrttvehtpenhellteoerwtepaeveicdtidthsuiianatonhlnJdeadonaIiSfmutAatahprceyaloen.clmdDlueeracCnrttoeaitoenn"ndstcestotonoulltrebgvDceaetetoycchroraesem"nreddwp. AlatielhtltaseebhoddeoneirtntsvrtaseAaiulfnpopfrepptidlrmlaeaieimnnnndiFetnneMogtbfaaarolyunnpad2lrri0noyo1evta6hidn.deadeDrtrkaaetay analysis and reporting are to be completed in June and July.

itBTCpOePg§aromemenPXHhaWRargSetdpDSVpchsDSalodDhEleeIat/o(TnahrmxrHo2eyeet'eTin)dsatemdr(rPdunPaeeaisoeesc-tmpoaoiqnnvaa)rponmtupetenturdiolpalvheotolouerseBieanptyelotrtteeciinwisfmphrncrooocutrlaegtnhmehnoymrtdneotngmewibhbtnttersraoepeehaielhscirlmmoqwneaciassrusannbas.oaeopisrrePcrr(afmuaeekr§eoPncqrqsidXSorreidunuedtDanViaygcietnntnkloeshIticdifde(iofntoloiv2ieeiyrderlv)icpdpelmend(sioeripnndgTpncolaa-outltrgevqtneiOsreaifc)ictdosRyla)ddhstsy.ndSetnaaatsrrCsrhtoannsetahaWelseaeddcioemngirewddegrSvreeieetaevyei/nfd.TmcplntoeclITaesTtro.inotitsehoPrhOafcfvsetitnfraeR.eehfgadsi,dSRarssanebavoutItifqtacrDmhounopauoruceEgrpra§lcoaamrlihonXternsertutireaacirVaoetrtttvtgshssensrniIieotle(deactodFym2nhlwunau)rbeece(iretusnsyaamaronpmd-setuutnkoohpiinbssnsn)enrlet.eeosetgeoiAstdrdeyrdnhnvflamidropfoeinctoaocdfrraedolimeirsiqlnnimntmtsvuiaBtdhsot.taiaaniahiidhnvBrlstrdteiuiiacatiHfloiedlhatiiSysDnnneuldwtTgd-ttaDadasoriarwltlytaeHsaeltamtsahinabatttcaiesoehesethnoirmeteenaditoad.bouclnbteh-y reporting requirements and track individual services.

TadaggehevreneeMecloimeopsenm.niAtetongtroetmnafcaneycdtiwaliidmtiamtphteilBnetmiHhseDternDdatatHaott,ariOsosRnhaSgaorrfaienIneSgddApRorrnIeoDlctaEhetesetosdimbdduipasttocahrutagsavsanettchhneeeoroitnfnbetgeehdeaecntntoiaevbecilodteilefltsoaobramocarrudaottasuetsaaoltlhsnyhetaahtrgheirnreegee

state on the

structure and functioning of such an arrangement.

StChuWimsStmi/mTaTerP.yP.aPnDSdDatRacIDoolnEle.IcSBtAHs DirneDfloaHtremddoasetiesornvn6ioctenaspeaapncedhariontuodticbvoeimdgueaastlhisseerbrievniegndgaangndadtrheuepsroeesrdttihannegddthraeetaproteorqtuiemidrpebrdyodvOaeRtSa,at service delivery and planning.

Benchmark 2 - Data Collection, Analysis and Monitoring §XVI(3). The State will regularly collect, aggregate and analyze data described above and will:

• Identify problems or barriers to placement in or retaining jobs in individual, integrated
employment settings.

• Recommend to the Directors of BHDDH, RIDE and ORS remedial actions to resolve the
problems or barriers.

•

Review this information quarterly thereafter and

on a monthly basis for the first year of this Interim Agreement develop and implement effective measures to overcome the

and

problems and barriers identified.

•

Analyze identify

service data, and address

monitor services and service gaps, report on any service gaps and any obstacles to the implementation of the goals and outcomes of the

Interim Agreement.

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Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 38 of 40 PageID #: 187

StahtnaedtduCasW:taSAt/osTnrTeoPvt.ieePdwPaSbpDorovregec,roadmradtssaaaisnndbdesaiennrgavligycazeetshsdeeurmeridpnlagonayddmmreeinpntoiisrnttrefaodtrismveeaptamioreaneteotilnnygabsnyaoPnnPdgSotDoi,naOgsRsbiSas,stiRsI,DuEs,ing teachers with individual service planning. Work plans are developed to identify gaps and improve outcomes and results. Staff at ORS review TTP data to ensure appropriate and effective service delivery. RIDE collects the required data and reports quarterly. The iitnnhffeoodrrmmataaa.ttiiMoonnotirsheorroevvuerige,hwthceeadsceaawnsedormskhaeanrraevgdiseiamtmsebonuntgtsdyaosdtemesminnoidstotpreaestrinfvooertmshtaasvfyfe.sttBehHmeDsaDttaiHcffagonaratchlyaesprisascsaiotnymdteoregvaiethweor f and report data as required. To address this issue BHDDH has contracted with the Sherlock Center to gather the required data.

An external review of the individual records of TTP Target Group members conducted by the Monitor revealed inaccuracies in th~ employment data being reported by CWS/TTP. These inaccuracies resulted in the misrepresentation of the numbers of protected class members who were employed in employer-paid jobs. ORS staff also noted the error and informed CWS/TTP that long-term situational assessments in which individual's wages were paid or subsidized by the vendor agency does not meet ORS standards. CWS/TTP corrected the reporting error.

Summary. CWS/TTP gathers individual information on a number of the key data points stgrbBoeuauHqptetDhupmdeDioorrpHreesltdsosicnynbfofmryoloolteerSmmgcnetetctsanhtttsiheiaoooratnamntalXmlgeoyIenVainunyTcsofyTonef.PrettmhTehTedheaaetItdirSooigaAnnbetfatfeoooGfrnaromrdrTtodahtTuthrepPieeossmTnepsraeueivsrdmrigpucbeboesyteessGretdahssrnteoroodeuvuctpsorteulacmiipcvanpetkieinmoodpgrnebbtOarseylfRrfotrsSuhrermrihfnseuaacisnbsneehdiicclveeietdidtinaoasgttnnoieodsroinevnifrdidctvcehoiievnecusitendi!asSfsutyAeaaCl.nblosWdarr.aSrtOi/TeTRrTTSsPP,.

As for

noted in the the purpose

previous ISA Progress report, the aggregation and analysis of the of improving service delivery, removing barriers and improving

information outcomes is

not being performed in a comprehensive manner. Required quarterly reports with recommendations are not being prepared and provided to the directors ofBHDDH

and

ORS

as

described in this section. The State capacity as an issue and is working

has identified the lack of a coordinated data gathering to improve its performance in this area. The State has

not

made substantive improvements in this area since the last ISA Progress Report was issued.

Achieving Progress on Meeting the Terms of the ISA The Monitor recommends that the following steps be taken to meet the terms of the ISA:

1.

The State is requested to provide the Monitor with (a) evidence of policies or practices used to regularly review, analyze and:monitor data listed in section XVI(Z)(a)-(q) above for the

purpose of identifying barriers related to job placements and job retention in integrated

employment settings and (b) recommendations that have been made to the directors of

BHDDH, RIDE and ORS regarding remedial actions to remove identified barriers by

February 16, 2016.

Note: This request was included in the previous report did not meet the reporting deadlines. No reports were

dated April1, 2015. The provided by the State to

State the

Monitor regarding progress or actions taken on this recommendation.

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2. CWS/TTP, BHDDH and ORS are requested to collaborate with the Monitor in the development of a standard report form and format to accurately document and tabulate individual services and support outcomes consistent with the ISA data requirements at Section XVI (a-i).
IV. Concluding Comments
This report describes the nature and status of the changes that are taking place within the three state agencies, BHDDH, ORS and RIDE, and the Providence Public Schools Department to comply with each of the provisions and benchmarks of the Agreement. Progress has been made in some areas. But key objectives have not been accomplished, agreed upon timelines have not been followed and many deadlines have not been met. It is recommended that the State address the following key issues, needs and barriers: 1. Improving responsiveness of state agencies to the ISA (and Consent Decree) requirements and
the Monitor's requests for documentation, information and policy implementation, consistent with the timelines outlined by the two agreements. State agencies, BHDDH, and ORS have not provided complete or timely responses to the Monitor's recommendations for necessary actions or changes. RIDE, for the most part has met response deadlines. The most recent !SA Progress Report (April1, 2015) identified 27 actions the state needed to complete within approximately 90 days to meet the terms and conditions of the Agreement. A progress review on September 21, 2015 revealed that five months following receipt of the report only 7 (26%) of the issues and recommendations had been resolved, 6 (22%) were pending resolution and the majority, 14 (52%), of the recommendations had not been initiated. Steps must be taken by the State to respond to requirements and requests in a timely fashion. 2. Strengtheningstaff resources. The ISA requires the State to change the structure and functioning of the developmental disabilities system to ensure members of the protected class receive the supports and services they need to access integrated paid employment and participate in integrated community activities alongside people without disabilities to the fullest extent possible. The majority of the Agreement's requirements fall on BHDDH which is required to implement policy and program changes, coordinate mandatory expansion of supported employment and integrated day services and assure and improve service quality and responsiveness. Personnel resources and staffing at BHDDH remain at pre-ISA levels and do not appear to be sufficient to meet the increased demands on the department to meet the requirements of the ISA. Please note that it is acknowledged that BHDDH is taking steps to address this issue. 3. Coordinating !SA activities across State agencies. It is strongly recommended that the authority and role of the State Consent Decree Coordinator be strengthened to ensure that BHDDH, ORS and RIDE meet reporting and systems change deadlines and take necessary actions as required. 4. Addressing key ISA outcomes: (a) the number of ISA Target Group Members who have been placed in integrated supported employment and integrated day programs have not reached required benchmarks; (b) required career development planning and practices policies have not been implemented by BHDDH; and c) the required Quality Improvement Initiative providing oversight, monitoring, and service improvement has not been fully implemented by BHDDH and ORS.
39

Case 1:13-cv-00442-JJM-PAS Document 10 Filed 01/20/16 Page 40 of 40 PageID #: 189
Respectfully Submitted, Charles Moseley EdD Court Monitor January 15, 2016
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HJ

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 14 of 40 PageID #: 292 



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HK

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 15 of 40 PageID #: 293

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HL

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 16 of 40 PageID #: 294

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HM

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 17 of 40 PageID #: 295

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HN

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 18 of 40 PageID #: 296

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HO

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 19 of 40 PageID #: 297

 "')(."&3.,*),.)'*&.3? ),,/,3IGHN#(#.-.".-1,#( *& ),&&MM.#0'',-) .",!.)*/&.#)(9 ."#-(/',6LNAOMQB) ." *&(-1,/,,(.6"0#(!(1,#..(),,0#-1#."#(."*-.3,9(&3.",) ."MM #(#0#/&-AHKQB"*,.##*.#( ),#(#0#/&*&((#(!*,)--A-& JB9!.",-(,*),.--#'#&,.)(?<-*, ),'(#(."#-,9  ,,,,&'-7*.#+&'-,(--8
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<G=8&&#(#0#/&-#(."#,"))%%,!. )*/&.#)((&&#(#0#/&-#(.",!.)*/&.#)(-"&&,#0( #.-*&((#(! #( ),'.#)(()/(-&#(! ,)'(2*,#(6+/&# #*,) --#)(&3*.',JG6IGHK9  '"&+$B9#+"(($$+!-().%-#('8  --.,71(.3AIGB) ."IJ.#0'',-) ."#,"))%%)*/&.#)("0,#0 ( #.-*&((#(!#( ),'.#)(()/(-&#(!9&&HJ) ."#(#0#/&-1")"0,#0 -/**),.'*&)3'(.*&'(.-"0#(#0#/&( #.-*&(-A&HB9( "0,")/..)#(#0#/&-1"))().3."0( #.-*&(-9)/'(.-(,*),.- #.-)(!)#(! ),.-.)#( ),'-./(.-( '#&#-)(( #.-)/(-&#(!9  ,,,,&'-7*.#+&'-,(--8",'',-) ."#,"))%%,!. )*/&.#)()().3."0( #.-*&(-),#( ),'.#)(9#-)/'(.#(!#.-)(!)#(!  ),.-.)1),%1#.".)(-/,."#--,0##-*,)0#.)"#(#0#/&9  (&&'-#(',8(,,+/-..)*,)0#.")(#.),1#.")*#-)  ."( #.-*&(- ),&&'',-) ."#,"))%%,!.)*/&.#)(1"),'*&)3 3/(JG6IGHN9  '"&+$B;+!-().%-#('  --.,7?<-)(."&3*),. ),,"IGHN#(.# #-JP,!.)*/&.#)( '',--"0#(!)'*&.( #.-*&((#(!*,)--1#."*&(-#(*&9"#-,*,-(.- LPQ) ."MM.#0*,)!,'*,.##*(.-9
( ),'.#)()(."(/',-) #(#0#/&-1#." ( #.-*&(-#-!(,&&3)(-#-.(.1#."/(/*&#..)(."-../-) ( #.-*&((#(! .?)'*#&3 ),."+/,.,(#(!HI?JH?HM ,)'.",-)/,-7." ",&)%/,036,),-6(&#(. #&-9,*),.-."..".JP#(#0#/&-" ( #.-*&(-#(*&9) ##&-,*),..".*,)0#(*# ),JG#(#0#/&#4 ( #.-*&(-() ,I( #.-*&((#(!#( ),'.#)(---#)(-.?/,#(!IGHL9  ?,"*),.#(#.-.".( #.-*&(-,#(*& ),)(&3HPAMOQB) ."IO #(#0#/&-1"),1),%#(!#(#(.!,.-/**),.'*&)3'(.A-&JB9"- #(#0#/&-1)/&2*..)!#(."')-. ,)'( #.-*&(-(*&((#(!.#0#.#-9 "-'#.&,.".." #1#&&*., ,,&- ),#(#0#/&#4( #.-)/(-&#(! ,)'



HP

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(3:#(0)&0#(#0#/&-*&#()'*.#.#06#(.!,.'*&)3'(.-&)(!-."1! #-*#3'*&)3,9,-/'&36."HG#(#0#/&-1"),1),%#(!()()."0( #.- *&(-1)/&&#!#& ),."#--,0#9/,#(!."*-.3,6) ##&-,*),..". ( #.-*&((#(!.#0#.#-"-.)**(.".."3&#0.".."31,()&)(!, ,+/#,.)*,)0#."#--,0#9"
,+/#,'(.1-&,# #/,#(!-/-+/(.'.#(!- 1#."(.")(#.),6/.#.)-().**,.".( #.-*&((#(!.#0#.#-/,,(.&3, .%#(!*&9  ,,,,&'-7*.#+&'-,(--8,!.)*/&.#)('',-1"),'*&)36( ,!.)*/&.#)('',-!(,&&36,().,#0#(!--.)( #.-*&((#(!-,+/#, 3."
9/,.",'),6."/,,(.-../-) ( #.-*&((#(! ),,!.)*/&.#)( '',-#-/(&,9,),-)/'(.."-../-) #(#0#/&-1")"0,#0( #.- *&(-(*&((#(!*# ),3 /(#(!9?,*),.-.".#.#)(&#(#0#/&-- "0#(!,#0."#--,0#9(/(/*&#.&#-.) #(#0#/&-1")"0("0().,#0 ( #.-)/(-&#(!(( #.-*&(-&)(!1#.",&0(..-(/*.-)-().**,.) 0#&&.."#-.#'9  (&&'-#(',7(,,+/-..))&&),.)(."0&)*'(.) 8AB (/(/*&#.'-.,&#-.) ."( #.-*&((#(!-../- ),"'',) .",!. )*/&.#)(,!,&--)  /(#(!-)/,6(AB*&(),-.,.!3 ),(-/,#(!.".( #.- *&(-(*&((#(!.#0#.#-,*,*,6,),(,*),. ),",!. )*/&.#)('',1")"-),#-) ,-/**),.'*&)3'(.*&'(.9"*&(-")/& -/'#...).")(#.),(."(#...- ),**,)0&().&.,."(/(HL6IGHN( #'*&'(.3/(JG6IGHN9  8 +',#-#('%''#'! (+(.-"<
-#('


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<=<@=9<A=8" ..(,,+/#,.))*.('*&)3'(.#,-.)&#3'%#(!#(.!,.'*&)3'(. ." #,-.(*,#),#.3-,0#)*.#)( ),3)/."-%#(!.,(-#.#)(1),%*&'(.-( ), .,(-#.#)(:!3)/."<-*)-.-)(,30).#)(&*&((#(!)$.#0-9"..(-"&&(., #(.)(#(.,!(3!,'(..".#(&/-.#'&#(-(-*# #("',%--..#(! ),." -"))&:.):1),%.,(-#.#)(*,)-- ),.,(-#.#)(:!3)/."AHK:IH3,-) !B1#."
#( #(&/#(!#,"-./(.-6(*,)0##(! ),-./(.-<--.)."-,0#-(-/**),.--. ),."#( .#)(-ABAHB:AIB9  --.,',,,,&'-7*.#+&'-,-"..(0&)*(#'*&'(. ,+/#,*)&##-6*,.#-(!,'(.-#(),(1#."
.#'&#(-9  '"&+$A;#+"+,(''-+%''#'!.-(&,>
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<F=8*,-)(:(., *&((#(!*,)--1#&&(!!#(0,33,.".-./(...(-#,"6-.,.#(!.!HK9" *,-)(:(.,*&((#(!*,)--1#&&'#(#'&&3#(&/."-.(,-('#&-.)(--. ),."#( .#)(


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(,/,3IGHN6MG) ."MI.).&'',-) ."#,",(-#.#)(,!.)*/&.#)( 1,.#0&3(!!(,#0#(!-,0#-(-/**),.- ,)'A&I)0B9,, 0&)*'(.&(-,*,-)((.,(1,*,)0#&&MH) ."-#(#0#/&-9 ."#- (/',6KOAOGQB) ."-1,/,,(.6HJ#(#0#/&-"-.".1,'),."()( 3,)&((/*.#(!9)/'(..#)(*,)0##(."#,"/,.,&3*),.#(#. .".#(#0#/&-1")-*&(-1,#(() /*.#(!"(#(.# #(/*.-



IG

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 21 of 40 PageID #: 299 

-"/&9,-)((.,*&((#(!/-#(!."#&&.#)(&((#(!3-.'AB1- )'*&. ),MH#(#0#/&-#(&/#(!&&) ."MG-./(.-.#0&3(!!#(.".,(-#.#)( 3)/."*)*/&.#)(9  ,,,,&'-7*.#+&'-,-8#-/-#(!*,-)(:(.,*&((#(!. ),'',-)  ."#,",(-#.#)(,!.)*/&.#)(..(#(!.9&-(. #!""))&9  '"&+$B;+',#-#('%''#'! (+#+"-.'-,>


<B=5<C=5<H=5<@?=4<@@=8" .,(-#.#)(*&((#(!*,)-- ),-./(.-(,)&&#(#,"-"&&)(.#(/.)!#(3!HK6-"&& #(&/('*&)3'(.*&((#(!.'6(-"&&#(&/--.)(###0, -,0#-6# ."#(#0#/&#-&#!#& ),-/"-,0#-9".,(-#.#)(*&((#(!*,)---"&&#(&/ ." )&&)1#(!*&((#(!'#&-.)(- ),&&&#!#&#,"3)/."#(.,(-#.#)(8  9 --#!('(.63!HK6.)('*&)3'(.*&((#(!.'6- #(#(."#-.#)(7
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 9 )&.,."(."3,#(1"#"-./(../,(-HM3,-) !(1#."."--#-.() 
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(
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.,(-#.#)(-"&&,#0benefits planning information, according to the standards set forth
in Section IV(8).
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6(#(&/-." ,-*)(-##&#.#-(,+/#,'(.-) .".",-..!(#-1#.",-*..).,(-#.#)(#(!3)/." !-HK.",)/!"IH3,-6#(&/#(!."#(#0#/&-#(."#,",(-#.#)(,!.)*/&.#)(9 "#'&#(6&)(!1#."<-.,(-#.#)(*)&##-(*,.#-,---."'#&-.)(- #(.# ##(.#)(


AKB9/.#&#4-.",(-#.#)(.#0#.3"%&#-. ),./(.-1#." 
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9()(). *,'#.0).#)(&----'(.-.)*, ),'#(-!,!.-..#(!-9  "-)().#)(&"#&#..#)()/(-&),--#!(.).".,!.*)*/&.#)(..9 &-(. #!""))&9,)0#("))&*,.'(."-"#,)().#)(&"#&#..#)(



IH

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 22 of 40 PageID #: 300

)/(-&),A)''/(#.3,.(,##-)(B.)1),%1#."-./(.-#(.,(-#.#)(9'*&)3-)( $)0&)*,1")-,-*)(-##&#.3#-.) #()''/(#.3-#.- ),-/**),.#0'*&)3'(. -,0#-(?),$).,#&*&'(.-(P$))"-),)''/(#.3,(-#.#)(--#-.(. ##-)(-A-B9#!".(AHOB-./(.-,2*..)2#. ,)'."*,)..*)*/&.#)(#( IGHN ,)'." )&&)1#(!*,)!,'-(.#0#.#-8 #0-./(.- ,)',)$.,"6HI-./(.- ,)'&-(.#,"'36()( ,)'.",(-#.#)('39,*),.-.".." -./(.-1#&&*,.##*.#(!,/.#)(2,#--61,(+/.-6(-"))&*,.#-- **,)*,#.9  "..<-,(-#.#)(#'&#(6,0#-/(JG6IGHM6.#&-."*)&##-(*,.#-."., '*&)33
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(.")(-(.,9"#'&#( -,#-."-,0#-(-/**),.-.".,0#&& ,)'
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"-().# #-"))&#-.,#.-."..,(-#.#)(*&((#(!'/-.!#(.!HK3,-9#," -./(.-( '#&#-,*,)0#1#."#( ),'.#)(3,!,#(!.",+/#,'(.-.". '/-.'..),("#!"-"))&#*&)'--. ),."3."
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'.#(!-(.",)/!"1,#..(&..,-9*# #.#)(-( ,-*)(-##&#.#-) -,!,#(!.".,(-#.#)(*,)--,&#-.#(.",(-#.#)(#'&#(9 
)(/.-)(:-#.'*&)3'(.#,-./&#.30#1-1#.""#-.,#..)----
? .#)(-(,0#10#(.#'&#(.#0#.#-,#(!#'*&'(.-,+/#,9( #(.,)/.#)(.)( #.-*&((#(!(#-/--#)() *&(-(.#0#.#-.%*&/,#(!." '.#(!- ),#,"-./(.-9'#&#-,#0( #.-*&((#(! &3,.".#-*)-.)( <-)/,.,(-#.#)(1-#.8 "..*-8??1119*,)0#(-"))&-9),!?'-?&#?
GHPGGGGJ?(.,##.3?)'#(?IJO?( #.-Q IG*&((#(!9* 9'.#(!1#."( #.--*#&#-.#--"/&/,#(!."3, ),." -./(.2#.--"))&9   ##&- ,)'."99*,.'(.) /-.#AB,*),.."./,#(!#(.,0#1-)("&)( 3HH."(HI."IGHN6#,"-./(.-6*,(.-6-. 6().",-,*),..".-./(.-)/& 1),%)(&3IG:IL")/,-*,1%1#.")/.#'*.)(."#,( #.-6/.)/&().1),% /&&.#'9 "#- #(#(!/(,-),-."#'*),.() #(#0#/&#4( #.-*&((#(! ),."#-*)*/&.#)( .)(-/,.".-./(.-,&.).% /&&0(.!) )#&/,#.3.1),%#((.#0- .".'3(&."'.)'),."(IL")/,-*,1%1"#&'#(.#(#(!."#,*/&#( '*&)3,( #.-9  ,,,,&'-7*.#+&'-,-8<-.,(-#.#)(*&((#(!*,)-- ),#,",(-#.#)( ,!.)*/&.#)('',-'.-.",+/#,'(.-) ."
9 )10,61"#&*)&##-,#( *&#.)-().**,."..#-#(!!.",(,*),.)(.".,(-#.#)() -./(.- .",)/!"."'#&-.)(-#(.# ##(."#--.#)(9 



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Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 23 of 40 PageID #: 301

(&&'-#(',8
.#-,)''(.".0&)*."*#.3.)!.",( ,*),..)(."(/',) ,!.)*/&.#)('',-1")"0"#0."'#&-.)(- #(.# ##(."#--.#)(3/(JG6IGHN9  '"&+$C;(-#('%,,,,&'-,'+#%(+$1)+#',>


<D=5<E=54<G=8 &&3)/."#(.,(-#.#)(-"&&"0'(#(! /&)**),./(#.3.)2*,#()(),'), 0).#)(&(?),-#./.#)(&----'(.-#((#(.!,.'*&)3'(.-..#(!*,#),.)2#. ,)'#,"9&&3)/."#(.,(-#.#)(-"&&"0'(#(! /&)**),./(#.3.)2*,#(.&-. .1).,#&1),%2*,#(-) **,)2#'.&3MG3-/,.#)(*,#),.)2#. ,)'#,"9,#& 1),%2*,#(-'/-.*,)0##(.3*#&1),%-..#(!-'.#(!." #(#.#)(-( -.(,--. ),."#(.#)(-ABAIB:AKB(AB9  --.,7(0,!) LM) MG.#0#,",!.)*/&.#)('',-*,.##*.#(.,#& 1),%2*,#(-/,#(!.".",:')(."*,#)(#(!,/,3IO6IGHN9"")/,- )(-.#./.#(!#(*,.#/&,.,#&1),%:30,33#(#0#/&*(#(!)(."*,-)(<-6 -.'#(6-.,(!."-((-9(0,!"#(#0#/&1-(!!#(.,#&1),% #03- *,')(."A-&IB9,#&1),%2*,#(-,.3*#&&3)'*&#-")0,-0,& +/,.,-9
(,/,3IGHN6IG) ."MG.#0*,.##*(.-)'*&.."#, #,-..,#&1),% *,#)) MG3-()(#(#0#/&")'*&.."-)(MG:3.,#&1),%2*,#(9 &&.,#&1),%2*,#(-6-1&&-&&0).#)(&(-#./.#)(&----'(.-,*, ),' #(#(.!,.-..#(!-9
(#0#/&-#(.,#&1),%&-),#0-/**),.'*&)3'(.-,0#-9 "LM#(#0#/&-(!!#(.,#&1),%2*,#(-,#06)(0,!6**,)2#'.&3KH ")/,-) -/**),.'*&)3'(.-,0#-6-,*),.3."/,.,&3*),. ),." *,#)',IGHM:,/,3IGHN*,')(."A-.&IB92*&(.),3#( ),'.#)( *,)0#3-")1.".#(#0#/&-1"),().*,.##*.#(!#(.,#&1),%"')0)/. ) .")/(.,36"-,#)/-"&.")(#.#)(-*,0(.#(!."#,*,.##*.#)(),1,'',-)  ." ,-"'(&--1")1,2*,#(#(!$).)/,-6!/-.-*%,&./,-().", .,(-#.#)(,&..#0#.#-9  ,,,,&'-7*.#+&'--8.*,)0#3(-")1.".."-"))&#-.,#. #-&)-&3 )&&)1#(!'',-) ."#,",(-#.#)(,!.)*/&.#)(.)(-/,.".."3 ,#0."-,0#-(-/**),.-,+/#,3."
9  8 +#'#'!<
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<@=4<A=8/,,#/&'/-.0&)*(.,#(#(!#-,+/#,.)*,)0#.)&&*,-)(- #(0)&0#(."#-)0,3(----'(.*,)--6."*,*,.#)((#'*&'(..#)() ,, 0&)*'(.*&(-(."*,)0#-#)() /**),.'*&)3'(.(
(.!,.3,0#- ), '',-) .",!.)*/&.#)(-9  --.,7")'*.(3:-0&/-:-.,#(#(!*,)!,'0&)* ),.")(-(. ,(**,)03.")(#.),#-#(!#'*&'(.-..1##()&&),.#)(1#."." ",&)%(.,.")
-&()&&!9*),.) .")/,.)(#.),)()(-(., )'*&#(
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B)'*&#(1#."."#-*,)0#-#)(9  9-. *,.##*.#(.,#(#(! /,(#-"3
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9. "0,#0.,#(#(!)(0,#.3) .)*#-/,#(! ."/,,(.,*),.#(!*,#)#(&/#(!$))"#(!-.,.!#-6----'(.-(0&)*'(.6



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Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 24 of 40 PageID #: 302

0&)*#(!**,)*,#.,,0&)*'(.*&(-6)'').#)(-(-.,.!#-.)-/**),. )''/(#.31),%2*,#(-6."#-)0,3*,)--(0).#)(&----'(.-9,#(#(! ), ."-"- )/-)(2*&#(#(!.",)&) ."$))".)'*&)3,-6$)-%,-6): 1),%,-( '#&371,#.#(!.-%(&3--60&)*1),%*&-/**),.-*&(-6#(.# 3#(! -.,.!#- ),("(#(!(./,&-/**),.-(,.#(!/-.)'#4 #(!*&(- ),$)-%,-9 /,.",*,) --#)(&0&)*'(.#--"/& ),.",)0#(-.",)/!"."* (., ),2&&((."",&)%(.,9"-#(.# #(#-.,%#(!%3-.  )'*.(#--)(.,(-#.#)(-.(,- ,)'."#0#-#)() ,,0&)*'(.5 ,(-#.#)(..")/(#& ),2*.#)(&"#&,((--)#.#)() )''/(#.3"#&#..#)( /.),AB9)/'(.-&&*,) --#)(&.,#(#(!.#0#.#-.".,*,)0#.)-.  #(."/,.,&3,)!,--*),.-9  ?9#(#.#.)#(.)(.#(/)/-/&#.3
'*,)0'(.,0#1) 1#."#( IGHM9",0#1,---/**),.'*&)3'(.-,0#-6-. .,#(#(!(."*,)!,'<- *,)!,--)('.#(!).",
,+/#,'(.-9. +/&# #.#)(-(.,#(#(!1,0&/. 1#." ##.-#(.# ##(+/&#.3#'*,)0'(.*&(.".1--/'#...)."!(39
( #.#)(6#( ),'.#)()(-. ,(.#&-(.,#(#(!1-,0#13(/,#(!( ----'(.) ?<-*,)*)-&.)*,.##*.#(<-,-)((.,/**),. '*&)3'(.,)!,')(HH?P?HM9"#(.# #*,-)((.,*&((#(!.,#(#(! -")/&) ,.)?-. 6(",&)%(.,6-*,.) ."),%-")*)(0,-#)( 
(-.#./.6,(.&3*,)0#."..,#(#(!9  ?-. "0*,.##*.#(-..1#.,#(#(!-) ,3)(0&)*'(.)  -6."/-) ."0,#(*,)0#-#)((.",-)((.,/**),.'*&)3'(. 3'(.-3-.'AB9. "0,#0#.#)(&.,#(#(! ,)'."",&)%(., )(0,-#)(
(-.#./.-1&&- ,)'(
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-#('=  '"&+$@;+!-+#'#'!><@=8"..1#&&0&)*()/.:,"6#(:,"( /.#)(*,)!,',--#(!."..<-'*&)3'(.#,-.)&#36( #.-*&((#(!6-.,.!#- ), )'#(#(!#(.!,.3-,0#-1#."'*&)3'(.#(#(.!,.-..#(!-().",-9"*,)!,' 1#&&*,)0#.")**),./(#.3 ),#(#0#/&-#(.",!.)*/&.#)(-.)0#-#.()-,0 #(.!,.'*&)3'(.(3-..#(!-1",#(#0#/&-1#."
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Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 25 of 40 PageID #: 303 

--.,7"..<-/.:"
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. -")/&()..".-)') ."/-#(--2*&),.#)(.#0#.#-)-,0(-,#/,#(! ."/,,(.,*),.#(!*,#)**,.))(-#-.) &#..&'),."(1&%#(!.",)/!"0,#)/- /-#(---.&#-"'(.-#(&)&'&&(1,().*,.) (),!(#4*,-)(:(., #(-.,/.#)(&*,)--9  ,,,,&'-7*.#+&'-,-8#- /&&3'.#(!.",+/#,'(.-) ."#-*,)0#-#)(6 *,)0##(!),!(#4)**),./(#.#- ),#(#0#/&-.)2*&),'*&)3'(.)*.#)(-()-,0 #(#0#/&-#(#(.!,.-/**),.'*&)3'(.9?#-*,)0##(!)**),./(#.#- ), .,!.!,)/*'',-.))-,01),%-#.-(#(#0#/&-1),%#(!#(#(.!,.-/**),. '*&)3'(./.."*,)--**,-/(),!(#4(().*,-)(:(.,9(, ,+/-..)'.1#."?.),0#1."2.(..)1"#"3-,0#- /,(#-"3 ?'..",+/#,'(.-) ."#-*,)0#-#)(9
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IL

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 26 of 40 PageID #: 304

,,,,&'-7*.#+&'-,(--9(,,+/-..)*,)0##( ),'.#)(( .)/'(.#(! ),'',-) .",!.)*/&.#)(('',-) ."#,"))% %)*/&.#)(8AB0#-#.-.)#(.!,.'*&)3'(.-#.-(AB '#&3(*,:.):*, (.1),%-/,,(.&3,#0#(!-/**),.().&.,."(/(JG6IGHN9  8 +(/#+)#-2<
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9  --.,7?(**,.)"0-/ ##(.(/',-) -. .)*,)0#-/**),. '*&)3'(.(#(.!,.3-,0#-.)'',-) ."(#,",!.)*/&.#)(-9 ?(.9&-(. #!""))&"0#(,-."(/',) -. 9("0 *,)0##.#)(&,-)/,- ),#,.-/**),.-. -&,#-6"0#(,- /(#(! ), -,0#-("0#(,--. .,#(#(!,+/#,'(.-9"-."-. (--,3.)(-/, .""#0'(.) ."*,)!,',&.)$.#0-)/.&#(#(."
9  "+/&#.3#'*,)0'(.,0#1) ?#--/3()(3JH6IGHM #(.# #-0,&-. #(! ##(#-,*),.#(!."..",) ."HL?$))"-# ().")&."(--,3,.# #.#)(-.)*,)0#$))"#(!-,0#-(.".1)$) 0&)*,-)(-. #()."0."**,)*,#..,#(#(!.)) ,$)0&)*'(.( *&'(.-,0#-9",0#1&-),*),..".()() ."N?-. *,)0##(! 0).#)(&-,0#-.)*,.##*(.-"."*#.3),(--,3.,#(#(!.)*,)0#0).#)(& 0&/.#)(-9(,+/#,?.)(-/,&&-. "0)'*&.."(--,3 )'*.(#-(,.# #.#)(-3.),H6IGHM9
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IM

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+/&# #-. '',7(AB?1#&&0&)*(#'*&'(.(#(.,(&+/&#.3 #'*,)0'(.*,)!,'-#!(.)*,)')."#!"+/&#.3-,0#-6#(.# 3(,'#. *,)!,'(-,0#,&. ##(#-9#-,+/-..),*),..).")(#.),)(." -../-) ."-.#0#.#-().&.,."(/(JG6IGHN9  '"&+$A;+*.%# #-#('*.#+&'-,>
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,!.)*/&.#)(-9 ,)0#,-'/-.)'*&.#.",(**,)0*,)!,'),.,#(#(!*,)!,'&#!(1#." -.(,-(?),)'*.(#-((),-3(9&&*,)!,'-'/-. #(&/'#(#'/') HI")/,-) )"#(!?'(.),#(!3(2*,#('*&)3'(. -*#&#-.1#."#(.",')(."-) )'*&.#(!.".,#(#(!*,)!,'(1#&&,#0)(!)#(! )"#(!?'(.),#(!-(9#.#)(&,+/#,'(.-(*,)0#-#)(-,#(.# ##(." )'*.(3-(&/-,#(#(!,)!,'9?'#(.#(-&#-.) -. ( ."#,+/&# #.#)(-("-1),%1#."?.),---. #(!)(,(-6 ),!(#4.#)(&-/**),.-(-/*,0#-#)(9#.#)(&$)0&)*'(.-. "0("#,9  #'#&,*,+/&# #.#)(,+/#,'(.-,#(*& ),.9&-(. #!""))& ),#," -./(.-9-().)06.,%-*,) --#)(&0&)*'(..#0#.#-.#,"("- 0&)*-,#-) )'*.(#-.".,/-.)(-/,-. ,#0-*,) --#)(& 0&)*'(.(.,#(#(!.".("(--"))&.,(-#.#)(-,0#-6 .#0#(-.,/.#)(( (&--./(.-.)"#0."#,*)-.:-)(,3!)&-9)'*.(#-,."'-/,&), )-,0&%()1&!6-%#&&-6#&#.#-6("0#),-,#.#&.)-/-- /&$)*, ),'(9  ,,,,&'-7*.#+&'-,-9"..("00&)**,+/&# #.#)( ,+/#,'(.- ),*,)0#,-) -/**),.'*&)3'(.(#(.!,.3-,0#-9#( )&&),.#)(1#."
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IN

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 28 of 40 PageID #: 306 

#(.!,.'*&)3'(.*&'(.-9HG"#&."-.#0#.#-'3*,)/*)-#.#0)/.)'-#(

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IO

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 29 of 40 PageID #: 307 

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<A=8!,'(.-1#&&,-- /(#(!6#(0)&0'(.6."(!!'(.) .,#(.,(-#.#)(-*#&#-.-6-/**),.'*&)3'(.6 , ,,&,&.#)(-"#*-(*)&##---/,#(!)'*&#(1#."."',#(-1#."#-#&#.#-.9  --.,8"-#!(
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()(-(.,9HH"..<- /(#(! '."))&)!3(,#'/,-'(.*,.#-"0." &2##&#.3(--,3.)(-/,.". ,-)/,- )&&)1,!.)*/&.#)('',--."3,#0-/**),.'*&)3'(. *&'(.-(."#,-,0#(-"(!9  ,,,,&'-7*.#+&'-,-8
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9",#'/,-'(.')& ),#(.!,.'*&)3'(.(#(.!,.3-,0#- **,--/ ##(.&3 &2#&.)&&)1?(.) /,(#-"(--,3#(#0#/&#4 -/**),.-)(-#-.(.1#.".",+/#,'(.-) ."
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IP

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 30 of 40 PageID #: 308

--.,7  &/("."/**),.'*&)3'(.,0#-%!@,-)((., /**),.'*&)3'(.,)!,'AB-*#&).#(#.#.#0#(*.',IGHM9?#- *,.##*.#(!#(."*,)!,'&)(!1#.").",
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(.!,.3,0#-6- #( (-,##(.#)(6,0&)*#(),(1#."."
9"#(#.#.#01#&&AB 0&/.."+/&#.3(+/(.#.3) /**),.'*&)3'(.(
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,#0-,0#- (-/**),.-.".,+/.(-/ ##(..)"#0#(.!,.#)(6#(,-#(*((6 (#(,-)()'#-& :-/ ##(39  --.,7"*),.) .")/,.)(#.),)(."..<-,)!,--)(."
(.,#'..&'(. !,'(.#--/(/,3HL6IGHM()..".(""0&)*+/&#.3 #'*,)0'(.*&()0,#(!6')(!).",.)*#-6*,)0#,*#.3(-,0#*,)0#-#)(6 *,+/&# #.#)(,+/#,'(.-6*,)0#,')(#.),#(!()0,-#!".().",#--/-9",*),. #.#)(&&3()..".(#.",*&(,--.",+/#,'(.-) ."
.#)(9). #(.# #),#-/--1,8*,)!,'-.(,-!#(-.1"#"-3-.'(#(#0#/&)/.)'- 1)/&'-/,6."-.&#-"'(.) *,)-- ),#-)0,#(!-.,(!."-(1%(---6 ),-,#*.#)() *,)/,- ),().# 3#(!*,)0#,-) *,)!,' ##(#-(,'#.#(! *,)!,'-(-,0#-#(() #'*,)0'(.91-,+/-..),0#-#.-+/&#.3 '(!'(.-3-.'.), &.),#(),*),.."),!(#4.#)(& ),'.) 
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/(#.1#."#(." #)  "#&#..#)(,0#-.),0#1(')(#.),."+/&#.3) -,0#-) ,30(),-9 #2(.,&) #-. 0).*),.#)() ."#,.#'.)),!(#4-#.0#-#.-6)(/.+/&#.3 #'*,)0'(.,0#1-()/'(. #(#(!-(,)''(.#)(-9**,)2#'.&3.",.) )/,!(#-,,0#1"3,9.."#-,.#.1)/&.%**,)2#'.&3(#(3,-.) ,0#1&&JM!(#-9#.#)(&#( ),'.#)()(*,)0#,!(3*, ),'(#-!.",3



JG

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 31 of 40 PageID #: 309 

 #&-. (,0#13'#(#-.,.),-)(()(!)#(!-#-9).#)(&"#&#..#)( )/(-&),-,--#!(.)&##-)(1#."*,)0#,!(#-6'.#(!)(')(."&3-#-.) ,0#1'#(#-.,.#0.#0#.#-6#-/--#(#0#/&(-3-.'#,,#,-6-,0#+/&#.3( )(-(.,,&..#0#.#-9  
(,"(*,#&IGHM6&$)#(.
,0#11#.") ?9 )&&)1:/*,0#1 1-)(/.)(3L6IGHM9",*),.#(.# #,+/#,)/.)'-6-/'',#4." ,0#1#-)0,3*,)--6#(.# #(--,3"(!-6#(&/-.,.!#- ),"(!( #'*,)0'(.6('."*,)0#,(-..!(#-,-*)(-#& ),'%#(!(--,3 "(!-(-..,!..- ),----#(!)'*&.#)() .""(!-.)'9" #(& ,*),.1-#--/)(3JH6IGHM,--#(!*,.##*(.--6*,-)(:(.,-,0# *&((#(!(&#0,36*,)0#,*#.3(*#&#.36*,.##*(.- !/,-6,#!".-( ,-*)(-##&#.#-6*,.##*(.-.#- .#)(6(-3-.'*, ),'(9-*,.) #.-)(.#(/)/- /&#.3
'*,)0'(..#0#.#-6)(/.-/,.,&30#1.#(!-1#."*,)0#, !(#-(')(."&3##-)(0#1'.#(!-1#."*,)0#,!(#-.". )/-)(#(#0#/& --(=*,)0#)0,-#!".)()(-(.,'(-9>)(."&3'.#(!-1,"&1#." ?#()0',IGHM6(/,36,/,3(,") IGHN9  
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'*,)0'(. #1#."#(  #- /&&3-. (,)/.#(&3)(/.-#(0-.#!.#)(-)( )'*&#(.- #&3.")-1"),#0-,0#- ,)'  )(.,.!(#-9"#-/(#.&-) -----*,)0#,+/&# #.#)(-(."2.(..)1"#"*,)0#,!(#-'.!(,& &#(-#(!()*,.#)(&,+/#,'(.-9"..,*),.-.".."--)#.#,.), ), /&#.3
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,+/#,'(.-9"#&.")(!)#(!)0,-#!". *,)0#-#( ),'.#)()(."+/&#.3(,-*)(-#0(--) ."-,0#-#(!*,)0#6." ,0#1(')(#.),#(!)-().)(-.#./. /&&3 /(.#)(#(!+/&#.3#'*,)0'(.*,)!,'), #(#.#.#0-(0#-#)((,+/#,3.#)(AHBA:B) ."
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()(-(., ,!.)*/&.#)(-9,*),.) .",0#1 #(#(!-(,)''(.#)(-1--",1#."."

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JH

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 32 of 40 PageID #: 310 

..( #&1#.".")/,.#((/,3IGHN9HJ"..1-,+/-..)!#( #'*&'(..#)() &&,)''(.#)(-#(&/#(.",*),.9  '"&+$@9,-%#,"-#%+(!+&-'+,><@=<=8"..1#&&-.&#-" .#&*,)!,'-.(,- ),-/**),.'*&)3'(.(#(.!,.3-,0#-.". #(),*),.." #(#.#)(-(-.(,--. ),."#(."
9  --.,7-().3."2*,.,0#1,61#."."2*.#)() -.(,- ),-/**),. '*&)3'(.-,0#-,(.&3#(),*),.#(.)."  /&-(!/&.#)(- ),." #(-#(!) 0&)*'(.&#-#&#.3,!(#4.#)(-6.",!/&.#)(-&%-.) &, -.(,-1#.",-*..).,(-#.#)(*&((#(!6,,0&)*'(.*&((#(!6( #.-*&((#(!6 (#(.!,.3-,0#-6-,+/#,3."
(.")(-(.,9"/,,(. ,!/&.#)(-&-)&%-.)  )/(.#)(&*,#(#*&-.".**&3.)&&-,0#-(-/**),.- /,(#-"39  ,,,,&'-7*.#+&'-,(--8(#(.# #)/.)'-.)!/#." ----'(.) ."+/&#.3) ?-,0#-/,#(!.",0#1)(/.#(,"IGHM/. &,-.(,-!#(-.1"#"-,0#+/&#.3(----"0().(0&)*( #'*&'(.-,+/#,3."#--.#)(9  '"&+$@;.+-+%2'9,#-/#0,><@=<=8",)/!"#.-+/&#.3#'*,)0'(. #(#.#.#06."..1#&&)(/.)(:-#.,0#1-) .&-.')(."&3 ),." #,-.3,) ."#- 
(.,#'!,'(.(+/,.,&3.", .,.)0&/.."-,0#-*,)0#.)#(#0#/&-1#." 
!#(-.."*,)!,'-.(,--,#)09  --.,8/,.,&3)(:-#.,0#1-"0().()(/.)(,)/.#(-#-) ? /,#(!."/,,(.,*),.#(!*,#)9)/(-&),-'.1#."-. )(')(."&3-#- .),0#1--(#(.# 3"(!-.".(.)'#(-,0#-9)(/.- ')(."&3,0#1-) ."#(#0#/&-(*,)0#,!(#-*,.##*.#(!#(."*,)!,' (*,)0#?1#.")(,!/&, %)(*,)!,')*,.#)(-6-,0#-(,-)  )(,(9 )10,6() ),'&
,0#1*,)--"-(0&)*(#'*&'(.- ,+/#,3."
9  ,,,,&'-7*.#+&'-,(--9/,,(..#)(-3."  #(-#(!(#.( ,!,#(!?*,)!,'-(-,0#-')(-.,.."..<-)''#.'(..)(-/,#(! ."+/&#.3) -,0#-*,)0#(.""&."(- .3) #(#0#/&-,#0#(!-/**),.- ,)' ."#-!(39 )10,6("0().'..",+/#,'(.-) ."#-
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,0#1) ?.".1-*, ),'#(,"IGHM3 (6(.",(.+/&#.3#'*,)0'(..#0#.#-,&..)." #(#(!-(.#)(- ) (."  #(-#(!(#.6("0().*,)0#.")(#.),),#--/

HJ(/'.).")/,.)(#.),<-*),.)()(-(.,)'*&#(
--/(/,3IL6 IGHN9



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Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 33 of 40 PageID #: 311

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,#0-,0#-(-/**),.-.".,+/.( -/ ##(..)"#0#(.!,.#)(6#(,-#(*((6(#(,-)()'#-& :-/ ##(39  --.,7)(.#(/-.)/.#&#4#.-&%*$$&# #!%%  % %#%%%#%#2014.2015# ' !#%%A/&#.3 --/,(&(B9"#(#.#.#0#--#!(.)(-/,.".."
#-'(!(#'*&'(. #(-)/(6,-)(&( .#0'((,6.".-,0#-,) "#!"+/&#.3(.".#(#0#/& )/.)'-,#(!'.9 )/,:*)#(.-&#-/-.)0&/.*, ),'(!#(-.%3 -.(,-,)-- #0%3,-8,,0&)*'(.#'*&'(..#)(6*,-)((., *,)---6-/**),.'*&)3'(.-,0#-6$).,#&-(.,(-#.#)(*&((#(!9/,,(.&36 ')(#.),-".,(-#.#)(-./(.+/,.,&39)#(.
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(#'*,)0-,0#- ), 3)/."1#."
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9  ,,,,&'-7*.#+&'-,-9/&#.3#'*,)0'(.#(#.#.#0) ."..(,#( *&(,#(!#'*&'(.9  '"&+$A9,-%#,"-#%+(!+&-'+,><A=<=8"..(1#&& -.&#-".#&*,)!,'-.(,- ),-/**),.'*&)3'(.(#(.!,.3-,0#-.". #(),*),.." #(#.#)(-(-.(,--. ),."#(."
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#- #(!'(!60&)*6(#'*&'(.#(-)/(6,-)(&( .#0137." #'*&'(..#)() 
-*,)0#-#)(-,) *.&+/&#.3 ),#'*&'(..#)(7(."



