Adults with Disabilities Grant Program State of Florida ... Board Meeting... · Plans(AIEP), grant funded teachers and paraprofessionals, maintains and assists with certification

DOE lOOA Revised 12/07

Please return to:

Florida Department of Education Oftice of Grants Management Room - Turlington Building 325 West Gaines Street Tallahassee, Florida 32399-0400 Telephone: (850) Suncom:

Page 1 of 24 Dr. Eric J. Smith. Commissioner

A) Program Name:

Adults with Disabilities Grant Program State of Florida

Specific Appropriation 30 201 0-201 1 Funding Year

DOE USE ONLY

Date Received

B) Name and Address of Eligible Applicant:

School District of Palm Beach County Department of Adult and Community Education 4200 Purdy Lane, Bldg. 50 -103 Palm Springs, FI. 33461

Project Number (DOE Assigned)

C) Total Funds Requested:

$ 1,127,420

DOE USE ONLY

Total Approved Project:

$

CERTIFICATION

I, Arthur C. Johnson. Ph.D., do hereby certify that all facts, figures, and representations made in this application are true, correct, and consistent with the statement of general assurances and specific programmatic assurances for this project. Furthermore, all applicable statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper accountability for the expenditure of k n d s on this project. All records necessary to substantiate these requirements will be available for review by appropriate state and federal staff. I hrther certify that all expenditures will be obligated on or afier the effective date and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be used for matching h n d s on this or any special project, where prohibited.

Further, I understand that it is the responsibility of the agency head to obtain from its governing body the authorization for the submission of this application.

E) Signature of Agency Head

D) Applicant Contact Information

Contact Name: Mary Barrett

Telephone Number: (56 1) 649-601 4

Fax Number: (561) 649-6028

Mailing Address: 4200 Purdy Lane, Bldg. 50 -103 Palm Springs, FI. 33461 SunCom Number:

E-mail Address: [email protected]~

A) SCHOOL DISTRICT OF PALM BEACH COUNTY Name of Eligible Recipient:

6) Project Number: (DOE USE ONLY)

Florida Department of Education Adults with Disabilities Grant Program

Specific Appropriation 30 201 0-201 1 Funding Year

TAPS Number 1 118019

(1) FUNCTION

Funded Provider - Habilitation Center for the Handicapped, Inc. Salaries and Benefits for fulltime instructors and paraprofessionals who will design instructional plans for students and provide services through June 30,2011

120 150

Funded Provider - Jeff Industries. Salaries and benefits for fulltime instructors and paraprofessionals who will design instructional plans for students and provide services through June 30,2011 Funded Provider - Palm Beach Habilitation Center. Salaries and benefits for fulltime instructors and paraprofessionals who will design instructional plans for students and provide services through June 30, 2011 Funded Provider - Seagull Industries for the Disabled, Inc. Salaries and benefits for fulltime instructors and paraprofessionals who will design instructional plans for students and provide services through June 30,

(2) OBJECT

2011 Salan/ for instructional staff serving as Adults with Disabilities(AWD) grant coordinator who renders professional/technical services. AWD grant coordinator provides training/assistance to provider staff, approves student eligibility, goals, Adult Individualized Education Plans(AIEP), grant funded teachers and paraprofessionals, maintains and assists with certification of instructional personnel, compiles and submits data for quarterly reports and invoices, coordinates efforts of 5 providers, serves as liaison between the school district and providers.

benefits for fulltime instructors and paraprofessionals who will design instructional plans for students and provide services through June 30, 2011

(3) ACCOUNT TITLE AND NARRATIVE

Funded Provider -The ARC of Palm Beach County, Inc. Salaries and

6

5400

DOE IOOA Revised 12/07

FTE (4)

POSITION

$128,308

5400

Page 2 of 24 Dr. Eric J. Smith, Commissioner

-

(5) AMOUNT

336

Supplies and instructional materials for vocational simulation of job ckillc

In-county Travel for instructional staff conducting site visits and evaluations

I

$564

$2,500

AGENCY CONTACTS

Complete and include in the application, the following.

1. Identify the one person who will be completing your agency's AWD Performance-Based Quarterly Reports.

Joe Harrison Name of Person Who Will File Quarterly Report

AWD Grant Coordinator Position Title

561 -369-7025 Phone Number

Note: Only employees of the Grant funded agency (community college or school district) are permitted to complete AWD Performance-Based Quarter Reports. Provider staff are not permitted to complete these reports.

[email protected] E-Mail Address

Jim Kidd

2. ldentify the primary contact, i.e., the person that can answer all questions related to the Agency's Grant program.

561-369-701 1 Name of Supervisor of Person Filing Quarterly Report

Joe Harrison Name of Primary Contact

Phone Number

AWD Grant Coordinator Position Title

561 -369-7025 [email protected]

3. The secondary contact should be familiar enough with the Grant to provide information and answer questions if the primary contact is unavailable.

Phone Number

Jim K~dd Name of Supervisor of Primary Contact

E-Mall Address

561-369-701 1 Phone Number

Jim Kidd

4. The optional contact may be someone else that needs to be on the e-mail distribution list.

South Tech Charter Academy President

561 -369-701 1 Phone Number

Name of Secondary Contact I Position Title

[email protected] E-Mail Address

Sandra Caruso Name of Optional Contact

5. ldentify your current School Board Superintendent or Community / State College President, along with contact information.

I

Adult and Community Education Specialist Position Title

561 -649-601 3 [email protected] Phone Number I E-Mail Address

Art Johnson Name of School Board Superintendent

or Community College President

Adults with Disabilities Grant Program, 2010-201 1 DOE 900E, Revised 05/09

3300 Forest Hill Blvd., West Palm Beach FI. 33046 Mailing Address

561 -434-8200

Page 3 o f 24

palmbeachschools.org Phone Number I E-Mail Address

1. The AWD program is implemented through South Tech Charter Academy and is intended to improve the quality of life of adults with disabilities. This program will use a realistic work environment with skilled and certified teachers who provide the training and support needed to make the student successful. Each student