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#-"#0#(!-/-- /&)/.)'-#(,&.#)(.)
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(.,#'!,'(.(+/,.,&3.", .,.)0&/.."-,0#-*,)0#.)#(#0#/&- 1#."
!#(-.."*,)!,'-.(,--,#)09  --.,7)/'(..#)(*,)0#3
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.#0#.#-#(."/&#.3--/,(&( ),."#,",!. )*/&.#)(/,#(!."IGHM:IGHN-"))&3,9  '"&+$A;
)(+-,'(%%(09.)#,#-,><A=<=9<=8"..(1#&&#--/ ,*),.- ,)'",0#1-,##(!#.- #(#(!-(,)''(.#)(-6*,)!,' ##(#-6( ."( ),*&() ),,.#)(9"..(1#&&)(/.**,)*,#. )&&)1:/*,0#1-.) .,'#(# *&(-) ),,.#)("0(#'*&'(..)(-/,.".(3#(.# # ##(#- "0(),,.#(.#'&3'((,9"..(1#&&#--/,*),.-*,.#(#(!.)(3 )&&)1:/*,0#1-9  --.,9-().)06<-/&#.3--/,(&(-/'',#4-+/&#.3#'*,)0'(. .#0#.#-)(/.+/,.,&3.#,"9"*&(,.-*, ),'(,)--%3,-)  0&)*'(.6-/"-,,0&)*'(.*&((#(!6-.(,-,-) -.,(!."6,-) (6 ((2.-.*-#(.# 3#(!(3,'#&.#)(-.).%(A-("',%I)0B9
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,,,,&'-7*.#+&'-,(--8"#-*,)0#-#)(1#&&'.1"(*,)0#- )/'(..#)() 
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JL

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 36 of 40 PageID #: 314 


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JM

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 37 of 40 PageID #: 315 

  
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JN

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 38 of 40 PageID #: 316 

J?HN?HN
J?HN?HN J?IG?HN J?IH?HN J?II?HN J?IK?HN J?IM?HN

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JO

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 39 of 40 PageID #: 317 

Quality Management Response Plan Anne LeClerc, Associate Director of Program Performance, identified as Quality Manager/lead on the identified quality management response and monitoring plan as detailed below:

 ##(3 -,#*.#)( 1. Unsafe, unhealthy and hazardous facility/site
2. Interim services
3. Insufficient Communications

.#)(-.).%( A,)-*.#05 ,0(..#0B
Identify permanent local, accessible location to serve as a safe and supportive hub for community based supports and services
A. Ensure that consumers are provided with the supports and information they need until a permanent location is secured or a model for providing fully communitybased services is implemented.
B. Ensure that BHDDH is kept informed of progress
A. Detailed participant schedules/ participant rosters to be submitted to Anne LeClerc/QM
B. Notice of any consumer disinterest/ withdrawal/refusal of participation in community based activities to be reported to SCW with cc to Anne LeClerc/QM
C. Written communication sent by DDD to all participants and families explaining events and supports available through and after transition re: options and monitoring efforts

)(#.),#(!&(
A. Communications with Licensing Administrator
B. Consumer interviews of at least 50% attendees by DDD QM staff.
A. DDD QM and related staff will 1. be onsite at the Fogarty Center temporary location at least once a week, and 2. will visit at least one community activity/ employment location to monitor services.
B. Weekly conference calls between DDD QM, Licensing, and CWS
A. Ongoing schedule submissions for all program participants to QM with a description of activities
B. Oversight of CWS response and remediation to identified consumer concerns, and reports from SCW on consumer plans to move or stop services.
C. n/a – Division action to enhance communication to participants


(#.),."  ##(3#-
-)&0 A. Nonconditional licensure
B. Consumer satisfaction with new location
A. A permanent, local, accessible hub is secured and opened or service model is changed to solely community based.
B. Permanent services are restored.
A. Schedules demonstrate individualized and integrated activities consistent with PCP/ISP/CDP goals
B. Shift response and collaboration with SCW to ensure consumer preferences and interests are being met
C. n/a

,+/(3 A. Ongoing
B. Beginning April 3, 2017 and again following 2 weeks after relocation to permanent location A. Staff visits to CWS activities at least twice per week.
B. Weekly
A. Weekly
B. Ongoing as reported
C. One mailing

&(( )'*&.
. A. 6/30/17 B. 4/28/17 A. 6/30/17
B. 6/30/17 A. Ongoing
B. Ongoing
C. 4/7/17

)'*&.#)( )( #,' 0#1.



JP

Case 1:13-cv-00442-JJM-PAS Document 17 Filed 05/19/17 Page 40 of 40 PageID #: 318 

 ##(3 -,#*.#)(
4. Noncompliance with communitybased day service
5. Segregated communitybased activities
6. Ongoing improvement and compliance with areas for improvement from 3/30/2016 review

.#)(-.).%( A,)-*.#05 ,0(..#0B
D. CWS will put in place policies and procedures for notifying BHDDH Licensing and QM as well as consumers and families regarding incidents, emergencies, or other conditions of concern.
All programming and supports to be community-based, integrated and reflective of personcentered planning and goals
All activities to be integrated and reflective of personcentered planning and goals

)(#.),#(!&(
D. Review of CWS policies and procedures regarding notification of BHDDH Licensing and QM, families and consumers regarding incidents, emergencies, or other conditions of concern.
A. • Oversight of
schedules • Review of
ISPs and CDPs • Review of billing practices
B. Consumer interviews of at least 50% attendees by DDD QM staff
A. • Oversight of
schedules • Review of
ISPs and CDPs

Revisit 2016 review findings for current status of areas for improvement

B. Consumer interviews of at least 50% attendees by DDD QM staff
Monthly reviews of areas needing improvement


(#.),."  ##(3#-
-)&0

,+/(3

D. Acceptable policies and procedures and a record of following them.

D. Ongoing

A. Schedules demonstrate individualized and integrated activities consistent with PCP/ISP/CDP goals

A. Weekly

B. Consumer satisfaction with community-based day supports

B. Consumer interviews beginning 4/3/17

A. Schedules demonstrate individualized and integrated activities consistent with PCP/ISP/CDP goals
B. Consumer satisfaction with community-based day supports

A. Weekly
B. Consumer interviews beginning 4/3/17

Necessary changes made and sustained

Monthly

 
  

&(( )'*&.
. D. Ongoing
A. Ongoing
B. 4/28/17 A. Ongoing
B. 4/28/17 6/30/17

)'*&.#)( )( #,' 0#1.



KG

 
 Case 1:13-cv-00442-JJM-PAS Document 22 Filed 09/07/17 Page 1 of 7 PageID #: 410 

UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA Plaintiff
v.
STATE OF RHODE ISLAND and CITY OF PROVIDENCE
Defendants

C.A. No. 13-442L

COURT MONITOR’S REVIEW OF STATE ACTIVITIES IN RESPONSE TO THE ORDER OF COMPLIANCE WITH OUTSTANDING INTERIM SETTLEMENT AGREEMENT REQUIREMENTS FILED JUNE 23, 2017

This report reviews the State of Rhode Island’s progress on meeting the performance requirements specified in the Court Order issued on June 23, 2017. The assessment focuses on the State’s activities relative to each of the nine provisions of the Order identified in Section I, Action Dates. The assessment is based on documentation provided by the State on July 12, 2017 and on August 3, 2017 addressing activities that took place during the months of June and July 2017. Additional information was gathered during site visits held on July 10th and July 27th, 2017, conference calls involving the Parties, direct conversations with key staff and email correspondence with State officials regarding progress on meeting each of the provisions of this Order. Further assessment of the State’s progress on meeting the terms of this Order will take place in accordance with the provisions, requirements and time frames detailed in Section III, Job Placements and in Section IV, Compliance Dates.
1. DDD will implement the variance and retirement policy by June 30, 2017 to specifically discern those who do not identify with either current or long-term employment goals. ORS will assist DDD with ORS-related service implementation.
Status: DDD developed Variance policies and application procedures with considerable input from self-advocates, providers, families and the Employment First Task Force, as well as from the Monitor and the U.S. Department of Justice. The Variance policy and application



Case 1:13-cv-00442-JJM-PAS Document 22 Filed 09/07/17 Page 2 of 7 PageID #: 411 
forms were approved by the Monitor and posted, along with a listing of Frequently Asked Questions and a description of applications procedures, in the “Employment First” section of the DDD webpage (see http://www.bhddh.ri.gov/developmentaldisabilities/variance.php) . A Retirement Policy was developed by DDD and is consistent with the requirements of the Interim Settlement Agreement and the Consent Decree. The Retirement Policy is posted in the Forms section of the DDD website, http://www.bhddh.ri.gov/developmentaldisabilities/forms_provider.php) and at the bottom of the Variance Policy webpage. The Variance Policy and the Retirement Policy were completed by June 30, 2017 as required and are in the early stages of implementation. No applications for a Variance have been submitted to the Monitor for approval.

Assessment: Requirements Met.

2. DDD will ensure quality Career Development Plans (CDP) / Person-centered Planning

(PCP) for all active members through a comprehensive review of each plan no later than

July 30, 2017. This review will include confirmation that goals and services align with current employment interest. ORS will assist DDD with any ORS-related service implementation for CDPs/PCPs.
Status: DDD completed its review of all 64 active TTP Target Population members served by CWS by July 30, 2017 (Table 1). Of the 63 individuals with completed CDPs (One person had recently

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their finding that that CDPs typically do not align with the Individual Support Plan (ISP)





Case 1:13-cv-00442-JJM-PAS Document 22 Filed 09/07/17 Page 3 of 7 PageID #: 412 
and individuals’ daily activities do not reflect the CDP/ISP plan goals. The division further reports that some plans are well done but are not being implemented in a manner that aligns with the participant’s interests. DDD will continue to provide oversight and technical assistance to CWS to improve the alignment of plans, rewrite plans that are inadequate, and work on implementing plans for employment and integrated day activities. DDD required CWS to provide a plan outlining the steps it will take to improve CDP quality and the alignment of services with goals identified in individuals’ CDPs with the services that they receive. DDD stated its intention to ensure all identified CDP/PCP issues are resolved by August 31, 2017.
Assessment: Requirement Not Met. DDD completed its review of CDPs at CWS by July 31, 2017 as required by this provision. However, identified problems in the quality and alignment of the CDPs at CWS were not resolved by August 31, 2017 as planned. This provision will be fully met when CDP/PCP content and alignment issues are fully resolved for all TTP Target Population members. It is recognized that DDD staff are working to address this issue. The State is requested to notify the Monitor when CDP/PCP goals and services are in alignment for all active TTP Target Population members. DDD is also requested to provide the Monitor with a brief summary report on the status of personcentered career development plans for the 8 TTP Target Population members who are not served by CWS and whose CDP/ISPs were determined to be unacceptable. It is requested that the report be provided by September 8, 2017.
3. DDD will prioritize placement through its performance-based person centered supported employment program (PCSEPP) for all interested active class members before June 30, 2017. This will include outreach to each member identified in this order as not employed (46) to confirm interest in participation or satisfaction with current supported employment services received through the PCSEPP.
Status: DDD contacted the 46 individuals identified as not being employed to confirm their satisfaction with their current services and interest in participation in the State’s PCSEP program. Table 2, provided by DDD, summarizes the status of the 46 individuals. Of the 46





Case 1:13-cv-00442-JJM-PAS Document 22 Filed 09/07/17 Page 4 of 7 PageID #: 413 
individuals, 5 persons are employed and two have received job offers. A total of 21 individuals were determined to be candidates for the PCSEP program (see shaded section).

Assessment: Requirement Met

DDD is requested to indicate the types of integrated or segregated day services to be

provided to the individuals in each of the categories listed in Table 2. For example, individuals with tentative job offers would be expected to receive supported employment services, individuals who choose to retire and individuals with dementia or Alzheimer’s disease would be expected to continue to receive integrated day services, etc.
4. DDD will provide continued oversight of the CWS quality management plan, in compliance with the requirements of the ISA and Consent Decree, as well as technical assistance in the areas of supported employment, integrated day, CDP development, and staff training on person-centered planning. ORS will assist DDD with quality management and review

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on ORS-related services.

Status: On May 10, 2017, BHDDH notified CWS of its intent to revoke all licenses issued to CWS, in part, due to CWS’ failure to implement integrated person centered services required by the ISA. BHDDH and CWS engaged in a pre-hearing process resulting in the development of a plan of correction. Following a pre-hearing conference, BHDDH issued CWS a 90-day conditional license effective July 1, 2017. BHDDH will not extend the conditional license period past December 31, 2017. DDD and BHDDH Licensing staff perform monthly regulatory reviews of CWS. Unannounced monthly visits occur at the





Case 1:13-cv-00442-JJM-PAS Document 22 Filed 09/07/17 Page 5 of 7 PageID #: 414 
various locations in which programming occurs and are coordinated with the division’s Associate Director of Program Performance. CWS is assessed on regulatory compliance that addresses safety standards, staffing, plan of correction progress and programming. ORS vocational rehabilitation counselor liaisons meet at least monthly with CWS to discuss cases and recommend next steps for the participants active with ORS.
DDD is providing ongoing oversight of CWS services and technical assistance to ensure that the supports being offered are consistent with the quality requirements of the ISA and Consent Decree, and the goals identified in each person’s CDP/ISP. Progress is reviewed at least weekly during on-site visits, telephone calls and email correspondence. DDD’s Associate Director of Employment Services, provides on-site technical assistance to CWS job developers, reviewing day activities and observing person-centered planning meetings. The division’s Associate Director of Program Performance reviews documentation, provides feedback, and discusses program elements with CWS managers twice each month. Monthly meetings are held with DDD senior management to review progress on CWS’ plan of correction. CWS has brought on new staff including a Deputy Director, a job developer and a new position with responsibilities for data and reporting.
Assessment: Requirements Met
5. DDD will develop guidance and standards for integrated day services by June 30, 2017. This guidance will be reviewed internally and externally and will be disseminated through the provider network no later than July 30, 2017.
Status: Draft guidance and standards were developed for integrated day services in June and released for review and comment to provider agencies, advocates, and community partners, as well as to the Monitor and the Department of Justice. DDD received some conflicting comments from providers and, as a result, extended the comment period to include discussion with the providers as well as community partners and advocates. DDD is reviewing comments and plans to finalize the guidance and standards by the end of August 2017.





Case 1:13-cv-00442-JJM-PAS Document 22 Filed 09/07/17 Page 6 of 7 PageID #: 415 
Assessment: Requirements Conditionally Met. DDD appropriately extended the comment period to gather additional feedback from provider agencies and others. This provision will be met when the final guidance and standards are issued.
6. DDD will require completion of Personal Action Towards Health (PATH) and McGill Acton Planning Systems (MAPS) for all Birch and TTP members at CWS who have not been provided this self-discovery opportunity by July 30, 2017.
Status: MAPS and PATH plans have been completed for all Birch and TTP members at CWS who agreed to participate in the process. Follow-up meetings are being held to ensure alignment with current CDPs and ISPs. Four individuals declined to participate in MAPS/PATH activities. Three of the four are employed and are interested only in job retention services. The fourth person has refused MAPS/PATHS and other CWS services.
Assessment: Requirements Met.
7. DDD will have a fully developed interim and long-term quality improvement plan, in accord with the requirements of the ISA and Consent Decree, complete with timelines and strategies by July 30, 2017. ORS will assist DDD with implementation and monitoring on ORS-related services.
Status: DDD developed the interim and long term Quality Improvement Plan as required (see attached).
Assessment: Requirement Met.
8. DDD will complete an in-depth review of all class members by June 30, 2017 to ensure the validity of data from multiple sources.
Status: DDD reviewed TTP class members to verify the validity and reliability of the demographic, employment, and other information related to the Look Back population. DDD is now reviewing the monthly data reports prepared by CWS and is working to





Case 1:13-cv-00442-JJM-PAS Document 22 Filed 09/07/17 Page 7 of 7 PageID #: 416 
address inconsistencies that have existed among the data sources. The division reported that while the data have improved problems continue to exist with the information provided by CWS. DDD continues to work with the agency to improve data reporting, consistent with the quality management plan.
Assessment: Requirements Not Met. DDD has taken steps to improve both the validity and reliability of the service related information provided by CWS in the TTP Monthly Data Reports but noted in a recent conference call with the Parties that the quality and accuracy of the information being reported continues to be inconsistent. DDD is requested to continue to verify all data from CWS and provide the Monitor with copies of corrected TTP Monthly Reports for the months of June and July by September 15, 2017.
9. DDD will amend its contract with Sherlock Center to include $50,000 for FY 18 for the purpose of benefits planning.
Status: The amendment to the contract with the Sherlock Center was drafted in July and submitted to Rhode Island College for signature. In the meantime, referrals and benefits planning continue under an active purchase order and contract.
Assessment: Requirement Conditionally Met. This provision will be met when DDD confirms that the contract amendment has been fully executed.
Respectfully Submitted, Charles Moseley EdD Court Monitor September 1, 2017





 
 Case 1:13-cv-00442-JJM-PAS Document 20 Filed 06/23/17 Page 1 of 6 PageID #: 330

UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

)

UNITED STATES OF AMERICA, )

Plaintiff,

)

)

v.

)

)

STATE OF RHODE ISLAND,

)

Defendant.

)

Case No. 13-cv-442-M-PAS

ORDER FOR COMPLIANCE WITH THE OUTSTANDING INTERIM SETTLEMENT AGREEMENT REQUIREMENTS This order deals with the State's current obligations under the Interim Settlement Agreement (ISA). The dates for various actions, articulated at the status conference ofMay 23, 2017, are set forth and incorporated in this Order (Section I). This Order additionally outlines employment placements for the target group of forty-six (46) individuals requiring follow-up action for compliance. A chart is attached hereto and shows the status of the TTP/Birch population for purposes of follow-up for employment compliance. I. ACTION DATES As presented at the May 23, 2017 status conference, the State intends to achieve the following actions on the specified dates: 1. The R.I. Department of Behavioral Healthcare, Developmental Disabilities, and Hospitals (DDD) will implement the variance and retirement policy by June 30, 2017, to discern specifically those who do not identify with either current or long-term employment goals. The R.I. Department of Human

1

Case 1:13-cv-00442-JJM-PAS Document 20 Filed 06/23/17 Page 2 of 6 PageID #: 331
Services, Office of Rehabilitation Services (ORS) will assist DDD with ORBrelated service implementation. 2. DDD will ensure quality Career Development Plans (CDP) I Person Centered Planning (PCP) for all active members through a comprehensive review ofeach plan no later than July 30, 2017. This review will include confirmation that goals and services align with current employment interest. ORS will assist DDD with any ORS-related service implementation for CDPs/PCPs. 3. DDD will prioritize placement through its performance-based Person Centered Supported Employment Program (PCSEPP) for all interested active class members before June 30, 2017. This will include outreach to each member identified in this order as not employed (46) to confirm interest in participation or satisfaction with their current supported employment services through the PCSEPP. 4. DDD will provide continued oversight of the CWS quality management plan, in compliance with the requirements of the ISA and Consent Decree, as well as technical assistance in the areas of supported employment, integrated day, CDP development, and staff training on person centered planning. ORS will assist DDD with quality management and review on ORS-related services. 5. DDD will develop guidance and standards for integrated day service by June 30, 2017. This guidance will be reviewed internally and externally and will be disseminated through the provider network no later than July 30, 2017.
2

Case 1:13-cv-00442-JJM-PAS Document 20 Filed 06/23/17 Page 3 of 6 PageID #: 332
6. DDD will require completion of Personal Action Towards Health (PATH) and McGill Action Planning Systems (MAPS) for all Birch and TTP members at CWS who have not been provided this self-discovery opportunity by July 30, 2017.
7. DDD will have a fully developed interim and long-term quality improvement plan, in accord with the requirements of the ISA and Consent Decree, complete with timelines and strategies by July 30, 2017. ORS will assist DDD with implementation and monitoring on ORB-related services.
8. DDD will complete an in depth review of all ISA class members by 6/30/17 to ensure the validity of data reported from multiple sources.
9. DDD will amend its contract with Sherlock Center to include $50,000 for FY18 for the purpose of benefits planning.
II. PLACEMENT STATUS There are one hundred and twenty-six (126) individuals in the combined target
group of TTP and Birch. Exhibit A is a chart containing figures for each status category, including TTP, Birch, and combined (total). As will be noted, the status of eighty (SO) individuals in the target group requires no current action, including nine (9) who identify with specific interests for retirement as documented in their PCP. Forty-six (46) individuals require current action, including employment placement for twenty-nine (29) TTP individuals and seventeen (17) Birch individuals. Of these, eight (8) are not currently attending services and require follow up to determine how to re-engage, if possible.
3

Case 1:13-cv-00442-JJM-PAS Document 20 Filed 06/23/17 Page 4 of 6 PageID #: 333
Ill. JOB PLACEMENTS In order to comply with employment placements, the forty-six (46) individuals
requiring current action will be provided the level of employment supports and services in accordance with each individual's person-centered plan. In addition to integrated day services, these supports and services may include any or all of the following in accordance with the PCP: job exploration/discovery, job trials, placement, job coaching, and retention. IV. COMPLIANCE DATES
The State expects to place thirty-one (31) individuals, or two-thirds of those requiring employment placements, within twelve months. Of these thirty-one (31) placements, the State's goal is to place fifteen (15) individuals within 6 - 9 months and another sixteen (16) within the twelve-month period. The remaining fifteen (15) individuals, or one-third of the forty-six (46) requiring action, are likely to occur after twelve months.
For each individual, the State will demonstrate its provision ofperson centered planning, job exploration, discovery, work trials, and vocational supports that align with the individual's preferences and needs. Data, including outcomes, regarding the forty-six (46) individuals, will be made available on a quarterly basis. The State will identifY the specific individuals not placed within twelve months on a confidential basis and the reasons for lack of placement, if necessary. The Court will later address a definitive timeframe for any individuals who have not been placed within twelve months.
4

Case 1:13-cv-00442-JJM-PAS Document 20 Filed 06/23/17 Page 5 of 6 PageID #: 334 This Compliance Order does not alter the terms and obligations set forth in the
ISA. John J . McConnell, Jr. U.S. District Court Judge Dated: June 23, 2017
5

Case 1:13-cv-00442-JJM-PAS Document 20 Filed 06/23/17 Page 6 of 6 PageID #: 335

Exhibit A: Status of ISA Population

TTP/Birch Status

STATUS

TOTAL

TTP

Deceased

3

2

Closed

19

8

Never Applied

3

0

Medical Leave

5

4

Retired

9

9

Employer Paid Placement

36

22

Past Placement, Not Currently Employed

5

4

Subtotal

80

49

STATUS Needing Follow Up Active - Not Attending Never Employed Provider Paid Subtotal
TIP/Birch Total Population TOTAL

TOTAL

TTP

8

3

34

24

4

2

46

29

TOTAL

TTP

126

78

Birch
1 11 3 1 0 14 1 31
Birch
5 10 2 17
Birch
48

6

 
 Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 1 of 59 PageID #: 426

UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA Plaintiff
v.
STATE OF RHODE ISLAND and CITY OF PROVIDENCE
Defendants

C.A. No. 13-442L

COURT MONITOR’S SECOND REVIEW OF STATE ACTIVITIES IN RESPONSE TO THE ORDER OF COMPLIANCE WITH OUTSTANDING INTERIM SETTLEMENT AGREEMENT REQUIREMENTS FILED JUNE 23, 2017

This is the second report documenting the State of Rhode Island’s progress on meeting the performance requirements specified by the Court’s Order issued on June 23, 2017 addressing the State’s obligations under the Interim Settlement Agreement (ISA). The first part of this assessment covers the State’s activities relative to each of the nine provisions of the Order identified in Section I, Action Dates as well as progress related to requirements identified in Section II Placement Status, Section III Job Placements, and Section IV Compliance Dates.
The Court Monitor, in collaboration with Dr. Bill Ashe an independent consultant, conducted a site visit to Community Work Services (CWS) on October 4-6, 2017. The purpose of the visit was to perform an in-depth review of the services furnished to a sample of ten (10) TTP/Birch Target Population members by that agency. Key findings of this review are summarized in Section V and in the complete site visit report included as Attachment I.
The findings and conclusions of this second report are based on documentation provided by the State during September and October 2017 as well as through the CWS site visit. Additional information was gathered during conference calls involving the Parties, direct conversations with key DDD staff and email correspondence with State officials regarding progress on meeting each of the provisions of this Order. Further assessment of the State’s progress on

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 2 of 59 PageID #: 427

meeting the terms of this Order will take place in accordance with the provisions, requirements and time frames outlined in Section III, Job Placements and in Section IV, Compliance Dates.
Section I. Action Dates
1. DDD will implement the variance and retirement policy by June 30, 2017 to specifically discern those who do not identify with either current or long-term employment goals. ORS will assist DDD with ORS-related service implementation.
Status: DDD developed and posted Variance Policies and Application Procedures and the Retirement Policy on its website by June 30, 2017 as required and is providing training to providers and families. Although case notes in the files of some CWS participants indicate that they are not interested in working in integrated employment, no applications for variances have been received by the Monitor to date.
Assessment: Requirements Met
2. DDD will ensure quality Career Development Plans (CDP) / Person-centered Planning (PCP) for all active members through a comprehensive review of each plan no later than July 30, 2017. This review will include confirmation that goals and services align with current employment interest. ORS will assist DDD with any ORS-related service implementation for CDPs/PCPs.
Status: The State completed a comprehensive review of career development plans and person-centered planning for all TTP Target Population members by July 30, 2017 as required by the Court’s Order issued on June 23, 2017 (#(%'#"'#%1&)*  $'!%<-756<4. This review revealed that 52 of 89 CDPs for TTP Target Population members were determined to be unacceptable: 44 individuals served by CWS and 8 served by other provider organizations (Perspectives – 3, Fogarty – 3, Re-Focus – 1, and ABE – 1). The results are summarized in the Court Monitor’s September report, reproduced below as Table 1. DDD examined the ISP/CDP documents for TTP Target Population members who are not served by CWS, as was requested in the Monitor’s September progress report, and the findings are summarized in Attachment II. In summary, none of the plans for the 8



7

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 3 of 59 PageID #: 428
individuals were determined to be acceptable, four were rated as partially acceptable and the remaining 6 as unacceptable. DDD is working with the provider agencies to address the ISP/CDPs for the 8 individuals.
The Monitor and independent consultant performed an additional assessment of CWS services to gather additional information on the extent to which career development planning is person-centered and on the alignment of ISP/CDP plans with the services being provided. The review of CWS revealed that although the client records include evidence of individual support planning and career development planning, the quality of the documentation does not meet the expectations and requirements of the ISA with respect to the definitions of person centered planning, integrated day services, and career development planning at Section II of the ISA, and the substantive requirements for integrated day services and career development plans at Sections VI and VII. CDPs were located in 9 of the 10 records reviewed and were current in 8 of the 10. Only 5 plans (56%) clearly reflected the individual’s preferences, goals, and desires, only three plans (33%) identified clear objectives that would realistically assist someone to pursue their preferences and goals, and only one plan (3%) appeared to have been developed via a true person centered planning process. Furthermore, of the 10 plans reviewed, only three included activities that were clearly related to the individual’s goals and preferences and only two identified personal outcomes that would likely increase skills the individual needed to participate successfully in an integrated community setting (See CWS Site Visit Report Attachment I, Table 2).
A review of the alignment of the individuals’ goals and preferences stated in the ISP/CDP with the services being received found little evidence of correspondence between the two. In
addition, little evidence was found to suggest that plans and services were being offered in a person-centered manner as required by the ISA. Documentation that an individual was
receiving all of the services that were identified in the ISP was found in only two of the 9 records. Less than half of the individuals in the review sample had records documenting their participation in vocational or situational assessments or trial work experiences. Furthermore, none of the records included evidence indicating that participants or their



8

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 4 of 59 PageID #: 429

families had been offered education and outreach opportunities or a chance to meet with individuals who were already working within community jobs.

DDD is providing oversight and technical assistance to CWS to improve its person-

centered planning processes and the alignment of each individual’s CDP, ISP, and

MAPS/PATH Plan goals with the supports being provided. A multi-pronged approach is

being used:
(1) The Division has required CWS to review the ISP/CDPs of each TTP Target Population member served and report to DDD on the status and acceptability of each individual’s plan to identify problems with the alignment of services and actions that need to be taken to correct deficiencies. CWS has not yet completed its review.
(2) DDD has determined that the

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misalignment of individual plan goals and objectives with the services being provided is a

problem that exists across all ISA and Consent Decree Target Populations as well as others

receiving services from the State’s IDD system. To address this issue at CWS and the other

provider agencies, the division is merging its individual support-planning format with its

person-centered career development planning process to reflect a whole life approach to

service planning in a single document. This initiative is underway and will include

stakeholder engagement through the newly established Quality Advisory Council launched

in September 2017.

(3) To assist in the assessment of service plans the DD Division has constructed a review tool to assess the quality of CDP/ISP plans and activities at CWS as well as all other DD provider agencies. The assessment tool is based on the instrument developed by the Court



9

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 5 of 59 PageID #: 430

Monitor and used by the independent reviewer. DDD has affirmed the validity of the review tool and it will be ready for use by November 30, 2017. Staff and provider training on the instrument will be completed in December 2017.
(4) On October 29, 2017, CWS submitted to DDD its Action Plan for Implementing an Employment Without Walls Pilot outlining the steps the organization will take to “revamp” its ISP, CDP and PATH processes, increase participation in supported employment and supported employment services, and improve integrated day supports. This plan currently is being revised following DDD feedback. DDD will ensure that the final plan will include timelines with benchmarks related to the accomplishment of key changes and activities.
(5) DDD will use the aforementioned review tool to assess the quality and alignment of the service plans of each TTP Target Population member. Individual reviews are to be scheduled to coincide with each consumer’s annual review date. The majority of individuals’ plans and records will be reviewed by DDD by May 31, 2018 with the remainder completed by July 31st of that same year.
Assessment: Requirement Not Met, Deferred. This provision requires DDD to ensure the quality of Career Development Plans (CDP) and Person-centered Planning (PCP) for all active members and to confirm those individuals’ goals and services align with their current employment interests. The Monitor’s report filed on September 9, 2017 noted that this provision would be fully met when ISP/CDP content and alignment issues are fully resolved for all [active] TTP Target Population members. The State is actively addressing this provision of the Order but has not yet fully met this requirement.
DDD completed the required comprehensive review of the quality and alignment of each TTP Target Population member’s ISP/CDP and person-centered planning by the July 31st deadline and is actively pursuing a plan to bring all records into compliance. The Division is working with CWS to ensure all unacceptable plans are remediated in conjunction with each person’s annual review date. The actions are appropriate and are targeted to remediate identified deficiencies in individual records as well as in CWS program operations. The process is scheduled to take approximately 6 months to complete. Although the required



:

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 6 of 59 PageID #: 431

outcomes of this provision have not yet been fully accomplished, DDD has developed and is implementing a realistic strategy to meet this provision and is taking significant and tangible steps toward compliance with this provision.
Recommended Actions: It is requested that the State provide the Monitor and the U.S. Department of Justice with:
a. An Interim Summary Report on May 31, 2018 covering the calendar quarters ending December 31, 2017 and March 31, 2018 and identifying: i. The number of ISPs and CDPs of ISA Target Population members previously determined to be unacceptable (52). ii. The number of plans that were fully remediated with services appropriately aligned with individuals’ goals and plans. iii. The names of individuals whose plans have been revised and fully remediated.
b. A final report on July 31, 2018 updating the information stated in (a) above through July 31st and a description of the steps the State will take to ensure CWS’ ongoing compliance with this provision in the future.
3. DDD will prioritize placement through its performance-based person centered supported employment program (PCSEPP) for all interested active class members before June 30, 2017. This will include outreach to each member identified in this order as not employed (46) to confirm interest in participation or satisfaction with current supported employment services received through the PCSEPP.
Status: The first Monitor’s Report filed on September 7, 2017 determined this provision to have been met. DDD was requested, however, to provide further information regarding the types of integrated or segregated day services to be provided to 46 individual ISA Target Population members who were identified as not employed. The following is an update of progress through October 31, 2017.
Of the 46 total unemployed individuals (Table 2): Thirty (65%) are actively engaged in employment or related services. Of this number, eleven (11) are employed in employer-paid



;

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 7 of 59 PageID #: 432

positions and are receiving a combination of supported employment, job retention, job development and other employment related services. Nineteen (19) individuals who have never been employed are engaged in integrated day services, pre-employment, job development or other supported employment services. It is important to note that the actively engaged individuals are receiving supports from seven different service providers.

The remaining 16 individuals who are not engaged in employment related activities are

classified as follows: closed cases not interested in receiving services (5), not active or

engaged (6), and not seeking employment or employment services (5). The State made phone calls and sent certified letters to each member to offer services; those who have not engaged have declined or not responded to the State’s
outreach to offer services.The state
and provider agencies will continue to engage with these individuals

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based on their personal choice. Individuals’ preferences will be clearly and thoroughly

documented in each person’s ISP/CDP.

ORS reports that the agency has been involved and/or continues to work with all 46 individuals as follows:
10 Actively receiving employment services (2 employed, 8 not employed). 28 Case closed after plan and services were provided, individuals not employed. 1 Case closed with ORS prior to DDD eligibility determination. 1 Case closed as successfully employed after 90 consecutive days of employment. 1 Employed consistent with Individual Plan for Employment (IPE). 4 Receiving services - Consumer and Rehabilitation Counselor have developed
the IPE that specifies a vocational goal, objectives, and services. 1 Case never opened.



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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 8 of 59 PageID #: 433
Assessment: Requirement Met. Additional information regarding the types of integrated or segregated day services provided to 46 individual ISA Target Population members who are identified as not employed was provided as requested.
4. DDD will provide continued oversight of the CWS quality management plan, in compliance with the requirements of the ISA and Consent Decree as well as technical assistance in the areas of supported employment, integrated day, CDP development, and staff training on person-centered planning. ORS will assist DDD with quality management and review of ORS-related services.
Status: The Monitor’s progress report issued on September 7, 2017 details the regulatory actions taken by the State with respect to CWS’ failure to meet ISA requirements to implement integrated person-centered services required by the ISA, and to adhere to BHDDH regulatory requirements. On May 10, 2017, BHDDH notified CWS of its intent to revoke all licenses. Following a pre-hearing conference, BHDDH issued CWS a 90-day conditional license allowing the agency to continue to operate until December 31, 2017. BHDDH/DDD required CWS to develop a plan to address program deficiencies. In addition, a more specific plan and strategy was required by the State to resolve identified deficiencies in employment, person-centered practices, individual and career development planning. The Action Plan for Implementing an Employment without Walls Pilot was submitted by CWS to DDD on October 29, 2017. This plan is under review by BHDDH and DDD. DDD and ORS continue to provide oversight and ongoing monitoring to assess CWS’ progress on meeting ISA and State standards through on-site visits, weekly telephone calls and regular email correspondence documenting service provision consistent with required activities.
Assessment: Requirements Met
5. DDD will develop guidance and standards for integrated day services by June 30, 2017. This guidance will be reviewed internally and externally and will be disseminated through the provider network no later than July 30, 2017.



=

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 9 of 59 PageID #: 434
Status: Draft guidance and standards were developed for integrated day services in June 2017 and released for review and comment to provider agencies, advocates, and community partners as well as to the Monitor and the U.S. Department of Justice. DDD extended the comment period to gather additional feedback from provider agencies and other stakeholders. The standards were finalized, disseminated to provider agencies, shared with stakeholders and posted on the BHDDH/DDD website in September 2017 (http://www.bhddh.ri.gov/developmentaldisabilities/forms_provider.php). Through this dissemination process, providers were informed in writing of the Division’s developing quality management plan that includes a comprehensive system wide assessment of areas of compliance and areas of need. Beginning in December 2017 and concluding by January 31, 2018, the assessment will guide and enhance ongoing training and provide a focus quality improvement activities.
Assessment: Requirement Met
6. DDD will require completion of Personal Action Towards Health (PATH) and McGill Acton Planning Systems (MAPS) for all Birch and TTP members at CWS who have not been provided this self-discovery opportunity by July 30, 2017.
Status: PATH plans were completed for all Birch and TTP members at CWS who agreed to participate in the process. Additional reviews of CWS documentation and services by the State and the Monitor have revealed that the majority of PATH Plans were prepared independently of the other planning processes for the ISP and CDP.
Assessment: Requirements Met. PATH plans have been prepared and are in place for each Target Population member (None of the CWS participants currently have plans developed through the MAPS process). The lack of alignment of PATH plans with ISP/CDP plans and individuals’ service preferences is being addressed by the State and CWS through the plans and activities being conducted with respect to Provision #2 of the Court’s June 23rd Order as described above.



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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 10 of 59 PageID #: 435

7. DDD will have a fully developed interim and long-term quality improvement plan, in accord with the requirements of the ISA and Consent Decree, complete with timelines and strategies by July 30, 2017. ORS will assist DDD with implementation and monitoring on ORS-related services.
Status: This provision has been met; DDD developed the interim and long term Quality Improvement Plan as required. An update provided by DDD on October 31, 2017 indicates that the previously submitted Quality Improvement Plan is being implemented. DDD is finalizing the process for contracting with a nationally recognized quality management expert to assist BHDDH/DDD in further developing and enhancing quality management needs and priorities. BHDDH is restructuring its current organizational format to support a centralized quality management division to manage and oversee program performance, investigations, protective services, and licensing. The reorganization adds a new associate director position to be announced in November. The centralized quality management division will be staffed with positions from DDD and Behavioral Health units.
Assessment: Requirement Met.
8. DDD will complete an in-depth review of all class members by June 30, 2017 to ensure the validity of data from multiple sources.
Status: DDD reports that it has created and is implementing an accurate and valid data tracker to report valid information from multiple sources across all ISA Target Populations. The tracker is reportedly designed to gather data on the services furnished to ISA target population members by the 8 provider agencies (including CWS) currently serving them as well as by the Providence Public School District (PPSD). DDD indicated that summary data from the ISA Data Tracker will be reported quarterly.
During the past three years, CWS has been providing detailed monthly data summary reports to the Monitor, the Department of Justice and the State documenting services provided and outcomes achieved by TTP Target Population members receiving support from that agency. Delivery of these reports has not been consistent and the data included



65

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 11 of 59 PageID #: 436
within them frequently has been in error and in need of restatement, recalculation and clarification. A similar report has been provided to the Monitor and the U.S. Department of Justice by PPSD on a quarterly basis. This report, by contrast, has generally been detailed and accurate.
Assessment: Requirement Met. DDD’s plan to prepare and submit a comprehensive quarterly ISA Data Report documenting services and outcomes across all ISA Target Populations has the potential to significantly improve the validity and reliability of the information being reported. The relationship between the information gathered through the new ISA Data Tracker and the existing CWS Monthly Data Reports is unclear, however. In an effort to clarify data items and sources the Monitor will convene a meeting with key DDD staff, DOJ officials and others as appropriate to examine the information being collected across the multiple sources and determine the extent to which information is consistent with the requirements of the ISA. The focus of the meeting will be on determining the data to be collected, the methods of data gathering, sources of information, and strategies for improving accuracy of the monthly reports and the efficiency of data collection. The meeting will held via conference call and will be scheduled to take place during the first week in December 2017.
9. DDD will amend its contract with Sherlock Center to include $50,000 for FY 18 for the purpose of benefits planning.
Status: The amendment to the contract with the Sherlock Center was executed during the week of September 28, 2017. The amendment provided additional resources to an existing fully executed contract to address benefits counseling and planning. The scope of the existing contract included technical assistance and remained consistent.
Assessment: Requirement Met.
Section II. Placement Status – No action required at this time. See Tables 2 and 3 for an updated breakdown of employment placement status for the forty-six individuals



66

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 12 of 59 PageID #: 437

Section III. Job Placements

In order to comply with employment placements, the forty-six (46) individuals requiring current action will be provided the level of employment supports and services in accordance with each individual's person-centered plan. In addition to integrated day services, these supports and services may include any or all of the following in accordance with the PCP: job exploration/discovery, job trials, placement, job coaching, and retention.

Status: Current actions regarding job placements and the delivery of supports to the 46

individuals needing supported employment placement, related services and follow-up are

described above in the sections addressing the State’s progress on meeting Provisions 2 and

3 of the Court Order. The State is actively providing services to the 46 identified individuals including job exploration/discov ery, job trials,

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placement, job coaching, and retention. Table 3 provides additional detail on the services

received by the 46 individuals reported in Table 2 above.

Assessment: In Process – Assessment Deferred

Section IV. Compliance Dates

The State expects to place thirty-one (31) individuals, or two-thirds of those requiring employment placements, within twelve months. Of these thirty-one (31) placements, the State's goal is to place fifteen (15) individuals within 6 - 9 months and another sixteen (16) within the twelve-month period. The remaining fifteen (15) individuals, or one-third of the forty-six (46) requiring action, are likely to occur



67

Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 13 of 59 PageID #: 438

after twelve months.

For each individual, the State will demonstrate its provision of person centered planning, job exploration, discovery, work trials, and vocational supports that align with the individual's preferences and needs. Data, including outcomes, regarding the forty-six (46) individuals, will be made available on a quarterly basis. The State will identify the specific individuals not placed within twelve months on a confidential basis and the reasons for lack of placement, if necessary. The Court will later address a definitive timeframe for any
individuals who have not been placed within twelve months.

Status: The schedule for placing unemployed ISA Target Population members is summarized in Table 3. Placement data is to be provided on a quarterly basis beginning with the quarter ending September 30, 2017. DDD has expressed its

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intention to furnish this information as a part of the quarterly supported employment

placement report that is filed with the Monitor. Placement information updated on October 31,

2017 indicates that, to date, 11 individuals or 73% of the 15 individuals who must receive a

placement by March 23, 2018 have been placed (See Table 4 Placement Schedule).

It is important to note that of the 46 ISA Target Population members requiring placements, 25 are served by CWS. The remaining 21 individuals are served by other providers. The placement schedule for the 25 individuals served by CWS calls for 8 target population members to be placed by the end of March 2018, 9 participants by the end of June 2018 and the remaining 8 soon after.

Assessment: Assessment Deferred.



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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 14 of 59 PageID #: 439

Section V. Site Visit Review
The second part of this report summarizes the findings of an on-site review of CWS conducted by an independent consultant in collaboration with the Monitor in early October 2017. The purpose of the visit was to complete an in-depth evaluation of ISA compliance with respect to three broad areas: (a) the provision of person-centered planning and support services, (b) the alignment of person-centered plans and planning with the services that people are currently receiving, and (c) the structure and operation of integrated community based day services. A fourth aim was to assess the impact of the changes that are currently taking place at CWS relative to ISA requirements and in light of the regulatory action that State has taken at that agency.
The on-site assessment included interviews with the CWS program director and key administrative staff, reviews of the agency’s records pertaining to 10 randomly selected individuals who are currently receiving services, and two site visits to observe members of the TTP Target Population receiving integrated day services. Findings and recommendations regarding person-centered career development planning and the alignment of service plans with the nature and content of services that are being provided are presented in Section 1.2 above. This section summarizes findings regarding the provision of integrated person-centered day services.
Reviews of integrated day services conducted by the Monitor and the independent consultant revealed that non-work integrated day services at CWS consist of a relatively narrow range of options in which people participate on a daily basis. The majority of individuals take part in activities that are selected from pre-set lists or menus that vary by the day, week or month. Most often, activities are accessed in small groups of three to 6 individuals. In the few situations in which CWS participants received individualized services and one-on-one supports the assistance was provided in the context of the larger group and was activity-based and nonparticipatory; people attend a community event, visit the zoo, walk through a park, go to a restaurant for coffee, spend time in the local library or in stores in the mall. While these take place in the community in the presence of others who are not disabled, they do not appear to lead to employment, expand an individual’s social network or engage the individual in a



69

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meaningful and productive activity. The non-work day services provided by CWS do not meet the ISA’s definition of integrated day services.
The purpose of integrated day services is to provide individuals with disabilities with opportunities to fully engage with people without disabilities in the mainstream of community work and social life. Integrated community based day services, also referred to as community based non-work day services (CBNW) by DDD are described in the newly released BHDDHDDD Guiding Principles and Standards for Integrated Day Supports (September 20, 2017) as, “… supports and services that lead to the acquisition, improvement, and retention of skills and abilities that prepare individuals for work and community participation (p.1). The description is consistent with the characteristics of integrated day services that are identified in the Consent Decree and the ISA: integrated day services “allow persons with I/DD to engage in self-directed activities in the community at times, frequencies, and with persons of their choosing during hours when they are not receiving employment or residential services (ISA Section II.A.6). The purpose and focus of integrated day services are clearly articulated, but practical and effective service delivery strategies for achieving the intended outcomes are less clear. DDD recognizes the need for education and provider training in this area. Through the Rhode Island College Sherlock Center Conversion Institute, the Division is providing training to providers and stakeholders on effective concepts and implementation strategies for developing and delivering integrated community day services. It is strongly recommended that this training be expanded and designed to strengthen the capacity of provider agencies to effectively link the supports that are being offered with the employment and community participation goals that are desired.
Consistent with State requirements, CWS is improving access to training in employment related skills such as resume development, job search techniques and mock interviews. The organization is working to increase the quality and person-centeredness of its individual support and career development planning process and plans to improve employment outcomes among people receiving support through the implementation of a new pilot program. CWS describes the pilot, referred to as Employment Services Without Walls, as designed to: provide fully integrated employment for individuals who are not yet employed; increase the number of hours worked by each individual; and enable participants to develop strong community ties and involvement through participation in community activities, friendship building and the



6:

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effective use of public transportation. DDD currently is reviewing the proposed pilot and its impact on CWS participants receiving support. A revised Action Plan for Implementing an Employment Without Walls Pilot is included at Attachment III). These planned changes represent important shifts in CWS service delivery practices and hopefully will lead to improvements in individual supported employment placements. Although the pilot as currently described places a strong emphasis on employment, the plans and strategies for improving community based non-work support offerings for TTP Target Population members, by contrast, are not well defined or explained. For these individuals the structure and scope of community based day services and the content what people do each day has changed little over the past year. The majority of CWS participants continue to receive supports that have not been selected or developed through a person-centered process, are not individualized, and do not reflect individuals’ needs and preferences. As such, TTP Target Population members served by CWS are receiving non-work day services that do not meet the requirements of the ISA.
Recommendations:
1. CWS recently submitted to the State its Action Plan for Implementing an Employment Without Walls Pilot program (October 29, 2017). It is recommended that DDD work with CWS to apply the same training and strategies used to develop occupational and employment skills through this Pilot Program to the creation and delivery of integrated and individualized community based non-work services for the people supported by the agency.
2. The ISA and the Consent Decree provide detailed descriptions of the nature and characteristics of integrated day services. However, many of the key components of these descriptions do not appear to be in evidence during service delivery. It is recommended that DDD assist CWS in developing operational definitions and descriptions of the integrated community based day services provided to ISA class members and include the specific outcomes to be achieved by and for each individual receiving support in each person’s ISP/CDP during the process of CDP plan review/remediation described in Section 1.2 above. The operational definitions should directly reflect the definitions and descriptions of



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integrated day services included in DDD’s new standards and guidelines for day services, which reflect both ISA and Consent Decree requirements.
3. The consultant’s Site Visit Report (Attachment I) provides seven recommendations addressing organization change, the implementation of person-centered planning, the delivery of person-centered supports, and the creation and operation of meaningful integrated day activities. Some of these recommendations are already under development by CWS and the State or are included in current plans to improve quality, enhance staff training and other areas. DDD is requested to review the seven recommendations and report to the Monitor by December 31, 2017 on:
a. The report recommendations that are currently being addressed through existing State actions or initiatives.
b. The recommendations that require that additional steps to be taken and for each, the actions the State will take and related timelines for completion.
Respectfully Submitted
Charles Moseley EdD Court Monitor November 28, 2017



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ATTACHMENT I
Review of CWS Services
William H. Ashe, Ed.D Independent Consultant
870 South Barre Road Barre, Vermont
Privileged and Confidential Report for Use and Distribution by the Recipient at his Exclusive Election
October 19, 2017
Dr. Charles Moseley Court Monitor U.S. District Court Rhode Island Consent Decree and Interim Settlement Agreement PO Box 544 Charlotte VT 05445 Dear Dr. Moseley; At your request a site visit to Community Work Services (CWS) was conducted over a three day period commencing on October 4, 2017 and concluding on October 6, 2017. The purpose of this visit was to follow-up on the progress being made by CWS with the compliance expectations as defined by the Rhode Island Consent Decree and the Interim Settlement Agreement. This visit was conducted by you in your capacity as the designated U.S. District Court Monitor, and by me as a Consultant to you in this process. I have been able to visit Rhode Island provider agencies in this consulting capacity on several occasions, the most recent being in November and December of 2016. This visit was specific to a review of how Rhode Island agencies were approaching the delivery of Integrated Community Based non-Work day services. In addition to this review in 2016, I also had the occasion to visit CWS during October of 2015. While this review had a broader focus than this current visit (looking at both work and non-work efforts) a number of recommendations were made following this visit and are detailed in my November 17, 2015
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 19 of 59 PageID #: 444
report. The nature of Career Development and Person Centered Planning was addressed in my earlier reports, and remained important theme during this most current visit.
General Conduct of the Review
The current three-day visit included a detailed record review of ten participants. Included in these three days, we also devoted one half day visiting two community based locations where non-work activities were taking place. As part of these two site visits, we had the opportunity to visit the meeting place where CWS participants gather prior to departing on their daily schedules. Lastly, we were able to begin our visit with a discussion with Lori Norris, the current manager of the CWS Program. Each of these three distinct portions of our review will be separately discussed.
Beginning Discussion with Lori Norris
Ms. Norris has been in the Director’s position for CWS for approximately six months. During our discussion, Ms. Norris was candid in her comments stating that the CWS program status at the time of her appointment was very inadequate across most areas of performance. She described her efforts over this past six month period to change the culture of CWS. This resulted in a large amount of turnover in staffing which she described as being essential to this culture change. Her clear focus is on getting people out of segregated activities and into community opportunities of the individual’s choosing. She reports that she recently had an opportunity to visit a program based in Maine (KFI) and from this visit she has a clear sense of what CWS needs to accomplish and how to make this happen. As part of this conversation she stated:
1. She has discontinued renovation work on the current CWS facility, as of January of 2018 CWS will not need to rely on a facility presence for the delivery of it programs.
2. She has discontinued the practice of using vans to transport groups of participants. Necessary transportation in the future will be arranged and provided as needed in personal staff vehicles.
3. She is changing the position title of direct support staff to Community Advocate believing this title better reflects the culture change she wishes to establish, and more accurately conforms to the expectation for how she wants staff to approach their work.
4. She indicates that she would like CWS to focus more on people who have employment as a goal. She feels they are better skilled providing employment services then they are at providing integrated non-work. Ms. Norris states that she recognizes CWS will need to provide integrated non-work support for anyone who needs this service in addition to their employment.
5. Ms. Norris states that CWS will offer people what they want and need and that this will not be restricted to a Monday through Friday 8:00AM to 4:00PM schedule.
6. Ms. Norris stated that she will begin with a pilot group using a Case Manager who will be assigned a caseload of only 5 to 6 participants. From this pilot she will expand the support model throughout the entire organization.
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 20 of 59 PageID #: 445
7. Ms. Norris states that her superiors at FedCap are committed to success and will assure the proper level of staffing support even if this resource level is greater than what the current billing authorizations will support.
8. Ms. Norris states that she is hoping that major change will occur within the organization by the end of this calendar year (2017).
It is fair to say that the current CWS leadership has a very good grasp of the reality that significant change in their organizational structure and performance needs to happen within a fairly short time frame. It is also fair to say that the current leadership is very positive about their ability to make this change occur. Ms. Norris and her staff appear to have a vision about where the organization needs to be, and there is no question that the commitment to make this happen is present. They do not have a written plan to support this thinking however, and it is this writer’s view that having such a plan would be helpful, both in terms of tracking CWS’ progress internally, and also to demonstrate this progress to stakeholders who are external to the organization.
Records Review
This visit involved the review of 10 records. The intent of this portion of the review was to understand the extent to which the organization’s practices followed a person centered planning approach, and to see if the participant records provided documentation that was reflective of such an approach. This portion of the review was also designed to assess the extent to which a participant record contained information that is required by the Interim Settlement Agreement (ISA). The form used in this portion of the review was developed by the Court Monitor and is titled CWS/TTP Individual Review Form. A copy of this form is provided as Attachment A.
The review of the records themselves was quite time consuming and at times difficult. The records are kept in bulky three-ring binders and contained current as well as multiple years of information. In numerous instances documents that we were looking for in the paper record were actually located in computer files that had not been transferred to the paper record we were examining. This was true for many of the PATH1 documents and case notes. CWS staff reported they were in the process of rethinking the design of their records system. Some of the staff are using the computer while others are not. While we did the best we could in the time we had available, it is possible that we might have missed some of the documents referenced in this report. Creating a more usable record format needs to be a high priority for CWS as they forward.
Weekly Hours of Integrated Community Non-Work
Table 1 presents information on the average number of hours each week that a participant was scheduled to be involved in Integrated Non-Work day services. For these 10 participants the number of hours per week of integrated non-work ranged from 0 hours to 31.5 hours, with an average of 25.48 hours per week per person. From what we could determine from the records, these hours were spent in small group activities, although it is difficult to be precise here. Staffing ratios did include some individual support 
1 PATH: Planning Alternative Tomorrows with Hope. A futures planning tool for individuals with disabilities, families, organizations and schools to build caring inclusive places to live, work & learn.
 2 Amado, A.N. (2013). Friends: Connecting people with disabilities and community members. Minneapolis, MN:
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 21 of 59 PageID #: 446

hours in addition to group participation. Based upon what we were told this varied dependent on the activities as well as the needs of the individual. Table 1. Weekly Hours of Non Work Day Supports (N=10)

Person

Hours

1

SD

31.5

2

CM

25

3

NG

32

4

RR

33.5

5

RB

27.5

6

MA

24.5

7

SV

23.25

8

FB

27

9

RF

0

10

EC

30.5

Average

25.48

How participants spent their hours of day support was in part a function of individual choice, and in part the result of the options that were made available for them by CWS staff. As such, while there is an element of choice and self-direction evident, this falls short of a real person centered approach in that an individual did not appear to have the ability to choose something what was not on the options list. While the opportunity to select an activity from a list of pre-set options is a significant improvement over having an agency determine how someone will spend their time, the menus were not the outcome of a real person centered practice. For example, the schedule for Thursday October 5th allowed people to select from a menu of approximately 10 activities including swimming, weight training, walking, an Arcade, a computer class, or work readiness activities. Friday October 6 provided a similar array of options from which a person could choose.

At the time of our visit, all participants would arrive at a central space. As CWS was not able to accommodate this grouping at their own location they had made an arrangement with another provider (The Fogarty Center). Everyone would arrive at this location between 8:00AM and 9:00AM, select their activities, and then these small groups would leave with support staff for these events. The level of effort getting all of this organized was on the chaotic side, but nevertheless was being pulled off. The use of this type of center based launching point is recognized by the CWS leadership as not being ideal, and is one of the areas that CWS leadership has targeted for change.

Person Centered Career Development Planning (ISP/CDP)

This portion of the records review examined the extent to which person-centered practices and a well thought out person-centered planning approach were evident in the Career Development Plan (CDP) and the Individual Services Plan (ISP). The ISA requires both documents to be created through an effective person centered planning process. Table 2 presents the results of this review.

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Table 2. Person-centered Career Development Planning (N=10)

Yes

1 CDP on file

9

2 ISP/CDP reflects the individual’s preferences

5

3 ISP/CDP has clear objectives

3

4 ISP/CDP developed thru a person-centered process

1

5 Goals important to and for the individual are present

3

6 Essential supports and barriers identified

3

7 CDP is current

8

8 Person participated in the ISP/CDP

7

9 Person’s representative/family participated in planning

8

10 Goals relate to person’s talents or preferences

3

11 Specific outcomes increase needed skills

2

12 Person receives all supports identified in the plan

2

No Unkn

1

5

7

9

7

7

2

3

1

1

7

8

4

4

As can be seen in Table 2, Career Development Plans (CDP) were found in 9 of the 10 records reviewed. Of these 10 records the CDP was current within 8 of them. Of the nine plans that were found, only 5 plans (56%) clearly reflected the individual’s preferences, goals, and desires. Even fewer, three plans (33%), identified clear objectives that would realistically assist someone to pursue their preferences and goals. Only one (3%) of these plans appeared to be developed via a real person centered planning process.

The goal of the person-centered planning methodology is to have the individual receiving support clearly guiding the support planning process. This was not generally the case. Each of the records reviewed contained a PATH document, but often the PATH was a reflection of the current status, listing the services and supports being received, and not a guiding document based on a person’s hopes and dreams and future goals. In most instances the process was disjointed with the PATH, CDP, and ISP being developed at difference times. Goals were in some instances different on the CDP and the ISP. ISP’s were often similar and at times identical when the most recent ISP was compared to previous years. Career goals were often very general and rarely included specific objectives that would establish a clear sense for how an individual would move forward towards the attainment of important personal goals. Generally, individuals’ goals appeared to have been developed by staff and were most often ones that were good for the person, but were not necessarily important to the person themselves. In three of the ISPs’ there was not an indication that the individual was a participant in the development of the plan. Of the 10 plans reviewed, only 3 of these plans clearly related to an individual’s goals and preferences, and only 2 demonstrated that outcomes would likely increase skills needed to participate successfully in an integrated community setting. Only 2 plans demonstrated that the individual was receiving all of the services that were identified in the ISP document.

In summary, although individuals’ records generally include the required career development and service planning documentation, there was little evidence that plans and services were being offered in a person-centered manner as required by the ISA. CWS has considerable work ahead to become a truly person centered organization. More will be said about this later in this report.

Benefits Planning

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Benefits planning is a requirement of the Consent Decree and the Interim Settlement Agreement. It is

expected that all persons receiving CWS’ supports would have received benefits planning information

and that documentation of this activity would be found in the individual records. This was not generally

the case as can be seen in Table 3.

For the 10 records we

Table 3. Benefits Planning (N=10)

reviewed, benefits planning was only documented for 3 individuals, and we were able to locate only 2 of these plans

Person Received Benefits Planning Benefits Plan located in the record

Yes

No

3

7

2

8

within the participant’s records. Having benefits plans in all the records should be a high priority for

CWS.

Other Areas Examined

As part of our review we were also interested in documenting the receipt of other services and activities required by the ISA including: vocational assessments; trial work experiences outreach education and support; opportunities to speak with others currently working in integrated jobs; the presence or absence of Consent Decree Variance requests; the need for accommodations needed to enable an individual to participate successfully in a community based setting, and others. Table 4 provides an overview of the findings in these areas.

Table 4. Other Documentation Yes

1. Participated in a vocational/situational assessment

4

2. Completed a trial work experience

4

3. Received outreach, education & support

4. Person/family had opportunity to speak with others

5. Consent Decree variance requested

6. Requires physical adaptations or devices

1

7. Requires communication aides or assistance

2

8. Receives communication services

9. Physical or communication assistance is provided

1

No Unkn

5

1

6

10

9

1

10

9

8

3

7

3

6

As is shown in Table 4, based on the documentation we examined, less than half of the individuals in this sample had participated in a vocational or situational assessment, or had been able to access a trial work experience. There was no evidence in the records we reviewed that indicated participants or their families had been offered outreach opportunities or a chance to meet with individuals who were already working within community jobs. There was also no evidence in the records that anyone in the sample selected for this review had applied for or requested a variance to be served in a segregating setting.
As we reviewed records we also looked for information that would identify the need for any accommodations or adaptions to address physical impairments or other barriers that may impede an individual’s ability to participate in integrated employment or in integrated community day services. Our review of the records suggested that ninety-percent of the individuals sampled (N=9) did not require
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physical adaptions. The single individual who was identified has severe visual impairments and uses a cane. There were also two individuals where it appeared communication aids or assistance were necessary. For these two individuals, there was no indication in the record that communication services or supports were available and were being provided.
One final question concerned the presence of evidence in the participant’s record that staff had received the training necessary to support the person in accordance with his or her plan. This information is not available in any of the files of individuals served by CWS. CWS does maintain a record of staff training topics that are offered but these records are kept separate from the participants’ records. In this regard we were able to see specific documentation of staff participation in a variety of important training sessions, including completion dates and credentials. These training sessions were varied and included topics such as job coaching, vocational assessment, job development, and person centered planning. Some staff had received training certificates from FedCap. It is important to note that DDD no longer accepts FedCap training that was provided prior to 2017.
Regarding person-specific training designed to address the specific needs of individuals receiving support, during our discussion with CWS leadership staff we were informed that they use an on the job training approach for preparing new staff to work with individual participants. No specific records were maintained that document this activity on a person-by-person basis. There is also no information available in the participant records that provide staff with a specific overview of who the participant is and what is important for staff to know about the person that would better prepare them to provide appropriate levels of support.
Visits to Community Locations
During the morning of October 5th we visited two locations that were included in the schedule of available activities for the morning. These two events were the “Connect 2 Careers Prep Session” held at the FedCap office location in Warwick, and the other was the “Work Readiness Event” held at the Providence Chamber of Commerce.
As mentioned above, the morning began with everyone meeting at a central location at The Fogarty Center. As one might imagine this was quite a hectic scene as participants learned about and selected from a menu of preset day activities. A great deal of coordination needed to occur in a short amount of time to give participants the information they needed to select where they wanted to go and to make the logistical connections to get the resulting small groups of people on their way to the activities that they had chosen. This time (8:00AM-9:00AM) was also used as a ‘Discovery Chat Session” where CWS’ Business Developers would present to participants any new and potential job opportunities that had been located and were available to be filled. This was in part to assess interest levels for any opportunity that had been located.
Connect 2 Careers
Connect 2 Careers is an event that is planned where a group of community employers are brought together to meet CWS participants in a practice interview session that is described by CWS as being set up like a “speed dating’ event. Participants sit across a table and are interviewed by an employer. After a few minutes have passed the participants rotate to another employer. This process continues until the available time has elapsed. While the primary goal of this event is not job creation or placement, CWS staff state that this in fact is an outcome that typically occurs.
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In order to participate in the Connect 2 Careers event, participants first go through a process of preparing a resume, practice proper social greeting skills that are appropriate for an interview setting, and rehearse how to answer typical questions that are posed during the interview process. The activity that was occurring at the FedCap location was for the purpose of preparing participants to participate in the upcoming Connect 2 Careers event, scheduled for October 19, 2017.
On this particular day three participants had chosen this event, which took place in a classroom style room located at the FedCap office in Warwick. This location resembled a storefront and was part of a small commercial complex where several other businesses were also located. On this morning there were three CWS staff available so each participant had 1:1 support during the entire session which lasted approximately two hours. During these two hours each participant was assisted in preparing an undated resume. Following this the balance of the session was spent role-playing the actual interview process. This activity, while not integrated, was very well planned. The three CWS staff interacted and supported the participants extremely well. The activity was very purposeful and assisted the three participants in learning ways to present themselves successfully during an actual interview process.
At the end of the session there was sufficient time to chat with each of the three participants. One person struggled with communication (Person 6 in Table 1) but had been assisted to create cards to assist her with the interview process. Another person (Person 1 in Table 1) was very excited as she had just secured a paid position that was scheduled to start the following week. The third person (person 2 from Table 1) was very clear about wanting to work and about the type of work she wanted to do. She was also challenged by a severe vision problem which will require some creative thinking (but certainly doable) to enable her to be successful within a position of her choosing.
CWS Work Readiness Event
A total of nine participants chose this event for their morning session which was conducted at the Providence Chamber of Commerce located in a downtown commercial business district. Three CWS staff were present to assist the nine participants in three general areas, (a) updating resumes, (b) reviewing areas of employment interest and jobs in the area, and (c) conducting mock interviews. Activities within each of these three areas were well planned and geared to the individual participant. One participant, whose primary language was Spanish, was supported by a bi-lingual staff member. Participants were encouraged to ask questions (e.g. “When the job coach fades will I still be supported?”), and the questions were answered in an appropriate and person centered fashion. Staff interactions with participants were sensitive to participant’s concerns and questions (e.g. it is normal to be nervous during an interview), and the presentation of information was tailored to the needs of each person. All participants were observed to be extremely interested in this session and in the potential of securing employment. Much of the class time was very interactive with people appearing to feel comfortable sharing about the types of jobs they have had in the past, what they liked, what they didn’t like, and what jobs they would be interested in for the future.
While this class was not an integrated event, it was well designed and presented by staff who were knowledgeable and prepared for this assignment. The participants in this class clearly wanted to be there, and the information that they were receiving was useful and relevant to the goal of employment which all of them were clearly interested in achieving. At times the single person who only spoke Spanish appeared to be lost and disconnected from the group discussion portion due to the barrier of language.
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Overall a lot of essential information was shared about job experiences and interests which should greatly inform a person centered job development process.
Visit Summary
Both activities were organized around the similar theme of getting employed and, while differing in approach, both events were structured, well designed, and useful for the participants who chose these activities. Staff were well prepared for supporting participants in these settings, and participants all seemed to enjoy the activities. Neither of these events were themselves integrated. However, they were well linked to the potential for integrated employment at some future time. What could not be determined from the visits or from the review of the participants’ records was a sense of the time frame within which an employment opportunity would likely be created. This is a key variable because readiness events such as observed during our visit are really only good and productive if the outcome is actually getting a job.
There are several positive things to say about these two events. For example, the satisfaction level of the participants appeared to be quite high. Staff clearly enjoyed working with participants as did participants with the staff. The activities were relevant to the individuals’ stated interests, and all appeared to be well suited for employment. Unfortunately, the positive aspects of these events are not described and do not come through in the records. There should be a closer correlation between the goals and objectives included in the individual records and the events and activities that individuals are engaged in during the day. For example, a common goal with an ISP was to acquire and maintain employment. Missing in the records were more specific objectives and strategies for how an individual would actually achieve the goal of employment. The use of goals with clear objectives and implementation strategies would clarify the relationships between the training and experiences that are provided with the outcomes to be achieved. This would make it easier to track progress and document outcomes that are important for the individual. Records should not only meet technical compliance and billing expectations. This approach also should facilitate the ability of the agency to tell an individual’s story and the steps that are being taken to make his or her goals, dreams, and aspirations a reality.
Findings and Overall Impressions
At the present time at CWS there is a high level of energy and commitment to a change process that hopefully will lead to an organization that is focused around person centered planning and person centered thinking. There is also an apparent willingness from CWS leadership to develop the necessary expertise to make these changes happen. Implementing change will be a challenging and tine consuming process but CWS is very different from the organization that was visited some two years ago.
CWS leadership appears committed to restructuring the services and supports that it provides to comply with the ISA and State regulations. Although near term changes are becoming evident, the vision for the future structure and functioning of the organization is unclear. There should be a written plan that articulates where the organization is going, that clarifies a new mission and vision, and provides some sense of the steps that will be taken to implement the change over time. A voluminous change document is not being suggested here, but rather a working document that provides a strategic plan to guide the organization in its efforts to move forward.
One of the challenges with a change effort is to keep as many of the essential partners as close to the change process as possible. A change process that neglects this essential step may lose momentum due
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to the loss of necessary external supports. Key change partners in the present instance include all of the participants currently at CWS along with many family members, CWS staff, provider organizations who share service delivery with CWS, DDD, and ORS. It is beyond the scope of this report to describe the nature of these partnerships. However, it seems important that these partners feel connected and supportive of CWS’ change process. This will be best facilitated by a written plan for change.
Based on this review, there are a number of areas of significant importance that need to be addressed as central themes in the process of moving forward. These include clarifying the mission and values of the organization as well as evaluating current practice against what a person centered model really needs to be. Staff, at all levels of the organization, need to understand and practice these values. This approach, at its core, moves from an agency focus on providing services, to the role of assisting individuals to realize the type of life that they want for themselves. In this regard the role of an agency and its staff is to help individuals locate opportunities that are important to them and to support them in experiencing these opportunities through a self-directed and independence oriented framework. These opportunities must also include an expansion of an individual’s social network. People need to have friends and this must include people who have shared interests and whose involvement with the individual is based on reciprocal relationships and not on a financial dependency.
A significant portion of the visit to CWS involved a review of records. As can be seen in the records review section of this report, there are considerable problems with the records as they are currently structured. There was very little person centered planning reflected in these records. ISP’s reviewed were most often very similar to the ISP from the previous year. Goals were broad statements, and there were few clear objectives and strategies for how the objectives and goals were to be realized. There were Career Development Plans in these records, and they were somewhat better than the ISP’s in terms of reflecting what the person wanted. However, they were in most instances isolated from the ISP and often the goals in the CDP and the ISP were different. There were PATH documents in the records and these were better than most of the ISP’s and CDP’s, but often these documents also fell short of identifying a future that the person wanted to strive for. Many of these documents did a better job of describing the present than they did describing the future. Finally, virtually none of the records we reviewed included information regarding individual goals or objectives that had been successfully achieved or identified the the skills that were learned as a result of the services and supports that were received.
The planning process needs to become integrated into one activity that: (a) is directed by the individual, (b) includes goals and objectives are consistent across all documents, (c) provides a clear sense of where the person is heading (long term goals), and (d) provides clear strategies for how CWS and the person working together are likely to reach the goals. There also needs to be a more comprehensive view of the specialty supports someone may require in order to successful. As an example, one person with Autism was described as experiencing behaviors that were limiting his ability to be involved in his community. But there was no plan in the record on how to support this person to self-regulate his behavior more successfully. Another instance was a woman with a severe visual impairment who wanted to work but her record included no plans for evaluating environmental requirements or providing needed accommodations. In other instances there were individuals who had communication difficulties but their records did not include any type of discussion of how to address these communication needs within the context of either employment or an integrated non-work settings. There should be support plans in the records of people with these types of needs, and these plans should explain the support strategies that all staff should know.
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 28 of 59 PageID #: 453
Staff training needs to include specific instructions on how to meet the personal support requirements of each individual supported by CWS in addition to the more generic in-service education on safety, job coaching, etc. This is particularly the case in those instances where some aspect of the person’s disability is a barrier to the individual being able to pursue their own life goals.
CWS needs to achieve a stable workforce. The turnover has been high, and while some of this was likely necessary it also seems that CWS may have lost some real talent as well. The organizational changes that are being planned as described by Ms. Norris are very interesting and appear to have potential for empowering smaller teams of people to support participants in a more personalized manner than has historically been the case at the agency. Creating such teams that have a freedom to explore and be creative, should improve person-centered outcomes while simultaneously helping to create a culture that is increasingly person centered in its orientation. This should reap many benefits and one of these will likely be better retention of the valued staff. CWS reports that it is more comfortable offering employment services than it is with integrated nonwork supports. In reality this might also describe the view of any number of organizations that struggle with providing valued person centered non-work that is individualized and integrated. The director indicated that the agency is considering only serving individuals who are employed or who are on an employment track, even though they recognize that these individuals also will need to have an integrated non-work component to their day. It will be important to determine what the future direction of CWS will be. Irrespective of this, however, the challenges associated with individualized integrated non-work options will likely be a component for CWS going forward.
Recommendations
As a result of this review the following recommendations are made for consideration at CWS.
Recommendation 1: Develop a Written Plan for Organizational Change
At present, numerous changes are occurring at CWS and for the most part the changes that are being implemented are moving the organization in a positive direction. Having a written plan that outlines where the organization was intending to go and in general how it intends to get there, is needed to establish benchmarks that are clear for the organization as well as for external stakeholders for measuring progress and the change process. Such a plan will not impede the change process but enable it as it will provide for clarity and for accountability.
Recommendation 2: Provide Training on Person Centered Planning and Person Centered Thinking
The current individual plans found in the participant records are not developed in a person-centered fashion. Bringing in outside (expert) training that would both inform and augment the training that CWS itself is providing should be considered. Everyone in the organization should be well trained in both areas and an in-depth understanding of person-centered practices should become the contextual framework within which CWS will operate into the future. Levels of proficiency in person-centered thinking and service delivery should become the expectation for all CWS staff.
Recommendation 3: Develop and Implement a Coherent Person Centered Planning Process
The goal should be for the participant to lead (self-direct) his or her own future. The current disconnected system where the ISP, the PATH, and CDP are completed separately should be replaced
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 29 of 59 PageID #: 454
with a single process that incorporates all of these elements into one integrated experience. Planning activities need to embody a coherent approach that clearly identified key goals, events and activities that are important to and important for the individuals receiving support. Currently, this is not the case.
Recommendation 4: Define the Required Plan Content
Each person’s plan should begin with an exploration to define and describe each person’s goals and dreams. This exploration should result in reasonably specific goal statements. These goal statements should be broken into measurable and attainable objectives, and there should be a strategy developed for how a participant and CWS together work towards achieving each of these goals. There should be a way to modify these goals, including adding new goals, at intervals that make sense to the individual.
Recommendation 4a: Include Specialized Supports
During our review it seemed clear that some individuals needed specialized supports and assistance in areas that were likely beyond the expertise of existing CWS staff. The examples mentioned in the discussion above include behavior support assistance, self-regulation skill training, mobility training, environmental modifications, and communication training and enhancements. The person centered planning process needs to address these and other areas in order to remove or minimize barriers that prevent someone from participating in their community. This planning also needs to include a mechanism for how individual staff will be trained and retrained as necessary in the support strategies that are deemed important for the individual participant.
Recommendation 5: Develop the Capacity to Provide Meaningful Integrated Non-Work Day Services
As with most agencies, CWS approaches the provision of non-work day services by providing a range of activities in which people attend or participate in on a daily basis. While these activities may be community based and occurring among other individuals who are not disabled, they rarely lead to an expansion of a person’s social network or to employment.
It is recommended that CWS work with DDD to clearly define the nature and desired outcomes of each activity for each participant. Should the outcome be presence in the community, than a rich array of activities may suffice. But if the desired outcome is more than presence, and is about participation, consistent with the ISA, then a rich activity schedule will likely not lead to this outcome.
Recommendation 5a: Train CWS Staff on a Model of Inclusion
Expanding an individual’s social network involves the process of making friends. The model promoted by Angela Amado would be a very good starting point.2 Consideration should be given to making the training that she provides available to CWS staff.
Recommendation 6: Assure that Everyone at CWS has received Benefit Planning and that the Written Summary of this is in the Individual Records.

2 Amado, A.N. (2013). Friends: Connecting people with disabilities and community members. Minneapolis, MN: University of Minnesota, Institute on Community Integration, Research and Training Center on Community
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Benefit planning is a requirement of the ISA and the Consent Decree. CWS needs to make certain that these plans are completed for all participants and is available in each person’s file.
Recommendation 7: Select and Implement a Coherent Record System
The current record system appears in disarray. Each file includes an index with documents organized under multiple sections separated by dividers with labels or tabs indicating “ISP,” “ORS,” “Assessments,” etc. While there is an index, locating materials, such as career development plans or case notes in the current records is quite difficult. In one instance, for example, a Career Development Plan was attached to the ISP. In another it was found under the ORS tab. In yet another it was located under the Assessment tab. In at least two records there were three copies of the same Career Development Plan. Each record includes a sign in sheet under the front cover to document the date that the record was reviewed, the staff or individual accessing the record and the purpose. Typically, documentation of access was out of date and incomplete. Several records had no signature appearing for well over a year, even though the dates on the documents in the records would require an access signature. Recent case notes were generally not placed in the paper record but were located in a computer file. Some of the day support staff were authorized to use the computer for Case Notes, while others were not. PATH documents were most often not in the paper record but were located in a separate file and needed to be requested in order to be seen. Dates on the PATH documents indicated that they were rarely completed in conjunction with the development of the ISP or the Career Development Plan.
It is recommended that CWS select a records format (electronic or otherwise) and put a coherent record system in place. The use of the system should be governed by CWS records policies and consistent with DDD requirements. This will take some time to implement but will be an extremely important step to take.
Summary
This report summarizes a review of Community Work Services (CWS) completed on October 4th, 5th, and 6th, 2017. The purpose of the visit was to assess the current status of CWS’ efforts to meet the expectations and requirements of the Rhode Island Consent Decree and the Interim Settlement Agreement. The visit was conducted by the Court Monitor and me, and included three components: (a) an interview with Lori Norris, the FedCap representative who is directing the CWS program; (b) an indepth review of the records of 10 current CWS participants; and (c) a visit and observation of two separate locations during times when non-work activities were being provided. As part of this visit we were also able to observe some of the activities at the initial gathering point at the Fogarty Center where participants meet to choose their daily schedules.
The body of the report provides a detailed overview of each of the three phases of this review, presenting overall impressions of the current CWS program, assessing services and documentation, evaluating the efforts taken to date to improve services and providing specific recommendations that are intended to assist CWS and the State in meeting the requirements of the ISA and Consent Decree. It has been almost 2 years to the day that I last visited CWS. At that visit I made a number of recommendations including ones that overlap with the recommendations that are made in this current report. It was my hope that more gains would have been made over these 24 months than has been the case, particularly in the degree of sophistication of the person centered planning process. Having said this, however, there does appear to be a real commitment and motivation by the current CWS leadership
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 31 of 59 PageID #: 456 to make positive things happen, and in fact over the past 6 months a number of decisive and important steps have been taken. There is, however, a long way to go as has been discussed in this report. It is my sincere hope that the change effort at CWS will continue in a manner that transforms this organization into one that demonstrates an active culture of person centeredness. There are some early signs that this process of evolution may be taking root. I thank you for the opportunity to participate in this review. If I can be of any further assistance to your office please do not hesitate to contact me. Most Sincerely, William H. Ashe, Ed.D. Independent Consultant 870 South Barre Road Barre, Vermont 05641
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 32 of 59 PageID #: 457
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1. Person Centered Career Development Planning (ISP/CDP)

Yes No / Date No Data

a. Does the individual have a CDP on file? (add date)

If no, does the person have an ISP with employment objectives?

Does the ISP/CDP include a clear statement of the person’s employment b.
preferences, goals and desires?

Does the ISP/CDP include clear performance objectives, skills or behaviors c.
that the person needs to achieve to accomplish his/her employment goals?

d. Was the ISP/CDP developed through a person-centered planning process?

Does the ISP/CDP identify goals and activities that are important to the e. individual as well as goals and activities that are important for the
individual?

Are essential supports, barriers and strategies to remove barriers identified f.
in the ISP/CDP?

g. Is the CDP current? (Provide most recent date)

h. Is there evidence the person directly participated in his or her ISP/CDP?

Did the person’s family or authorized representative participate in the i.
ISP/CDP?



Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 34 of 59 PageID #: 459
Do the goals and outcomes of the individual’s day services relate to his/her j. talents, preferences and needs as identified in the assessments and
individual support plan? Does the ISP/CDP identify specific outcomes and support activities that k. lead to employment skill development or increase the ability to participate in integrated community activities? Is the individual receiving all of the supports and services identified in his or l. her plan? 2. Benefits Planning a. Did the individual receive Benefits Planning Services? (Add date) Does the individual have on file a benefits plan or written analysis of the b. impact of earned income on her/his public benefits? 3. Other Did the individual participate in at least one vocational or situational a. assessment? When? (Add date) b. Did the individual complete at least one trial work experience? (Add date) Did the individual receive outreach, education and support services? (Add c. dates if yes) Is there indication whether the individual and his/her authorized d. representative or family member had opportunities to speak with persons currently working in integrated community jobs? e. Has a Consent Decree Variance been requested by or for the individual? f. Was the Consent Decree Variance approved? Date: g. Does the person require physical adaptations or adaptive devices? h. Does the person require communication aides or assistance? Is the person receiving translation, interpretation and sign language i. services when needed? If physical adaptations, communication aides or other assistance is needed j. is it being provided at work and/or in integrated day services? Does the record include documentation that provider agency staff have k. received the training necessary to support the person in accordance with her or his plan?
Use NA if the question does not apply to the individual Use UNK if the answer is not known or information is not available 
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 35 of 59 PageID #: 460

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Yes No or Note

Integrated Day Services

No

Data

1. Were the integrated day services chosen or selected by the individual?

2. Are the services self-directed?

Does the person participate individually or in a group with other people with 3.
disabilities (specify in the Note section)?

If in a group, how many others are in the group and what is the staff to 4.
individual ratio?

Are day services provided as often as the person wants, during the times 5.
and on days of the person’s choosing?

Are integrated day services individualized, flexible, purposeful and 6.
productive?

Do integrated day services provide opportunities to interact with individuals

7. without disabilities in a community setting to the fullest extent practical for

the individual?

Do integrated day services allow the individual to engage in non-work 8.
activities that match the person’s interests, preferences, and goals?

Do integrated day services allow the person to participate at times,

9. frequencies, and with persons of their choosing during the day, when not

working, receiving residential support or educational services?

Are Integrated Day Services furnished as part of a sheltered workshop, day 10.
services, group home, or residential service provider’s on-site program?
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 36 of 59 PageID #: 461
If the individual is of retirement-age does the person have access to 13. supported retirement activities that are comparable to those engaged in by
retirement-age non-disabled peers and include paid and natural supports? Did the individual make an informed choice to select an Integrated Day14. Only Placement in lieu of a Supported Employment Placement.
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 37 of 59 PageID #: 462
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 38 of 59 PageID #: 463

ATTACHMENT II
Summary of the status of person-centered career development plans for the 8 TTP Target Population members not served by CWS


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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 39 of 59 PageID #: 464 ATTACHMENT III

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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 40 of 59 PageID #: 465 
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 41 of 59 PageID #: 466
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 42 of 59 PageID #: 467

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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 43 of 59 PageID #: 468
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 44 of 59 PageID #: 469

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%,,&&+D L9 99C
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%,,&+D N9 99C
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%,,&+D KL9 99C
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%,,&+D KP9 99C
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 45 of 59 PageID #: 470
LK9 99C
%,,&+D LL9 99 LM9 99C
%,,&+D LN9 99C
%,,&+D LO9 99 LP9 99C
%,,&+D LQ9 99C
%,,&&+D LR9 99C
%,,&+D LS9 99 MJ9 99C
%,,&+D MK9 99 ML9 99C
%,,&+D MM9 99C
%,,&+D MN9 99C
%,,&+D MO9 99EEC
%,,&+D MP9 99C
%,,&+D    '(- ", -!- ( -! "'"/".%, 0!( + &)%(26 0 + &$"'   ('+- (+- -( "'+, "' -! '.&+(!(.+,0(+$9"'-!2(-"'&)%(2&'-6-!(%%(0"' )+-"")'-,"'+,-!"+!(.+, (&)%(2&'-6"-!+0"-!"'-!"+.++'-&)%(2&'-(+2&(/"' -('0#(,9
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B 9 9,-+-0(+$"' KL!(.+,)+0$-%&+-''(00(+$,-0'KR>LJ!(.+,)+0$9 B 99,-+-0(+$"' -.-(&-.,"',,(%.-"(',-S!(.+,)+0$''(00(+$,LO
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!,"'"/".%,"'%.6
K9 99EEC
%,,&+D L9 99 EE M9 99EEC
%,,&+D N9 99EEC
%,,&+D
O9 99EEC
%,,&+D


Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 46 of 59 PageID #: 471
P9 99EEC
%,,&+D Q9 99C
%,,&+D R9 99C
%,,&+D S9 99C
%,,&+D KJ9 99C
%,,&+D KK9 99C
%,,&+D KL9 99C
%,,&+D KM9 99C
%,,&+D
KN9 //.%)#(& ,#!+$%&&''&"#'*"''#*#%('#% #"%"#('"'&/(%"%"'&(&&#"&'*"&!"%"#!' "'&&(*&&(&&"**% '#&&(%%&/% &# %%%"'! ,'#"'&#("& "/ &# %"#*#"%"#!*& ''*&)( "% '#"'")"'#,!"/'#!''! '#&&"! ###"&!$ #,'#"&(%%&',/
KO9 //.%)#(& ,#!"#'*"'/!$ #,('#%#"%"#(' #&& #"'&/ #*)%(%""
 #"'#%78%-'&&&(*&&(&&' "'"%#"%"&)" )'/%%%%"/"%! ,'# "'&#("& "/3
 &&!%4
KP9 //#'./%( % ,#&#"'%$&#('&#'#("'%,#%!#"'&''!" &#'*%'"#'&%$#%'&(%%"' ,#('#'#("'%,/* "'# '"%') ,-*#%"*'/"&! ,"#%%#%!'##'""%'" !$ #,!"'/3
 &&!%4
 
KQ9 99C
%,,&+D KR9 99.++'-%2)%"'(&&.'"-2,(+$1)+"'9C
%,,&+D  C< .,-"('%+( +&
'/(%/&'-8!/-!+)+( +&)+-"")'-,0!(!/"'(--( &"'-"'-!"+"'/(%/&'-"'
9('-"'.-(0(+$-!+(. !-!-+',"-"('(-!,"'"/".%,9
KD 77(%%(0"' %/"' &)%(2&'---!.+')"$.-!(+"-2('S=LL=KQ&-!","(' -(,-20"-!(.,(+!+"'- +-2,+/",9!0,"+&('-!",","('9+ .++'-%2"'",.,,"(',0"-!(.,,0-+',"-"(':,"'- +-2,+/",-(-!&9 C
%,,&+D
LD 7 7!,'(-)+-"")-"',+/",,"'. .,-LJKQ9 &-(-!)+( +&(+M2,"' . .,-')+"(+-(-!-!!':---',"'+%2LJKQ9'!",&(-!+"C-+ /+"(.,('/+,-"(',D-!-!0(.%'(%(' +--'>
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 '!,'(-+,)('-((.+(',",-'-(.-+!90"%%('-"'.-(--&)--(('-- !"&'0(+$0"-!!",-(',.+-!-!'(%(' +0'-,
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Case 1:13-cv-00442-JJM-PAS Document 24 Filed 11/29/17 Page 47 of 59 PageID #: 472
"'- +-2-"/"-",9C
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ND -"+&'-8!/-0("'"/".%,99'990!(!/"'"--!--!20'--(+-"+9 0"%%('-"'.-()+(/""'- +-2,+/",(+-!,"'"/".%,,-!2,"+6-$"' /'-  ('"(+'-+,'1",-"' (&&.'"-2+,(.+,6-!-%+2!/'++2((&&.'"-2 ,+/",(+,'"(+"-"3',9C(-!+
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 Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 1 of 17 PageID #: 539 

UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA Plaintiff
v.
STATE OF RHODE ISLAND and CITY OF PROVIDENCE
Defendants

C.A. No. 13-442L

COURT MONITOR’S THIRD REVIEW OF STATE ACTIVITIES
IN RESPONSE TO THE ORDER OF COMPLIANCE WITH OUTSTANDING
INTERIM SETTLEMENT AGREEMENT REQUIREMENTS FILED JUNE 23, 2017
Introduction
This is the third report documenting the State of Rhode Island’s progress on meeting the Interim Settlement Agreement’s (ISA) performance requirements as specified by the Court’s Order issued on June 23, 2017. This report updates the Court Monitor’s Second Review of State Activities in Response to the Order of Compliance with Outstanding Interim Settlement Agreement Requirements issued by the Monitor on November 29, 2017. It reviews the State’s progress relative to the completion of the nine benchmarks identified in the four sections of the Order plus additional recommended actions resulting from an in-depth review of the services received by a sample of CWS participants that was conducted by the Monitor and an independent reviewer on October 4-6, 2017.
This report is organized into five Sections: Section I Action Dates, Section II Placement Status, Section III Job Placements, Section IV Compliance Dates, and Section V Site Visit Review. Findings and conclusions are based on documentation provided by the State through December 31, 2017, with additional information updating progress through February 28, 2018 in key areas. Information was gathered through regularly scheduled bi-weekly conference calls with the State’s Consent Decree Coordinator and staff from the Division of Developmental Disabilities (DDD) and the Department of Behavioral Health Developmental Disabilities and Hospitals (BHDDH), the Office of Rehabilitative Services (ORS), the Rhode Island Department of Education (RIDE), the City of Providence Public Schools Department (PPSD) and the U.S. Department of Justice (DOJ). Additional data and materials were received through direct conversations with DDD staff, regular reports and email correspondence with State officials regarding progress on meeting each of the provisions of this Order. A site visit to Community Work Services’ (CWS) administrative offices was conducted by the Court Monitor in


Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 2 of 17 PageID #: 540

collaboration with DOJ staff on February 28, 2018. Interviews were conducted with Lori Norris, the CWS program director, and administrative staff. Additional interviews were completed by the Monitor with two individuals receiving integrated day supports from CWS in community locations. The assessment of progress is based on documentation provided by the DDD, ORS and RIDE as a part of the State’s quarterly report to the Monitor for the period ending December 31, 2017.
At the Monitor’s request, and with full agreement of the Parties, the State is now documenting progress relative to ISA benchmarks and required activities in a comprehensive quarterly report submitted 30 days following the end of each calendar quarter. The Monitor and the State are collaborating on the identification of reporting deadlines and timeframes to fit this schedule.  I. Action Dates
1. DDD will implement the variance and retirement policy by June 30, 2017 to specifically discern those who do not identify with either current or long-term employment goals. ORS will assist DDD with ORS-related service implementation. 
Current Status and Progress Made: The State’s Variance Policies and Application Procedures, and DDD’s Retirement Policy were written and posted on the State’s website by June 30, 2017 as required. DDD reports that two ISA Target Population members have been identified with an expressed interest in receiving a variance and two have chosen retirement. To date one individual has applied for and was granted a variance to receive an integrated day program placement. Case notes in the files of some CWS participants indicate that they are not interested in working in integrated employment at this time but no requests for a variance have been received from CWS participants.
Assessment: Requirements Met
2. DDD will ensure quality Career Development Plans (CDP) / Person-centered Planning (PCP) for all active members through a comprehensive review of each plan no later than July 30, 2017. This review will include confirmation that goals and services align with current employment interest. ORS will assist DDD with any ORS-related service implementation for CDPs/PCPs.
Current Status and Progress Made: As detailed in the Monitor’s November report, DDD completed a comprehensive review of each ISA target population member’s CDP and person-centered individual support plan (ISP) by July 30, 2017 as required. The assessment revealed that in a majority of cases, (58%) personal and employment related interests, goals and preferences were not in alignment across individuals’ ISPs, CDPs and the services that they received. Furthermore, there was little evidence in the record documenting that

:

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 3 of 17 PageID #: 541


individuals’ plans and services were being developed and provided in a person-centered

manner as required by the ISA.

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reviews completed by DDD

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through July 30, 2017. Across all

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acceptable plans. Notably, only

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had an acceptable plan. DDD is working with CWS to revise and


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within six months, by May 31, 2018. Completion deadlines need to be set for the remaining 8

individuals receiving services from the other organizations by this same time period.

The data reported in Table 1 describes activities through July 31, 2017 and does not reflect continued efforts on the part of DDD and CWS to review and improve the quality and consistency of ISPs and CDPs for the individuals that they serve. A description of the ISP and CDP development and planning processes currently being implemented by CWS is included in the agency’s Action Plan for Implementing an Employment Without Walls Project (November 2017). This plan does not specifically detail the steps being taken to address the 44 plans that were determined to be unacceptable. It does, however, provide information on the approach the agency is taking to ensure plans are appropriately developed from November 2017 forward. No data was provided by DDD on efforts being taken to improve the plans and planning processes of ISA target population members served by provider organizations other than CWS. DDD has not updated the information in Table 1 since July 2017 and needs to do so by May 31, 2018.

During the current reporting period DDD provided oversight and technical assistance to CWS to improve its person-centered planning process and the alignment of each target population members’ CDP, ISP, and MAPS/PATH Plan goals with the supports that they are receiving. Additional technical assistance is being provided on increasing the numbers


;

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 4 of 17 PageID #: 542

of individuals participating in integrated supported employment and individualized person-centered day activities. CWS has strengthened the training, support and oversight that it provides to its own staff on person-centered thinking and planning, plan writing and ongoing review. The agency has stated its intention to hire two additional support coordinators to improve services and coordination.
An update from DDD received by the Monitor on March 31, 2018 indicates that the quality of CWS person-centered planning at CWS is improving as a result of the ongoing technical assistance and review being provided. DDD reports that since November 2017 three (3) persons left the program reducing the total number of plans that needed to be revised to 41. Of this number, 12 plans have been revised but have not been submitted to DDD for review and approval, leaving 29 plans yet to be revised. The Division is providing technical assistance to CWS to address the challenge of coordinating and aligning plans for target population members who receive additional services from other agencies. DDD staff have concluded that previous planning tools do not meet current expectations for personcenteredness. The quality of plans submitted in the new format developed in collaboration with the Sherlock Center is much improved.
In November 2017, DDD developed a rubric for assisting in the evaluation of the quality and content of ISPs and CDPs. However, the tool is not currently in use to assess program plans for ISA target population members. The Division reports that the rubric is being offered to providers as a guide to meeting the ISA’s quality requirements for personcentered individual support and career development planning.
DDD is working to expand the use of person-centered practices throughout the comprehensive ISP/CDP/Medicaid Plan of Care development process. One of the goals of this activity is to link the allocation of waiver funds to services and supports identified in the person-centered plan. The Sherlock Center is developing a guide to person-centered planning to fully describe the purpose, focus and operation of the anticipated personcentered planning and service delivery practices. DDD is involving stakeholders in these activities through the newly established Quality Advisory Council that was launched in September 2017 consistent with the state’s quality management work plan. The Division reports that it will prepare an Interim Summary Report by May 31, 2018 covering the calendar quarters ending December 31, 2017 and March 31, 2018 on the status of personcentered planning implementation in the ISP and CDP development process. Recognizing that the interim report will document progress on person-centered planning throughout the DD system it is believed that the information will provide important context for assessing progress with the ISA population. It is requested that the Division provide a copy of this report to the Monitor and DOJ when it is complete.

As indicated in the in previous Monitor’s report (issued 11/29/17), DDD required CWS to review the files of every ISA target population member served by the agency to ensure that

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Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 5 of 17 PageID #: 543

each person’s expressed goals and preferences are aligned across his/her/their ISP, CDP and the services received.
Assessment: Requirement Not Met. This provision requires DDD to ensure the quality of Career Development Plans (CDP) and Person-centered Planning (PCP) for all active target population members and to confirm that individuals’ goals and services align with their current employment interests by July 30, 2017. The Monitor’s two reports issued on September 9, 2017 and November 29, 2017 stated that the requirements of this provision would be met when ISP/CDP content and alignment issues are fully resolved for all active ISA target population members. It is recognized that DDD is providing oversight and technical assistance to CWS and that CWS is working to remediate all deficient and unacceptable ISPs and CDPs by May 31, 2018. It is further recognized that DDD has insufficient staff to assure the quality of services and supports furnished to ISA and Consent Decree target population members (see the Consent Decree Report of the Court Monitor for the Period August 1, 2017 to December 31, 2017).
Recommended Actions: The Monitor’s Report issued on November 29, 2017 included two recommendations for this Action Item. These recommendations are revised and replaced as follows:
a. DDD is requested to ensure that ISA target population members’ goals and preferences are aligned across their CDPs and ISPs and are reflected in the services they receive from CWS, Perspectives, Fogarty, Re-Focus, and Action Based Enterprises not later than May 31, 2018.
b. DDD is requested to provide the Monitor and the U.S. Department of Justice with a Summary Report by May 31, 2018 covering the period ending March 31, 2018 that identifies by provider agency:
i. The numbers of ISPs and CDPs of ISA target population members that were determined to be unacceptable on July 31, 2017 (52).
ii. The number of plans that were fully remediated with services appropriately aligned with individuals’ goals and plans.
iii. The number and names of any individuals whose plans were not revised and fully remediated by March 31, 2018, and the date by which the plans will be fully acceptable.
c. DDD is requested to provide to the Monitor a copy of its Interim Summary Report with information on the status of person-centered planning implementation during the calendar quarters ending December 31, 2017 and March 31, 2018 by May 31, 2018.

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Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 6 of 17 PageID #: 544


d. DDD is requested to confirm that CWS has hired two additional support coordinators to improve services and coordination.
Note: It is recognized that the May 31st deadline for the activities described above does not comport with efforts by the Monitor and the State to move to a quarterly reporting schedule. It is recommended, however, that this deadline be kept in place to ensure ongoing progress on the various actions outlined above.
3. DDD will prioritize placement through its performance-based person centered supported employment program (PCSEPP) for all interested active class members before June 30, 2017. This will include outreach to each member identified in this order as not employed (46) to confirm interest in participation or satisfaction with current supported employment services received through the PCSEPP. 

Current Status and Progress Made: DDD prioritized placement through the PCSEP program for all of the previously identified individuals as required. At the conclusion of the quarter ending December 31, 2017, 14 individuals were participating in the PCSEP program. DDD updated its data on the status of each of the 46 individuals with respect to supported employment placements, integrated day and other services received, and the preferences of the individual and family regarding work, services and related activities (see Table 2). The data falls into three broad categories reflecting individuals who are: (a) engaged in employment and/or employment services (27); (b) receiving integrated community-based day or retirement services (7); and (c) not interested in participating, have closed cases or have not responded to multiple attempts to contact them (12).

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Considering each of the three categories separately, the “Employment Group” of 27 individuals (59% of the 46), are interested in actively pursuing employment. Of this number, 14 are currently working in employer paid jobs and 13 are receiving a variety of supported


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Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 7 of 17 PageID #: 545


employment services. Both of these groups also are receiving integrated day services. It is important to note that one individual reported in Table 2 above in the Employment Services group was recently offered a job and will become employed in April. The second, “Day Services Group” of 7 persons (15% of the 46) comprises those persons who have made the decision to retire (2), and individuals who have medical conditions, are requesting a variance or prefer to receive integrated day services and are not seeking employment at this time (5). The final “Not Active Group” of 12 individuals (26% of 46) includes target population members whose cases have been closed (7) and those who have not responded to repeated contacts by the State (5).

Updated information on the services and supports furnished by ORS to the 46 individuals reveals the following:

3

Cases closed as successfully employed after 90+ consecutive days of employment.

1

Employed, moving to successful closure

11

Open and actively receiving employment services

1

On ORS’ wait list (reported to BHDDH)

29

Cases closed after employment plan and services were provided, individuals not

employed.

1

Case never opened

Assessment: Requirements Met. In summary, of the 46 individuals, 27 (59%) are employed or are receiving employment services, 7 (15%) are retired, have medical conditions or have otherwise have made the decision to receive only day services. Variances should be requested for individuals 62 years or older who are not choosing retirement. The remaining 12 (46%) persons are individuals whose cases have been closed or who have refused all attempts to contact them and are not actively receiving supports and services.

As noted above, by March 31, 2018, 14 individuals had received a supported employment placement. One additional person received an offer for employment and will start work on April 1, 2018. DDD is considered to have met the placement benchmark of 15 individuals by the March deadline. This leaves 12 individuals who are required to be placed according to the Placement Schedule below (see below, Section IV Compliance Dates).
4. DDD will provide continued oversight of the CWS quality management plan, in compliance with the requirements of the ISA and Consent Decree as well as technical assistance in the areas of supported employment, integrated day, CDP development, and staff training on person-centered planning. ORS will assist DDD with quality management and review of ORS-related services.

Current Status and Progress Made: DDD, in collaboration with ORS, reports that the oversight of CWS’ quality management plan is being provided through on-site visits, weekly telephone contacts and regular email correspondence. Testimony provided by Kerri


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Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 8 of 17 PageID #: 546

Zanchi, the Director of the Division of Developmental Disabilities, during the ISA Status Hearing on November 30, 2017 detailed multiple on-site monitoring and technical assistance visits to CWS. DDD staff conducted 21 on-site monitoring visits with CWS between June and November 30, 2017. ORS VR counselor liaisons assigned to CWS met with CWS staff at least monthly during the reporting period ending December 31, 2017. ORS conducted 6 onsite visits between June and November 2017 to review open cases, consult on individuals and monitor reports, evaluations and employment services. It is noted that DDD in its efforts to oversee CWS’ quality management plan is carrying out many of the quality assurance and improvement responsibilities that are required in Section XV of the ISA and the Consent Decree regarding the development and implementation of a comprehensive quality improvement initiative. For a review of DDD’s progress on developing its quality improvement initiative see Section G of the Monitor’s Consent Decree Compliance Report issued in April, 2018.
Assessment: Requirements Met
5. DDD will develop guidance and standards for integrated day services by June 30, 2017. This guidance will be reviewed internally and externally and will be disseminated through the provider network no later than July 30, 2017.
Current Status and Progress Made: As noted in the Monitor’s November report, guidance and standards for integrated day services were finalized, disseminated to provider agencies, shared with stakeholders and posted on the BHDDH/DDD website in September 2017 (http://www.bhddh.ri.gov/developmentaldisabilities/forms_provider.php).
Assessment: Requirements Met
6. DDD will require completion of Personal Action Towards Health (PATH) and McGill Acton Planning Systems (MAPS) for all Birch and TTP members at CWS who have not been provided this self-discovery opportunity by July 30, 2017.
Current Status and Progress Made: As noted in the Monitor’s report issued November 29, 2017, PATH plans were completed for all Birch and TTP members at CWS who agreed to participate in the process.
Assessment: Requirements Met. PATH plans are in place for each Target Population member (None of the CWS participants currently have plans developed through the MAPS process). The lack of alignment of PATH plans with ISP/CDP plans and individuals’ service preferences continues to be reviewed by DDD and addressed by CWS (see Provision #2 described above).

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Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 9 of 17 PageID #: 547

7. DDD will have a fully developed interim and long-term quality improvement plan, in accord with the requirements of the ISA and Consent Decree, complete with timelines and strategies by July 30, 2017. ORS will assist DDD with implementation and monitoring on ORS-related services.
Status: This provision has been met; DDD developed the interim and long-term Quality Improvement Plan as required. An update provided by DDD on October 31, 2017 indicates that the Quality Improvement Plan is being implemented. For information on the status of the Plan’s implementation, issues and concerns please see the Monitor’s Consent Decree Report issued in April, 2018.
Assessment: Requirement Met.
8. DDD will complete an in-depth review of all class members by June 30, 2017 to ensure the validity of data from multiple sources.
Current Status and Progress Made: With agreement from the Monitor and DOJ, DDD has initiated a process for gathering and reporting quarterly data on the service received and outcomes achieved by all adult ISA target population members across CWS and the other provider agencies serving this population, including the Providence Public Schools Department and the members of the Birch Look Back Population. The State reports that it has developed a tracking tool that includes the following data fields: (a) individual demographics, (b) information on participation in the PCSEP program, (c) data on services and training related to job preparation, (d) details on job placements and (e) information on transportation, next steps and additional activities. The individual data points that are identified within each field addresses much of the data needed to track ISA performance. What appears to be omitted, however, is the very important information on the status and dates of each individual’s career development plan and the hours per week that the person participates in integrated day services.
Assessment: Requirement Met. DDD has completed the in-depth data review as required. DDD and PPSD are collaborating on the development of a single data set and reporting format for adult ISA target population members. The first comprehensive quarterly ISA Data Report documenting services and outcomes across all ISA Target Populations will cover the quarter ending March 31, 2018 and be submitted with the State’s quarterly report on April 30, 2018.
9. DDD will amend its contract with Sherlock Center to include $50,000 for FY 18 for the purpose of benefits planning.

A

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 10 of 17 PageID #: 548

Current Status and Progress Made: The amendment to the contract with the Sherlock Center was executed during the week of September 28, 2017 (see Court Monitor’s Report issued on November 29, 2017).
Assessment: Requirement Met.
Section III. Job Placements
In order to comply with employment placements, the forty-six (46) individuals requiring current action will be provided the level of employment supports and services in accordance with each individual's person-centered plan. In addition to integrated day services, these supports and services may include any or all of the following in accordance with the PCP: job exploration/discovery, job trials, placement, job coaching, and retention.
Current Status and Progress Made: Current actions regarding job placements and the delivery of supports to the 46 individuals needing supported employment placement, related services and follow-up are described above in the sections addressing the State’s progress on meeting Provision 3 of the Court Order. Table 2 lists the services and supports being provided to 34 of the 46 identified individuals, including job exploration, discovery, job trials, placement, job coaching, retention, and integrated day services.
Assessment: Requirements Met.
Section IV. Compliance Dates
The State expects to place thirty-one (31) individuals, or two-thirds of those requiring employment placements, within twelve months. Of these thirty-one (31) placements, the State's goal is to place fifteen (15) individuals within 6 - 9 months and another sixteen (16) within the twelve-month period. The remaining fifteen (15) individuals, or one-third of the forty-six (46) requiring action, are likely to occur after twelve months.
For each individual, the State will demonstrate its provision of person centered planning, job exploration, discovery, work trials, and vocational supports that align with the individual's preferences and needs. Data, including outcomes, regarding the forty-six (46) individuals, will be made available on a quarterly basis. The State will identify the specific individuals not placed within twelve months on a confidential basis and the reasons for lack of placement, if necessary. The Court will later address a definitive timeframe for any individuals who have not been placed within twelve months. 

98

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 11 of 17 PageID #: 549


Current Status and Progress Made: The original schedule for placing unemployed ISA Target

Population members is summarized in Table 3. Placement data is being provided by DDD on a

quarterly basis. As described above in Section 3 and summarized in Table 2, the number of ISA

target population members


%

who are actively engaged

 

in or pursuing

 


employment and











employment related





activities is 27, 59% of the

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$%$"#)

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original 46 who were

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identified. Of this number,


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14 currently dare working


+$(    





in employer paid jobs and 13 are receiving a variety of supported employment services.

For the purposes of this report, the single individual who has been offered a job but is not yet

working (see above) is counted toward the State’s placement benchmark for the period ending

March 31, 2018. The original placement schedule set by the June 23, 2017 Order was based on

the assumption that all of the 46 individuals who were not participating in employment or

receiving employment services needed to be placed on the timeline that was provided. It is clear

that the current plan needs to be revised to address the remaining 12 individuals receiving

employment services.

A snapshot of the services and supports received by the 12 individuals interested in receiving a supported employment placement appears in Figure 1 below. The list shows that 7 of the 12 persons are actively participating in DDD’s PCSEP initiative, as well as the presence of parental concerns in two instances and information on the individual circumstances of each person that must be taken into consideration. The original placement schedule called for 15 individuals to be placed by June 23, 2018 and an additional 16 individuals to receive placements by June 23, 2018. The final group of 15 individuals were to receive placements after the 12 month period ending June 23, 2018.

"*
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99

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 12 of 17 PageID #: 550

> := $ #0*&%)%*&,+.)*$ +.&)"1.&,## "+&-).&)"+ ) $ &*' +# .)* )&!+)2-&#,%+) %
? <@ )+  '+ % %1#&&" %&)!& @ :; )+  '+ % %1.%+*+&.&)"1#&&" %&)!&2-&#,%+)*+&+% #)%*2988D
&$$,% +04*0 A =8 )+  '+ % %1#&&" %&)!& 98 :< &. %+)*+ %$'#&0$%+1#&&" %&)!&1,+$ #0)#,+%+ 99 ;> )+  '+ % % 9: =A )+  '+ % %2+)0 %+&+#&%0)&)/',%
It is requested that the State set a goal of placing all remaining 12 individuals by June 30, 2018 with the provision that the deadline be extended on an individual basis for an additional 6 month period based on the particular placement needs and preferences of each person (see Recommended Actions below) who was not placed by this deadline.
Additional requirements of this provision obligate the State to provide person-centered planning, job exploration, discovery, work trials and vocational supports that align with each e individual’s preferences and needs. The State has not provided person specific data documenting the provision of these supports for the 34 members of this group who are actively engaged in services. It is requested provide this information in the upcoming ISA Data Report for the period ending March 31, 2018 being submitted on April 30, 2018.
Assessment: Deferred. The State has achieved the first placement benchmark of 15 individuals by March 23, 2017 and has provided information on the needs, preferences and life situations of the 12 persons receiving employment services.
Recommended Actions:
a. The original placement schedule called for an additional group of 16 individuals to receive placements by June 23, 2018 with the final 15 persons being placed after 12 months. DDD has reviewed the program and service needs of the 46 individuals and found that only 27 of the original 46 individuals are interested in becoming employed. Accordingly, it is recommended that the 12 individuals who are interested in participating in vocational activities and services receive supported employment placements by June 30, 2018 - with the provision that this deadline will be extended for an additional 6 month period to December 31, 2018 for any individual who is unable to receive a supported employment placement by June 30, 2017 notwithstanding the best efforts of the State and the provider organization to meet his/her/their needs and preferences.
b. DDD and ORS are requested to provide (a) documentation of the provision of person-centered planning, job exploration, discovery, work trials and vocational supports and (b) confirmation that the aforementioned services are in alignment

9:

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 13 of 17 PageID #: 551

with the service preferences and needs of each of the 34 actively engaged individuals identified in this section. It is requested the DDD and ORS provide this information in the upcoming ISA Data Report for the period ending March 31, 2018 being submitted to the Monitor on April 30, 2018.
Section V Site Visit Review
The Court Monitor’s second review of State activities issued on November 29, 2017 included recommendations based on an on-site assessment and records review by the Court Monitor and expert reviewer on October 4-6, 2017. The following describes the current status, progress made and further recommended actions that need to take place to meet the ISA requirements.
1. Develop a Written Plan for Organizational Change.
Current Status and Progress Made: In October 2017, CWS developed a written plan for change that was reviewed and approved by the state and revised with feedback from the Department of Justice and the Court Monitor. The final CWS program plan is referenced in the Court Monitor’s November 28, 2017 report and was attached as an exhibit. The state team and CWS meet regularly on the plan’s implementation to ensure progress and make adjustments when necessary. The state is using the actions and timelines outlined in the plan to monitor the progress and challenges.
Assessment: Requirements Met
2. Provide Training on Person Centered Planning and Person Centered Thinking.
Current Status and Progress Made: DDD and CWS identified and described the following training opportunities and activities:
• Training from the Sherlock Center Conversion Institute on person-centered practice. One Case Manager attended a workshop at the Sherlock Center on October 24, 2017 entitled “A Framework for Investing in People” presented by Patti Scott and began discussions within CWS on the presented material.
• CWS’ Director met with the Sherlock Center staff to discuss access to training resources on person-centered practices. Sherlock Center staff shared the material that was presented by Angela Amado and Patti Scott at their workshops and provided training to CWS on this material in February 2018. Future trainings will include instruction on John O’Brien’s Five Accomplishments that provide a guide for the development of a personal plan and vision.

9;

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 14 of 17 PageID #: 552

• Rhode Island Developmental Disabilities Council hosted Doug Crandall on December 11 – 16, 2017 to provide individualized consultation to 8 individuals. This consultation used evidence-based supported employment practices and “discovery” to identify “ideal conditions of employment” as a strategy to support people with complex barriers to successful work. He also conducted an afternoon session titled “National Perspective on Customized Employment and Self-Employment,” in which CWS leadership staff participated.
During the past six months CWS leadership staff provided training on person-centered practices and strategies for translating practice into case notes. CWS is developing a comprehensive training course on person-centered practice that will be required for all staff.
Assessment: Requirements Not Met. The focus of this recommendation is on the need to expand person-centered training to all CWS staff to ensure, “Everyone in the organization should be well trained in both areas and an in-depth understanding of person-centered practices.” The documentation indicates that CWS administrators and some staff received training in personcentered practices and attended workshops from subject matter experts. And, that CWS administrators met with Sherlock Center staff to discuss future training needs and opportunities. It appears, however, that a comprehensive training course on person-centered practices has not yet been implemented, nor has training in person-centered planning and practices been made a requirement for all staff.
Recommended Actions: Please confirm that CWS has developed and is implementing a comprehensive training plan or course on person-centered practices for CWS staff and the date that training was made a requirement for all CWS staff.
3. Develop and Implement a Coherent Person-Centered Planning Process.
Current Status and Progress Made: CWS is revamping its ISP/CDP and PATH processes to ensure consistency and the alignment of personal goals, preferences and services for each individual. As indicated above, DDD is working with CWS to revise and remediate all 44 unacceptable plans in coordination with each participants’ annual review date with a goal of resolving deficiencies in individual records, and in CWS program operations, by May 31, 2018.
Assessment: Requirements Not Met. CWS’s Person-centered planning process is being developed to include all of the necessary components and procedures but it is not yet being fully implemented for all individuals receiving support.
4. Define the Required Person-centered Plan Content Including Specialized Supports.

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Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 15 of 17 PageID #: 553

Current Status and Progress Made: CWS is developing a comprehensive training on creating vision statements, goals and plans for each participant. This training is being designed to provide staff, case managers and business developers with the opportunity to create vision, goals and plans for case examples whose profiles are similar to individuals served at CWS. Learning will occur through role modeling, mock ISP development sessions and developing sample plans for review and revision.
Assessment: Requirement Not Met. CWS is taking steps to address this recommendation but has not yet defined and described the person-centered planning process for TTP program participants. CWS is in the early stages of implementing staff training programs that will address this recommendation by building staff member’ skills to enable them to respond to the needs of each person receiving supports.
5. Develop the Capacity to Provide Meaningful Integrated Non-Work Day Services; Train Staff on a Model of Inclusion.
Current Status and Progress Made: DDD is providing technical assistance to CWS to improve integrated day services and documentation and is assisting the agency in clearly defining the nature and desired outcomes of each community activity for each participant. CWS reports that their case workers have embraced the idea of person-centered community activities and are working with direct support staff to address needs and interests of participants in daily activities. Additional activities include limiting the size of groups engaged in community activities to no more than three participants per staff member and requirements that staff maintain daily logs indicating for each individual the nature and purpose of each activity. DDD reports that progress is being made and BHDDH licensing and program staff are beginning to notice changes in service delivery practices.
In November, 2017, CWS issued an Action Plan for Implementing an Employment Without Walls Pilot outlining its plans to begin to transition to a service model that will enable the agency to achieve the full inclusion of individuals with disabilities in the community. The approach is based on the design used by KFI, a nationally recognized developmental disability service provider in Maine. CWS director, Lori Norris, visited the program in the fall of this year. CWS has started implementing this approach with a group of seven program participants. The new approach is designed to ensure that each participant’s daily activities lead to the development of long-term, authentic connections to their own community. The individualized nature of the activities is determined by the participant’s vision, goals and objectives. CWS is working to decrease the arbitrary nature of the activities and create a more purposeful day-to-day life experience.
A description of the current status integrated day services is provided in the current Report of the Court Monitor on Rhode Island’s Consent Decree Compliance (see Section B Integrated Day Services and Placements). The findings and observations made in the Consent Decree accurately

9=

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 16 of 17 PageID #: 554

describe the current status of integrated day services offered by CWS to members of the ISA target population.
Assessment: Recommendation Not Met; Progress is being made. The Employment Without Walls Pilot offers a promising format for the design and delivery of employment services, with the potential for increasing: employment opportunities for individuals who are not currently working, the hours worked among individuals who have jobs, and new opportunities for community involvement and participation.
Recommended Actions:
a. DDD needs to ensure the full implementation of person-centered practices in individual service planning, career development planning and throughout the delivery of integrated day services to all members of the ISA target population by May 31, 2018.
b. DDD is requested to update the Monitor on CWS’ progress on implementing the Employment Without Walls Pilot in conjunction with the State’s Quarterly Progress Report to be submitted on April 30, 2018.
c. DDD is requested to ensure that CWS extend the strategies, principles and practices used in the Employment Without Walls Pilot to the development of a similar initiative to improve integrated community-based day services, consistent with the requirements outlined in ISA §VI(B). DDD is requested to report to the Monitor on CWS’s progress on addressing this recommendation in its Quarterly Status Report for the quarter ending June 30, 2018.
6. Assure that each ISA Target Population member served by CWS receives Benefit Planning and includes a written summary of the plan in the Individual’s Records.
Current Status and Progress Made: DDD reports that 49 CWS participants have received benefits planning. In the past two months, CWS has referred 11 participants to the Sherlock Center or ORS for benefits planning. Copies of the referral are kept in each individual’s file. DDD is working with the Sherlock Center to expand access to benefits plans and will receive monthly updates on the completed plans directly from the Sherlock Center. DDD has not made completed benefits plans available to the Monitor for review, stating that because the plans belong to the individual and contain personal information, participants are not required to share the contents of a benefits plan with the State or with their Provider Agencies.
Assessment: Requirements Not Met; Progress is Being Made. DDD reports that CWS intends to keep a copy of the referral to benefits planning in each person’s file but not a copy of the completed plan. A referral does not indicate that the service was in fact provided and the plan

9>

Case 1:13-cv-00442-JJM-PAS Document 30 Filed 04/09/18 Page 17 of 17 PageID #: 555

completed. DDD must ensure that benefits planning has occurred for each individual, consistent with the persons wishes, and provide documentation that the plan does or does not exist. Individual’s Benefits Plans must be available for inspection by the Monitor, consistent with the requirements of the ISA. Because individual’s benefits plans have not been provided the Monitor has been unable to assess progress in this area. 7. Select and Implement a Coherent Record System Status: DDD reports that CWS intends to adopt the ETO Client Management system by the end of February 2018 to improve the consistency of the documentation in individual files. DDD reported on the process CWS will use for data migration including the structure and format for case records and service documentation. Division staff will review individual files and continue to provide technical assistance regarding documentation as needed. The Division will additionally review the new record system once it is fully implemented to ensure CWS has met their commitment to address this issue. Assessment: Requirements Met. CWS has selected an electronic recordkeeping format and begun the process of migrating individual’s information to the new system. DDD is requested to report to the Monitor on the status of the full implementation of the ETO Client Management System at CWS in its Quarterly Progress Report for the quarter ending June 30, 2018.
Respectfully Submitted
Charles Moseley EdD Court Monitor April 6, 2018

9?

 
 Case 1:13-cv-00442-JJM-PAS Document 37 Filed 06/01/18 Page 1 of 2 PageID #: 653

UNITED STATES DISTRICT COURT FOR THE DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA Plaintiff

v.

C.A. No. 14-175; 13-442-L

STATE OF RHODE ISLAND Defendant

COURT MONITOR’S UPDATE ON RHODE ISLAND’S RESPONSE TO RECOMMENDATIONS FOR ENHANCEMENTS IN DEVELOPMENTAL
DISABILITIES FY 2019 BUDGET AND PERSONNEL SERVICES June 1, 2018

I.

INTRODUCTION

This report is written to update the Court on the actions that the State has taken in response to my Report on Consent Decree Compliance issued on April 6, 2018. The compliance report identified two areas of particular concern: (a) significant funding reductions included in the Proposed FY 2019 budget for developmental disabilities services and (b) the lack of sufficient personnel resources to carry out Consent Decree requirements regarding the implementation of system wide quality improvement activities.

Testimony provided during the hearing before Judge John McConnell on April 10, 2018 noted that the level of financial commitment by the State for DD services in FY2018 was not maintained in the Governor’s FY 2019 proposed budget of approximately $250 million. The proposed amount represents a cut of approximately $18.4 million as compared to current projected expenditures in FY 2018 of $268 million. I concluded that a reduction of this magnitude would seriously underfund developmental disabilities services for FY 2019 and would significantly impact the State’s ability to comply with the Consent Decree. I further concluded that the number of staff devoted to quality improvement activities at the Division of Developmental Disabilities is not sufficient to fully implement its Quality Improvement Plan, consistent with Consent Decree Requirements.

Case 1:13-cv-00442-JJM-PAS Document 37 Filed 06/01/18 Page 2 of 2 PageID #: 654
The Court requested that the Parties meet to attempt to resolve these two concerns and determine any need for further action by the Court. I met with officials from the Department of Behavioral Health Developmental Disabilities and Hospitals, the Division of Developmental Disabilities, the Office of Rehabilitation Services, the Executive Office of Health and Human Services, and attorneys from the U.S. Department of Justice on May 2, 2018. During the meeting, and in subsequent actions, the State offered assurances that revisions will be made to the proposed FY 2019 budget for developmental disabilities services as needed to ensure that sufficient funding is available to meet the requirements of the Consent Decree. Such assurances were provided by Governor Raimondo in a letter dated May 14, 2018 (See Case No. 14-175, ECF No. 78; Case No. 13-442, ECF No. 35). With respect to the need for additional staffing to carry out quality improvement activities, the Division of Developmental Disabilities provided an analysis of the personnel resources needed to implement the Quality Improvement Plan. The Division’s review concluded that three additional staff are necessary to perform provider reviews, prepare reports, provide training and complete other related functions. Steps currently are being taken to secure these additional staff.
CONCLUSION
I believe that the actions taken by the State address the problems and concerns that were identified in my report of April 6, 2018 with respect to the Governor’s proposed FY 2019 budget for developmental disabilities services and the need to fully staff quality improvement activities. As a result of these actions I am not requesting a court order at this time. I will report on the State’s progress on meeting the relevant provisions of the Consent Decree and the Interim Settlement Agreement in future reviews.
Respectfully Submitted,
Charles Moseley EdD Court Monitor June 1, 2018
2

 
 Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 1 of 80 PageID #: 694

UNITED STATES DISTRICT COURT DISTRICT OF RHODE ISLAND

UNITED STATES OF AMERICA Plaintiff
v.
STATE OF RHODE ISLAND and CITY OF PROVIDENCE
Defendants

C.A. No. 13-442

COURT MONITOR’S FINAL REPORT ON THE CITY OF PROVIDENCE PUBLIC SCHOOL DISTRICT’S SUBSTANTIAL
COMPLIANCE WITH THE INTERIM SETTLEMENT AGREEMENT
August 20, 2019

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 2 of 80 PageID #: 695

Table of Contents

EXECUTIVE SUMMARY ………………………………………………………..

3

I. INTRODUCTION ……...……………………………………………..........

4

A. Determining Substantial Compliance …………………………………

4

B. Target Populations ………………………………………………………….

5

II. BACKGROUND …………………………………………………………..

6

A. Investigations: Building the Case for the Settlement Agreement ……..

6

B. PPSD’s Response: Implementing a Plan for Change ……………....

7

III. FINDINGS: THE STATUS OF SUBSTANTIAL COMPLIANCE ….

12

A. Assessment Summary …………………………………………………

12

B. Outcomes - Section IV …………………………………………………

13

C. Supported Employment Services and Placements – Section V. ………

19

D. Integrated Day Services – Section VI. ……………………………….

25

E. Career Development Planning – Section VII. ………………………

26

F. Transition Planning for Youth – Section VIII. ………………………

32

G. Training – Section IX. ………………………………………………...

50

H. Outreach Education and Support – Section X. ………………………

54

I. Provider Capacity – Section XI. ………………………………………..

56

J. State Agency Actions – Section XII.

……………………………….

60

K. Interagency Collaboration – Section XIII. ………………………………

61

L. Funding – Section XIV. ………………………………………………..

62

M. Quality Improvement – Section XV. ………………………………

64

N. Data Collection and Reporting – Section XVI. ………………………...

71

IV. SUBSTANTIAL COMPLIANCE DETERMINATION………………

76

2

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 3 of 80 PageID #: 696
EXECUTIVE SUMMARY
This Final Report of the Court Monitor finds that the City of Providence Public Schools Department (PPSD) has met and is in substantial compliance with the requirements set forth by the Interim Settlement Agreement (ISA) between the United States and the State of Rhode Island and the City of Providence (U.S. v. the State of Rhode Island and the City of Providence Case No. 13-442). The City of Providence requested an early termination of its participation in the ISA consistent with the procedures and provisions set forth in ISA §XIX(1)-(4). Accordingly, this report focuses exclusively on the extent to which the City is substantially complying with the terms of the agreement. Provisions and requirements that are the responsibility of the State are referenced but are not included in this review.
Immediately following the signing of the ISA, the City of Providence initiated the development and subsequent implementation of a comprehensive plan to change the structure and functioning of its educational services and systems of support for individuals with intellectual and/or developmental disabilities (IDD) as required by the comprehensive settlement agreement. The City ended its operation of the sheltered workshop at the Birch Vocational Training Program at Mt. Pleasant High School, segregated programs were dissolved, the curriculum was rewritten and, with the goal of shifting all services and supports to integrated educational and community-based models, the administration took decisive steps to realign and empower the management and oversight of educational services for students with IDD.
During the assessment process the City’s compliance with two performance benchmarks concerning the delivery of transition planning services and related supports to members of the Birth Transition Target Population were noted with respect to ISA Sections VIII(3)(c) and VIII(6) (see below). These violations were not deemed to be minor or occasional, but the remedy in each case was clear and straightforward. In response, the City took immediate and appropriate actions to address each deficiency. As a result, based on the findings of this review it is the opinion of the Court Monitor that enduring compliance with all provisions of the ISA has been attained.
3

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 4 of 80 PageID #: 697
I. INTRODUCTION
A. Determining Substantial Compliance
The Interim Settlement Agreement (ISA) resolves the United States Department of Justice’ (United States) findings of violations by the State of Rhode Island and the City of Providence of Title II of the Americans with Disabilities Act (ADA) 42 U.S.C. § 12131, et seq., as interpreted by the United States Supreme Court in Olmstead v. L.C., 527 U.S. 581 (1999), by discriminating against individuals with intellectual and developmental disabilities (IDD) through the administration and operation of the publicly funded day activity services system for people with IDD, with respect to employment, vocational, and day services (46-1-14 R.I. Code R. § 43.0). The agreement pertains solely to day and employment services furnished to people with IDD by two programs, Training Thru Placement (TTP) and the Harold A. Birch Vocational Program (Birch) at Mount Pleasant High School, as well as any successor programs. The implementation of the ISA began on execution on June 12, 2013 with the expectation that the State and the City would have substantially complied with all provisions of the Agreement by July 1, 2020.
The City of Providence requested an early termination of its participation in the ISA consistent with the procedures and provisions set out in ISA §XIX(1)-(4). “Substantial compliance is achieved where the State and City have implemented all of the provisions of the Interim Settlement Agreement for all individuals in the Target Populations. Any violations of the Interim Settlement Agreement that are minor and occasional and are not systemic shall not be deemed noncompliance (XIX[2]).” In other words, substantial compliance means that the State and City have implemented, and are in full compliance with, all of the provisions and related benchmarks and requirements of the Interim Settlement Agreement for all individuals in the Target Populations. The only permitted variation from this standard are violations that are minor, occasional and not systemic. “Minor” in this context refers to any violations of the Consent Decree or ISA that:
• Are infrequent and do not reflect a pattern of noncompliance with a particular provision, benchmark or requirement over time.
• Are infrequent, not systemic and do not impair or compromise the ability of the full developmental disabilities or educational systems to achieve the goals and intent of the Agreement.
• Are not chronic and have not repeatedly occurred on prior occasions. • Do not impact the ability of the State or City to fully implement a particular provision
or course of action as described in the Agreement.
The determination of substantial compliance reflects the State’s or PPSD’s performance across the full agreement.
4

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 5 of 80 PageID #: 698
This report focuses exclusively on the extent to which the City of Providence Public Schools Department (PPSD) has met and is in substantial compliance with the requirements set forth by the ISA. Provisions and requirements that are the responsibility of the State may be referenced but are not generally included in this review. The Monitor’s Notice in Advance of Interim Settlement Agreement Termination Date of July 1, 2020 filed with the Court on February 4, 2019 (Document 41) describes the timeline, process and activities involved in the determination of the defendants’ substantial compliance with the terms and conditions in the ISA.
The ISA requires the State and the City to reach substantial compliance with all provisions and requirements of the Agreement by July 1, 2020 (XIX[3]). This report documents the current status of the City’s compliance with each provision and benchmark of the ISA identifying and describing: (a) each ISA provision with related benchmarks and requirements; (b) the standard or criteria against which performance is assessed; (c) the current status of compliance, referencing efforts that the City has made to meet each requirement including key initiatives and changes in policies and practices; and (d) a summary of the findings, recommendations and conclusions of previous reviews and reports that have been issued by the Court Monitor. Where appropriate, the method of measure is described, outlining the approach used to identify and evaluate performance and outcome achievement.
B. Target Populations
The June 13, 2013 Interim Settlement Agreement identified the following target populations (Section III[A][1]-[3]):
1. TTP Target Population. Individuals with IDD who receive day activity or sheltered workshop services at Training Thru Placement or have received services at Training Thru Placement or any successor organization in the previous year;
2. Birch Transition Target Population. Individuals with IDD who are transition-age youth currently attending the Harold A. Birch Vocational Training Program, or any successor program, at Mount Pleasant High School, and;
3. Birch Exit Target Population. Individuals with IDD who are transition age youth attending the Harold A. Birch Vocational Training Program, or any successor program, at Mount Pleasant High School who have exited Birch within the previous two years, or who will exit Birch within one year. 
On July 11, 2014, the parties agreed to modify two provisions of the ISA. The first modification clarified the interpretation of Section III(A)(3) to include in the Birch Exit Target Population transition-age youth with IDD attending the Birch program or any successor program at Mount Pleasant High School who have exited Birch at any point during the 2010-2011, 2011-2012, 20122013 or 2013-2014 school years. The second modification changed the dates specified in Section
5

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 6 of 80 PageID #: 699
IV(9) of the ISA to require that all individuals in the TTP Target Population and all individuals in the Birch Exit Population to be provided supported employment placements by December 1, 2014.
II. BACKGROUND
A. Investigation: Building the Case for the Settlement Agreement
The United States’ investigation of Rhode Island’s day activity service system, including employment, vocational, and day services, commenced on January 14, 2013. Department of Justice staff and contractors conducted on-site interviews with sheltered workshop, supported employment and integrated day services providers, as well as with individuals with IDD participating in employment programs, numerous stakeholders and advocacy organizations.
The investigation of PPSD chronicled a culture of low expectations at Birch where students were placed in the sheltered workshop and engaged in menial tasks, often without pay. For many, these tasks included placing buttons in bags or sorted by color into buckets that were then emptied by the staff at night to be re-sorted the following day. Students thought to be capable of working at subminimum wage performed piece work for businesses that contracted with Birch and received small amounts of pay for their efforts. Students who wanted to take part in employment activities or experience what it would be like to have a competitive job outside of the workshop were reminded of the need to meet production deadlines and were not provided with vocational opportunities in integrated settings. DOJ determined that such actions “severely limit Birch students’ opportunities to be successfully matched with integrated work placements that are better suited to their particular preferences, interests, and skills by giving them virtually no choice but to participate in the sheltered workshop even in cases where students had expressed a desire to receive integrated services and experiences.”
DOJ’s investigation also examined links between the Birch vocational sheltered workshop program and the sheltered workshop operated by TTP. Evidence was found that the Birch program functioned as a “direct pipeline that channeled students with IDD into TTP’s own sheltered workshop, thus limiting the access of students with disabilities to integrated community options for employment and day services.” Results of the investigation were presented to the State and the City through in-person meetings conducted in March and April 2013. Separate Letters of Finding were issued by the United States to the City of Providence and the State on June 7, 2013.1 The United States concluded that the City, including Providence Public Schools Department (PPSD), placed students at risk of unnecessary segregation in sheltered workshop and day program settings, including TTP, in violation of the ADA and the
1 Title II ADA Investigation of the City of Providence Regarding the Harold A. Birch Vocational Program at Mount Pleasant High School (June 7, 2013) U.S. Department of Justice Civil Rights Division Assistant Attorney General 950 Pennsylvania Ave. NW RFK Washington CD 20530
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Supreme Court’s Olmstead ruling. The United States additionally concluded in a separate report that the State of Rhode Island failed to administer programs and services to individuals with IDD in the most integrated settings appropriate to their needs and that PPSD placed Birch students at risk of unnecessary segregation in sheltered workshop and day program settings in violation of the ADA and Olmstead.
The two Letters of Finding issued by the United States described the specific civil rights violations that were taking place and outlined several remedial actions that the City and the State needed to take to comply with the requirements of the ADA and Olmstead. The City and the State entered into the interim settlement agreement with the United States on June 13, 2013 and committed to a detailed timeline with clear policy and programmatic milestones to be achieved to resolve identified violations and to comply with the ADA by July 1, 2020. Provisions of the ISA require the City to take specific actions including but not limited to:
• Outcomes to be Achieved • Supported Employment Services and Placements • Integrated Day Services • Person-Centered Career Development Planning • Transition Planning for Youth • Training • Outreach, Education and Support • Provider Capacity • State Agency Actions • Interagency Collaboration • Funding • Quality Improvement • Data Collection and Reporting
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PPSD’s response to DOJ’s investigations was swift. On March 28, 2013, the operation of the Birch Vocational Program was placed under the supervision of the Special Education Director, Ms. Lisa Vargas-Sinapi. Ms. Vargas-Sinapi launched an immediate assessment of the program identifying violations of state and federal regulations, the lack of integrated educational programs and numerous other issues and concerns.2 On April 12, 2013, three days after learning of the alleged violations at Birch, PPSD permanently closed its sheltered workshop program. PPSD administrators and staff immediately began development of a strategic plan and implementation process to remediate known deficiencies and identified ADA violations. A Re-Design Model was developed based on the belief that the Birch Vocational School could be
2 Report of the Court Monitor Progress on the Interim Settlement Agreement United States v. State of Rhode Island and the City of Providence Revised April 1, 2015.
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transformed and redesigned to incorporate best practices and afford students with the best services to achieve to their fullest potential and post-secondary goals.
The re-design plan sought to enhance programming and services across four core areas: integration and inclusion, transition programming and services, curriculum and instruction, and parent and family collaboration. The plan included a new vision for services and a new name, the Mount Pleasant High School Birch Academy. It emphasized preparing students to become responsible, skilled and effective adults in society by providing rigorous educational opportunities with a direct focus on instruction to assist students transition to adult life, develop career skills and engage in activities that enable them to achieve their post-secondary goals. A Re-Design Committee comprising administrators, teachers, teacher assistants, state agencies and parents was established in July 2013 to develop a detailed plan to provide Birch Target Population members with the tools, instruction and experiences to achieve the plan’s goals and outcomes.
Administrative actions in August 2013 brought the Mt. Pleasant High School Birch Academy under the direct supervision of the Principal of Mt. Pleasant High School and his administrative team. A new Coordinator of Student Services was appointed to work directly under the Principal and collaboratively with the Special Education Director: to provide leadership, strengthen special education and transition services to meet ISA requirements, and improve services and integration at Mt. Pleasant Birch Academy. The re-design model included programmatic objectives that aligned with ISA goals and provisions, including:
• A robust, engaging curriculum that aligns with the alternate grade span expectations and transition standards and can be tailored to meet individual student needs;
• Integration of students with IDD with non-disabled peers in all aspects of the school day, as appropriate for each individual student;
• Instruction that explores transition services and activities to provide students the skills to meet their post-secondary goals;
• An assessment system that drives Individual Education Plan (IEP) development and transition planning;
• Dynamic interactions, experiences and exchanges with community partners, businesses and organizations to enhance learning and skills;
• A focus on the development of transition skills and the provision of experiences that are vital for success throughout and after high school;
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• Faculty that brings interests and perspectives into school experiences and instruction;
• Technical assistance from the Rhode Island Department of Education (RIDE) that will assist in guiding re-design and goals for the program;
• Collaboration with state agencies to begin the career planning process and achieve student goals in a timely fashion.
Additional changes implemented by PPSD included the repurposing of the physical space formerly occupied by the Birch Vocational School into the Mount Pleasant High School to ensure all classrooms provide safe and appropriate classroom environments for students and are “as fully integrated as possible.” Improvements in staffing and staff training helped to change the culture at PPSD. Outside consultants and persons with expertise were engaged to provide need training and support to faculty and staff and transition services were revised and aggressively implemented to align with best practices and the requirements of the ISA. PPSD’s plan to provide the necessary transition services and programming to students resulted in changes impacting five broad areas:
Supported Employment Services, Transition Supports, and the Identification of Vocational Sites. Beginning in 2013, PPSD with support from ORS, contracted with Perspectives Corporation, a local IDD services provider, to offer  # ### #  #   # ## ## # #### ### # !#In 2014, PPSD collaborated with ORS # # ## 
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Person-Centered Career Development Planning. In January 2014, PPSD instituted the MAPS person-centered planning process to structure service planning around students’ interests and needs. Intensive staff training in the process was begun at that time and continues to the present day (see below). All Birch Transition Target Population members receive annually revised career development plans. PPDS’s Special Education Department provided several professional development opportunities throughout Fall 2013 to train staff on creating IEPs that support student learning and determine the skills needed for students to achieve. Consistent with the provisions and requirements of the ISA, each student’s IEP is person-centered and coordinated with the individual’s career development plan to inform the development of employment related goals and recommendations, incorporate information from integrated vocational and situational assessments and schedule the provision of key transition activities such as benefits planning and discovery.
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Vocational and Transition Assessments. PPSD purchased and is utilizing an array of vocational assessments designed to meet the needs of students with cognitive disabilities. Training on the administration of the assessments began at the end of August 2013 and has continued throughout the school year.
Collaboration with State Agencies. PPSD expanded collaboration and communication with RIDE, ORS and BHDDH/DDD to meet ISA requirements and expectations. The 2013 cooperative agreement signed by the State and PPSD as a result of the ISA enhanced the efficient and effective deployment of resources. These resources supported significant changes including, among others, the provision by ORS of a master’s level rehabilitation counselor to provide consultation and referral at Birch. Increased collaboration led to improvements in communication between PPSD and state agencies with meetings held on a regular basis to review cases, set priorities and create action plans for moving forward. Following the signing of the ISA, PPSD’s Special Education Director began meeting regularly with RIDE administrators to monitor the implementation of the re-design plans and the progress being made on improving programming and services, and to receive technical assistance as needed. PPSD’s Special Education Director also organized monthly meetings with the State to review each member of the Birch Exit “Look Back” Target Population ensure that he or she receives the supports and services needed to become employed. Concerted efforts were devoted to locating and contacting members of the Exit Population who have left school to ensure they and their families understood that they were entitled to receive supported employment services and supports and other benefits of the ISA.
Staffing, Professional Development and Leadership. To meet the ISA requirements the PPSD’s Office of Special Education utilized its Division of Secondary Education to provide direct oversight, leadership and direction across the District. Additional resources also were provided to support and supervise the systemic implementation of transition planning and services. These include:
Vocational and Job Coaching Support. PPSD developed a vocational rehabilitation counselor position to oversee a variety of professional assignments and to provide vocational rehabilitation guidance, assessments and rehabilitation planning to students with disabilities. The position was filled in September 2014. A job development coach additionally was hired to identify vocational sites and supported employment opportunities for the students. Over 40 different sites were identified.
Job Coaches. Teacher Assistants’ job responsibilities for Birch Academy students were redesigned with the collaboration of the local union to provide training in job coaching techniques and strategies. Instituted in 2013, ten newly designed Community Transition Assistant Liaison positions provide supported employment services and job assessment training in the community.
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Skilled and Effective Teachers. Before the ISA, Birch Vocational School teachers had not received the training necessary to provide appropriate assessments, instruction and transition skills to enable students to become successfully employed adults in integrated, competitive settings. In August 2013, regularly scheduled professional development and training sessions were provided to all Birch Academy staff during weekly planning times and after school trainings and ongoing training continues to the present day. PPSD staff report that the teachers at Birch Academy have been key to the success and progress of the re-design of the program at Mt. Pleasant. Improved Curriculum and Instruction. The curriculum and instruction at the Mount Pleasant Birch Academy was revamped to meet the needs of Birch Target Population members, ISA provisions and the federal requirements of the Individuals with Disabilities Education Act (IDEA). PPSD purchased the Unique Learning System (ULS), an online standards-based curriculum specifically designed for special learners. Professional development for teachers at the Mt. Pleasant Birch Academy began over the summer of 2013. New computers and software were purchased for the staff at Birch Academy to implement and enable students’ appropriate access to the curriculum. The reforms made by the City, described above, have shifted the focus of education and training toward the accomplishment of key benchmarks and provisions of the ISA. The changes that were introduced were, in many cases, initiated in collaboration with state agency partners including RIDE, ORS and DDD and memorialized in agreements and memoranda of understandings with the intention of producing enduring policy change. Reviews conducted by the Monitor over the past few years have documented the ability of PPSD to maintain compliance with both the letter and intent of the ISA and strongly suggest that such changes will be maintained as “business as usual” beyond the term of this agreement.
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III. FINDINGS: THE STATUS OF SUBSTANTIAL COMPLIANCE A. Assessment Summary


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The ISA identifies specific responsibilities for the State and for the City of Providence for each provision or section included in the Agreement. Each section details required activities, required documentation, progress benchmarks and outcomes, both individual and support
12

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 13 of 80 PageID #: 706
related, that must be achieved. Some provisions focus solely on the State, others include requirements for only the City, while still others set requirements for both. As noted above, this report addresses ISA sections that pertain to PPSD. Provisions having to do with State activities are included for clarity but are shaded to indicate that they are not assessed in this report.
B. OUTCOMES - SECTION IV.
§IV(1) Benchmark 1 - PPSD. By September 1, 2013, all individuals in the Birch Exit Target Population will be provided the services and supports described in Section V(A)(1)-(2) necessary to introduce them to work in integrated settings, according to the youth transition process and milestones set forth in Section VIII, and they will become eligible for a Supported Employment Placement, as provided in Section V(D), upon their exit from Birch.
Standard/Criteria: (a) All members of the Birch Exit Target Population are provided with or have access to all supported employment services described at §V(A) (1)-(2) furnished in accordance with transition process and milestones set in §VIII(4); (b) all Birch Exit Target Population members become eligible for a supported employment placement on their exit from Birch.
Method of Measure: Review of PPSD written policies and practices, interviews of key PPSD staff, review and inspection of documentation in individual student records and review of findings and recommendations in past Monitor’s reports.
Compliance Status: For a full description see below, Section V(A)(1)&(2) Benchmark 1 – PPSD/State and §VIII(4).
This benchmark was determined to have been met in previous reviews, see Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on 5/19/17 (p.10).
Assessment: Substantial Compliance Achieved
§IV(2) Benchmark 2 - PPSD. By September 1, 2014, all individuals in the Birch Transition Target Population will be provided the services and supports described in Section V(A)(1)-(2) necessary to introduce them to work in integrated settings, according to the youth transition process and milestones set forth in Section VIII.
Standard/Criteria: (a) All members of the Birch Transition Target Population are provided with or have access to supported employment services described at §V(A) (1)(2) furnished in accordance with transition process and milestones set in §VIII (4); (b) all
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Birch Transition Target Population members become eligible for a supported employment placement on their exit from Birch.
Method of Measure: Review of PPDS written policies and practices, interviews of key PPSD staff, review and inspection of documentation in individual student records, and review of past Monitor’s reports.
Compliance Status: See below, §V(A)(1) & (2) Benchmark 1 – PPSD/State and §VIII(4)
This Benchmark was determined to have been met, see Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on 5/19/17 (p.10). Court Monitor’s Fourth Report on the State of Rhode Island’s Response to the Order of Compliance with Outstanding Interim Settlement Agreement Requirements Filed June 23, 2017; Document 85 filed 10/30/18 (p.7-8).
Assessment: Substantial Compliance Achieved
§IV(3) Benchmark 3 – PPSD. A person-centered planning process will be engaged in every year that a student attends Birch, starting at age 14. The person-centered planning process will minimally include the standards and milestones set forth in Section VIII, including the opportunity to access integrated transition work placements and information about postsecondary work in integrated settings. In addition, individuals with IDD at Birch will be offered meaningful options for post-secondary Supported Employment and Integrated Day Services beginning no later than the start of the school year in which they will turn 18. Such individuals and their families must be provided information through the person-centered planning process sufficient to make a meaningful informed choice between such services and remaining in school.
Standard/Criteria 3a: Every Birch Target Population member receives a Career Development Plan developed through a person-centered planning process every year that the student attends Birch, starting at age 14.
Compliance Status: Every Birch Transition Target Population member has a current CDP that has been prepared through a person-centered planning process. For more information on compliance with this provision please refer below to Section VII Career Development Planning and Section VIII(7) Transition Planning for Youth.
Standard/Criteria 3b: The planning process includes standards and milestones set forth in Section VIII, including the opportunity to access integrated transition work placements and information about post-secondary work in integrated settings, and provides individuals and families information sufficient for them to make meaningful informed choices between such services and remaining in school.
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Compliance Status: The career development planning process at Birch includes standards and milestones set forth in Section VIII, including the opportunity to access integrated transition work placements and information about post-secondary work in integrated settings, and provides individuals and families information sufficient for them to make meaningful informed choices between such services and remaining in school. For more information see below, documentation of §VII(5) Benchmark 5 PPSD Career Development Plan Provision, Content and Focus.
Standard/Criteria 3c: Every Birch Target Population member is offered meaningful options for post-secondary Supported Employment and Integrated Day Services beginning no later than the start of the school year in which they turn 18 years of age (§VIII[4][d]).
Compliance Status: For an assessment of the progress on this benchmark please see documentation at (§VIII[4][d]).
These Benchmarks were determined to have been met in previous reviews and reports. See Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance, Document 17 filed with the Court on 5/19/17 (p.10; 21-22); and the Court Monitor’s Fourth Report on the State of Rhode Island’s Response to the Order of Compliance with Outstanding Interim Settlement Agreement Requirements Filed June 23, 2017, Document 85 filed with the court on October 30, 2018 (p.7-8).
Assessment of Benchmarks 3a, 3b, and 3c: Substantial Compliance Achieved
§IV(4) Benchmark 4 – PPSD. Effective April 12, 2013, by Order of the PPSD Superintendent, PPSD ceased providing sheltered work at the Birch sheltered workshop. As of the date of this Interim Agreement and going forward, PPSD will continue not to provide services to individuals with I/DD at Birch in a sheltered workshop setting.
Standard/Criteria: PPSD does not provide services to individuals with IDD at Birch in a sheltered workshop setting.
Compliance Status: PPSD closed its sheltered workshop at Birch as indicated above.
Assessment: Substantial Compliance Achieved
§IV(5)-(6) Benchmarks 5 & 6 – State. Effective upon the date of this Interim Agreement, the State will no longer provide placement or funding for new entrants to sheltered workshop or segregated day activity services at TTP, including: (a) Transition-age youth with IDD; (b) Any working age adult who is newly eligible for I/DD services; and (c) Any working age adult who
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is already utilizing IDD services who is not already receiving services at TTP. Effective March 31, 2014, the State will no longer provide placement or funding for sheltered workshop or segregated day activity services at TTP
Standard/Criteria: The State’s termination of funding and support for the provision of segregated sheltered workshop and day activities for any and all TTP and Birch Target Population members provided by or at TTP and its successor organization, Easter Seals of Rhode Island (ESRI).
Compliance Status: TTP and its successor organization, Easter Seals of Rhode Island (ESRI), closed the sheltered workshop and day program facility and no longer providers segregated employment or day services for any ISA target population member.
Assessment: Substantial Compliance Achieved
§IV(7) Benchmark 7 – PPSD/State: By September 1, 2013, the State will provide career development plans, as described in Section VII, for each individual in the TTP Target Population. The State and the PPSD will provide career development plans, as described in Section VII to each individual in the Birch Exit Target Population. However, the provision of Supported Employment Services will not be delayed or denied due to the lack of a career development plan.
Standard/Criteria 7a: The State provide career development plans, as described in Section VII, for each individual in the TTP Target Population.
Compliance Status: TBD
Assessment: TBD
Standard/Criteria 7b: The State and the PPSD provide career development plans, as described in Section VII to each individual in the Birch Exit Target Population.
Compliance Status: See Monitor’s review report on progress on meeting the requirements of Section VII below.
This Benchmark was previously determined to have been met. See Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance, Document 17 filed with the Court on 5/19/17 (p.17); Court Monitor’s Fourth Report on the State of Rhode Island’s Response to the Order of Compliance with Outstanding Interim Settlement Agreement Requirements dated June 23, 2017 - Document 85 filed with the court on October 30, 2018 (p.3-4).
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Assessment: Substantial Compliance Achieved
§IV(8) Benchmark 8 – PPSD/State: By September 30, 2013, for all individuals in the Birch Exit Target Population, and all individuals in the TTP Target Population, such persons shall receive benefits planning information and counseling from a qualified professional who is experienced and certified in Social Security and SSI regulations and who will review an individual’s personal benefit levels and produce a written analysis, providing information to the individual and their family or guardian about the impact of earned income on the individual’s public benefits. Benefits counseling will be rolled out consistent with when each individual in the Target Populations is scheduled to enter supported employment. Each person’s benefits plan may be adjusted thereafter, subject to review by the Monitor, for six months following its completion.
Standard/Criteria Benchmark 8a: All individuals in the Birch Exit Target Population receive benefits counseling and a written analysis (benefits plan) from a qualified individual during the year that the individual enters supported employment.
Standard/Criteria Benchmark 8b: All TTP Target Population members receive benefits counseling and a written analysis (benefits plan) from a qualified individual during the year that the individual enters supported employment.
Compliance Status Benchmark 8a: Benefits planning information and counseling are furnished to ISA Target Population members by the Sherlock Center’s Work Incentives Program or through ORS when the student becomes ready for employment or receives a supported employment placement. Families are provided with information on benefits counseling and planning during each annual IEP meeting and benefits specialists are available during regularly scheduled transition fairs to answer questions from parents and students about the process. Individual appointments with benefits counselors are also scheduled to take place at schools to accommodate the student and family. Data from PPSD’s Quarterly Report for the period ending February 28, 2019 indicates that all 51 individuals have received information on benefits planning during their annual IEP/CDP meetings. All of the 13 individuals (100%) who are expected to exit PPSD in May 2019 have been referred to ORS and/or the Sherlock Center for benefits plan development. PPSD reports that the school is waiting for documentation to indicate whether or not students have received the benefits plans and planning information as required.
Assessment: Substantial Compliance Achieved.
§IV(9)(a)-(e) Benchmark 9 – PPSD/State: It is the position of PPSD that supported employment placements are not typically a requirement for school districts under IDEA. However, the State
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and PPSD acknowledge that they will work together for the Birch Exit Target Populations to provide supported employment services and placements. The State will provide Supported Employment Placements and Integrated Day Services, as described in Sections V and VI, for all individuals in the TTP Target Population. The State and PPSD will provide Supported Employment Placements and Integrated Day Services, as described in Sections V and VI, for all individuals in the Birch Exit Target Populations. The State and PPSD will provide Supported Employment and integrated day services as described in §V and §VI, for all individuals in the Birch Exit Target Population according to the schedule in this section by March 31, 2014.
Note: Responsibility for the implementation of this provision was modified by mutual agreement between the State and PPSD effective February 1, 2018. The modification shifted responsibility for the submission of data regarding all relevant provisions of the ISA including but not limited to supportive employment placements, supported employment services, integrated day services, career development planning, and other relevant provisions and outcomes from PPSD to DDD. ORS assumes responsibility for reporting on the status of “LookBack” or Birch Exit Target Population members who are “open, eligible and receiving vocational rehabilitation services from ORS...” The modification was approved by the Court Monitor and the United States did not object to this shift of reporting responsibility.
Standard/Criteria: DDD and ORS provide supported employment services and placements and integrated day services to all members Birch Exit “Look-Back” Target Population. DDD and ORS regularly record and submit required ISA data as outlined in the MOU between the two parties.
a. By July 1, 2013, the State jointly with the PPSD will provide Supported Employment Placements to all individuals in the Birch Exit Target Population who left, or will leave, school during the 2012-2013 school year.
b. By August 1, 2013, the State will provide Supported Employment Placements to an additional 15 individuals.
c. By November 1, 2013, the State will provide Supported Employment Placements to an additional 25 individuals.
d. By February 1, 2014, the State will provide Supported Employment Placements to an additional 30 individuals.
e. By March 31, 2014, the State jointly with PPSD will provide Supported Employment Placements to any additional individuals in the TTP and Birch Exit Target Populations.
Compliance Status: PPSD is providing services as required and the Memorandum of Understanding was finalized and is in place.
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Assessment: Substantial Compliance Achieved for PPSD
C. SUPPORTED EMPLOYMENT SERVICES AND PLACEMENTS - SECTION V.
Supported Employment Services
§V(A)(1)&(2) Benchmark 1 – PPSD/State: The following community supported employment services are available to ISA target population members: Vocational and related services, such as job discovery and development, job-finding, job carving, job coaching, job training, job shadowing, co-worker and peer supports, re- employment support, benefits counseling and transportation services, as well as those environmental modification and environmental accessibility adaptations, behavioral supports; personal care services; case management services; assistive technology; social skills training; self-exploration; career exploration; career planning and management; job customization; soft skill development; time management training; self-employment opportunities and supports; adaptive behavior and daily living skills training directly related to job placement and support necessary to allow individuals with IDD to participate in an integrated employment setting.
In addition, for transition-age youth with IDD, transitional services and supports, including: instruction, community experiences, the development of employment and other post school adult living objectives; school-based preparatory experiences; career preparation, and integrated work-based learning experiences such as site visits, job shadowing, soft skill and job skill development, internships, part-time employment, summer employment; youth development and leadership, including training in self- advocacy, self-determination and conflict resolution skills, peer and adult mentoring, and, where appropriate, daily living skills; connecting activities, including exposure to post- school educational and community services, transportation, benefits planning, and assistive technology.
Standard/Criteria: Supported employment services made available to ISA Target Population members and transition age youth with IDD by the State and the City of Providence are defined and described in regulations and policies in a manner consistent with ISA requirements at §V(A)(1)&(2).
Compliance Status: A summary of the number and percentage of Birch Transition Target Population receiving supported employment services, as well as the average number of hours of service received per individual during the previous six scholastic quarters November 2017 through February 2019, is included in Table 1 below. A review of PPSD documentation found that all community supported employment services, as identified in this section, are available to Birch Target Population members as required by the ISA. Through participation in trial work experiences and transition academy programs such as Project Search, Transition Academy and the Providence Autism School to Tomorrow Academy (PASTAA) target population members receive
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the following services and supports: job discovery and development, job-finding, job carving, job coaching, job training, job shadowing, co-worker and peer supports, and reemployment supports.

As noted above, benefits counseling information is provided to parents during annual

IEP Meetings. If and when a student becomes employed, the benefits specialist will meet

with the individual and family, as coordinated through ORS. Transportation services are

furnished to target population members through RIPTA and applications to RIDE.

Needed environmental adaptions and accessibility modifications are additionally

provided. Behavior intervention plans are developed and implemented by PPSD as

needed by the individual. Personal support, case management and assistive technology

are also provided.

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Travel training is provided when needed to enable students to access to their job sites. Younger students who are exploring career opportunities career exploration, job shadow their peers and are furnished with opportunities to tour businesses and hear from guest speakers about different careers. Birch target population members are eligible to access summer work opportunities through ORS as well as those offered by the transition academies, such as Project Search and the Transition Academy. Through these services students receive access to: job shadowing, soft skill and job skill development, internships, part-time employment, summer employment, youth development and leadership training, as well as training in self-advocacy, selfdetermination and conflict resolution skills.

Previous reports and reviews conducted by the Monitor have determined that these two provisions have been met by the State and the City of Providence. Benchmark met -
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Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on 5/19/17 (p.9).
Assessment: Substantial Compliance Achieved
§V(B)&(C) Benchmark 2 - PPSD/State: Supported Employment Services shall be individualized and flexible, and shall be available as needed and desired, but shall not be mandated as a condition of working or receiving services in an integrated employment setting. Supported Employment Services shall be provided in the amount, intensity, and duration necessary to place, maintain, and provide ongoing support, including ongoing professional development, to an individual in a Supported Employment Placement, as set forth below in Section V(D)-(E).
Standard/Criteria: All ISA target population members receive supported employment services consistent with the criteria outlined in §V(B)&(C) as described above.
Compliance Status: State and PPSD policy regarding supported employment services includes language affirming that the services described in this provision are available to Birch Target Population members as required.
This Benchmark was determined to have been met by the Monitor in past reports. For additional information see the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on May 19, 2017 (p.9).
Assessment: Substantial Compliance Achieved
Supported Employment Placements
§V(D)(1)-(4) Benchmark 3 – PPSD/State: “Supported Employment Placement,” for the purposes of this Interim Agreement, is defined as the provision of Supported Employment Services in an integrated employment setting:
1. Where the individual is compensated at or above Rhode Island’s minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals without disabilities;
2. Where the individual works the maximum number of hours consistent with his/her abilities;
3. That allows individuals with disabilities to interact with individuals without disabilities in an employment setting to the fullest extent possible for the individual;
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4. That offers individuals with disabilities the same opportunity as non-disabled individuals: a. To access community opportunities at times, frequencies, and with persons of their choosing during appropriate times when the individual is not working, such as on breaks, during lunch, and before and after the work day; b. For promotion and/or advancement opportunities; and c. To perform tasks or work activities that match the interests, preferences, and skills of the worker.
Standard/Criteria: Supported employment placements received by ISA target population members meet the definition at §V(d)(1)-)4).
Compliance Status: PPSD has defined supported employment in manner required by this section. As described in section §IV(9)(a)-(e) Benchmark 9 above, responsibility for securing supported employment placements and documentation was shifted to the State.
This Benchmark was determined to have been met by the Monitor in previous reports. See Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on May 19, 2017 (p.9).
Assessment: Substantial Compliance Achieved
§V(E) Benchmark 4 State/PPSD: All Supported Employment Placements shall be based on an individual’s capabilities, strengths, and preferences, and shall be individually tailored to each person and may include self-employment. Working from an individual’s home as part of selfemployment may be a Supported Employment Placement if made as an informed choice by the individual, and is subject to review by the Monitor.
Note: Supported employment placements primarily occur in state-funded adult services.
Standard/Criteria: As stated in this section above.
Status: Benchmark met - Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on 5/19/17 (p.9-10).
Assessment: Substantial Compliance Achieved.
§V(F) Benchmark 5 PPSD/State: The State and PPSD will establish and implement a policy that includes the presumption that all individuals covered by this Interim Agreement are capable of working in integrated employment settings.
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Standard/Criteria: The presence of this requirement in City and in State policy, regulation and/or guidelines and evidence of implementation.
Status: Employment First policies issued by PPSD, RIDE and DDD include the presumption that all individuals covered by the Interim Settlement Agreement are capable of working in integrated employment settings. This provision was determined by the Court Monitor to have been met. See the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance, Document 17 filed with the Court on May 19, 2017 (p.10).
Assessment: Substantial Compliance Achieved
§V(G) Benchmark 6 PPSD/State: Supported Employment Placements made available under this Interim Agreement cannot be in facility-based work/sheltered workshops, group enclaves, mobile work crews, time-limited work experiences (internships), or facility-based day programs.
Note: Supported employment placements primarily occur in state-funded adult services programs as described above.
Standard/Criteria: Placements of ISA target population members in facility-based work, sheltered workshops, group enclaves, mobile work crews, time-limited work experiences (internships), or facility-based day programs are not made, nor identified or counted by PPSD or the State as qualifying supported employment placements.
Compliance Status: Placements of ISA target population members are not made in facility-based work, sheltered workshops, group enclaves, mobile work crews, timelimited work experiences (internships), or facility-based day programs, nor are they identified or counted by PPSD or the State as qualifying supported employment placements. All sheltered workshops in Rhode Island have been closed.
This Benchmark was determined to have been met by previous reviews and reports conducted by the Monitor. See Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on May 19, 2017 (p.10).
Assessment: Substantial Compliance Achieved
§V(H)&(I) Benchmark 7 PPSD/State: All individuals who receive a Supported Employment Placement under this Interim Agreement shall work the maximum number of hours consistent with their abilities and have access to integrated day services in sufficient amount, duration,
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and intensity to complement their employment and to provide them with an ISP that affords them the opportunity to participate in integrated settings at times when they are not working during a normative 40-hour work week. By May 1, 2014, all individuals in the TTP and Birch Exit Target Populations that receive a Supported Employment Placement(s) shall average, as determined by a point in time survey, work in an integrated employment setting for at least 20 hours per week.
Note: Supported employment placements primarily occur in state-funded adult services.
Standard/Criteria Benchmark 8a: All individuals who receive a Supported Employment Placement under this Interim Agreement work the maximum number of hours consistent with their abilities.
Standard/Criteria Benchmark 8b: All individuals who receive a Supported Employment Placement under this Interim Agreement have access to integrated day services in sufficient amount, duration, and intensity to complement their employment and to provide them with an ISP that affords them the opportunity to participate in integrated settings at times when they are not working during a normative 40-hour work week.
Standard/Criteria Benchmark 8c: All individuals in the TTP and Birch Exit Target Populations that receive a Supported Employment Placement(s) are averaging, as determined by a point in time survey, work in an integrated employment setting for at least 20 hours per week.
Status: TBD
Assessment: This provision applies to the State and not PPSD.
§V(J)&(K) Benchmark 8 PPSD/State: Any individual eligible for a Supported Employment Placement, but who makes an informed choice for placement in a sheltered workshop, group enclave, mobile work crew, time- limited work experience (internships), or facility-based day program, or other segregated setting may seek a variance allowing such placement. Variances may only be granted after an individual has:
1. Participated in at least one vocational or situational assessment, as defined in Section II;
2. Completed one trial work experience, as defined in Section II; 3. Received the outreach, education, and support services described in Section X;
and 4. Received a benefits counseling consultation, as described in Sections IV(8).
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If a variance is granted, the individual must be reassessed by a qualified professional, and the revised employment goal reevaluated, within 180 days, and annually thereafter, for the individual to have the meaningful opportunity to choose to receive Supported Employment Services in an integrated work setting. The Parties and the Monitor shall create a process that governs the variance process within 30 days of entering this Interim Agreement.
Standard/Criteria Benchmark 8a: The Parties and the Monitor have created policies governing the variance process that include the activities described by numbers 1-4 above. All ISA target population members who have been granted a variance have completed activities identified in numbers 1-4 above. Standard/Criteria Benchmark 8b: ISA target population members who have received a variance are re-evaluated in a manner consistent with the provisions of this section every 180 days. Compliance Status for Benchmarks 8a and 8b: No variances have been requested. PPSD does not place individuals in segregated employment settings. Assessment: Substantial Compliance Achieved D. INTEGRATED DAY SERVICES - SECTION VI. §VI (A)&(B) Benchmark 1 PPSD/State: Integrated Day Services include community- based recreational, social, educational, cultural, athletic, volunteer, and training activities, as well as other non-facility-based activities of a person’s choosing that are provided in integrated settings during the day with the appropriate services and supports. Integrated Day Services will be provided to all individuals in the TTP and Birch Exit Target Populations for the remainder of all time set forth in an individual’s ISP in a 40-hour work week in which such individuals are not in school or supported employment.
Standard/Criteria: Integrated day settings match the interests, preferences, and goals of the participant, are provided at times frequencies and with persons of the individual’s choosing and reflect the service characteristics described in Sections VI(B)(a)&(b).
Compliance Status: PPSD does not offer day services
Assessment: NA
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E. CAREER DEVELOPMENT PLANNING - SECTION VII.
§VII(1) Benchmark 1 PPSD/State – Career Development Planning Policies and Procedures: By September 1, 2013: the State must adopt and implement career development planning policies that presume that all Target Group members: (a) are capable of working in integrated employment settings, (b) have an active and leading role in the career development planning process, and (c) are determined eligible for employment without meeting any pre-established readiness criteria.
Standard/Criteria Benchmark 1a - State: The State has adopted and implemented policies and procedures for developing career development plans (CDP) for each individual in the TTP Target Population.
Status: TBD
Assessment: TBD
Standard/Criteria Benchmark 1b - PPSD: The State and PPSD have adopted and implemented policies and procedures for developing career development plans for each individual in the Birch Look Back Target Population.
Compliance Status: The State (RIDE) and PPSD have adopted and are implementing a series of clear policies and practices regarding the purpose, the structure and the functioning of career development planning. Educational and information materials have been developed and are in use to define and describe the meaning of personcentered practices and planning, the career development planning process, and the roles of students and school staff in the construction of effective program planning strategies, related services and supports. Detailed training materials are available along with power point presentations and resource materials that link personcentered career development planning to PPSD’s Employment First Policy and other relevant policies adopted by RIDE, DDD and ORS.
This Benchmark was determined to have been met during previous reviews by the Monitor, see Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on 5/19/17 (p.17).
Assessment: Substantial Compliance Achieved
§VII(2) Benchmark 2 State – Vocational Assessments: The State shall adopt evidence-based vocational assessments and vocational eligibility criteria that are person-centered and appropriate for individuals with I/DD; based on the presumption that with the appropriate services and supports individuals with I/DD can work; and designed to reveal information
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about an individual’s skills, interests, strengths and abilities, regardless of whether the individual has the verbal ability to express such information.
Standard/Criteria: Vocational assessments and vocational eligibility criteria adopted for use by the State are person-centered and appropriate for individuals with IDD providing as described in this section.
Compliance Status: TBD
Assessment: TBD
§VII(3) Benchmark 3 PPSD/State – Vocational and Situational Assessments: No vocational or situational assessments, including those conducted by the State, or any vendors or contractors of the State, shall be conducted in segregated work settings, including in sheltered workshops or in any setting that does not meet the definitions and standards set forth in Sections V(D)-(E).
Standard/Criteria: All vocational assessments are conducted in integrated work settings or other integrated settings appropriate for that purpose.
Compliance Status: All vocational assessments are provided by ORS. PPSD collaborates with ORS as needed in the set-up of vocational assessments. Directives have been issued by PPSD and ORS that no vocational or situational assessments are permitted to be conducted in segregated settings.
Assessment: Substantial Compliance Achieved
§VII(4) Benchmark 4 State – Assessments: The State (including RIDE for school age individuals) shall ensure that all assessments: (a) are conducted by appropriate and trained staff; (b) maintain fidelity to an asset-based assessment model (like MAPS, PATHS, or VAPS); (c) are available for all individuals eligible for relief under the ISA to be assessed in several different integrated employment settings, should they desire to be assessed in more than one community employment setting; and (d) are conducted with the appropriate accommodations, services and supports necessary for ISA target population members to be assessed performing work activities in integrated employment settings.
Standard/Criteria: All assessments must meet the criteria outlined in sub provisions (a)-(d) of this section.
Compliance Status: TBD
Assessment: TBD
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§VII(5) Benchmark 5 State/PPSD – Career Development Plan Provision, Content and Focus: Career development plans shall be formulated and or revised at least annually in conjunction with the ISP or IEP process through an asset-based, person-centered planning process including discovery, vocational assessment, and situational assessment conducted with the goal of maximizing the number of hours spent working, consistent with an individual’s abilities, in settings that meet the definitions and standards set forth in Sections V and VI. The career development plan shall: (a) set forth the individual’s skills, interests, strengths, and abilities; (b) be integrated into the individual’s IPE, ISP, IEP, and ILP and Summary of Performance (“SOP”); and (c) identify the nature and scope of services needed by the individual to remove obstacles to obtaining and keeping an individualized job in an integrated employment setting and participating in Integrated Day Services meeting the definitions and standards set forth in Sections V and VI.
Standard/Criteria PPSD Benchmark 1a: Career development planning for each member of the Birch Exit Target Population meets the standards and criteria outlined in this section above.
Compliance Status: PPSD reports that career development planning at Birch is based on a person-centered approach that emphasizes individualized, self-directed services leading to a “goal-directed” future for each student. The MAPs3 process is used for each student to bring together and gather input from the planning team as a whole, including the individual and his or her family and friends, school staff and others who are important to the individual and the goals he or she would like to achieve. The student identifies the vocational and employment activities of interest based on his or her skills, strengths, interests, and abilities. Information is provided regarding work placements and post-secondary employment in integrated settings. MAPs are updated annually and in conjunction with updated vocational assessments which drive the goals for the student’s future path. Transition assessments are continuously administered and completed on a yearly basis. MAPs information is used to help to determine the student’s career goals and potential integrated employment opportunities in the community. Initial MAPs are implemented during the first year of the student’s participation in the Birch Program or sooner, if the MAPS has been completed during
3 MAPs, or Making Action Plans, is one of several person-centered planning approaches that is used to help students plan for their future. This tool assists the transition team develop planning future goals and outcomes using a person-centered approach. Plans for the future are built upon the student's dreams, fears, interests, and needs. The planning approach focuses on and is designed around the strengths, needs, accomplishments, desires and preferences of the individuals receiving support. MAPs typically use graphic facilitation to encourage the involvement of families, friends and others. The process is directed and guided by the student and family and is facilitated by the team members.
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middle school, and involves parents/guardians, the student, and educational team members.

Career development plans are updated at least annually until the student exits school. IEP/CDP meetings are attended by the Special Education Supervisor who documents the decisions that are made and informs students and parents/guardians. Students are encouraged to attend their meetings and speak about their MAPs. Other attendees include the Vocational Counselor, who works to ensure the student’s interests and work experiences are aligned and successful, and the Job Developer, who is responsible for establishing community partnerships and identifying employment opportunities that match students’ career interests. These staff work together, utilizing Job Clubs and other strategies to assist students in exploring career opportunities and in obtaining feedback from students on their trial work placements. PPSD’s Special Education Supervisor, Vocational Counselor, and Job Developer meet weekly as a team to discuss the status of each student’s career exploration process and trial work experiences.

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PPSD gathers and reports to the Monitor and the Parties quarterly data on the numbers of individuals receiving person-centered career development planning. As shown in Table 2, career development plans have been in place for all (100%) Birch Transition Target Population members for the past five calendar quarters. The presence of CDPs and MAPs was verified by the Monitor during on-site visits and documentary reviews.
A representative sample of career development plans for 13 Birch Transition Target Population members was reviewed by the independent consultant. The sample reflects 25% of the current total population of 51 individuals. The review found that all but three target population members in the sample had career development plans that had been completed within the previous year. More recent documentation of CDPs and IEPs for these three individuals provided by PPSD indicates that plans for these individuals are now current and up to date. This information is consistent with PPSD’s quarterly report data which indicates that CDPs and IEPs are current for all 51 students.
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The independent consultant additionally found that all of the CDP meetings were appropriately asset based, structured around what a student can do rather than focusing on his or her functional deficits. Evidence also was present in each record indicating significant efforts by PPSD to identify individual students interests and the strengths they possessed that could facilitate a successful employment outcome. Clear employment objectives were not well developed for the three youngest students, who were 15 years of age, in either the Career Development Plan or the Individual Educational Plans. In all other cases, however, employment objectives were clear and present in the CDPs and in most instances in the IEP’s as well. IEP objectives were educational for two students although their CDPs were well developed and included the required elements. No ORS Individual Plans for Employment (IPE) were found in individual files. Traditionally, ORS has provided these plans to PPSD on request but on consultation with the Monitor has agreed to change this practice and to routinely furnish IPEs to PPSD as they are completed. PPSD uses the MAPS process for person-centered planning. All records reviewed contained summary information from these individual planning meetings. An assessment of the person-centeredness of CDPs for Birch Transition Target Population members is provided below in §VIII(7) Benchmark 6 PPSD/State. Person-Centered Career Development Planning.
As noted by the independent consultant, a review of the 13 student records suggests that an employment focus begins during a student’s early to mid-teens with a series of interest and job preference assessments to assist planning teams in developing and focusing the curricula on the student’s needs. As a student ages, the focus on employment outcomes becomes more central to the planning process. Students begin to participate in trial work experiences and these, in combination with assessment information, enable the planning team to make informed decisions regarding the services needed to enhance a student’s experience as he or she moves towards graduation. There is clear evidence that PPSD is reaching out to involve BHDDH/DDD and ORS although the evidence seems to suggest that their direct involvement may be limited to older students.
Assessment: Substantial Compliance Achieved
Standard/Criteria State Benchmark 1b: Career development planning for each member of the TTP Target Population meets the standards and criteria outlined in this section above
Assessment: TBD
§VII(6)(7) Benchmark 6 State/PPSD – Career Development Planning Supports: Translation and interpretation services, including sign language interpretation, shall be accessible and
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available to all individuals in the Target Population and their families who require such services during all employment planning meetings and during the entire career planning process. All individuals covered by this Interim Agreement will have access to the services and supports necessary to make informed decisions pertaining to this Interim Agreement.
If, after discovery, and a vocational or situational assessment, an individual expresses that a particular work setting does not match his/her interests, strengths, or abilities, the personcentered planning process shall resume, the reasons that the individual did not prefer the work placement shall be documented, and all planning shall proceed with goals that have been adjusted based on the information revealed through the discovery and assessment process.
Standard/Criteria: ISA target population members have full access to needed translation, interpretation, sign language, and decision-making assistance throughout the person-centered planning process as described in these sections.
Compliance Status: PPSD policies ensure that Birch target population members have full access to needed translations, interpretation, sign language and decision-making assistance throughout the person- centered planning process. Translation services are provided by PPSD employees and through contracts with three agencies to provide access to any language needed by the student and family. The Providence School District website provides detailed information on policies and procedures related to interpretation and translation services (see https://www.providenceschools.org/Page/619). The recent review of the files of a sample of 13 Birch Transition Target Population members revealed that four of the thirteen individuals were receiving additional assistance related to physical adaptations and communication aides and assistance.
Assessment: Substantial Compliance Achieved
VII (8)(9) Benchmark 7 State - Rapid Job Search: The State shall implement a rapid job search process for competitive employment for each individual eligible for a Supported Employment Placement under the ISA. At minimum, the State shall ensure that the rapid job search process: (a) begins within 10 days of the completion of an individual’s vocational assessment; (b) includes an individualized job search; and (c) includes job development and job carving.
Standard/Criteria: As described in this section above.
Compliance Status: PPSD and the State employ individualized job development and supported employment strategies as described in Section V
Assessment: The rapid job search model appears to have primarily been used to assist individuals with serious mental illness and those receiving benefits through the Temporary
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Assistance to Needy Families (TANF) program. This approach is designed to quickly secure employment through direct assistance to individuals rather than relying on vocational assessments, training, & counseling. The rapid job search model appears be most helpful for individuals who have had experience with employment who do not require the job development and customized employment training and support options that are required by the Consent Decree and ISA Sections IV, V and VII.
F. TRANSITION PLANNING FOR YOUTH - SECTION VIII.
§VIII(1)&(2) Benchmark 1 PPSD/State – Employment First Policy and Interagency Agreement: The State and PPSD are required to adopt an Employment First Policy making integrated employment the first and priority service option for youth seeking transition work placements and for transition-age youth’s postsecondary vocational planning objectives. The State and PPSD shall enter into an interagency agreement that includes timelines and specific benchmarks setting forth a school-to-work transition process for transition-age youth (14-21 years of age) with IDD in PPSD including Birch students, and providing for students’ access to the services and supports set forth in Sections V(A)(1)-(2).
Standard/Criteria: Documentation that the State and PPSD have prepared and adopted an Employment First Statement and Policy and have entered into an interagency agreement that includes timelines and specific benchmarks setting forth a school-to-work transition process for transition-age youth (14-21 years of age) as described in this section.
Compliance Status: The State and PPSD developed and are implementing required policies, practices and agreements in accordance with ISA timelines. This Benchmark was determined by the Monitor to have been met in previous reviews and reports. See the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; Document 17 filed with the Court on May 19, 2017 (p.23).
Assessment: Substantial Compliance Achieved
§VIII(3) Benchmark 2 PPSD/State - Employment Planning Teams: The State and PPSD shall promote the involvement, availability, and use of employment planning teams at Birch. Employment planning teams shall at a minimum include a qualified vocational rehabilitation counselor, qualified school transition specialist, qualified State representative, where applicable, and the eligible youth with IDD. Family and/or guardian participation in all planning meetings should be required. The eligible youth shall be ensured an active and leading role in all of his/her planning meetings.
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Standard/Criteria: Employment Planning Teams, as described by this section, are available and in use at Birch to develop career development plans and employment related goals and coordinate recommendations.
Compliance Status: Career development plans and employment related goals and recommendations are developed and implemented by Employment Planning Teams consisting of the Birch case manager, as well as the special education supervisor, job developer, vocational counselor, job coach, the student and his or her family.
Community Partner Liaisons (ORS) complete community-based, integrated vocational evaluations on students with disabilities, providing recommendations for student planning, formulating and implementing job placement strategies and employment skills as part of the student’s Employment Planning Team. The Community Partner Liaison works within the community to establish vocational sites and business relationships to provide vocational training, supported employment services and job development sites for students to experience community-based services. Job coaches provide on site development, modifications and consultation for behavioral or social emotional support. The Coordinator provides professional development and administers the implementation of transition services including: IEP development, transition services, assessments and activities including related services. Other opportunities provided: job development, job skills training, travel training, preparation for interviews, resume writing and vocational assessments.
The transition planning process involves education, career exploration, independent living and community engagement. Data is collected from various transition assessments identifying individuals’ strengths, needs, and targeted goals and objectives. The process includes the administration of vocational assessments, such as Envision Your Career, the Pictorial Interest Inventory, Pictorial Interest Survey, Transition Planning Inventory, MAPs, and the Employability Life Skills Assessment. Information gathered through these assessments identifies career and vocational interests as well as gaps in skill areas that is then used to inform the development of the individual’s IEP and CDP.
PPSD reports that younger students receive guest speaker presentations and engage in job shadowing and peer to peer sharing sessions where they are exposed to a variety of careers and career options. Older students begin trial work experiences related to their specific career or skill interests. Each time an individual participates in trial work, their experiences are documented so they may inform the career development plan process. Job coaches and the case manager work together to assist students in maximizing their independence in their career related areas. Students share their experiences in the classroom and individually, discussing their likes, dislikes, areas in need of
33

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 34 of 80 PageID #: 727
improvement and problem solving. The employment planning team visits work sites to ensure quality and adjusts placements based on feedback and observation.
All students are referred to the ORS and BHDDH/DDD so that services begin when students exit school services and/or turn 21 years of age. Parents are introduced to the Birch Program at the beginning of their freshman year. Parents of freshman are invited to the school to meet with the Special Education Supervisor to learn about the dynamics of the program. Parents of existing students in the Birch Program are also invited in the beginning of the school year for an information session with the supervisor and adult agencies, ORS and BHDDH/DDD, as well the Rhode Island Parent Information Network (RIPIN). Parents are invited to four parent information sessions throughout the school year to provide information on the transition process. Parents are able to have their questions answered and obtain literature in their native language on the services offered by adult DD provider agencies, the dates of RIPIN trainings and benefits planning information.
This requirement was determined to have been met following previous reviews. See ECF Document 85, Court Monitor’s Fourth Report on the State of Rhode Island’s Response with Outstanding Interim Settlement Agreement Requirements Filed June 23, 2017, Section A(2)(a)(vi) (p. 8).
Assessment: Substantial Compliance Achieved.
§VIII(4) Benchmark 3 PPSD – Transition Planning and Process. The transition planning process for students enrolled in Birch shall continue to begin by age 14, shall include an employment planning team, and shall include access to ORS and Medicaid Waiver services, if the individual is eligible for such services. The transition planning process shall be designed to ensure that each youth and his/her family has been informed about, and been given opportunities to experience, Supported Employment Services and Placements. The transition planning process, as set forth by interagency agreement in Section XIII, shall be inclusive of specific and relevant planning milestones for all eligible Birch youth in transition. At minimum, these milestones shall include:
Assessment Methodology: The determination of PPSD’s substantial compliance with the Benchmarks in this section is based on ongoing program reviews conducted by the Monitor, data provided by PPSD in quarterly reports and other documentation, and two in-depth assessments of Birch Target Population members’ files by two independent reviewers working under contract with the Court Monitor. Files from two groups of Birch Transition Target Population members were drawn at random. Group 1, consisting of 13 files representing 25% of the total population of 51 individuals, was gathered in February 2019 to assess the quality of individual support plans and career development plans and planning at Birch. Group 2, a second group of 16 files
34

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 35 of 80 PageID #: 728

representing 31% of the total population, was reviewed in late February to evaluate transition plans, transition planning and related activities. Combining the two groups of files provides a representative sample of 29 of 51 (57%) of Birch Transition Target Population members currently receiving services.
a. Assignment, by age 14, to an employment planning team, as defined in this Section;

Standard/Criteria: Standards and criteria – as set above by sub provision (a).

Compliance Status: PPSD’s Quarterly Report for the period ending February 28, 2019 includes data indicating that 51 of 51 (100%) Birch Transition Target Population members received were assigned to an employment planning team by age 14 years as required by this section. An in-depth review of student files at Birch conducted by the Monitor and the independent consultant found that 16 of 16 individuals reviewed had been assigned to employment teams. Four individuals (25%) had been assigned by age 14 or before. Seven individuals, the majority (44%), had been assigned to employment teams at age 15 on their entry to Birch (most of the students enter birch at age 15 years). Two (2) individuals were assigned to teams at age 16 years, no information was available on the date of their entry to Birch. One student was assigned to an employment team at age 18 following entry to Birch that same year, and two students received assignment to employment planning teams when they entered Birch at age 19 years (See Table 3).

Interviews with PPSD staff revealed that they clearly understand the importance of this requirement and are taking the steps necessary to ensure that individuals with IDD entering the program after age 14 are assigned to employment teams as soon as possible.

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b. No later than during the first year of entry to Birch, and with the assistance of the employment planning team, the formulation of the employment-related recommendations of the IEP to discover and record students’ personal interests and goals for postsecondary employment and/or postsecondary education;

Standard/Criteria: Standards and criteria – as set above by sub-provision (b). 35

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 36 of 80 PageID #: 729

Compliance Status: The aforementioned independent review examined the IEPs and CDPs of a representative sample of 16 Birch Transition Target Population members to determine the presence or absence of employment related recommendations in the IEP and the identification of students’ personal interests and goals for postsecondary employment and/or postsecondary education. This requirement was determined to have been met for all 16 individuals (100%) in the Group 2 representative sample. Transition assessments, interests and preferences were additionally listed in students’ career development plans. The presence of clear employment objectives reflecting students’ interests and strengths also was noted in the review of IEPs and CDPs completed for individuals in Group 2 who were 15 years of age or older. It is clear that PPSD has been working hard to ensure students receive the planning and support services that are required by this provision.

Assessment: Substantial Compliance Achieved.

c. No later than the year in which a student turns 16 years of age and with the assistance of the employment planning team, a comprehensive introduction to or enrollment in State services, if an individual is eligible or will be eligible, and also with the assistance of the employment planning team, the formulation of the employment- related recommendations of the IPE and ISP, where applicable;

Standard/Criteria: Standards and criteria – as set above by sub-provision (c).

Compliance Status: The review of the records of the 16 individuals in the Group 2

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36

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 37 of 80 PageID #: 730
provision. PPSD refers students to ORS and DDD for an introduction to State services at age 16 years. Of the sixteen student records reviewed, 12 (75%) showed that the student had received the required introduction to ORS services and 11 (69%) indicated that the student had received the required introduction to BHDDS-DDD services. Thirteen individuals (81%) had received employment recommendations in the IEP, ISP or CDP by age 16 years.
A similar pattern of meeting attendance by ORS and DDD representatives was found in the review that was completed of the composition of the Employment Planning Team and the attendance of its members during career development planning meetings held for Group 1 members. For this sample of 13 individuals, shown in Table 4, ORS and DDD did not attend meetings for any individuals less than 19 years of age. Verification of ORS or DDDs’ presence at PPSD IEP/CDP meetings is provided by an attendance sign-in sheet. PPSD considers its invitation to ORS and BHDDS-DDD to attend the student planning meetings as evidence that the introduction to state services has taken place. Information on enrollment in state services is made available to parents during each IEP/CDP meeting and PPSD staff assist families in connecting with each State agency representatives upon request.4 The requirement that every Birch student receive an introduction to or enrollment in state services by age 16 years falls on both PPSD and the State. PPSD is responsible for notifying DDD and ORS of the date for each student’s IEP or CDP meeting, and whether or not the student’s parents have requested DDD and/or ORS to attend the meeting. DDD and ORS are responsible for ensuring that staff attend meetings as requested by the parents. DDD maintains records of the meetings attended by DDD and/or RIPIN staff.5
Assessment: Substantial Compliance Achieved. The determination of substantial compliance with this provision requires a careful separation of the actions and responsibilities of the two Parties. PPSD does notify ORS and DDD of the dates that IEP/CDP meetings are scheduled and does notify parents that the two state agencies have been invited to the meeting. As is described below, however, the form does not affirmatively ask parents if they would like the state agency representatives to attend the meeting and it appears from the data that few parents request that they do so.
4 “The State reaffirms its commitment to have ORS and/or BHDDH staff available for participation in IEP meetings for younger Transition Age Youth (14-16 year-olds). In recognition of the fact that not all families of such youth feel ready for inclusion of an ORS or adult services (BHDDH) staffer at IEP meetings at this stage of their child’s planning process the State commits to amending the IEP Meeting Notice that is used by all school districts in RI to include a statement informing parents that as part of the Transition Process they have access to and can request the participation of ORS and BHDDH staff at their upcoming IEP meeting.” 5 DDD has a contractual arrangement with the Rhode Island Parent Information Network to attend IEP or CDP meetings held for students 14 to 17 years of age.
37

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 38 of 80 PageID #: 731
An examination of the data regarding compliance with this ISA benchmark reveals two barriers to gathering this information. The State has agreed to ensure DDD and ORS representatives participate in IEP meetings for all older transition age youth and to attend meetings for younger students at the request of their parents. The Monitor’s current review found that the form that is sent by PPSD to the parents of Birch Target Population members to announce IEP/CDP meetings indicates that state agency representatives have been invited to the meeting by PPSD. The form does not directly ask them, however, if they would like to have State representatives attend the meeting. The current meeting announcement indicates that State agency representatives have been invited and it is logical to assume that parents or guardians would expect that State agency staff would be present at the meetings. ORS and DDD representatives, however, operating on the assumption that they will be asked to attend IEP/CDP meetings when requested to do so by the parents, are not routinely participating in these gatherings. ORS and DDD representatives indicated that they make every effort to attend meetings when they receive notice that parents have asked them to do so.
To ensure the implementation of the agreement that has been made between the Parties regarding State attendance at IEP and CDP meetings, PPSD and RIDE agreed to immediately implement two recommendations from the Monitor. First, that PPSD change the form announcing IEP/CDP meetings to request parents to clearly state whether they would or would not like an ORS and/or DDD representative to attend the meeting. A new parental notification form was developed, revised to include the recommended language and was approved by the Monitor and the Plaintiffs and adopted by PPSD for immediate implementation. The second recommendation was that PPSD (and RIDE for other LEAs across the state) include with the IEP/CDP meeting invitation information on the services and supports furnished by ORS and DDD to ensure that parents understand what the two state agencies might be able to provide by attending the meeting. PPSD and the State have indicated that they are making these changes.
The Court Monitor additionally required that ORS, DDD and PPSD document attendance at IEP/CDP meetings for members of the Birch Transition Target Population by staff from the three entities, as well as RIPIN, consistent with the requirements of this section and the agreement outlined in the State’s Communication Plan Addendum dated July 2016. PPSD updated their IEP invitation and agreed to meet with the State to iron out the process for parents to request that BHDDH and ORS to attend IEP meetings for younger students. Attendance is happening for older students. The Court Monitor and DOJ agree that the changes described above have been made and are sufficient to achieve compliance with this provision.
d. No later than the year in which a student turns 18 years of age meeting with the employment planning team to facilitate possible post-secondary employment placements, 38

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 39 of 80 PageID #: 732
and to ensure that an eligible youth has been introduced to numerous and specific options to receive Supported Employment Services in a community based long-term placement in an integrated employment setting meeting the definitions and standards set forth in Section V(D)-(E), and that the eligible youth has (or will have) experienced the opportunity to be placed in such a setting, and to begin working there, prior to the end of his or her participation at Birch; and
Standard/Criteria: Standards and criteria – as set above by sub-provision (d).
Compliance Status: The independent review of the Group 2 sample of Birch Transition Target Population members found that all individuals (100%) 18 years of age or older had met with their employment planning team to facilitate possible post-secondary employment placements, become introduced to numerous and specific options to receive Supported Employment Services in a community based long-term placement in an integrated employment setting meeting the definitions and standards set forth in Section V(D)-(E), and have (or will have) experienced the opportunity to be placed in such a setting, and to begin working there, prior to the end of their participation at Birch. As noted elsewhere in this report, students who are interested in receiving a supported employment placement before exiting Birch are able to receive assistance to do so. Birch staff reported that no students have requested to do so at this time and no student was found to be in this category. Every Birch Target Population member is offered meaningful options for supported employment and integrated day services not later than 18 years of age consistent with §VIII(4)(d). Information gathered through the person-centered planning and MAPS processes is used to assist the individual in choosing trial work experiences through partnerships with ORS, DDD, and Perspectives. Students work for pay through summer employment opportunities.
Assessment: Substantial Compliance Achieved
e. No later than during the year prior to exit from secondary school, all Birch youth in transition shall receive benefits planning information, according to the standards set forth in Section IV(8).
Standard/Criteria: Standards and criteria – as set by sub provision (e).
Compliance Status: PPSD staff provide benefits counseling information and brochures to families during students’ annual IEP/CDP meetings. As noted above, PPSD’s Quarterly Report for the period ending February 28, 2019 indicates that all Birch Target Population members were offered the opportunity to meet with a benefits counselor during each of their IEP/CDP meetings. Benefits counseling is furnished to students during the year they exit school by the Sherlock Center. Students and families are invited to meet with the benefits counselor. If the family and the individual accept the
39

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 40 of 80 PageID #: 733
offer the transition team sends a referral to the Work Incentives program operated by the Sherlock Center or ORS for follow-up. The school arranges a meeting with the family and the benefits specialist meets with the family at the school. PPSD’s Quarterly Report for the period ending February 28, 2019 indicates that 13 of the 13 Birch Exit Target Population members expected to exit in June 2019 have been referred for benefits counseling. PPSD reports that it has requested the dates that benefits planning and information were provided and is awaiting information on the development of plans for these individuals from ORS.
This provision has been determined to have been met in previous Monitor’s Reports, see ECF Document 85, Court Monitor’s Fourth Report on the State of Rhode Island’s Response with Outstanding Interim Settlement Agreement Requirements Filed June 23, 2017, Section A(2) (pp. 7&8).
Assessment: Substantial Compliance Achieved
VIII(5) Benchmark 4 PPSD – Vocational and Situational Assessments. All youth in transition shall have a meaningful opportunity to experience one or more vocational and/or situational assessments in an integrated employment setting prior to exit from Birch, pursuant to the standards set forth in Section II.
Standard/Criteria: Vocational and situational assessments are provided and documented for each Birch student in transition as required by this provision.
Compliance Status: The external review of the Group 2 representative sample of 16 Birch Transition Target Population members conducted by the Monitor’s independent consultant reveals that all individuals (100%) received one or more vocational or situational assessments including MAPs, Visual Resume, and Trial Work Assessments. The files indicate that employment teams listen to the students, identify their interests and work to match them with appropriate trial work experiences. Previous reviews determined this benchmark to have been met. See the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.20).
Assessment: Substantial Compliance Achieved
VIII(6) Benchmark 5 PPSD – Trial Work Experiences. All youth in transition shall have a meaningful opportunity to experience at least two trial work experiences, where each trial work experience is approximately 60 days duration, prior to exit from Birch in an individualized, integrated employment setting meeting the definitions and standards set forth in Sections V(D)(E) with supervision and appropriate services and supports. Such trial work experiences may be exempt from the requirement of Section V(D)(1), and may include full-time, part-time, or
40

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 41 of 80 PageID #: 734

seasonal work on a paid or unpaid basis, including internships, summer work experiences, or volunteer/ community service experiences. Such trial work experiences cannot be positions of employment that are controlled by an employer that is a provider, school, or school district for the purpose of employing individuals with disabilities; instead, they must be provided in typical work settings meeting the definitions and standards set forth in Sections V(D)(2)-(4) and V(E).

Standard/Criteria: Birch Transition Target Population members receive at least two trial work experiences prior to exiting Birch as required by this provision.

Compliance Status: Trial work provides important opportunities for students with IDD to experience what it is like to work and become employed in competitive jobs in integrated settings. Trial work enables students to sample a wide variety of jobs in different commercial and work venues, helping them to learn the skills, behaviors and attitudes that are expected on the job and providing opportunities for them to meet new friends and to learn the culture of the workplace.

PPSD provides individuals with trial work experiences primarily during their final two years at Mount Pleasant High School. On-site reviews conducted by the Monitor of a sample of individuals engaged in trial work found that the placements were of high quality, reflecting both the interests and preferences of the individuals receiving

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Project Search at Miriam Hospital in Providence. Two students were interviewed while

working in the kitchen and in the laundry. Each said that they enjoyed the work that

they were doing, noting that they would like to be employed at the hospital on a full-

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least two currently employed hospital staff had previously gone through this Project

Search program. Another student, “James” (pseudonym) was observed working in a

41

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 42 of 80 PageID #: 735
greenhouse operating in a nearby community. James’ job coach sat nearby as he meticulously picked dirt and dead leaves from a small plant. James said that although he would prefer another type of work, he enjoyed the jobs and tasks that he was performing at the greenhouse. He appeared to have a warm and supportive relationship with his job coach who sat nearby, providing advice and assistance when needed. Another Birch student, “Fred,” (pseudonym) was engaged in a trial work experience in a local pizzeria. He began work early in the day before customers arrived, arranging the chairs and making sure the salt, pepper and condiments were placed in the right spot on each of the tables. Fred also folded pizza boxes together and stacked them near the ovens in the kitchen area. Fred said that he enjoyed the work a great deal and liked his coworkers. He said that he wanted to get into the restaurant business and hoped to attend culinary school in the future after graduation from Mt. Pleasant High School.
Data furnished by PPSD’s Quarterly Reports track the progress the City is making on achieving the requirements of this section during each academic quarter. PPSD’s revised quarterly report for the period ending February 28, 2019 indicates that 11 Birch Target Population members are expected to exit school in June 2019. Of this number, 9 individuals (82%) had completed two 60-day trial work experiences, as described and required by ISA Sections V(D)-(E) by the end of February. The two remaining individuals each completed their first 60-day trial work experience requirement. The school reports that by the end of June 2019 one of these students had completed the second 60-day trial work experience while the other was a wheelchair user whose mother did not want her to use public transportation, her only option PPSD made available to her to access the trial worksite. As a result, this student has not logged any time on her second trial work experience. PPSD officials described the numerous attempts that they made to provide or arrange for transportation to assist this individual in completing the second trial work experience and cited parental resistance as the primary barrier. Follow-up conversations were held with the individual’s mother to verify the information being provided and ensure that the individual’s mother understood the importance of this ISA requirement. Speaking through an interpreter, the mother reported that she supported her daughter’s participation in trial work described her need for supervision and assistance on the bus. She also explained the difficulties that her daughter encountered in accessing transportation that fully met her needs. DOJ and the Monitor agreed that additional efforts should have been made by PPSD to secure paratransit or other appropriate transportation resources to enable the daughter to participate in the trial work experience, and asked PPSD to work with the State DD agency to ensure the young woman received the necessary transportation and support services. In addition, the Plaintiff contacted the State DD agency to ensure these resources would be made available to her as she transitioned to adult services.
Quarterly reports completed and submitted by PPSD to the Monitor during previous years indicate that the City has experienced difficulty completing this requirement. The
42

Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 43 of 80 PageID #: 736
report for the quarter ending May 2018, the final quarter of the school year, indicated that only five of the 9 individuals (56%) expected to graduate in 2018 had completed two 60-day trial work experiences as required by May 31, 2018. During the previous year, 2017, 13 of 19 (68%) Birch Target Population members had completed two trial work experiences by May 31st of that year. Adjusting the total number of 19 to account for three individuals who did not complete their trial work experience requirements due to repeated absences from school, parental decisions or other reasons suggests that 13 of 16 individuals (81%) who were due to graduate from school in 2017 met this requirement. Quarterly report data for individuals graduating in May of 2016 reveal that 10 of 11 (91%) target population members had completed two trial work experiences as required.
The City identified several barriers that it has encountered in its attempts to achieve this benchmark, citing difficulties in securing reliable accessible transportation, irregular school attendance on the part of a few target population members, specific healthcare requirements of some students, the length of the school day, and, in some cases, a lack of parental support. Efforts that PPSD has made to address such barriers by contracting with a new transportation provider with smaller busses and more flexible alternatives are noted.
Such barriers should be considered in evaluating compliance with this provision, but they are meaningful only to the extent that the City can demonstrate that it is actively addressing this situation and is taking substantive actions to address and remove each barrier identified for each affected individual. I recommend that the PPSD commit to the development and implementation of a detailed policy for ensuring students with mobility challenges receive all the assistance they need to fully access and participate in work trials in integrated competitive employment settings, informational visits to community employers, and in-person experiences within community businesses and concerns as required by this agreement.
Based on the information provided by PPSD as described above, as well as: visits to students’ trial work experience sites, in-person interviews which revealed high quality work experiences that matched students' skills and interests; records showing that the vast majority of students received two 60-day trial work experiences prior to graduation; and evidence of PPSD's meaningful efforts to overcome barriers to trial work experiences, I conclude that the City is in substantial compliance with this requirement. PPSD has demonstrated that providing trial work experiences to students prior to graduation is an on-going part of the education program that will continue after the termination of the ISA.
Assessment: Substantial Compliance Achieved.
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Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 44 of 80 PageID #: 737

VIII(7) Benchmark 6 PPSD/State. Person-Centered Career Development Planning. A personcentered career development plan shall be developed by the employment planning team for each youth in transition, to inform the employment-related goals and recommendations of the youth’s ISP, IEP, IPE, ILP, and SOP, where applicable, and to provide ongoing coordination of the employment-related recommendations of those plans (VIII[7]).

Standard/Criteria: Evidence that each youth in transition has received a career development plan developed through a person-centered planning process by the employment planning team.

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development plan or plans developed

E DH  F DH  G DI 

  

  

  

  

  

  

through the MAPS H DI  











person-centered

I DI  











planning process is J DJ  











documented in PPSD’s Quarterly

K DK   L DL   DC DL  

  

  

  

  

  

Reports for each

DD EC  











scholastic quarter

DE EC  











since November

DF ED  











2017. A review of the use of person-centered planning in the preparation of career

development plans was completed for members of the 13 individuals in the Group 1

sample by the Monitor and the independent consultant in January, 2019. This review

found that PPSD is clearly following a person-centered planning process for each

student in the sample with information being obtained from a variety of sources.

These sources include student and family interviews, results from a MAPS meeting,

interest and career preference assessments (typically multiple), and in most instances

trial work experiences. Employment goals that were included in the IEP and the CDP

were specific and clearly related to the students’ state career goal preferences (VII[5]).

Table 5 summarizes the documentation of person centered planning for each of the 13

individuals reviewed identifying whether (Y) or not (N) the individual: engaged in a

person-centered planning process; participated in the planning meeting; indicated

clear employment preferences; received a plan that matched his or her stated

preferences; received a plan with goals leading to the development of employment

skills; included the receipt of adaptive, communication or other supports; identified a

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clear transition process; and included an introduction to DDD and/or ORS services.
As shown in Table 5, all students were determined to have engaged in a person-centered planning process, participated in their CDP meeting, and had a plan with goals that matched their preferences. The extent to which individuals’ goals lead to the development of employment skills, however, was less clear.
For some, employment related goals include ancillary skills such as learning to read or to use public transportation to get to work. For others, job related skills may focus on the use of machinery, specific job tasks, or the development of cleaning or food service techniques. The records reviewed indicated that goals for younger students (15 to 16 years of age) tended to focus more on academic skill development, although academic goals also predominated in the files of two older students as well (Student numbers 8 and 10 above). As an example, student #8, an 18-year-old female, had six goal statements in her IEP:
1. Independently read a level F/G … 2 of 4 trials by (date specified) 2. Demonstrating conventions of formal writing 3. Applying number concepts 4. Develop expressive and receptive language skills 5. Negotiate flights of stairs 6. Work of improving balance
This student’s CDP identifies a job preference of working in a day care, and in fact one of the trial work experiences was in a day care center. The CDP identifies support needs including job shadowing, introduction to BHDDH services, practicing soft skills in a classroom, and learning vocational vocabulary. The record did not, however, include specific goals addressing employment related outcomes.
The goals for this student contrast with those in another student’s file, a 19-year-old male. In this case, the IEP includes four goal statements:
1. Increase comprehension of employment words 2. Calculating time intervals forward and backward 3. Practice requesting, responding, and advocating for self 4. Increasing work endurance
This student’s CDP identifies recommendations for specific career options tied directly to pursuit of relevant job trials. These recommendations were based on a careful analysis of data collected in previous job trials, coupled with consistent statements from the student about his job preferences. Additional goals focused on practicing soft skills, developing a resume, travel training, and introducing him to BHDDH/DDD services.
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There appeared to be a strong continuity in the employment focus between the student’s IEP and the CDP. The goals in each case were specific and directly related to this student’s stated preferences of career goals.
As shown in Table 5 above, specific employment outcomes were found in 7 of the CDPs reviewed, while employment outcomes were less clear in the remaining 6 plans. The review also found that adaptive supports were being provided where needed and evidence existed in each record that a well defined transition process was being followed. Introductions or referrals to ORS or DDD were made, with two exceptions, for students over 16 years of age. An introduction or referral to state services had not yet been made for two individuals who were 16 years of age in the current sample.
Assessment: Substantial Compliance Achieved. Clear evidence is present in the files that PPSD is following a person-centered planning process for each student in the sample as required by the ISA. To further enhance the ability of target population members to achievement employment outcomes in the future I recommend that PPSD place additional focus on the development and implementation of goals and activities that lead to the achievement of employment outcomes.
VIII(8) Benchmark 7 PPSD/State – Assessments in Integrated Settings: The State and PPSD shall prohibit vocational assessments of transition age youth in segregated work settings and (PPSD) shall issue a directive that no Birch youth in transition will be assessed in segregated settings or in settings that do not meet the definitions and standards set forth in Section V(D)(E).
Standard/Criteria: Directives issued by PPSD and by the State (ORS) stating that no Birch student in transition will receive a vocational assessment in a segregated setting or a setting in which does not meet the definitions and standards set forth in §V(D)-(E).
Compliance Status: A policy directive issued by Lisa Vargas-Sinapi, PPSD Special Education Director on December 20, 2013 prohibits vocational assessments from being conducted in segregated settings: “All assessments, observations and evaluations must be completed with interaction with individuals without disabilities in an integrated environment where their personal preferences, strengths and needs can be identified and documented.” Documentation provided by PPSD indicates that all Birch students in transition have engaged in assessments in integrated settings. Students complete two 60-day work experiences in the community. Community Partner Liaisons (job coaches) document their experiences and complete on the job data sheets which are used for career development. Students are offered summer work opportunities in their area of interest. The Job Coaches report on the collected data during each individual’s annual IEP or Career Development Plan meeting.
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ORS issued a similar directive affirming that all vocational assessments for Birch Target Population members and others receiving supports are conducted in integrated settings. PPSD issued a directive affirming that Providence Public Schools prohibits vocational assessments to be administered to students attending Mt Pleasant High School in segregated settings. All assessments, observations and evaluations must be completed with interaction with individuals without disabilities in an integrated environment where their personal preferences, strengths and needs can be identified and documented.
This requirement was determined to have been met in the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.23).
Assessment: Substantial Compliance Achieved
VIII(9) Benchmark 8 PPSD/State – Access to State Services: The State and PPSD shall ensure that the appropriate services and supports are available to Birch transition-age youth who choose to work in the community before their 21st birthday rather than remaining in school. To this end, the State and PPSD will update their policies and administrative rules to facilitate individuals who are eligible to access State services, including Supported Employment Services, beginning at age 18.
Standard/Criteria: State and PPSD policies and administrative rules ensure Birch transition-age youth have access to supported employment beginning at age 18 years and to other appropriate services before their 21st birthday.
Compliance Status: PPSD, ORS and DDD have considerably strengthened the capacities of their respective agencies to provide supported employment services, career development planning, transition supports and related services to the Birch Transition Target Population since the signing of the ISA in 2013. RIDE, ORS and DDD collaborated in the development, implementation and subsequent revision of the Transition Timeline to support and guide the provision of services to transition age ISA target population members as they move from education to the adult service delivery system and integrated employment.
The Transition Timeline, revised February 20, 2017, details the policies and practices that are employed by RIDE, ORS and DDD to ensure the provision of services and supports to transition age youth consistent with the requirements of the ISA and the Consent Decree. The Timeline describes the services and supports that are available from RIDE, ORS and DDD throughout the transition period. DDD updated its policies and procedures to ensure the determination of eligibility for adult services by age 17 years.
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DDD’s "Eligibility Determination by 17" Policy establishes a referral process for individuals with IDD at age 16 with eligibility determined by age 17. School districts are requested to inform families of their right to apply for BHDDH/DDD adult services at age 16 years for youth who are categorized under IDEA as having an intellectual disability, autism, or multiple disabilities, or are believed to have a developmental disability and be eligible for BHDDH services. Information regarding eligibility determination, communication with families, the scheduling of needed assessments and the organization of outreach efforts related to ISA requirements are included in DDD’s revised eligibility determination processes. ORS updated its policies and rules to facilitate or assist individuals to access vocational rehabilitation services at age 16 years or earlier as requested by the individual. A description of DDD’s eligibility requirements, policies and frequently asked questions is posted on the Division’s website at http://www.bhddh.ri.gov/developmentaldisabilities/eligibility_requirements.php
PPSD assists transition age students and their families in completing testing and administrative requirements involved with the determination of eligibility for both ORS and DDD services. PPSD invites families to informational meetings about the application process for State services available to students following graduation. PPSD’s quarterly reports and related documentation have not indicated that any Birch Transition students who are eligible to access State services, including supported employment services, have requested them at age 18 years. PPSD staff reported that they are ready, willing and able to assist such students and their families should they desire to do so.
Assessment: Substantial Compliance Achieved
VIII(10) Benchmark 9 PPSD/State – Access to the Transition Academy: The State and PPSD shall take affirmative steps to ensure that Birch youth, following their exit from school, are not excluded from the benefits and opportunities of the school district’s “transition academy” at Johnson & Wales University.
Standard/Criteria: Documentation of the affirmative steps the State and PPSD have taken and are taking to ensure Birch youth have access to the school district’s “transition academy” at Johnson & Wales University including the numbers of individuals served in the program and the number (if any) not accepted for services.
Compliance Status: PPSD ensures that Birch Youth have opportunities to attend and to benefit from any of the three Transition Programs available in the district. Students and families can visit and tour the transition programs throughout the school year and
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information on each is available during the district’s annual Transition Fair. Programs include the following:
The Providence Transition Academy, in partnership with Education in Action, is a unique project that offers comprehensive real-world transition services to students with disabilities ages 18-21. This program prepares students to successfully transition to employment, independent living, and community participation. Students learn in a non-profit business setting located within the City of Providence while simultaneously participating in work-based community internships and experiences. The Academy utilizes a transition curriculum and career exploration program and is designed to engage and empower young adults to recognize their value and potential while achieving their post-secondary goals to become productive and independent citizens. A total of 18 students applied, were accepted and attended during the 2018-2019 school year. Thirty-four students applied during the current 2018-2019 academic year, 18 were accepted and are attending the project.
Project SEARCH at PPSD has been offered to Providence students since the start of the 2014-15 school year. Project Search is a collaboration with PPSD, the state Office of Rehabilitative Services (ORS), the Miriam Hospital and other partner agencies. In this program, students with significant disabilities learn successful work habits and appropriate social conduct through unpaid internships that are designed to immerse them in a workplace setting. Nine individuals were accepted into Project Search during the current 2018-2019 academic year, a slight increase in the numbers participating in the program during each of the previous three years. Project SEARCH Providence is located at The Miriam Hospital in Providence.
The Providence Autism School to Tomorrow Academy (PASTTA) is a specialized program for students with Autism Spectrum Disorder who need support in acquiring the necessary skills to transition to adult life. Students are between 18 and 21 years old and must have completed four years of high school. PASTTA offers instruction and skill development through participation in vocational, social, recreational, and independent living activities within the greater Providence community. Using the web-based “Unique Learning System,” a research based standardized curriculum specific to students with disabilities, all students participate in activities that support growth in workplace skills, self-advocacy, setting goals and achieving goals, travel training, and responsible citizenship. Recognizing that students with Autism Spectrum Disorder learn best when learning takes place in “real world” settings, the Academy provides experiences for students in all aspects of community life that adults “typically” experience during the year. No attendance numbers were available for this program.
Assessment: Substantial Compliance Achieved.
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VIII(11) Benchmark 10 PPSD/State – Access to a High School Diploma: The State and PPSD shall issue a directive that Birch youth in transition shall be provided all opportunities to earn credentials based on the RI Secondary Education Regulations 2011 and not be unnecessarily or unjustifiably excluded from the opportunity to receive a high school diploma as a result of their participation in the Birch program.
Standard/Criteria: Evidence of a dated directive issued by PPSD and/or RIDE affirming that the terms of this requirement have been fulfilled.
Compliance Status: All Birch youth in transition are provided opportunities to earn credentials based on the RI Secondary Regulations and are not excluded from the right to earn a diploma based on their participation in the Birch Academy. PPSD’s Graduation Requirements policy was amended and approved on August 23, 2017. The new policy states the Providence School Board’s belief that all students can and should learn at high levels, and that it is incumbent on the District to provide the structures, tools and supports necessary to enable all students to realize their potential. Students who are determined to be eligible for the alternate assessment under federal law, state rules and regulations, as noted in the student’s Individualized Education Plan (IEP), may receive a diploma by meeting graduation requirements through modified curriculum and proficiency standards. Students can meet any and all of the course requirements through courses within state-approved career and technical programs, expanded learning opportunities, dual enrollment, concurrent enrollment, online learning, experiential learning opportunities, and other non-traditional academic readiness learning experiences as defined and approved by the District. PPSD’s Graduation Requirements Policy can be accessed at the following URL: https://www.providenceschools.org/cms/lib/RI01900003/Centricity/Domain/120/Gr aduation%20Policy-Amended%20and%20Approved-8.23.2017.pdf. All Birch students are earning diplomas and receiving certificates.
Assessment: Substantial Compliance Achieved
G. TRAINING SECTION IX.
§IX(1) Benchmark 1 State/PPSD – Development of a competency-based values based training program: By October 1, 2013, the State and PPSD will establish competencies, and will develop and implement a competency-based and value-based training program for TTP and Birch staff respectively, and all members of employment planning teams as defined under Section VIII, and for youth service professionals, for the development of vocational assessment/profiles, career development plans, and transition plans; job development, job coaching, employment support, benefits counseling, and Supported Employment and
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Integrated Day Services; intake and vocational rehabilitation services; and service coordination.
Standard/Criteria: Evidence that required competencies have been developed and are included in the curriculum of a competency-based values-based training program that addresses: the development of vocational assessment/profiles, career development plans, and transition plans; job development, job coaching, employment support, benefits counseling, and Supported Employment and Integrated Day Services; intake and vocational rehabilitation services; and service coordination.
Compliance Status Benchmark 1a - PPSD: PPSD ensures teachers, teacher assistants, CTALs (job coaches), and other staff members receive ongoing training and professional development. Weekly training sessions offered during common planning times address the provision of career development planning, transition services and plans, job development, job coaching supported employment and process to obtain benefits counseling. Through the district assessment process, teachers are evaluated and monitored for proficiency in the items listed. A Performance Improvement Plan (PIP) process is provided to support teachers and staff members to strengthen their skills in any areas in need of improvement. Professional development training sessions include:
Student-Led IEPs: Provides special education secondary teachers with strategies for assisting students learn how to facilitate their own IEP meetings.
Standardizing Procedures for Secondary Special Education Teachers (three 2-hour sessions): Supports special education secondary teachers with programming, procedures, policies, and best practices.
Instructional/evaluative tools for teachers of students on alternate assessment (three 2hour sessions): Training on the statewide Alternate Assessment aimed at increasing the knowledge base of the Unique Learning System.
Transition - Writing CDPS, MAPS, and IEPs (2-hour session): Support special education secondary teachers with strategies for properly completing MAPS and CDPs, and using them to drive the IEP.
Youth Mental Health- Signs of Suffering: Understanding Common Mental Health Conditions in Youth (1.5 hours): Training provided to staff on the most common mental health conditions seen in youth, early identification, recognizing signs of emotional suffering and strategies for providing appropriate supports in healthy and supportive learning environments. Focus is on increasing knowledge and reducing stigma and discrimination related to mental health and wellness.
Youth in Distress: Anxiety & Depression: Healthy Strategies to Assist Youth in Managing Their Symptoms and Live a Happier Life (1.5 hours): Participants will learn
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strategies to assist youth in the process of taking control of their symptoms, build healthy coping skills and feel empowered to live a happier life.
Managing Challenging Behaviors Associated with ASD (2 hours): Many individuals with ASD express their needs, wants or concerns with an array of behaviors rather than words. Due to deficits in speech and language, behaviors become their primary mode of communication. Training focuses on understanding the function of behavior, identifying challenging behaviors commonly exhibited by individuals with ASD and identifying strategies to support behavioral improvements in the home, community and workplace.
Resume Basics: Writing a Results Oriented Resume (2 hours): Strategies for assisting students develop resumes that highlight their experience and accomplishments in a way that is relevant to a prospective employer.
Communicating & Documenting with Clarity- Part 1 (2 hours): Provides guidance and instruction on appropriate ways to convey observations, document events and write case notes without bias using the three components of neutral communication (language, thinking & writing) as well as explore “I vs You” statements.
Communicating & Documenting with Clarity-Part 2 (2 hours): Training on the use of specific data recording tools currently employed by PPSD to assist job coaches in operationalizing the process of collecting data from the community-based work experiences.
Breaking Down A Job & Job Site Supports Fading (2 hours): Training for job coaches on conducting job analyses and task analyses and their use in the job-coaching process. Training addresses the essential role that a job analysis plays in the job matching, job carving and customized employment process and incorporates practical strategies on identifying and developing natural supports in the workplace. Job coaching techniques and strategies to assist in increasing worker independence and decreasing the need for professional supports are additionally covered.
Digging Into Discovery (2 hour): Discovery is discussed as a process of getting to know each individual in settings where they are most comfortable and as the foundation of all person-centered planning, self-determination and choice outcomes for individuals.
Sherlock Center – Benefits Counseling: Birch Academy staff receive training on the federal Work Incentives Program and benefits counseling through the Sherlock Center (See: http://www.ric.edu/sherlockcenter/wi.html ). Staff provide benefits counseling information and brochures to families during students’ annual IEP/CDP meetings. Benefits counseling is furnished students during the year they exit school by the Sherlock Center. Students and families are invited to meet with the benefits counselor. If the family and the individual accepts the offer the transition team sends the referral
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to the Work Incentives program. The school arranges a meeting with the family and the benefits specialist meets with the family at the school.
Previous reviews: See the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.24).
Assessment PPSD: Substantial Compliance Achieved.
Compliance Status Benchmark 1b – State: TBD
Assessment State: TBD
§IX(2) Benchmark 2 State/PPSD – Staff trained to attain and retain identified competencies: The State and PPSD will ensure that all persons involved in the discovery and assessment process, the preparation and implementation of career development plans, and the provision of Supported Employment and Integrated Day Services for members of the Target Populations have completed the necessary training, have attained and retain the required competencies, and are otherwise qualified (as specified in Section X) to perform their respective responsibilities with respect to employment services.
Standard/Criteria: Documentation that all persons involved in the discovery and assessment process, the preparation and implementation of career development plans, and the provision of Supported Employment and Integrated Day Services for members of the Target Populations have completed the necessary training, have attained and retain the identified competencies as required by this section.
Compliance Status 2a - PPSD: PPSD documents professional development training provided to staff in quarterly reports provided to the Monitor and DOJ. Training sessions during the past three quarters include: new form implementation (two-part), community employment and vocational assessments, person-centered planning and work incentives, assistive technology and strategies for community exploration and individual job search planning. Required competencies in each of these areas include the development of knowledge and understanding of employment first and supported employment core values, strategies for service and the use of technology. Additional curriculum topics include understanding the ADA, awareness of communication and learning styles, transportation benefits, family/provider supports and accountability. Teachers receive instruction on understanding of support practices for individuals with IDD, procedures and methods for protecting students’ safety, health, and wellbeing, transition requirements and knowledge of transition services that may be needed to support post-secondary goals and to be incorporated in IEP. Instructional sessions additionally address state processes in use by ORS and BHDDH/DDD.
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This provision was found to have been met by PPSD in past compliance reviews (see the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.24).
Assessment PPSD: Substantial Compliance Achieved.
Compliance Status 2b – State: TBD
Assessment State: TBD
H. OUTREACH, EDUCATION AND SUPPORT - SECTION X.
§X(1) Benchmark 1 PPSD/State – Development of an Outreach and Education Program: By September 1, 2013, the State and PPSD will develop an outreach, in-reach, and education program that explains the benefits of supported employment, that addresses concerns of families and perceived obstacles to participating in supported employment programs, and that is designed to encourage individuals with I/DD at TTP and Birch and their families to seek Supported Employment Services and to understand the objectives of the State and PPSD’s Employment First Policy, receive benefits planning consultation, and participate in other related initiatives. As part of its outreach, in-reach, and education program, the State will educate individuals about the ways in which Integrated Day Services can complement employment in integrated settings, and will develop opportunities for individuals and families to learn about the benefits of Integrated Day Services. Furthermore, the program will provide the opportunity for individuals in the Target Populations to visit and observe integrated employment and day settings where individuals with I/DD receive Supported Employment and Integrated Day Services.
Standard/Criteria: The outreach, in-reach and education program developed by the State and PPSD addresses (or provides) the following:
a. The benefits of supported employment,
b. Concerns of families and perceived obstacles to participating in supported employment programs,
c. The need to encourage individuals with IDD at TTP (Easter Seals of RI) and Birch and their families to seek Supported Employment Services and to understand the objectives of the State and PPSD’s Employment First Policy,
d. The importance of receiving a benefits-planning consultation, and participating in other related initiatives.
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f. Opportunities for individuals and families to learn about the benefits of Integrated Day Services.
g. The opportunity for individuals in the Target Populations to visit and observe integrated employment and day settings where individuals with IDD receive Supported Employment and Integrated Day Services.
Compliance Status: PPSD identifies several in-reach and outreach activities that are conducted regularly with parents and families addressing the afore mentioned areas, a through g above. These include annual Parent to Parent meeting and sharing sessions during which parents meet with the Special Education Supervisor and case manager to complete ORS and BHDDH applications and assist them in completing other forms that may be challenging. Parents are given benefits planning brochures as well as information packets on ORS and BHDDH services, guardianship (when appropriate), and the supports offered by the Rhode Island Parent Information Network this information is additionally provided at each annual IEP meeting. The annual parent meeting was last held on October 17, 2018.
In June of each year, parents are invited to attend parent to parent information sessions where they can speak with other Birch parents about their child’s transition from high school to adult services and community work experiences. During these sessions parents meet with representatives from adult agencies, such as BHDDH/DDD, ORS, and RIPIN to receive information and have their questions answered. The most recent session was held on June 11, 2019. Parents are also given opportunities to meet with ORS and DDD representatives during coffee hours that are offered on a quarterly basis with the most recent meeting occurring on April 3, 2019.
PPSD holds additional meetings with parents to discuss work incentives and benefits counseling, as well as the opportunities available for them to receive this service, the use of the Supports Intensity Scale for determining BHDDH eligibility and, for students exiting within two years, the process for connecting with adult services from guest speakers from adult IDD agencies across the state.
PPSD was reported as meeting this requirement in the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.25).
Assessment: Substantial Compliance Achieved
§X(2) Benchmark 2 State – Support of Peer to Peer Networks: The State will support personal networks and use family to family and peer to peer programs to link families and individuals
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with IDD who obtain competitive employment with families and individuals with IDD at TTP and Birch, in order to explain the benefits and opportunities of supported employment.
Standard/Criteria: Documentation of the establishment of family to family and peer to peer programs, the numbers of families and the number of individuals participating, and the dates of participation.
Compliance Status: TBD
Assessment: TBD
I. PROVIDER CAPACITY - SECTION XI
§XI(1) Benchmark 1 PPSD/State – Provider Capacity: The State and PPSD will ensure that it supports and maintains a sufficient capacity to deliver Supported Employment and Integrated Day Services to individuals at TTP and Birch, including qualified supported employment providers and integrated day providers, consistent with the terms of this Interim Agreement.
Standard/Criteria Benchmark 1a PPSD: Evidence demonstrating that PPSD is supporting and maintaining a sufficient capacity to deliver Supported Employment and Integrated Day Services to Birch target population members.
Compliance Status: PPSD took affirmative steps to ensure it has sufficient numbers of trained staff to address the requirements of the ISA by taking on additional personnel to provide job development, job coaching and job training services. As noted in §XVI(n) below, PPSD has secured the following supported employment professionals: five teachers, eight job coaches, one job developer, and one vocational counselor. PPSD also developed relationships with community developmental disabilities services provider agencies including Perspectives and the Fogarty Center to expand its capacity to ensure individuals in the Birch Look Back population receive the supported employment training and assistance needed to become ready for employment.
PPSD was reported as meeting this requirement in the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on May 19, 2017 (p.26).
Assessment: Substantial Compliance Achieved.
Standard/Criteria Benchmark 1b - State: Evidence that the State supports and maintains a sufficient provider capacity to deliver Supported Employment and Integrated Day Services to TTP and Birch (Look Back) target population members.
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Compliance Status: TBD – State responsibility
Assessment: TBD
§XI(2) Benchmark 2 State – Provider Staffing Capacity: The State will ensure that the supported employment providers, integrated day providers and transition service providers have a sufficient array of trained staff, adequate staff supervision, appropriate policies and procedures, a quality improvement program, and the capacity to deliver Supported Employment and Integrated Day Services consistent with the terms of this Interim Agreement.
Standard/Criteria: Evidence of State agency (DDD, ORS and RIDE) policies and practices that are operational and in use to evaluate provider capacity and the ability of providers to maintain adequate levels of trained staff, staff supervision, quality improvement activities and supported employment and integrated day services consistent with the requirements of the ISA.
Compliance Status: TBD
Assessment: TBD
§XI(3) Benchmark 3 State – Provider Pre-Qualification Requirements: The State will establish, implement and enforce pre-qualification requirements for all Supported Employment and Integrated Day Services providers that supply services to individuals at TTP, consistent with the terms of this interim agreement. The State will establish, implement and enforce prequalification requirements for all Supported Employment and Integrated Day Services providers that supply services to individuals at Birch, consistent with the terms of this Interim Agreement.
Standard/Criteria: Documentation of prequalification requirements and the enforcement of prequalification requirements for all supported employment and integrated day services providers serving ISA target population members.
Compliance Status: TBD
Assessment: TBD §XI(4) Benchmark 4 State/PPSD – Incentives through public-private partnerships: The State will create incentives to encourage the transition of individuals from TTP to integrated employment settings that meet the definitions and standards of Section V(D)- (E). The State will implement these incentives through public-private partnerships with persons with I/DD, family members, employers, and employment providers, and community organizations. The
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State and PPSD will create incentives to encourage the transition of individuals from Birch to integrated employment settings that meet the definitions and standards of Section V(D)-(E). The State and PPSD will implement these incentives through public-private partnerships with persons with I/DD, family members, employers, and employment providers, and community organizations.
Standard/Criteria Benchmark 4a - State: Evidence documenting the State’s implementation of public-private incentives to encourage the transition of TTP target population members to integrated employment settings.
Compliance Status: TBD
Assessment: TBD
Standard/Criteria Benchmark 4b PPSD: Evidence documenting PPSD’s implementation of public-private incentives to encourage the transition of Birch target population members to integrated employment settings.
Compliance Status: As described above in Section VIII(10) Benchmark 9, PPSD established Project Search in collaboration with the Miriam Hospital in Providence and ORS at the beginning of the 2014-15 school year. During the current 2018-2019 academic year 9 Birch Target Population members are receiving training and support in learning effective work skills and habits as well as appropriate social conduct through unpaid internships. PPSD also has established a partnership with the Rhode Island Public Transit Authority to assist in helping students with disabilities to access public transportation to access integrated employment and community activities.
The intent of this provision is to incentivize and facilitate the establishment of relationships between PPSD and private organizations, businesses and other private entities that result in the creation of opportunities for Birch Target Population members to transition to integrated employment and community engagement. PPSD has established the two partnerships described above. The experiences and outcomes achieved by Birch Target Population members participating in Project Search has demonstrated the impact and importance of such public private partnerships. The District has not, however, ventured beyond the arrangement with Miriam Hospital in any substantive way, however. The intent of this provision is being addressed but the full potential of this approach is not being realized. It is recommended that PPSD, in collaboration with ORS and DDD take steps to establish similar relationships with additional businesses and private organizations.
Assessment: Substantial Compliance Achieved.
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§XI(5) Benchmark 5 State – Monitoring Oversight and Technical Assistance: Supported employment providers shall use evidence-supported employment practices. The State will provide monitoring, oversight, and technical assistance to ensure supported employment providers have adequate staffing, organizational support and supervision, and use of effective business models to meet the goals and outcomes of this Interim Agreement.
Standard/Criteria: Evidence that supported employment providers use current and effective supported employment practices. Evidence that the State (DDD and ORS) provide monitoring, oversight and technical assistance to ensure providers have adequate staffing, organizational support and supervision, and use of effective business models.
Compliance Status: TBD
Assessment: TBD
§XI(6) Benchmark 6 State – Provider Requirements: The supported employment provider(s) used to transition individuals with I/DD from TTP and Birch into Supported Employment Placements will: (a) identify and promote Supported Employment Placements in state and federal agencies and in private industry on a statewide basis; and (b) develop relationships with public and private employers based on the benefits to businesses of hiring people with disabilities.
Standard/Criteria: Evidence from supported employment providers documenting their efforts to identify and promote Supported Employment Placements in state and federal agencies and in private industry on a statewide basis and to develop relationships with public and private employers based on the benefits to businesses of hiring people with disabilities.
Compliance Status: TBD
Assessment: TBD
§XI(7) Benchmark 7 State – Public and Private Sector Initiatives: The State will establish public and private sector initiatives to support the employment of individuals in the Target Populations.
Standard/Criteria: Documentation of public and private section initiatives to support the employment of ISA target population members.
Compliance Status: TBD
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Assessment: TBD
§XI(8) Benchmark 8 State – Transition to Supported Employment: The State will develop procedures to require provider staff to assist in the transition of individuals from TTP to Supported Employment Services and Placements. The procedures will provide incentives and support to qualified providers of sheltered workshop services at TTP to convert their employment programs to support employment services once the terms and conditions of this Interim Agreement are met, at the expiration of this Interim Agreement. The State and PPSD will develop procedures to require provider staff to assist in the transition of individuals from Birch to Supported Employment Services and Placements
Standard/Criteria: As described by this provision
Compliance Status: TBD
Assessment: TBD
J. STATE AGENCY ACTIONS - SECTION XII.
§XII(1)&(2) Benchmark 1 State/PPSD – Technical Assistance Provider: By September 1, 2013, the State and PPSD will identify and pursue a contract with a technical assistance provider or, access the services of an existing technical assistance provider to provide leadership, training, and technical assistance to employment providers and to the State, PPSD, TTP, and Birch staff involved in assessing, planning, and providing Supported Employment and Integrated Day Services, in order to support the goals and outcomes of this Interim Agreement.
The technical assistance provider will assist and support employment providers to transition individuals, programs, staff, and resources from the sheltered workshops at TTP and Birch to Supported Employment and Integrated Day Services meeting the definition and standards set forth in Sections II(11), V, and VI of this Interim Agreement
Standard/Criteria: Documentation of the providers or organizations that that were secured to provide required technical assistance. Documentation that the assistance and training provided address the areas described at section XII(2).
Compliance Status: PPSD receives technical assistance and training from the Sherlock Center, RIDE, FedCap, West Bay Collaborative, RIPIN and others. RIDE provides PPSD and all other LEAs with statewide training and technical assistance. ORS offers training on accessing ORS services, benefits counseling and other topics. Additional training is received through arrangements with state agencies such as RIPTA.
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Specifically, The Sherlock Center furnishes support, professional development, and resources to parents and staff on programs and initiatives; RIDE provides training and oversight related to educational policy and procedures; FEDCAP offers training to job coaches and teachers, RIPTA furnished transportation to students to events such as Dare to Dream and offers families and students information about their services at transition fairs. The West Bay Transition Collaborative assists students in narrowing their career choices or job focus through meetings with ORS and by completing vocational assessments. RIPIN provides supports and resources to assist individuals, parents, families, and children in achieving their goals for health, education, and socio-economic well-being by providing information, training, education, support, and advocacy for person/family centered care and system change.
PPSD and the State were reported having met this requirement in the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.28).
Assessment: Substantial Compliance Achieved
K. INTERAGENCY COLLABORATION - SECTION XIII.
§XIII(1) Benchmark 1 State – Interagency Agreements: By September 1, 2013, the State will develop and implement one or more interagency agreements or memoranda of understanding between BHDDH, ORS, and RIDE designed to ensure the full implementation of this Interim Agreement that addresses:
a. Allocation of responsibility, funding commitments, and authority for conducting and ensuring the quality of all requirements of this Interim Agreement, including career planning, transition planning, outreach, in-reach, and education, training and professional development, Supported Employment and Integrated Day Services, and data collection, sharing, and reporting;
b. The achievement of supported employment outcomes through coordination and collaboration between BHDDH, ORS, and RIDE;
c. The compatibility of ORS and RIDE services with services funded through BHDDH by clarifying and streamlining interagency procedures and allowing for the blending and braiding of funding; and service gaps resulting from the transition from one funding stream to another funding stream, e.g. ORS funding to BHDDH funding, or special education funding to ORS funding, enabling individuals with I/DD to maintain uninterrupted integrated employment without unnecessary delays in services;
d. Individual tailoring of the vocational rehabilitation assessment and job placement activities to serve people with the most significant disabilities, including individuals at 61

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TTP and Birch, who are eligible for ORS funding; and e. Coordinated outreach and in-reach efforts to individuals in the Target Populations
conducted by vocational rehabilitation counselors and BHDDH representatives.
Standard/Criteria: The completion and implementation of one or more interagency agreements between BHDDH, ORS, and RIDE addressing all items identified at (a) – (e) above.
Compliance Status: TBD
Assessment: TBD
§XIII(2) Benchmark 2 State/PPSD – Memorandum of Understanding: The State will develop and implement a memorandum of understanding with PPSD regarding any and all applicable funding issues, including but not limited to the costs of the Monitor, as well as the transition planning process set forth in Section VIII designed to ensure the full implementation of this Interim Agreement that will: a. Require ORS presence at Birch in order to collaboratively implement the Employment
First Policy and related initiatives, and promote the presence and active engagement of vocational rehabilitation counselors on Birch employment planning teams and in planning meetings (including IEP meetings); b. Ensure the engagement of trained school transition specialists to assess and support students in transition to integrated supported employment; c. Require Birch special education staff and transition specialists to be trained to refocus transition services on supported employment instead of sheltered workshops, and to train special education directors and transition specialists on the requirements of the integration mandate of Title II of the ADA and Olmstead as applied to the youth transition planning process; d. Establish referral relationships with integrated, supported employment providers in Birch’s immediate service area; and e. Adopt mutual agency policies and procedures to ensure that the requirements of the integration mandate of Title II of the ADA and Olmstead are applied to the youth transition planning process including to situational work assessments, trial work experiences, post-secondary employment goals and outcomes, and ongoing professional development.
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Standard/Criteria: The completion and implementation of an interagency Memorandum of Understanding between the State and PPSD addressing each of the items identified at (a) – (e) above.
Compliance Status: PPSD and the State fully executed an MOU addressing the provisions of §XIII(2)(a)-(e) on April 3, 2019.
Assessment PPSD: Substantial Compliance Achieved.
Assessment State: Substantial Compliance appears to have been achieved - pending verification.
L. FUNDING - SECTION XIV.
§XIV(1) Benchmark 1 State/PPSD – Individual Allocations: The State and the PPSD shall ensure that all individuals in their Target Populations with a career development plan have an ongoing allocation from available funding/budgets that is dedicated to supports for gaining, maintaining, or improving employment outcomes and for integrated day services.
Standard/Criteria: Documentation of funding sufficient to ensure the provision of supports necessary to enable target population members to gain, maintain, or improve employment and integrated day service outcomes.
Compliance Status: PPSD and the State were reported having met this requirement in the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.29). The lack of funding has not been identified as a barrier to ensuring the provision of supports necessary to enable target population members to gain, maintain, or improve employment and integrated day service outcomes.
Assessment: Substantial Compliance Achieved
§XIV(2) Benchmark 2 State/PPSD – Timely Funding of Services and Supports: The State and PPSD shall timely fund the services and supports necessary to comply with this Interim Agreement for the eligible members of their Target Populations according to the standards and timelines set forth in this Interim Agreement.
Standard/Criteria: Documentation that state funding is sufficient to ensure the provision of supports necessary to enable target population members to gain, maintain, or improve employment and integrated day service outcomes consistent with the requirements of this agreement.
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Compliance Status: PPSD and the State were reported having met this requirement in the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.29). The lack of sufficient funding for PPSD to carry out its responsibilities under the ISA has not been found to be a barrier to progress by the Court Monitor during previous reviews and reporting.
Assessment: Substantial Compliance Achieved
§XIV(3) Benchmark 3 State – Performance Based Contracts: The State shall develop and implement performance-based contracts for Supported Employment Services to individuals in the Target Populations, linking funding to the provider’s achievement of numerical targets and implementation timelines.
Standard/Criteria: Documentation that the State has developed and implemented performance-based contracts for supported employment services.
Compliance Status: TBD
Assessment: TBD
§XIV(4) Benchmark 4 State – Enabling funding to Follow the Person: The State will reallocate resources expended on TTP to fund supported employment as individuals in the Target Populations transition from TTP to supported employment, in order to have funding "follow the person."
Standard/Criteria: Documentation that individual allocations for segregated day and vocational services furnished by TTP have shifted to fund supported employment services and placements.
Compliance Status: TBD
Assessment: TBD
M. QUALITY IMPROVEMENT - SECTION XV.
§XV(1) Benchmark 1 State – TTP Target Population Quality Improvement Program: a. The State will develop and implement a quality improvement initiative to ensure that individual, integrated Supported Employment Placements and Supported Employment and Integrated Day Services, as defined and described in Section V, are developed in accordance with this Interim Agreement; to evaluate the quality and 64

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quantity of Supported Employment and Integrated Day Services provided to persons with IDD under this Interim Agreement; and to ensure that individuals who receive Supported Employment Placements and Integrated Day Services under this Interim Agreement receive services and supports that are adequate and sufficient to achieve integration, increased independence, and increased economic selfsufficiency.
b. The State will establish detailed program standards for Supported Employment and Integrated Day Services that at least incorporate the definitions and standards set forth in Sections V-VI.
c. Through its quality improvement initiative, the State will conduct on-site reviews of TTP at least monthly for the first year of this Interim Agreement and quarterly thereafter to evaluate the services provided to individuals with I/DD against the program standards described above. The need for continued quarterly review will be reevaluated after year 3 (three).
d. The State will issue reports from each review describing its findings and recommendations, identifying any program deficiencies, and requiring a plan of correction, where appropriate. If a plan of correction is required, details of the plan’s requirements will be included in the report.
e. The State will conduct appropriate follow-up reviews to determine if plans of correction have been implemented and to ensure that any identified deficiencies have been corrected in a timely manner. The State will issue reports pertaining to any follow-up reviews.
Standard/Criteria Benchmark 1a: Evidence that DDD, ORS and RIDE have developed and are implementing one or more quality improvement initiatives to: (a) evaluate the quality and quantity of Supported Employment and Integrated Day Services as defined and described in Section V that are provided to persons with IDD under the ISA; and (b) ensure that ISA target population members receive services and supports that are adequate and sufficient to achieve integration, increased independence, and increased economic self-sufficiency.
Standard/Criteria Benchmark 1b: Evidence that DDD, ORS and RIDE have established one or more quality improvement initiatives with detailed program standards for Supported Employment and Integrated Day Services that at least incorporate the definitions and standards set forth in Sections V-VI.
Standard/Criteria Benchmark 1c: Evidence that DDD and ORS have and are conducting on-site reviews of TTP (Easter Seals) at least monthly for the first year of this Interim Agreement and quarterly thereafter to evaluate the services provided to
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individuals with IDD against the program standards described above. The need for continued quarterly review will be reevaluated after year three (2016).
Standard/Criteria Benchmark 1d: Evidence that reports of quality reviews issued by DDD and ORS describe findings and recommendations, identify program deficiencies, and require, as appropriate detailed plans of correction.
Standard/Criteria Benchmark 1e: Evidence that DDD and ORS have (a) conducted appropriate follow-up reviews to determine that plans of correction were implemented and identified deficiencies were corrected in a timely manner, and (b) have issued reports pertaining to any follow-up reviews.
Compliance Status: TBD
Assessment: TBD
§XV(2) Benchmark 2 PPSD/State – Birch Transition and Exit Target Populations Quality Improvement Program:
a. The State and PPSD will develop and implement a quality improvement initiative to ensure that individual, integrated Supported Employment Services and Supported Employment Placements, and Integrated Day Services as defined and described in Sections V-VI, are developed in accordance with this Interim Agreement for students at Birch; to evaluate the quality and quantity of Supported Employment and Integrated Day Services provided to persons with IDD at Birch under this Interim Agreement; and to ensure that individuals from Birch who receive Supported Employment Placements and Integrated Day Services under this Interim Agreement receive services and supports that are adequate and sufficient to achieve integration, increased independence, and increased economic self-sufficiency.
b. The State and PPSD will establish detailed program standards for transition planning and services, career development planning, benefits planning, Supported Employment Services, and Supported Employment Placements, that at least incorporate the definitions, standards, and processes set forth in Sections V and VIIVIII.
c. Through its quality improvement initiative, the State and PPSD will conduct on-site reviews of Birch at least monthly for the first year of this Interim Agreement and quarterly for two additional years to evaluate the services provided to individuals with I/DD against the program standards described above. The need for continued quarterly review will be reevaluated after year 3 (three).
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d. The State and PPSD will issue joint reports from each review describing its findings and recommendations, identifying any program deficiencies, and requiring a plan of correction, where appropriate. If a plan of correction is required, details of the plan’s requirements will be included in the report.
e. The State and PPSD will conduct appropriate follow-up reviews to determine if plans of correction have been implemented and to ensure that any identified deficiencies have been corrected in a timely manner. The State and PPSD will issue reports pertaining to any follow-up reviews.
Assessment Methodology: The approach used to assess substantial compliance with this provision included a review of relevant documentation from PPSD and RIDE regarding the organization and operation of PPSD’s quality improvement initiative. The assessment included an examination of review of program records, monthly and quarterly reports and recommendations for changes and improvements. Information also was gathered through in-person discussions with PPSD’s Executive Director of Specialized Instruction and Services on-site and over the telephone.
Standard/Criteria Benchmark 2a: Evidence that PPSD, DDD, and ORS have developed and are implementing one or more quality improvement initiatives in accordance with the ISA for students at Birch to: (a) evaluate the quality and quantity of Supported Employment and Integrated Day Services, as defined and described in Section V-VI; and (b) ensure that Birch target population members receive services and supports that are adequate and sufficient to achieve integration, increased independence, and increased economic self-sufficiency.
Compliance Status: The quality improvement requirements identified in this section provide a strong foundation for the successful implementation of the ISA furnishing the means and mechanisms by which PPSD is able to monitor progress, remediate deficiencies and offer additional training and support to needed to achieve ISA outcomes. PPSD staff recognized the importance of having an effectively working quality improvement program to evaluate service quality and to provide the information needed to ensure that the supports furnished to Birch Target Population members are adequate and sufficient to enable them to achieve community integration, increased independence, and increased economic self-sufficiency. The District began working collaboratively with RIDE to build its quality improvement capacity from the early stages of its implementation of the ISA.
PPSD began reviewing and analyzing information to determine the extent to which services were being provided in accordance with the provisions of the ISA in 2014. By November 2015 the Department had developed and was implementing its quality improvement initiative, the Quality Assurance Plan for Implementation of the DOJ Interim
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Settlement Agreement. This plan provided a review structure, identifying the strategies and methods that PPSD uses to ensure the ISA is managed and implemented in a sound, reasonable and effective manner, the services are of acceptable quality and that identified ISA outcomes are being met. The Plan includes a four-point scale that is used to evaluate performance against key standards to determine or measure the extent to which: (a) the standard is clearly understood, (b) the standard is being implemented as required, (c) implementation strategies are producing accurate results and, (d) fidelity to implementation is observed consistently and effectively. The Plan lists a series of standards drawn from the ISA in each of five principle areas including: career development planning implementation, person centered practices, supported employment services, job trials, and transition planning. The assessment is completed for each of the five areas listed above resulting a status rating ranging from one to four with four being the highest.
Quality improvement reports including reviews for each student are completed quarterly and identify: the assessment approach or tool being used, the date of each review, areas of strength, areas of need, next steps, describing actions that will be taken to address deficiencies or implement improvements, and notes providing additional information. Joint RIDE/PPSD on-site monitoring reports have been submitted on a quarterly basis to the State Coordinator, although that practice appears to have been discontinued.
The Court Monitor’s report covering the period July through December 2014 (issued April 1, 2015) noted that PPSD was actively reviewing and analyzing information to determine the extent to which services were being provided in accordance with the requirements of the ISA, although not as a part of a discrete quality improvement initiative at this time. Continued progress on the development of the PPSD’s quality improvement capacity was noted in the Monitor’s report issued in January 2016 (ECF Document 10) which found that PPSD had established processes for reviewing and analyzing information to determine the extent to which services were being furnished in accordance with the provisions outlined in Section XV(2)(a)-(b). The report concluded that activities were being carried out in a manner that was consistent with the requirements of the ISA. Subsequent progress reports filed with the court by the Monitor documented PPSD’s regular and ongoing evaluation of the quality of services and supports being furnished to Birch Target Population members, with reviews conducted on February 22, 2016 and on April 6, 2017. As a result, PPSD and the State (RIDE) were determined to have met this requirement in May 2017 (see the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17; p.33).
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The current review finds that PPSD is implementing an effectively working quality improvement program for Birch Target Population members and is in substantial compliance with this provision.
Assessment: Substantial Compliance Achieved
Standard/Criteria Benchmark 2b: Detailed program standards for transition planning and services, career development planning, benefits planning, Supported Employment Services and Supported Employment Placements, that (at least) incorporate the definitions, standards, and processes set forth in Sections V and VII-VIII have been established and are in use.
Compliance Status: PPSD’s Quality Assurance Plan for Implementation of the DOJ Interim Settlement Agreement, described above, includes detailed program standards for career development planning, person-centered processes, supported employment services, job trials, and transition planning. PPSD does not provide supported employment placements since this service is furnished by ORS and DDD. Job trials are provided to give Birch Target Population members employment related experiences, skills and training opportunities to prepare them for securing a supported employment placement following their transition to adult services.
PPSD’s Quality Assurance Plan does not evaluate or include standards for benefits planning services. PPSD staff note that benefits planning consultations and the development of benefits plans are scheduled and provided by ORS and the Sherlock Center. The role of the school is described as offering general information and consultation to students and families regarding the purpose of and need for benefits planning, and to make referrals to ORS and the Sherlock Center for this service as the individual completes the transition process. PPSD maintains documentation of the information that is being provided regarding this service including summary of benefits planning activities, resource guide for teachers, information on the WIPA program from the Sherlock Center, information on SSI, work incentives and PASS program participation, and documentation of work incentives public information sessions that have been offered by ORS.
As noted above, PPSD’s Quality Improvement Plan includes detailed program standards in each of five key program areas including, career development planning, person centered processes, supported employment services, job trials and transition planning. Standards reference key ISA requirements and provisions under each area. PPSD does not include standards for assessing the delivery of benefits planning and counseling within the scope of its quality improvement procedures. However, the evidence that PPSD has provided documenting the education and assistance that it has provided to parents and the referrals it has made to ORS for this service support the
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conclusion that PPSD is carrying out the intent and focus of ISA requirements in this area.
PPSD and the State were determined to have met this requirement in the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on May 19, 2017 (p.34).
Assessment: Substantial Compliance Achieved.
Standard/Criteria Benchmark 2c: Evidence that PPSD and RIDE are conducting on-site reviews of Birch to evaluate services provided to individuals with IDD against the program standards described above on a quarterly basis.
Compliance Status: PPSD documentation provides evidence that monitoring reviews are being completed on a quarterly basis in 2016, 2017 and 2018 with the involvement of RIDE and ORS. Quarterly Progress Updates addressed career development planning, person-centered planning, supported employment services, trial work experiences, and transition planning. On-site visits by the Monitor included student observations held at Project Search trial work sites at an area hospital. RIDE’s monitoring activities address areas of the ISA requiring technical assistance from the department. Quarterly summaries of QI activities are included in the Rhode Island Department of Education Birch Quarterly Monitoring- ISA Requirements report. Progress Updates summarized in this report document progress made and issues encountered with respect to several ISA provisions including quality improvement. The reports identify deficiencies, gaps and needs for technical assistance. Evidence provided to the Monitor indicates that PPSD and RIDE are conducting on-site reviews to evaluate the services provided to individuals with IDD against the program standards described above on a quarterly basis. PPSD and RIDE were determined to have met this requirement in the Report of the Court Monitor on Rhode Island’s Interim Settlement Agreement Compliance; ECF Document 17 filed with the Court on 5/19/17 (p.34).
Assessment: Substantial Compliance Achieved.
Standard/Criteria Benchmark 2d: Documentation and evidence that the State and PPSD issue joint reports from each review describing its findings and recommendations, identifying any program deficiencies, including those requiring a plan of correction, where appropriate.
Standard/Criteria Benchmark 2e: Evidence in the form of reports and review summaries issued by the State and PPSD indicating that the agencies are conducting appropriate follow-up reviews to determine if plans of correction have been implemented and identified deficiencies have been corrected as required.
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Compliance Status Benchmarks 2d and 2e: PPSD and RIDE assess the quality of services furnished to Birch Target Population members at PPSD on a quarterly basis and provide reports detailing their findings and recommendations or next steps. Although separate reports are provided it is clear that the State and PPSD are coordinating activities and sharing information. PPSD’s Quality Assurance Plan for Implementation of the DOJ Interim Settlement Agreement Year 2017-2018 Providence School Department documents performance against the standards identified above. Reports are issued quarterly using the four-point scale described under Benchmark 2a above to assess performance across each of the five key program areas: career development planning, person-centered processes, supported employment services, trial work experiences and transition planning. Data is provided on the assessment tool or approach used, the name of the evaluator and the dates that the reviews have taken place for each quarter. For each of the five areas area, reviewers identify strengths or outcomes that have been achieved, needs that must be addressed, action plans describing activities that will be taken to improve performance in the particular area being addressed and a timeline indicating the period of time during which changes or improvements will take place and related dates. PPSD has taken additional actions to ensure that the follow-up activities identified as next steps reflect the needs that have been identified. The strengths, needs, action plans and timelines included in PPSD’s quality improvement format provide the essential components of the “plan of correction” that is required by the ISA in this section.
Assessment: Substantial Compliance Achieved
N. DATA COLLECTION AND REPORTING - SECTION XVI.
§XVI(1)&(2) Benchmark 1 PPSD/STATE – Data Collection And Monitoring: The State and PPSD shall respectively monitor the monthly progress of implementation of this Interim Agreement through data collection, data analysis, and quality improvement activities.
The State and PPSD shall collect data and report on a monthly basis for the first year of this Interim Agreement and quarterly thereafter the following unduplicated data for individuals with I/DD in the Target Populations:
Standard/Criteria Benchmark 1 State and/or PPSD: Certification from RIDE, DDD, ORS and PPSD, as appropriate, that each agency is gathering and reporting the following data as required. Verification that the data is being gathered and reported:
a. State/PPSD. The number of career development plans in place for members of the Target Populations;
b. State/PPSD. The number and reason for any readmissions to the TTP and 71

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Birch sheltered workshops;
Status: The sheltered workshop at PPSD was closed shortly after the signing of the ISA (see above). No readmission has taken place.
c. State. The number of individuals moving from TTP or Birch to another sheltered workshop setting, center-based day services setting, group enclave, mobile work crew, time- limited work experience (internship), or facility-based day program, or other segregated setting, the reasons for such moves, and the number of variances granted;
d. State. The number, hours worked, wages earned, age, and tenure of all individuals at TTP and Birch;
e. State/PPSD. The number of individuals referred to and receiving Supported Employment Services as defined in Sections V(A)-(C), and from which setting, TTP or Birch, they have been referred;
Status: Provided and tracked by the State by agreement (see §IV[9][a]-[e]).
f. State/PPSD. The number of individuals working in Supported Employment Placements as defined in Section V(D)-(E);
Status: Provided and tracked by the State (see §IV[9][a]-[e]).
g. State. The number of hours worked per week, hourly wages paid, and tenure of all members of the Target Populations in an integrated employment setting, excluding any of the service settings set forth in Section V(K);
h. State. The number of hours spent per week, and tenure of all individuals in the Target Populations receiving integrated day services, including the name of that service setting, the provider of Integrated Day Services, and the specific activity(ies) that the individual is engaged in (i.e., art classes, health club, etc.);
i. State. The number and reason(s) for lost jobs and/or terminations from employment along with plans for re-employment;
j. PPSD. The number of youth in transition at Birch who have vocational objectives;
k. PPSD. The number of youth in transition at Birch exiting or graduating, or otherwise expected to exit or graduate this year, their career planning goals, and where they transition to following their exit;
l. State. The number and client capacity of supported employment providers providing services to the Target Population;
m. State. The number and client capacity of integrated day providers providing services
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to the Target Population; n. State/PPSD. The number of qualified and trained individuals for each category of
supported employment professionals, including job coaches, job developers, employment specialists, and benefits counselors providing services to the Target Population; o. PPSD. The number of qualified and trained individuals who develop assessments and transition plans for youth with I/DD at Birch and who participate on employment teams; and p. State/PPSD. The number of qualified and trained vocational counselors who assess and assist persons with IDD for Supported Employment Services at TTP and at Birch; and q. State/PPSD. The number of in-reach, out-reach, and education programs and efforts offered to the Target Population(s).
Compliance Status: PPSD routinely provides quarterly reports that include data on the requirements in Sections XVI(2)(a), (e), (f), (j), and (k). PPSD has been determined to be in compliance with these provisions in the Monitor’s previous reports. Data related to requirements identified in Sections XVI(2)(n), (o), (p), and (q) have not been provided on a quarterly basis but are and have been available on request. Although the information has not been reported quarterly as required, the numbers of trained staff in the categories included in §XVI(2)(n), (m), and (o) do not typically change over the course of the year. Information on staffing and staff support has always been available to the Monitor for review and is sufficient to meet the requirements of the ISA. See Table 6 below for a summary of the information provided).
PPSD has not routinely provided data on the numbers of in-reach, out-reach and education programs being provided consistent with the requirements of §XVI(2)(n). While some of this information is offered in the Department’s quarterly reports, it is recommended that PPSD provide a mechanism for clearly labelling and tracking the various in-reach, outreach and education programs that it is providing to parents each year as required.
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Case 1:13-cv-00442-JJM-PAS Document 44 Filed 08/21/19 Page 75 of 80 PageID #: 768

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Assessment: Substantial Compliance Achieved

§XVI(3)(a)&(b)Benchmark 2 State – Data Collection and Analysis
a. The State will regularly collect, aggregate, and analyze data described above, will identify problems or barriers to placement in or retaining jobs in individual, integrated employment settings, and will recommend to the Directors of BHDDH - DDD, RIDE, and ORS remedial actions to resolve the problems or barriers. The State will review this information on a monthly basis for the first year of this Interim Agreement and quarterly thereafter and develop and implement effective measures to overcome the problems and barriers identified; and
b. The State will analyze service data, monitor services and service gaps, report on any service gaps, and identify and address any obstacles to the implementation of the goals and outcomes of this Interim Agreement.
Criteria Benchmark 2a: The State reports, presentations and other documentation to indicating that data identified in §XVI(2) above and elsewhere in the ISA is regularly collected, aggregated, analyzed, utilized to improve services, and reported as required by this section.
Criteria Benchmark 2b: Documentation indicating that data is being collected, analyzed and utilized to identify and address service gaps and obstacles to ISA implementation as described in this section.
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Compliance Status: See RIDE Quarterly Reports and anything from PPSD
Assessment: TBD
IV. SUBSTANTIAL COMPLIANCE DETERMINATION
The ISA was entered into by the Parties to resolve violations by the City of Providence and the State of Rhode Island of Title II of the ADA and the Integration Mandate included in the Supreme Court’s Olmstead Ruling (see above). The Agreement requires the State and the City to make broad changes in the administration of their respective adult services and educational systems to ensure individuals with disabilities: receive supports in the most integrated settings appropriate to their needs; have opportunities to interact with nondisabled individuals to the fullest extent possible; and are able to experience equality of opportunity, full participation, independent living and economic self-sufficiency. Additional goals of the Settlement Agreement focus on the core interests and experiences of class members with goals that seek to achieve for each individual the ability to live, work and participate in the mainstream social life of their own home communities with their families and friends – alongside everyone else.
This comprehensive review found that PPSD is in substantial compliance with the provisions and requirements of the Interim Settlement Agreement. Additional scrutiny was given to two provisions and benchmarks of the ISA having to do with transition planning for youth. The first, referencing ISA Section VIII(4)(c), found that PPSD is not ensuring that a comprehensive introduction to or enrollment in State services is regularly occurring before the year in which a student turns 16 years of age and with the assistance of the employment planning team. PPSD provides information on the nature and availability of state services during each annual IEP/CDP meeting and routinely notifies ORS and DDD of the dates and times that meetings are scheduled at the beginning of the school year and again in the weeks prior to the meeting. Although there is some disagreement between PPSD, ORS and DDD regarding notification and actual meeting participation, data from PPSD records suggests that representatives from ORS and DDD are not routinely participating in these meetings until students reach the 18 or 19 years of age.
The City has documented its efforts to notify ORS and DDD of all scheduled planning meetings as required, but the form of notification has not clearly asked parents if they would like to have state representatives attend the meeting. The responsibility for promoting attendance at these meetings is shared among PPSD and the two state agencies. PPSD must determine the preferences of parents and notify DDD and ORS whether or not their attendance has been requested at each IEP/CDP meeting. DDD and ORS must then ensure that relevant staff attend and participate in the meetings as requested. To fully implement this requirement PPSD and the State agreed to immediately implement two recommendations from the Monitor. First, that
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PPSD change the form announcing IEP/CDP meetings to request parents to clearly state whether they would or would not like an ORS and/or DDD representative to attend the meeting. A new parental notification form including the recommended language was developed, approved by the Monitor and the Plaintiff and adopted by PPSD for immediate implementation. The second recommendation was that PPSD (and RIDE for other LEAs across the state) include with the IEP/CDP meeting invitation information on the services and supports furnished by ORS and DDD to ensure that parents understand what the two state agencies might be able to provide by attending the meeting. PPSD and the State have indicated that they are making these changes. PPSD has reliably carried out the assurances that it has made to implement changes required by the ISA since the agreement was signed in 2013. In light of PPSD’s commitment to continue and expand on its current efforts to meet the requirements of this provision, it is my judgement that PPSD is in substantial compliance and has taken the steps necessary to maintain compliance with this requirement in the years ahead.
The second area where substantial compliance was a concern pertains to the ISA Section VIII(6) requirement that each Birch Target Population member receive at least two trial work experiences of not less than 60 days each prior to exiting services. As noted above in the discussion of compliance with this requirement, trial work experiences play a key and critical role in preparation of individuals with IDD to achieve integrated employment and the opportunity to work alongside individuals without disabilities in the competitive workplace. Qualitative reviews and reporting demonstrate that PPSD has provided the majority of students with at least two 60-day trial work experiences that match students' skills and interests prior to exiting school as required. However, PPSD has experienced difficulty in its efforts to ensure that 100% of the Birch Target Population achieve this benchmark. The City identified the types of barriers that are encountered and described the efforts that are being taken to overcome them individually for each student and for the target population as a whole. The Defendants and the Plaintiffs agree on the importance of the role that trial work experiences play in target population members’ successful transition to from school to employment and adult services.
PPSD has taken steps to meet the requirements of §VIII(6) and, as stated above, I believe that the City is in substantial compliance with this provision at this time. Because of the importance of this provision, however, I recommend that the City take further actions to develop and implement a detailed policy that sets service expectations and provides guidance for ensuring students with mobility challenges receive the assistance they need to fully access and participate in trial work experiences in integrated competitive employment settings as described in ISA §VIII(6).
COURT ORDER FILED JUNE 23, 2017 DOCUMENT 20 - PERTAINING TO STATE ACTIONS
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I. ACTION DATES
1. The R.I. Department of Behavioral Healthcare, Developmental Disabilities, and Hospitals (DDD) will implement the variance and retirement policy by June 30, 2017, to discern specifically those who do not identify with either current or long-term employment goals. The R.I. Department of Human Services, Office of Rehabilitation Services (ORS) will assist DDD with ORS-related service implementation.
Compliance Status: TBD
Assessment: TBD
2. DDD will ensure quality Career Development Plans (CDP)/ Person Centered Planning (PCP) for all active members through a comprehensive review of each plan no later than July 30, 2017. This review will include confirmation that goals and services align with current employment interest. ORS will assist DDD with any ORS-related service implementation for CDPs/PCPs.
Compliance Status: TBD
Assessment: TBD
3. DDD will prioritize placement through its performance-based Person Centered Supported Employment Program (PCSEPP) for all interested active class members before June 30, 2017. This will include outreach to each member identified in this order as not employed (46) to confirm interest in participation or satisfaction with their current supported employment services through the PCSEP Program.
Compliance Status: TBD
Assessment: TBD
4. DDD will provide continued oversight of the CWS quality management plan, in compliance with the requirements of the ISA and Consent Decree, as well as technical assistance in the areas of supported employment, integrated day, CDP development, and staff training on person centered planning. ORS will assist DDD with quality management and review on ORS-related services.
Compliance Status: TBD
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Assessment: TBD 5. DDD will develop guidance and standards for integrated day service by June 30, 2017. This
guidance will be reviewed internally and externally and will be disseminated through the provider network no later than July 30, 2017.
Compliance Status: TBD
Assessment: TBD 6. DDD will require completion of Personal Action Towards Health (PATH) and McGill
Action Planning Systems (MAPS) for all Birch and TTP members at CWS who have not been provided this self-discovery opportunity by July 30, 2017.
Compliance Status: TBD
Assessment: TBD 7. DDD will have a fully developed interim and long-term quality improvement plan, in
accord with the requirements of the ISA and Consent Decree, complete with timelines and strategies by July 30, 2017. ORS will assist DDD with implementation and monitoring on ORS-related services.
Compliance Status: TBD
Assessment: TBD 8. DDD will complete an in-depth review of all ISA class members by 6/30/17 to ensure the
validity of data reported from multiple sources.
Compliance Status: TBD
Assessment: TBD 9. DDD will amend its contract with Sherlock Center to include $50,000 for FY18 for the
purpose of benefits planning.
Compliance Status: TBD
Assessment: TBD
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II. PLACEMENT STATUS – No Action required
III. COMPLIANCE DATES The State expects to place thirty-one (31) individuals, or two-thirds of those requiring employment placements, within twelve months. Of these thirty-one (31) placements, the State's goal is to place fifteen (15) individuals within 6 - 9 months and another sixteen (16) within the twelve-month period. The remaining fifteen (15) individuals, or one-third of the forty-six (46) requiring action, are likely to occur after twelve months. For each individual, the State will demonstrate its provision of person-centered planning, job exploration, discovery, work trials, and vocational supports that align with the individual’s preferences and needs. Data, including outcomes, regarding the forty-six (46) individuals, will be made available on a quarterly basis. The State will identify the specific individuals not placed within twelve months on a confidential basis and the reasons for lack of placement, if necessary. The Court will later address a definitive timeframe for any individuals who have not been placed within twelve months.
Compliance Status: TBD Assessment: TBD
Respectfully Submitted,
Charles Moseley Ed.D. Court Monitor August 20, 2019
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 Case 1:13-cv-00442-JJM-PAS Document 43 Filed 03/20/19 Page 1 of 23 PageID #: 671
Rhode Island Consent Decree and Interim Settlement Agreement
Interim Progress Review by the Court Monitor: Assessment of the State’s Quarterly Report for the Period Ending
September 30, 2018
Introduction
The State prepares and submits to the Court Monitor quarterly reports documenting the status of the State’s efforts to meet the requirements and performance benchmarks set by the Consent Decree, ISA and related court orders. The quarterly reports additionally describe progress the State is making on the implementation of specific programmatic actions that have been recommended by the Court Monitor following regular reviews and site visits. The information provided in these reports is discussed during regular meetings between the State, the U.S. Department of Justice and the Court Monitor. These meetings are designed to update the Parties on current activities, identify barriers to accomplishing Consent Decree and ISA objectives, and ensure a common understanding of key of performance expectations.
The reporting format for this quarterly review differs from that regularly used by the Monitor to document the State’s progress on achieving Consent Decree and ISA outcomes. Quarterly reports are generated by the State to describe actions that have been taken during the quarterly reporting period to address specific benchmarks, implement changes recommended in previous reports, or to document new initiatives or activities. The State’s quarterly reports include an executive summary that provides a general overview of the activities that have taken place during the previous quarter. Progress on meeting specific requirements or performance benchmarks is described by the State in several detailed appendices that are attached to the executive summary. The Monitor examines and assesses the information that is provided and may request additional materials and documentation, or issue recommended actions that need to be taken by the State to come into or achieve compliance. Quarterly reports inform the focus and direction of subsequent site visits and related program reviews.
This Interim Progress Review by the Court Monitor reports on progress achieved by the State in meeting key Consent Decree and ISA requirements during the calendar quarter ending September 30, 2018. To improve readability, the organization of this document follows the structure and format of the State’s quarterly report. Major section headings reference the topical areas covered by each of the attachments included in the State’s report. References are provided to individual Consent Decree/ISA provisions and benchmarks to align with the Consent Decree and ISA provisions. The review summarizes information provided by the State on the status of current activities, identifies accomplishments, barriers, and the steps that the State is taking to

Case 1:13-cv-00442-JJM-PAS Document 43 Filed 03/20/19 Page 2 of 23 PageID #: 672
address each of the various provisions and requirements. Where appropriate, recommended actions are included by the Monitor to identify particular steps that the State needs to take to comply with Consent Decree or ISA requirements.
Attachment A – Consent Decree Data Report
1. Supported Employment Placements, Career Development Planning, Benefits Planning and Weekly Hours Worked (Consent Decree/ISA Sections IV, V, VII, VIII).
Status: The Consent Decree Quarterly Data Report continues to improve, providing important information on the State’s progress on achieving key performance benchmarks.
Recommendation: As stated above, DDD is requested to expand the Quarterly Consent Decree Data Report to include additional separate sections recording the numbers of supported employment placements, career development plans, benefits plans and average weekly supported employment work hours for members of the Birch Look Back Target Population.
2. Benefits Planning (CD §IV[6]; ISA §IV[8]).
Status: The State reports that the numbers of Benefits Plans increased during the reporting quarter.1 Progress on meeting this requirement is noted. Data from the most recent Consent Decree Quarterly report reveals increases over the previous quarter in the numbers of target population members with benefits plans overall (up by 57 individuals), as well as the numbers of individuals with benefits plans who are engaged in supported employment (up by 47 individuals). While improvements have been made, the data also indicate that benefits plans are in place for only 52% of individuals who are working in supported employment. This number is well below the 100% required by the Consent Decree.
With respect to the ISA, quarterly data on employment and related service outcomes achieved by the Birch Exit or “Look Back” Population reported in the Original Combined Tool ISA June 2018, reveals that only ten (10) of 89 individuals have benefits plans in place as of June 30, 2018. This data is not consistent, however, with information provided by the Sherlock Survey for Community Work Services (Easter Seals of Rhode
1 Consent Decree Data Report for the Quarter Ending September 30, 2018.
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Island) for the quarter ending March 31, 2018 which reports that 22 ISA target population members have benefits plans in place.
Recommended Actions: DDD has assumed responsibility for the provision of adult employment and day services for members of the Birch Exit or “Look Back” Target Population through an agreement with PPSD. Individuals in the Birch Lookback Target Population also are covered by the Consent Decree. To ensure information is accurately recorded for each target population under each agreement, service data pertaining to the Look Back population must be reported in the Consent Decree database and also tracked separately for the ISA.
To improve the ability to track this information consistent with the Consent Decree and ISA, DDD is requested to include additional sections in the Consent Decree Quarterly Data Report to document and record the unduplicated number of supported employment placements, benefits plans, career development plans and average weekly hours worked for members of the Birch Look Back Target Population on an ongoing basis beginning with the report for the quarter ending December 31, 2018 that will be submitted on January 31, 2019.
Note: The State completed the recommended actions described above (see Quarterly Report for the Period Ending December 31, 2019).
Attachment B - Provider Capacity Report §XI[1]&[2]
Status. Attachment B notes that two provider agencies, CWS and WORK are increasing their capacity to provide day and employment services. DDD noted in previous discussions that CWS was prohibited from serving additional individuals with supported employment services until it provided supported employment placements to all of the ISA target population members currently receiving services. Has something changed? Please describe.
Attachment B provides a comprehensive summary of the status of individuals who are active but do not have service authorizations. As referenced in CD §XI(1), the state must provide sufficient capacity of supported employment and integrated day services providers consistent with the terms of the CD. DDD must ensure that individuals receiving ADH/DHS services, home health services, or long-term care (LTC) nursing services are not choosing these options because they are unable to receive the supports they want and need through the existing DD provider system in a timely fashion.
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Recommended Actions: DDD must provide information or data to indicate that active individuals who do not have DD service authorizations and are receiving alternative services affirm that they: (a) understand the support options they are entitled to receive from DDD under the Consent Decree, (b) have made an informed decision not to pursue DD services, and (c) have not chosen the alternative services because they were unable to access DDD services when needed.
It is important to note that the State provided a summary reporting on 65 Consent Decree and ISA Target Population members who are receiving day or employment services from seven adult day health providers not licensed by BHDDH/DDD. Data included the average hours of services received by each individual each week. Additional steps will be taken by the Court Monitor to respond to recommended action (a) – (c) described above.
Quality Improvement Initiative Attachments C, D, E, & F Ref. Report of the Court Monitor on Rhode Island Consent Decree Compliance filed on April 6, 2018.
Attachment C - Quality Improvement Plan (§XV).
Status. Attachment C provides helpful updates on the status of ongoing quality improvement activities. These status reports indicate that several goals and objectives will be accomplished when the new regulations are promulgated. The State indicates that specific information will be provided in the upcoming quarterly report issued on January 31, 2019.
Attachment D - Quality Improvement Narrative (§XV[1]-[5]).
Goal #1. Establish an Organization Structure to Support a Quality Program within BHDDH.
Status: DDD increased the number of staff devoted to quality improvement and provider review as requested by the Monitor in the Review filed on April 6, 2018. BHDDH-DDD also confirmed that an additional 6 staff have been brought to the Division in several key areas including an operations manager, social caseworker supervisor and a data analyst. These positions will have a positive impact on the Division’s ability to carry out Consent Decree and ISA related activities, as well as others.
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DDD also reports on its use of data to assess service outcomes related to policy and planning, citing examples of two projects. The first report, included as Appendix U, is a collection of data points and charts related to the Person-centered Supported Employment Program (PCSEP). The report shows the array of information being gathered on service costs and utilization and is a good first step in the determination and assessment of key variables that may influence the achievement of the supported employment and integrated day services outcomes required by the Consent Decree. The second project “involves a longitudinal assessment of youth in transition timelines and trends specific to eligibility, assessment and access to services.”
Goal #2. Establish a Quality Review Program for DDO Providers.
Status: A provider self-assessment of the status of integrated day services was launched by DDD in August 2018 with 21 providers of day services. The self-assessment was designed to: (a) Gather general information on the current organization and status of integrated day services in the DD system; (b) document the actions provider agencies are currently taking to transition day services from segregated facility-based programs to integrated and individualized day services and supports, and (c) identify progress and challenges towards meeting the requirements of the HCBS Final Rule. The findings from the self-assessment are intended to be used to informed consultative reviews planned for 2019.
DDD, in collaboration with ORS, prepared a new employment review tool to replace the one used by ORS during previous reviews. The new tool was reviewed and approved by the Court Monitor. It includes key performance indicators and service requirement expectations that are in alignment with employment standards developed with stakeholders and will guide future employment reviews conducted by the two state agencies through 2020. Two DDD-ORS joint reviews were conducted during the quarter ending September 30, 2018.
DDD conducts monthly reviews of agencies participating in the PCSEP program, sampling of case records, interviewing participants and staff, contacting employer partners, and providing technical assistance where needed. During the quarter ending September 30, 2018, a total of 60 reviews were conducted of provider agencies that included the assessment of 118 ISPs/CDPs using the established rubric. DDD reports that in response to the fidelity measures developed to assess the Sherlock Center’s PCP facilitator pilot program, the Division has recognized the need to revise the current ISP/CDP rubric to more closely align with the person-centered thinking components. This will be finalized and implemented in the upcoming quarter.
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Recommended Actions: Recognizing that the following may be DDD’s intent, it is recommended that DDD incorporate the Quality Indicators outlined in the Rhode Island Person-Centered Thinking Guide (Version 1 February 2018 pp 5-8) as a part of its ISP/CDP assessment rubric.
Goal #3. Finalize New Regulations, Policies, and Standards Related to Service Design and Quality (§XV[2]).
Status: DDD’s proposed certification standards and draft regulations were completed, submitted and reviewed by the Office of Regulatory Reform. A public hearing was held on September 18 and the public comment period ended on October 18, 2018. During the hearing, BHDDH was commended for the engagement of stakeholders throughout the entire process and for proposing a set of contemporary regulations that reflect and promote a person-centered system of services.
Goal #4. Improve Data Collection, Data Quality, and Reporting
Status: Implementation of DDD’s case management IT system is underway. A new software release was planned for the end of November. In October, RICLAS and State social caseworkers began using the system in production for demographics, secure communications, case notes, and incident reporting. Plans call for a pilot group of 5 providers to begin using the limited system in October with full roll out to all providers in January.
Goal #5. Improve Communication with and from Stakeholders, and Improve Transparency, Quality and Availability of Information from BHDDH (§X).
Status: DDD continues to expand and improve its efforts to inform, communicate and collaborate with stakeholders regarding service related issues and concerns. The DD Advisory Council, comprising about 20 members representing consumers, advocates, family members, providers, the RIDLC, RIPIN and the DD Council, continues to meet on a bi-monthly basis. Agendas have included HCBS, transportation, self-employment, integrated day and employment standards, measuring quality in self-directed services, satisfaction surveys, person-centered planning and the ISP/CDP rubric. In addition, quarterly community forums were held to discuss a wide variety of topics. The forum held on September 11, 2018 was live streamed on Facebook and included questions from viewers, a community lead panel on informed choice and participation by the Court Monitor.
Additional activities included:
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x DDD translated website materials and postings into Spanish x RIPIN has updated its transition materials in response to feedback and requests. x Advocates in Action continues to assist with alternate formats and simplifying
language. x DDD posted technical bulletins on: the variance process, retirement age, reporting
requirements and the Integrated Community Employment Reporting Form, allowable costs in self-directed services, the ORS wait list, requirements for ISP-CDP, and transportation. x DDD has developed Info Briefs, one on Assistive Technology and another on Employment. Briefs were disseminated through a consumer mailing, at the community forum, were made available to community partners and on the website. x Advocates in Action completed its Advocates in Action Day Dream Believers Survey to assess day and employment supports, outcomes, and satisfaction in the second part of FY18. The survey had separate tracks for those employed and those not employed. The findings suggested that people with IDD want to be self-sufficient, competent, and fulfilled in doing work they choose, just like the rest of the population. The most common reason for dissatisfaction with a job was the desire to work more hours. x DDD launched a bi-monthly Fiscal Intermediary workgroup to increase communication around self-directed services and begin to explore the scope and implementation requirements of Electronic Visit Verification (EVV). x DDD’s Anne LeClerc and Tracey Cunningham launched a support coordination series with the support coordinators from all DDOs. This series was in response to feedback from DDD SCWs who participate in ISPs and ISP reviews and who recognized this as a need and an opportunity. The first meeting was held in September and drew over 100 support coordinators.
Attachment E: Quality Improvement Narrative Summary - ORS (§XV[1]-[5]).
Status: ORS collaborated with DDD in the development of the Supported Employment Review Tool as described above. The two state agencies developed a joint process for conducting provider quality reviews including timeframes for requested information, and other logistical activities needed to complete reviews on a monthly basis. DDD will review areas that are addressed by DDD Certification Standards and ORS will focus on the quality of the employment services, quality of communication to both the individual and the Vocational Counselor, the provider’s ability to accurately report services and bill accordingly, and whether employment outcomes reflect a variety of jobs found in the local labor market and meet the criteria of competitive integrated employment. ORS also will assess the types of employment situations being obtained
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to ensure they are within the individual’s interests, skills, and abilities. DDD will assess the alignment of the ISP and CDP to the employment placements attained.
ORS will take the lead on the reviews until the end of 2018 to provide the new DDD staff sufficient time to be trained on this new QI process. DDD will then be the lead agency to initiate the reviews from the first contact with the provider to submitting the final report to the Consent Decree Coordinator. The CDC will include these reports with the quarterly report to the Court Monitor to demonstrate compliance with the Consent Decree.
As of September 30, 2018, quarterly reviews had been completed with two provider organizations.
Attachment F: Birch On-Site Review Summary (ISA §XV and related as indicated)
Status: Attachment F2 summarizes the results of RIDE’s review of PPSD’s progress on meeting select ISA requirements during the quarter ending September 30, 2018, consistent with the development and implementation of a quality improvement initiative outlined in Section XV of the ISA. This report provides a general summary of RIDE’s review of activities at PPSD but does not include sufficient data to confirm that the review or reviews took place or to document the current status of PPSD’s accomplishment of key activities, consistent with ISA §XV(2)(c),(d), & (e).
Recommended Actions: The following recommended actions must be taken to address the areas and issues identified. Please submit responses to items a – d below in the State’s Quarterly Report for the quarter ending March 31, 2019.
a. §VII Career Development Planning. Attachment F indicates that “All youth in Mount Pleasant High School target population currently maintain a CDP based on the RIDE special education census data (June 2018).”
Please confirm that RIDE has independently verified this data by an examination of records at PPSD and the results of that review.
b. §VIII(6) Trial Work Experiences. Information is provided on PPSD’s methods for tracking this information. It is not clear that RIDE has verified that that all youth in
2 Rhode Island Department of Education Birch Quarterly On-Site Review Conducted September 27, 2018 Interim Settlement Agreement Requirements
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transition have received a meaningful opportunity to experience at least two trial work experiences. ISA Target Population members may choose to receive an integrated employment placement without first participating in the two trial work experiences and have the flexibility to move from one trial work experience employer or situation to another prior to the end of the 60 day period, as appropriate to the needs and preferences of the individual.
Please provide data on the numbers of individuals who have and have not participated in two trial work experiences and any follow-up activities that are required.
c. §VIII(4)(e). Benefits Counseling. Information is provided on PPSD’s efforts to inform families of the need for benefits planning and consultation but no data is provided on the status of this requirement.
Please indicate for the Quarter ending September 30, 2018 the number of students who have received a benefits planning consultation and the number who have not received this information.
d. §XV(1)&(2). On-Site Reviews. Attachment F Quarterly Updates notes that PPSD has reported that the information packet provided by RIPIN describing BHDDH services is not provided in other languages which may be necessary for many providence families. The report also noted that PPSD had concerns regarding communication with DDD.
Please describe the actions RIDE has taken or is taking to address these issues including relevant dates and the outcomes of those actions.
Attachment L - Youth Exit Plan Narrative Summary
Status: The State’s Plan to provide supported employment placements for all members of the Youth Exit Target Population who had not yet received a placement during the past year has achieved limited success. DDD and ORS provided detailed information on the numbers of target population members who received a supported employment placement by September 30, 2018, as well as on the steps that were taken to reach out to target population members who are not employed and their families to interest them in employment through mailings, phone calls and face to face visits. Progress continues to be evaluated through monthly and quarterly outcome tracking, ISP/CDP reviews, case management and data from participation in PCSEPP and Department of Labor and Training employment programs (see Attachment L). DDD reported to the Monitor their belief that current outreach and tracking efforts should continue to address the
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placement needs of this target population and a new placement plan was not necessary. The status of Youth Exit placements and related services as of September 30, 2018 is included in Table 1 below.

Of the 417 individuals in the Youth Exit Target Population, a total of 257 individuals

have received a supported employment placement (60%). Ninety-six (96) individuals are

actively engaged in supported employment services (23%), while another 78 Youth Exit

Population members (19%) are receiving a variety of community day services and

supports including exploration and skills training, post-secondary education and health

stabilization.

Table 1

Three individuals have requested a variance to receive integrated community day services and programming and 8 individuals have chosen

Youth Exit Target Population Supported Employment Placement Status Through September 30, 2018

Individuals %

Total Youth Exit Census Active Census

417 100%

Individual Employment Placements to Date - Active Census

243 58%

Individuals Receiving Employment Services

96 23%

Individuals Receiving Community Day Services and Supports Community Exploration Services 26 Variance Requested 3 Personal Decision 8 Post-Secondary Education 5 Health Stabilization 36

78 19%

Total Active Census
* Non-Active Employment Placements not included in active census

417 100% 14

not to receive services.

Total Employment Placements Active and Inactive

257 60%

Recommended Actions: The Monitor concurs with the State’s current approach to achieving supported employment placements for this population and requests that DDD specifically report on the placement status of this target population in each subsequent quarterly report.

Attachment M – Department of Education Consent Decree Quarterly Report Summary

Status: The report describes progress achieved by RIDE across three programmatic areas: outreach, education and support; quality improvement and data collection and reporting.

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1. Outreach Education and Support (§X). RIDE, in collaboration with the Regional Transition Centers and the TLS network, provided documentation of the training and technical assistance furnished to local schools, DD providers, families, stakeholders and others on a range of topics including introduction to state services, transition planning (Dare to Dream), implementing Employment First policies and achieving Employment First outcomes, requirements of the Consent Decree and other related topics throughout the reporting quarter. It is noted that RIDE and the RTCs provided 25 consults or direct technical assistance to LEAs during the reporting quarter. Meetings of the TLS Network with adult DD service providers covered the alignment of the individual services plan (ISP) with the individual education plan (IEP) and the career development plan (CDP).
Quality Improvement (§XV). RIDE, in collaboration with the Regional Transition Centers (RTC’s), continues to implement the RI Employment First Quality Review Checklist on an annual basis, identifying barriers, deficiencies, gaps and additional training needs and technical assistance needed to meet the requirements of the CD and improve services for youth with IDD or those determined eligible for the adult service system. All Employment First Quality Reviews for the 2017-2018 school year have been completed. Professional Development and direct technical assistance during the 20182019 school year will focus on six areas: (a) development of a travel training curriculum and strategies, (b) systematic community instruction, (c) using authentic assessments in transition, (d) job carving, (e) transition assessments of individuals with the most significant disabilities, and (e) middle school transition assessments.
2. RIDE Data Collection and Reporting (§XVI). RIDE reported the following data, consistent with Consent Decree requirements:
a. §XV(2)(a). The number of career development plans in place for members of the Target Populations.
RIDE reports that the June 2018 education census reported 515 active students aged 14-21 years with IDD. Of this number CDPs were not in place for 24 individuals. Subsequent actions by RIDE have ensured that all students with IDD now have CDPs in place. The June 2018 census revealed 393 active students ages 14-21 who were categorized as youth with autism or having multi-handicaps. A ll youth in these categories now have a Career Development Plan.
RIDE is collaborating with DD to also identify youth who may qualify for DD services categorized under IDEA as Other Health Impaired (OHI), Learning Disabled (LD) and Emotionally Disturbed (ED) and who have not been previously captured in the Youth Transition count. RIDE and DD are collaborating to resolve discrepancies between RIDE Special Education census data and data reported by
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DDD. Both agencies are currently working to establish data sharing procedures that will improve data quality and reporting.
Note: RIDE did not report the number of individuals or programs in each category as required by the Consent Decree and ISA §XVI(2)(k), (l), (m), & (r). Information is required to be reported on a quarterly basis. Data on the numbers of individuals and programs must be reported to the Monitor for the quarters ending December 31, 2018 and March 31, 2018 not later than April 30, 2019 as indicated below.
b. §XVI(2)(k). The number of youth in the Rhode Island Youth Transition Target Population who have vocational objectives.
This data point is collected through the US Department of Education, IDEA Performance Indicator 13 for secondary transition. RI is currently 100% compliant with this performance Indicator.
Recommended Actions: Please report the number of youth in the Rhode Island Youth Transition Target Population as required by this provision.
c. §XVI(2)(l). The number of youth in the RI Youth Transition Target Population who are exiting or graduating, or otherwise expected to exit or graduate each year, their career planning goals, and where they transition to following their exit.
Recommended Actions: Please report the number and of Rhode Island Youth Transition Target Population members in each category as required by this provision.
d. §XVI(2)(m). The number of qualified and trained individuals who develop assessments and transition plans for youth with I/DD across RI, and who participate on employment teams’-
RIDE reports that all RI Certified Secondary Educators are trained in conducting transition assessment and developing transition plans in pre-service training.
Recommended Actions: Please report the number of RI Certified Secondary Educators are trained in conducting transition assessment and developing transition plans in pre-service training as required by this provision.
e. §XVI(2)(r). The number of in-reach, out-reach, and education programs and efforts offered to the Target Population(s).
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Recommended Actions: Please report the number of in-reach, out-reach, and education programs and efforts offered to the Target Population(s) as required by this provision.
Attachment N – Transition Planning for Youth §VIII – Youth Transition Activities SummaryJuly 1, 2018 thru September 30, 2018
Status: DDD, RIDE and ORS are collaborating in their efforts to improve the quality and coordination of transition services. 1. DDD has significantly expanded its capacity in the area of Youth Transition, securing funding for a Youth in Transition Administrator, dedicated solely to transition related activities. This position will oversee the DDD Transition Coordinator and will manage the Rhode Island Parent Information Network (RIPIN) contract. The position additionally will work with RIDE and Local Education Authorities (LEAs) to strengthen transitions from school services to adult services and advise leadership on ways to better equip the adult system to efficiently transition youth leaving school into adult supports without gaps in services. Four DDD staff focus on transition services, three DDD Social Case Work Supervisors have approximately one quarter of their positions dedicated to transition and one full-time dedicated Transition Coordinator.
The Quarterly Report documents the steps DDD and RIDE are taking to improve and expand the transition process and well as additional coordination taking place with RIPIN, ORS, LEAs, students and families. A coordinated effort between RIDE and DDD resulted in the development of a ISP-CDP crosswalk to facilitate the transfer of information on students’ goals and other pertinent information to adult ISPs. The resulting guidance tool will assist adult service providers in aligning school based goals and objectives with those that are developed later in the adult system. The use of the tool is being reviewed with DDD social caseworkers and presented during monthly PCSEP strategy meetings with provider agencies.
The Quarterly Report documents the wide variety of activities DDD is engaged in to expand and improve the ability and capacity of the Division to assist target population members transition from school, to adult services. These include participation with RIDE, ORS, the Department of Health (DOH), Department of Children, Youth and Families (DCYF), RIPIN, Regional TAC Directors, LEAs, Provider agencies, and other outside organizations and departments on the State Council. Additionally, DDD is participating on Regional Technical Assistance Councils, Local Councils with ORS and RIPIN representatives and others. DDD in collaboration with RIPIN continues to
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attend IEP and CDP meeting of individual Consent Decree Target Population members participating in 20 such meetings during the past quarter.
DDD has made significant improvements in the coordination and delivery of transition services to members of the youth Transition Target Population expanding the numbers of staff involved and the extent of participation with other state and private agencies and organizations. This is a very positive development and appears to be well coordinated with similar improvements taking place in person-centered planning and stakeholder outreach activities.
2. ORS currently serves approximately 4,000 Rhode Islanders with disabilities, one third of whom are Transition Age Students who are interested in exploring work. ORS has a transition counselor in every high school and is an active member of the high schools’ transition teams. Referrals are made through the IEP team, and discussion about referral is recommended during the IEP of their sophomore year. ORS provides WIOA/PreEmployment Transition Services (Pre-ETS) in accordance with Workforce Investment Opportunity Act (WIOA) and has collaborated with the Department of Labor (DOL) and RIDE on a combined state plan that will set aside 15 percent of federal funds for services to students in school around a cluster of services. ORS also funds summer work experiences and the afterschool Tri-employment Program, which is targeted for students with learning disabilities who have not worked but could be placed in a work experience independently in the community.
3. RIDE. This quarter RIDE and the RTC’s have provided over twenty-five direct technical assistance activities to LEAs to support the implementation and requirements of the Consent Decree related to Youth in Transition. RIDE will be hosting a state-wide Transition Resource Fair in March. The event will include adult service agencies, community and recreational services as well as state agency providers; postsecondary and training institutions and parent and advocacy organizations. This event is intended to support families and students access resources and learning opportunities related to transition. These technical assistance activities are detailed by region and can be found in RIDEs quarterly report, Attachment M.
Recommended Actions: Section VIII Transition Planning for Youth identifies ten specific requirements that need to be fulfilled under the Consent Decree. The State is requested to describe progress on these requirements as a part of the next quarterly report for the period ending March 31, 2019 that will be submitted at the end of April.
Attachments O, S, & Bb – Conversion Institute Quarterly Summary and Related Activities
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1. Data Collection and Reporting. Ref: Consent Decree §XVI and additional Attachments Bb, S
Status: With the Monitor’s approval, the complete Sherlock Survey is being administered once each year (data collected in March, reported in June/July) and a modified survey is administered mid-year (data collected in September, reported in December) The modified survey was provided as Attachment Bb. Data was entered by the provider organizations in October.
The Sherlock Center additionally is collecting and reporting data for the National Core Indicators program, in coordination with DDD and provider agencies.
The new approach appears to be an effective strategy for gathering and reporting data and reduces the data collection burden for provider agencies.
2. Person-Centered Planning Ref: Consent Decree §IV(1)(3); §VI(B)(4), §VII(2)(5)(7); and §VIII(7). Attachments P and Q.
Status: DDD is implementing a solid strategy for building the capacity for personcentered planning and thinking throughout the IDD service delivery system. The Division contracted with the Sherlock Center Conversion Institute to develop a comprehensive Person-Centered Thinking Guide in collaboration with the State, provider organizations, individuals and families. The guide outlines the philosophy, goals and anticipated outcomes to be achieved through person-centered planning as well as the benefits of involving the people receiving services in the decisions that affect their lives and the supports they receive. A Person-Centered Pilot Project was launched during this reporting quarter with 92 individuals and 15 provider agencies participating. The pilot will offer coaching sessions and tools to measure outcomes and assist in implementation of the person-centered planning process that will inform ongoing technical assistance in the areas of person-centered planning. The Division reports that it will continue to partner with the Conversion Institute to advance the policy and practice of person-centered planning system-wide. Information provided by the State in Attachment O details the assistance being provided to assist facilitators and an activity log to measure fidelity to the model as each participant implements the 15 components of the person-centered thinking process. Six months after the new plan is complete, Conversion Institute will (a) compare the current plan with the previous plan and (b) will assess impact and changes in the participant’s life. The Person-centered Thinking Pilots will provide important information on the effectiveness of the strategies being used to expand person-centered practices throughout the DD system.
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The Court Monitor, in collaboration with the Department of Justice, recently completed a review of the ISPs and CDPs of a sample of members of the Birch Exit Target Population (Interim Settlement Agreement) who are also covered by the Consent Decree. The review (completed October 2-3, 2018) noted improvements in the number of target population members with current ISPs and CDPs with all individuals in the sample having a ISP/CDP on file. Unfortunately, documentation that person-centered planning had taken place was able to be located in less than half of the 17 plans reviewed (47%). Furthermore, the alignment of the services received with the person’s ISP/CDP goals was found to exist in 12 of the 17 records reviewed (71%).3 It is important to note that the sample was small and focused on individuals who are target population members of both the Consent Decree and the ISA.
DDD has significantly increased training and technical assistance being furnished to provider agencies on person-centered practices and planning throughout the DD system. Quality improvement activities with provider agencies currently taking place taking place through the PCSEP program scheduled to take place through the Divisions quality improvement initiative can be expected to have an impact on the quality of CDPs and ISPs being developed and implemented.
3. Training: Ref: Consent Decree §IX(1), (2), & (3). Sherlock Center Training Summary
Status: The Sherlock Center Conversion Institute reports that it is providing training and technical assistance to provider agencies across a number of key areas, continuing to offer ACRE certified employment programs and three trainings resulting in mini certificates. An online ACRE certification is also available offered in two phases to enable learners to complete the required on-line coursework and fulfill the fieldwork and other ACRE requirements. Mentors are assigned to learners during phase 2. It is noted that registration for these sessions has continued to decrease over the past several months. Additional trainings are being offered in the following areas: family employment awareness training (FEAT), public benefits, person-centered thinking facilitation, and a certificate program for direct support professionals (DSP I). In addition to the ACRE training referenced above, the Conversion Institute offers training opportunities through the College of Direct Supports. The first cohort completed the training and was awarded certificates this summer. Four agencies use the CDS modules for all their staff.
The Sherlock Center has provided technical assistance to provider agencies in a
3 See the Court Monitor’s fourth Report on the Status of Rhode Island’s Response to the Order of Compliance with Outstanding Interim Settlement Agreement Requirements Filed June 23, 2017.
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number of key areas. The Institute is engaged with the Business Innovation Factory (BIF), a high caliber business design firm, to support organizational transformation from legacy services to person-centered supports, provided within a sustainable business model. Support is provided though a grant from the state’s Department of Labor and Training that provides the opportunity for five provider agencies (COVE, Looking Upwards, Perspectives, West Bay and Whitmarsh) to participate in a multi-faceted learning immersion and focused design process guided by BIF. Mary Madden and Maya Colantuono from the Sherlock Center are working with the BIF team, to provide on-going coaching, inter-BIF session group meetings, and weekly check-ins with the participating agencies.
Additional direct technical assistance was provided during the past quarter to Access Point, Avatar, Perspectives and Spurwink. The Institute also facilitated meetings with the Community of Practice currently involving 10 agencies, provided leadership training with 6 provider agencies and participated with DDD and 6 provider organizations in the integrated day services self-assessment process. Benefits planning services were also provided (see above at Attachment A).
The Sherlock Center in collaboration with DDD is furnishing training and technical assistance across a wide variety or topical areas consistent with the requirements of the Consent Decree.
Attachment R – Participant Survey
Status: Advocates in Action completed a survey of the services and supports received by individuals with IDD in RI (Attachment R). The state reports that the survey included 132 unique responses finding 48 individuals were employed and of those employed, 34 were in competitive employment placements. Of the individuals employed, 96 percent reported being satisfied with their job and of those receiving supported employment services, 97.0 percent indicated they felt their service/support needs were being met. Seventy-six percent of the survey respondents who were not working were receiving employment services. Of those individual receiving services, 87.0% reported being satisfied with their services.
The participant survey was developed by individuals with IDD receiving support. It is administered by people with disabilities in a peer-to-peer format that is designed to gather the perspectives of individuals participating in developmental disabilities services. DDD reports that the survey provides valuable information that will be used to inform service quality improvement strategies. Participant surveys of this type are not
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required by the Consent Decree. The State is commended for its support of this very important initiative.
Attachments A, T – X: Supported Employment Ref. Consent Decree §V; §XIV(4) & (5).
Status: The State summarized progress on meeting Consent Decree requirements regarding supported employment and the delivery of supported employment services and supports across DDD and ORS. A total of 54 Consent Decree target population members were placed during the reporting period ending September 30, 2018. The total number of placements achieved during the first three quarters of 2018 was 223, a slight increase over the number of individuals placed during the first nine months of 2017, 210. Overall, the total number of placements that have been achieved to date is 840 individuals.
1. DDD. The Division has launched the Person-Centered Supported Employment Placement Program (PCSEPP) to increase the number of target population members with supported employment placements through an incentive-based program. The placement initiative achieved 169 placements in 2017 and, slightly fewer, 141 in 2018, totaling 310 placements. Altogether, 479 individuals are currently enrolled in the program.
2. ORS. ORS reports that 85 individuals received supported employment placement by September 30, 2018. The agency launched a Performance Based Service Agreement (PBSA) initiative in 2017 with 7 provider organizations. A total of 45 individuals received services from the PBSA Pilot. Of this number, 15 individuals received supported employment placements, about 33% of the total. Participants worked an average of 14.2 hours worked per week. The remaining 24 individuals continue to receive ORS/DDD services with the goal of employment. Six have chosen to leave the employment program but still continue to receive DDD services. ORS performed a review of the program. After discussions with the federal Rehabilitation Services Administration, and BHDDH-DDD, ORS decided to discontinue pilot, and return to standard fee for service model. ORS will not be modifying its funding structure at this time.
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Improving Hours Worked §V(J)&(K) – Attachment X. The Consent Decree requires

that all individuals in the Youth Exit Target Population and all individuals in the

Sheltered Workshop and Day Target Populations who receive a supported

employment placement to work an average of 20 hours per week by May 1, 2016 and

May 1, 2018 respectively (§V[J]

and [K]). To date, these employment goals have not been met.

$16.00

Supported Employment Average Weekly Hours Worked by Target Population Figure 1

$14.00

To address this requirement, the Court Monitor requested to

$12.00 $10.00
$8.00

DDD and ORS to collaborate

$6.00

with provider agencies on the development and implementation of a plan and strategy for increasing the average hours worked per week

$4.00 $2.00 $0.00
Sep-17

Dec-17

Mar-18

Jun-18

Sep-18

Day Program

Sheltered Workshop

Youth Exit

across all individuals in the

Youth Exit, Sheltered Workshop and Day Target populations by March 1, 2017. The

State prepared and began implementing the plan and strategy as requested but the

results of this initiative have not been successful. Information published in the Consent

Decree Quarterly Data Reports from September 2017 to October 2018 indicates that no

progress has been made in increasing the weekly hours worked by Consent Decree

target population members during the past 18 months since the plan was put into

action (See Figure 1 above and Table 2 below).

Table 2

DDD and ORS recognize the lack of progress in this area noting in the current quarterly report that number of activities have been and continue to be conducted to gather information on hours worked and provide technical assistance. The two agencies state that they will discuss lessons learned to date and the

Supported Employment Average Weekly Hours

Worked by Target Population

Quarter Ending

Day

Sheltered Youth

Program Workshop Exit

September 2017

11

12.4

14.5

December 2017

10

12.9

13.9

March 2018

9.7

13.1

14.5

June 2018

10

11.8

14.2

September 2018 10.8

12.8

13.3

Average/Quarter 10.3

12.6

14.1

challenges that they have encountered in their efforts to expand the hours that target

population members are working and indicate that they will develop new strategies to

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move forward on this issue and will provide details in the January 31, 2019 Quarterly Report. DDD and ORS DDD report that they contracted with Advocates in Action to conduct a survey of participants to gather information about hours worked, job satisfaction, and day supports and that follow-up discussions will take place in the next quarter to identify lessons learned and review alternate ways to reach out to participants for feedback on various topics, not just hours worked. It is important to note that data from the Participant Survey does indicate that the most common reason for not being entirely satisfied with a job was the desire to work more hours. DDD and ORS have taken steps to attempt to incentivize providers to work with individuals receiving support to increase the hours they are working. DDD has included performance payments in the PCSEP program tied to increases in work hours, and has enrolled individuals who have been working but want additional hours and supports through job retention services to maintain employment. Monthly meetings with providers are continuing to identify obstacles and solutions. ORS continues to promote increasing hours worked through regulation and policy. One example of this is the promulgated Self-Employment Regulations which requires that individuals are able to substantially perform the tasks of the job, work at least 10 hours a week at least at minimum wage, with integration in the community and earning a comparable wage to individuals who are not disabled. The State indicates that the strategies in place will be reviewed and the details of the new strategies will be provided in the January 31, 2019 Quarterly Report. Recommended Actions: DDD has not met the requirements of this provision, nor has demonstrable progress been made on achieving this requirement during the past two years. The State has identified a number of actions that it intends to take to review past efforts to increase the numbers of hours worked by target population members and develop new strategies for moving forward. This is a positive step forward and clearly is needed. But, as noted by the Plaintiffs, the requirements of the Consent Decree must be met. The Consent Decree Coordinator is requested to set up a meeting or conference call between the Monitor, the Department of Justice and representatives from DDD, ORS and provider agencies to discuss its plans and strategies for improving the hours worked by Consent Decree target population members not later than February 15, 2019 following the completion of its report.
Attachment Z – Interim Settlement Agreement
20

Case 1:13-cv-00442-JJM-PAS Document 43 Filed 03/20/19 Page 21 of 23 PageID #: 691
Status: The ISA Status Update focuses on ISA requirements and related activities as included in and referenced by the Order of Compliance issued on June 23, 2017. Key updates include the following: 1. Person-Centered Career Development Planning. DDD reports that the Division continues to provide oversight and technical assistance to ESRI and other agencies to improve the alignment of plans, rewrite plans that are inadequate, and work on implementing plans for employment and integrated day activities. This quarter focused on improving State-provided guidance and tools that providers are using in order to ensure quality and to effect system change in this area. DDD shared additional alternative formats for plans, developed a technical bulletin outlining expectations and flexibility in plan writing, and hosted a meeting for support coordinators and plan writers to answer questions and provide some technical assistance around plans, person-centeredness, variances and retirement, and employment. DDD reports that its approach to the ISP is being revised to enable providers to use the person-centered planning guidelines to develop a whole life plan, which will then be used to inform a comprehensive ISP/CDP/Plan of Care detailing how waiver funds will be used in support of the person-centered plan. DDD reports that it has shared a variety of plan templates with providers and plan writers that can be altered as wanted, encouraging flexibility and greater person-centeredness in plan writing. There has been favorable feedback from various stakeholders. Providers were apprehensive about the change due to prior directives for standardized goals in a set format. The quality of plans has noticeably started to improve with the opportunity to use more creative and flexible formatting.
Recommended Actions: DDD has shared the Person-centered Thinking Guide with all provider agencies and is offering technical assistance and guidance to provider agencies on the implementation of the person-centered approach for planning and support delivery. The determination of the State’s substantial compliance with the provisions and requirements of the ISA will be completed over the next several months. It is strongly recommended that the Division communicate to provider agencies the importance of addressing the structural components of person-centered planning, as described on pages 4 through 8 of the Guide to ensure their plans and planning processes address the key components of the person-centered planning process.
2. Prioritizing Placements through the Person-centered Supported Employment Program. DDD state continues to work with its provider partners and consumers to meet the employment and other service needs of the 46 ISA TTP and Birch target population members identified in the June 23, 2017 court order. Only 18 of the total 46 have received integrated supported employment placements to date. An additional 12 individuals are receiving employment services with the goal of achieving integrated
21

Case 1:13-cv-00442-JJM-PAS Document 43 Filed 03/20/19 Page 22 of 23 PageID #: 692
employment at a later date. The Division reports that of the remaining 16 individuals, 3 have chosen to retire, 3 do not wish to become employed at this time, 7 cases have been closed and 3 individuals are not actively receiving services due to personal reasons.
The Court Order of June 23, 2017 required the State to place all 46 individuals described. The State developed a plan to place these individuals that included an assessment of the needs and preferences of each individual. As noted above, 16 individuals are not actively interested in pursuing supported employment at this time and legitimately can be removed from the list – provided, of course, that the State ensures that employment services will be provided to any of these individuals if and when they express a desire to receive them. Data provided by the State indicates that 12 individuals are receiving employment services. This number has remained unchanged for the past several months.
Recommended Actions: DDD is requested to review the status of each of the 12 target population members and provide a brief report to the Monitor on the status and employment prospects of each individual. This report must include any additional ISA target population members who begin receiving supported employment services and must be submitted in conjunction with the State’s Quarterly Report for the period ending March 31, 2019. The status of these individuals will be reviewed by the Monitor in the upcoming substantial compliance review of the ISA in the Fall 2019.
3. CWS/ESRI Quality Management Oversight. DDD continues to provide oversight and technical assistance to the program. ESRI has achieved a reinstatement of its full operating license from BHDDH and progress is being made in the following areas:
x Staffing and personnel – Five new staff have been hired and the starting salary has been increased.
x Staff training is being provided across a wide range of relevant areas including 5 Service Accomplishments, Job Coaching and Breaking Down a Job, Community Mapping, PATH development, ISP, CDP, and Person-Centered Plan development and implementation. All employment staff are also enrolled in the Supporting Meaningful Employment ACRE training, and one staff is also a Certified Rehabilitation Counselor.
x Case managers are working with direct support staff on person-centered planning and implementation.
4. Quality Improvement Initiative. DDD-BHDDH continues to develop its capacity to ensure quality improvement activities take place on an ongoing basis as required by ISA §XV with the
22

Case 1:13-cv-00442-JJM-PAS Document 43 Filed 03/20/19 Page 23 of 23 PageID #: 693 assistance of a nationally recognized contractor. Current activities focus on reorganizing to support a centralized quality management division, and developing the capacity to assess provider program performance, complete investigations, furnish protective services and provider licensing. DDD-BHDDH is expanding its capacity in this area in accordance with its Quality Improvement Plan. Recommendation: DDD is urged to initiate full quality improvement assessments, consistent with Consent Decree/ISA §XV, of provider agencies serving ISA target population members as soon as possible.
Respectfully Submitted, Charles Moseley EdD Court Monitor February 18, 2019
23

 
 Case 1:13-cv-00442-JJM-PAS Document 53 Filed 11/25/19 Page 1 of 2 PageID #: 854

UNITED STATES DISTRICT COURT FOR THE DISTRICT OF RHODE ISLAND

)

UNITED STATES OF AMERICA,

)

)

)

v.

)

)

STATE OF RHODE ISLAND.

)

) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

C.A. No. 13-442-JJM-PAS C.A. No. 14-175-JJM-PAS

ORDER The United States of America and the State of Rhode Island (together, the "Parties") have so far failed to satisfy the obligations of the Consent Decree ("CD"), as modified by the Order entered by the Court on September 27, 2019 (ECF No. 95), to select a replacement Monitor after the resignation of Dr. Charles Moseley or to submit to the Court the names of up to three candidates for Dr. Moseley's replacement (in accordance with CD Section XVII(1)). To help bridge the impasse, the Court requested the Parties submit an agreement on the role and responsibility of the Monitor. Unfortunately, the Parties could not come to agreement. See ECF Nos. 96 and 97. A further delay in appointing a Monitor is not in the best interest of the Parties, or more importantly, those with intellectual and developmental disabilities and their families. The Court, exerc1smg its jurisdiction under CD Section XIX(2) and its "inherent jurisdiction to enforce [its] decrees", will select a replacement to serve as interim Monitor until the earlier of the date on which the Parties (i) agree on a

Case 1:13-cv-00442-JJM-PAS Document 53 Filed 11/25/19 Page 2 of 2 PageID #: 855

 
 Case: 1:13-cv-442 As of: 12/06/2019 10:50 AM EST 1 of 7
U.S. District Court District of Rhode Island (Providence) CIVIL DOCKET FOR CASE #: 1:13−cv−00442−JJM−PAS

CLOSED

United States of America v. State of Rhode Island et al Assigned to: Judge John J. McConnell, Jr. Referred to: Magistrate Judge Patricia A. Sullivan Related cases: (View Related Cases) Cause: 42:12101 Americans With Disabilities Act
Plaintiff

Date Filed: 06/13/2013 Date Terminated: 07/11/2013 Jury Demand: None Nature of Suit: 446 Civil Rights: Americans with Disabilities − Other Jurisdiction: U.S. Government Plaintiff

United States of America

represented by Amy Retsinas Romero United States Attorney's Office District of Rhode Island 50 Kennedy Plaza Providence, RI 02903 401−709−5010 Email: amy.romero@usdoj.gov LEAD ATTORNEY ATTORNEY TO BE NOTICED

Regina Kline United States Department of Justice Civil Rights Division 950 Pennsylvania Avenue, NW (NYA) Washington, DC 20530 202−305−0047 Email: regina.kline@usdoj.gov TERMINATED: 01/19/2017 LEAD ATTORNEY ATTORNEY TO BE NOTICED

Victoria L. Thomas U.S. Department of Justice Disability Rights Section Civil Rights Division 1425 New York Ave., NW Room 6019 Washington, DC 20005 202−616−2925 Email: victoria.thomas2@usdoj.gov LEAD ATTORNEY ATTORNEY TO BE NOTICED

Lindsey M. Weinstock United States Department of Justice 950 Pennsylvania Avenue NW (NYA) Washington, DC 20004 202−616−2221 Email: lindsey.weinstock@usdoj.gov ATTORNEY TO BE NOTICED

Nicole K. Zeitler U.S. Department of Justice Civil Rights Division− Disability Rights Section 1425 New York Ave., NW 6027 Washington, DC 20005 202−616−4783 Email: nicole.zeitler@usdoj.gov ATTORNEY TO BE NOTICED

Case: 1:13-cv-442 As of: 12/06/2019 10:50 AM EST 2 of 7

V. Defendant State of Rhode Island
Defendant City of Providence TERMINATED: 09/26/2019
Interested Party Dr. Charles Moseley TERMINATED: 09/26/2019

represented by William J. Conley , Jr. Law Office of William J. Conley Jr. Hay Building 123 Dyer Street, Unit 2B Providence, RI 02903 401−415−9835 Fax: 401−415−9834 Email: wconley@wjclaw.com LEAD ATTORNEY ATTORNEY TO BE NOTICED
Kathleen A. Hilton DeSisto Law LLC 60 Ship Street Providence, RI 02903 401−272−4442 Email: Katie@desistolaw.com ATTORNEY TO BE NOTICED
Marc DeSisto DeSisto Law LLC 60 Ship street Providence, RI 02903 272−4442 Fax: 272−9937 Email: marc@desistolaw.com ATTORNEY TO BE NOTICED
represented by Kathleen A. Hilton (See above for address) ATTORNEY TO BE NOTICED
Mary Ann F. Carroll Henneous Carroll Lombardo, LLC 1240 Pawtucket Avenue Suite 308 East Providence, RI 02916 401−424−5224 Email: macarroll@hcllawri.com ATTORNEY TO BE NOTICED
represented by Charles Moseley P.O. Box 544 Charlotte, VT 05445 703−850−1635 Email: crmos9@gmail.com PRO SE

Date Filed 06/13/2013
06/13/2013

# Docket Text
1 COMPLAINT, filed by United States of America. (Attachments: # 1 Civil Cover Sheet)(Smith, Rana) (Entered: 06/13/2013)
2 NOTICE of Appearance by Mary Ann F. Carroll on behalf of City of Providence (Carroll, Mary Ann) (Entered: 06/13/2013)

Case: 1:13-cv-442 As of: 12/06/2019 10:50 AM EST 3 of 7

06/13/2013 06/13/2013
07/11/2013 07/14/2014 07/15/2014 09/22/2015 10/16/2015 11/05/2015 11/05/2015 11/05/2015 12/04/2015
12/07/2015 12/09/2015 01/20/2016 01/26/2016
01/27/2016 01/29/2016 01/29/2016

3 NOTICE of Appearance by William J. Conley, Jr on behalf of State of Rhode Island (Conley, William) (Entered: 06/13/2013)
4 Joint MOTION to Dismiss Without Prejudice and Retain Jurisdiction, With Supporting Memorandum by All Parties. Responses due by 7/1/2013 (Attachments: # 1 Text of Proposed Order, # 2 Supporting Memorandum, # 3 Exhibit A to Supporting Memorandum)(Kline, Regina) (Entered: 06/13/2013)
5 ORDER granting 4 Motion to Dismiss. So Ordered by Senior Judge Ronald R. Lagueux on 7/11/13. (Farrell Pletcher, Paula) (Entered: 07/11/2013)
6 Joint MOTION to Amend/Correct interim settlement agreement with supporting memo filed by City of Providence, State of Rhode Island. Responses due by 7/31/2014 (Attachments: # 1 Exhibit A)(DeSisto, Marc) (Entered: 07/14/2014)
TEXT ORDER granting 6 Joint Motion to Amend/Correct Interim Settlement Agreement. So Ordered by Senior Judge Ronald R. Lagueux on 7/15/14. (Cavaco, Janice) (Entered: 07/15/2014)
Case reassigned to Judge John J. McConnell, Jr. Case is related to CA14−175M−PAS. Senior Judge Ronald R. Lagueux no longer assigned to the case. (Farrell Pletcher, Paula) (Entered: 09/22/2015)
7 STATUS REPORT of the Court Monitor for the period 7/1/14 through 12/31/14 (Barletta, Barbara) (Entered: 10/16/2015)
8 NOTICE of Appearance by Lindsey M. Weinstock on behalf of United States of America (Weinstock, Lindsey) (Entered: 11/05/2015)
9 NOTICE of Appearance by Victoria Thomas on behalf of United States of America (Weinstock, Lindsey) Modified on 11/5/2015 to correct name (Barletta, Barbara). (Entered: 11/05/2015)
NOTICE of Hearing: Status Conference set for Tuesday, 12/8/2015 at 02:00 PM in Judge McConnell Chambers − Room 211 (Barletta, Barbara) (Entered: 11/05/2015)
REVISED NOTICE of Hearing: Status Conference set for Tuesday, 12/8/2015 at 02:00 PM in Courtroom 3 before Judge John J. McConnell, Jr..; PLEASE NOTE THAT THIS CONFERENCE WILL NOW BE HELD IN COURTROOM 3(Barletta, Barbara) (Entered: 12/04/2015)
HEARING CANCELLED: The Status Conference scheduled for Tuesday, 12/8/15 at 2:00 p.m. before Judge John J. McConnell, Jr. is cancelled and will be rescheduled (Barletta, Barbara) (Entered: 12/07/2015)
REVISED NOTICE of Hearing: Status Hearing is RESET to Tuesday, 1/26/2016 at 11:00 AM in Courtroom 3 before Judge John J. McConnell, Jr.(Barletta, Barbara) (Entered: 12/09/2015)
10 Report of Court Monitor for 1/1/15 through 9/30/15 (Attachments: # 1 Consultant Report) (Barletta, Barbara) (Entered: 01/20/2016)
Minute Entry for proceedings held before Judge John J. McConnell, Jr.: Status Conference held on 1/26/2016. Victoria Thomas, Lindsey Weinstock for Plaintiff. Charles Mosley Interested Party.(via Telephone Conference Call) Marc Desisto, Mary Ann Carroll and Jennifer Woods for Defendants. Court hears from all parties. Conferences to be set up for issues and action plans every 3 months. Counsel to contact Clerk re hearing date. Court adjourned. (Court Reporter Karen Wischnowsky in Courtroom 3 at 11:06 am.) (McGuire, Vickie) (Entered: 01/26/2016)
11 TRANSCRIPT ORDER for proceedings held on 1/26/2016 before Judge McConnell.. (DeSisto, Marc) (Entered: 01/27/2016)
NOTICE of Hearing: Status Conference set for Monday, 5/2/2016 at 01:30 PM in Courtroom 3 before Judge John J. McConnell, Jr.(Barletta, Barbara) (Entered: 01/29/2016)
12 TRANSCRIPT ORDER for proceedings held on 1/26/2016 before Judge McConnell.. (Weinstock, Lindsey) (Entered: 01/29/2016)

Case: 1:13-cv-442 As of: 12/06/2019 10:50 AM EST 4 of 7

02/23/2016 02/23/2016 02/24/2016
03/03/2016 01/19/2017 03/24/2017 05/19/2017 05/19/2017 05/22/2017 05/23/2017
06/08/2017 06/23/2017 06/26/2017
09/07/2017

NOTICE of Hearing: Telephone Conference set for Wednesday, 2/24/2016 at 02:30 PM before Judge John J. McConnell, Jr.; Court to initiate call (Barletta, Barbara) (Entered: 02/23/2016)
HEARING CANCELLED: The telephone conference scheduled for Wednesday, 2/24/16 at 2:30 p.m. before Judge John J. McConnell, Jr. is cancelled (Barletta, Barbara) (Entered: 02/23/2016)
13 TRANSCRIPT of Status Conference held on January 26, 2016, before Judge John J. McConnell, Jr. Court Reporter Karen Wischnowsky, Telephone number 401−529−7406. Transcript may be viewed at the court public terminal or purchased through the Court Reporter before the deadline for Release of Transcript Restriction. NOTICE TO COUNSEL: Redaction Requests must be filed for personal identifiers only. All other redactions must be requested by motion. For local policy and sample redaction request visit our website at www.rid.uscourts.gov and select Transcripts under the Case Information menu option. Redaction Request due 3/16/2016. Redacted Transcript Deadline set for 3/28/2016. Release of Transcript Restriction set for 5/24/2016. (Wischnowsky, Karen) (Entered: 02/24/2016)
14 NOTICE of Appearance by Nicole K. Zeitler on behalf of United States of America (Zeitler, Nicole) (Entered: 03/03/2016)
15 NOTICE by United States of America of Withdrawal of Regina Kline (Zeitler, Nicole) (Entered: 01/19/2017)
NOTICE of Hearing: Status Conference set for Tuesday, 5/23/2017 at 10:00 AM in Courtroom 3 before District Judge John J. McConnell, Jr. (Barletta, Barbara) (Entered: 03/24/2017)
16 STATUS REPORT Outlining a Summary of Topics for Discussion at the May 23, 2017 Status Conference by United States of America. (Zeitler, Nicole) (Entered: 05/19/2017)
17 Court Monitor's Report dated 5/19/17 (Barletta, Barbara) (Entered: 05/22/2017)
18 STATUS REPORT by State of Rhode Island. (Attachments: # 1 Exhibit A)(DeSisto, Marc) (Entered: 05/22/2017)
Minute Entry for proceedings held before District Judge John J. McConnell, Jr.: Status Conference held on 5/23/2017. Counsel of record present. Status updates presented to the Court. Defendant to produce a compliance report within 30 days. Court adjourned. (Court Reporter Lisa Schwam in Courtroom 3 at 10:20 am.) (McGuire, Vickie) (Entered: 05/23/2017)
19 TRANSCRIPT ORDER for proceedings held on 5/23/2017 before Judge McConnell. Ordinary Transcript delivery selected. Transcript to be delivered in 30 days.. (Zeitler, Nicole) (Entered: 06/08/2017)
20 ORDER for compliance with the outstanding interim settlement agreement requirements − So Ordered by District Judge John J. McConnell, Jr. on 6/23/2017. (Barletta, Barbara) (Entered: 06/23/2017)
21 TRANSCRIPT of Civil Cause for Status Conference held on 05/23/2017 before Judge McConnell. Court Reporter/Transcriber Lisa Schwam, Telephone number 401−752−7128. Transcript may be viewed at the court public terminal or purchased through the Court Reporter/Transcriber before the deadline for Release of Transcript Restriction. After that date it may be obtained through PACER. NOTICE TO COUNSEL: Redaction Requests must be filed for personal identifiers only. All other redactions must be requested by motion. For local policy and sample redaction request visit our website at www.rid.uscourts.gov and select Transcripts under the Case Information menu option. Redaction Request due 7/17/2017. Redacted Transcript Deadline set for 7/27/2017. Release of Transcript Restriction set for 9/25/2017. (Schwam, Lisa) (Entered: 06/26/2017)
22 COURT MONITOR'S REVIEW (Attachments: # 1 Interim and Long Term Quality Improvement Plan)(Barletta, Barbara) (Attachment 1 replaced on 9/8/2017) (Barletta, Barbara). (Entered: 09/07/2017)

Case: 1:13-cv-442 As of: 12/06/2019 10:50 AM EST 5 of 7

11/28/2017 11/29/2017 11/30/2017
11/30/2017 12/05/2017 12/27/2017 12/27/2017 01/02/2018 01/02/2018 01/08/2018
01/11/2018 04/05/2018 04/09/2018 04/10/2018
04/23/2018

23 STATUS REPORT Outlining a Summary of Topics for Discussion at the November 30, 2017 Status Conference by United States of America. (Zeitler, Nicole) (Entered: 11/28/2017)
24 COURT MONITOR'S SECOND REVIEW by Charles Moseley. (Barletta, Barbara) (Entered: 11/29/2017)
Minute Entry for proceedings held before District Judge John J. McConnell, Jr.: Status Conference held on 11/30/2017. Counsel of record present. Status updates presented to the Court. Next Status hearing to be scheduled for April 2018. Court adjourned. (Court Reporter Karen Wischnowsky in Courtroom 1 at 11:00 am.) (McGuire, Vickie) (Entered: 11/30/2017)
25 COURT MONITOR'S ISA 11/30/17 TESTIMONY (Barletta, Barbara) (Entered: 11/30/2017)
NOTICE of Hearing: Status Conference set for Monday, 4/9/2018 at 02:00 PM in Courtroom 1 before District Judge John J. McConnell, Jr. (Barletta, Barbara) (Entered: 12/05/2017)
26 TRANSCRIPT ORDER for proceedings held on 11/30/2017 before Judge McConnell. Ordinary Transcript delivery selected. Transcript to be delivered in 30 days.. (Potter, Carrie) (Entered: 12/27/2017)
27 TRANSCRIPT ORDER ACKNOWLEDGMENT Entered re: 26 Transcript Order. Court Reporter/Transcriber: Karen Wischnowsky. Transcript due by 1/26/2018. (Dias, Jennifer) (Entered: 12/27/2017)
Reset Hearings: Status Conference is RESET to Tuesday, 4/11/2018 at 02:00 PM in Courtroom 1 before District Judge John J. McConnell, Jr.. (Barletta, Barbara) (Entered: 01/02/2018)
Reset Hearings: Status Conference is RESET to Tuesday, 4/11/2018 at 02:00 PM in Courtroom 1 before District Judge John J. McConnell, Jr. (Barletta, Barbara) (Entered: 01/02/2018)
28 TRANSCRIPT of Status Conference held on November 30, 2017, before Judge John J. McConnell, Jr. Court Reporter Karen Wischnowsky, Telephone number (401) 529−7406. Transcript may be viewed at the court public terminal or purchased through the Court Reporter before the deadline for Release of Transcript Restriction. After that date it may be obtained through the Court Reporter or PACER. NOTICE TO COUNSEL: Redaction Requests must be filed for personal identifiers only. All other redactions must be requested by motion. For local policy and sample redaction request visit our website at www.rid.uscourts.gov and select Transcripts under the Case Information menu option. Redaction Request due 1/29/2018. Redacted Transcript Deadline set for 2/8/2018. Release of Transcript Restriction set for 4/9/2018. (Wischnowsky, Karen) (Entered: 01/08/2018)
CORRECTED Hearings: Status Conference set for Tuesday, 4/10/2018 at 02:00 PM in Courtroom 1 before District Judge John J. McConnell, Jr. (Barletta, Barbara) (Entered: 01/11/2018)
29 NOTICE by United States of America Outlining a Summary of Topics for Discussion at the April 10, 2018 Case Nos. CA 14−175 and 13−442 Status Conference (Thomas, Victoria) (Entered: 04/05/2018)
30 COURT MONITOR'S THIRD REVIEW (Barletta, Barbara) (Entered: 04/09/2018)
Minute Entry for proceedings held before District Judge John J. McConnell, Jr.: Status Conference held on 4/10/2018. Counsel of record present. All parties present status reports of progress & concerns regarding consent decree. Court adjourned. (Court Reporter Karen Wischnowsky in Courtroom 1 at 2:00 pm.) (McGuire, Vickie) (Entered: 04/10/2018)
31 TRANSCRIPT ORDER for proceedings held on 4/10/18 before Judge John J. McConnell, Jr.. Ordinary Transcript delivery selected. Transcript to be delivered in 30 days.. (Zeitler, Nicole) (Entered: 04/23/2018)

Case: 1:13-cv-442 As of: 12/06/2019 10:50 AM EST 6 of 7

04/23/2018 05/09/2018 05/09/2018
05/16/2018 05/17/2018 06/01/2018 10/23/2018 12/12/2018 12/12/2018 02/04/2019 02/27/2019 03/20/2019 08/21/2019 09/09/2019 09/09/2019 09/10/2019 09/20/2019 09/24/2019

32 TRANSCRIPT ORDER ACKNOWLEDGMENT Entered re: 31 Transcript Order. Court Reporter/Transcriber: Karen Wischnowsky. Transcript due by 5/23/2018. (Dias, Jennifer) (Entered: 04/23/2018)
33 Letter to Judge McConnell requesting stops in budget cuts (Barletta, Barbara) (Entered: 05/09/2018)
34 TRANSCRIPT of Status Conference held on April 10, 2018, before Judge John J. McConnell, Jr. Court Reporter Karen Wischnowsky, Telephone number (401) 529−7406. Transcript may be viewed at the court public terminal or purchased through the Court Reporter before the deadline for Release of Transcript Restriction. After that date it may be obtained through the Court Reporter or PACER. NOTICE TO COUNSEL: Redaction Requests must be filed for personal identifiers only. All other redactions must be requested by motion. For local policy and sample redaction request visit our website at www.rid.uscourts.gov and select Transcripts under the Case Information menu option. Redaction Request due 5/30/2018. Redacted Transcript Deadline set for 6/11/2018. Release of Transcript Restriction set for 8/7/2018. (Wischnowsky, Karen) (Entered: 05/09/2018)
35 Letter from Governor Raimondo to Court Monitor (Barletta, Barbara) (Entered: 05/16/2018)
36 Letter from Court Monitor to Secretary of Health and Human Services (Barletta, Barbara) (Entered: 05/17/2018)
37 COURT MONITOR'S UPDATE dated 6/1/18 (Barletta, Barbara) (Entered: 06/04/2018)
38 NOTICE by United States of America Joint Filing Summary of Topics for October 30, 2018 Status Conference for Case Nos. CA 14−175 and 13−442 (Thomas, Victoria) (Entered: 10/23/2018)
39 NOTICE of Appearance by Amy Retsinas Romero on behalf of All Plaintiffs (Romero, Amy) (Entered: 12/12/2018)
40 NOTICE by United States of America of Withdrawal of Richard Myrus (Romero, Amy) (Entered: 12/12/2018)
41 NOTICE IN ADVANCE OF INTERIM SETTLEMENT AGREEMENT TERMINATION (Barletta, Barbara) (Entered: 02/04/2019)
42 Court Monitor's letter to Judge McConnell regarding budget summary (Attachments: # 1 2020 budget summary) (Barletta, Barbara) (Entered: 02/27/2019)
43 COURT MONITOR'S REPORT for the period ending 9/30/18 (Barletta, Barbara) (Entered: 03/20/2019)
44 COURT MONITOR'S FINAL REPORT on the City of Providence Public School District's Compliance with Interim Settlement Agreement by Charles Moseley. (Barletta, Barbara) (Entered: 08/21/2019)
45 Joint MOTION to Dismiss filed by United States of America. Responses due by 9/23/2019. (Attachments: # 1 Supporting Memorandum In Support of Parties' Joint Motion To Dismiss)(Zeitler, Nicole) (Entered: 09/09/2019)
46 NOTICE of Appearance by Kathleen A. Hilton on behalf of All Defendants (Hilton, Kathleen) (Entered: 09/09/2019)
NOTICE of Hearing on Motion 45 Joint MOTION to Dismiss : Motion Hearing set for Thursday, 9/26/2019 at 10:00 AM in Courtroom 2 before District Judge John J. McConnell, Jr.(Barletta, Barbara) (Entered: 09/10/2019)
NOTICE of Hearing: Telephone Conference set for Tuesday, 9/24/2019 at 02:30 PM before District Judge John J. McConnell, Jr.; Court to initiate call (Barletta, Barbara) (Entered: 09/20/2019)
Minute Entry for proceedings held before District Judge John J. McConnell, Jr.: Telephone Conference held on 9/24/2019; Victoria L. Thomas, Mary Ann F. Carroll and Kathleen A. Hilton participated (Barletta, Barbara) (Entered: 09/24/2019)

Case: 1:13-cv-442 As of: 12/06/2019 10:50 AM EST 7 of 7

09/26/2019
09/26/2019 09/27/2019 10/17/2019 10/17/2019 11/06/2019
11/08/2019 11/12/2019 11/12/2019 11/21/2019 11/21/2019 11/22/2019 11/25/2019

Minute Entry for proceedings held before District Judge John J. McConnell, Jr.: Motion Hearing held on 9/26/2019 re 45 Joint MOTION to Dismiss filed by United States of America. Victoria Thomas & Nicole Zeitler for Government. Marc DeSisto, Kathleen Hilton and Mary Ann Carrol for Defendants. Charles Mosley Interested Party. Charles Mosley presents final report; Defendant City of Providence is in compliance with the ISA & consent decree; recommendation to dismiss City of Providence. Government and Defendant concur. Court grants ECF#45 to dismiss the City of Providence. Court adjourned. (Court Reporter Karen Wischnowsky in Courtroom 2 at 10:15 anm.) (McGuire, Vickie) (Entered: 09/26/2019)
TEXT ORDER granting 45 Motion to Dismiss City of Providence. − So Ordered by District Judge John J. McConnell, Jr. on 9/26/2019. (McGuire, Vickie) (Entered: 09/26/2019)
47 ORDER extending time to replace Court Monitor − So Ordered by District Judge John J. McConnell, Jr. on 9/27/2019 (Attachments: # 1 7/23/19 letter)(Barletta, Barbara) (Entered: 09/27/2019)
48 TRANSCRIPT ORDER for proceedings held on 9/26/19 before Judge McConnell. Ordinary Transcript delivery selected. Transcript to be delivered in 30 days.. (Thomas, Victoria) (Entered: 10/17/2019)
49 TRANSCRIPT ORDER ACKNOWLEDGMENT Entered re: 48 Transcript Order. Court Reporter/Transcriber: Karen Wischnowsky. (Dias, Jennifer) (Entered: 10/17/2019)
50 TRANSCRIPT of Hearing on Motion to Dismiss held on September 26, 2019, before Judge John J. McConnell, Jr. Court Reporter Karen Wischnowsky, Telephone number (401) 752−7045. Transcript may be viewed at the court public terminal or purchased through the Court Reporter before the deadline for Release of Transcript Restriction. After that date it may be obtained through the Court Reporter or PACER. NOTICE TO COUNSEL: Redaction Requests must be filed for personal identifiers only. All other redactions must be requested by motion. For local policy and sample redaction request visit our website at www.rid.uscourts.gov and select Transcripts under the Case Information menu option. Redaction Request due 11/27/2019. Redacted Transcript Deadline set for 12/9/2019. Release of Transcript Restriction set for 2/4/2020. (Wischnowsky, Karen) (Entered: 11/06/2019)
NOTICE of Hearing: Telephone Conference set for Tuesday, 11/12/2019 at 03:00 PM before District Judge John J. McConnell, Jr.. (Barletta, Barbara) (Entered: 11/08/2019)
Minute Entry for proceedings held before District Judge John J. McConnell, Jr.: Telephone Conference held on 11/12/2019; Victoria L. Thomas, Marc DeSisto and Kathleen A. Hilton participated (Barletta, Barbara) (Entered: 11/12/2019)
TEXT ORDER: The parties' submission on the role and responsibility of the Special Master shall be filed on or before November 19, 2019 − So Ordered by District Judge John J. McConnell, Jr. on 11/12/2019. (Barletta, Barbara) (Entered: 11/12/2019)
TEXT ORDER: The parties' submissions on the role and responsibility of the Special Master shall be filed on or before 11/22/19 − So Ordered by District Judge John J. McConnell, Jr. on 11/21/2019. (Barletta, Barbara) (Entered: 11/21/2019)
51 NOTICE by State of Rhode Island regarding Scope of Services and Role of Monitor (DeSisto, Marc) (Entered: 11/21/2019)
52 NOTICE by United States of America Regarding the Role and Responsibility of the Court Monitor (Attachments: # 1 Exhibit Comparison of Parties' Documents)(Thomas, Victoria) (Entered: 11/22/2019)
53 ORDER appointing Dr. A. Anthony Antosh as interim Court Monitor beginning 12/1/19 until further Order of the Court − So Ordered by District Judge John J. McConnell, Jr. on 11/25/2019. (Barletta, Barbara) (Entered: 11/25/2019)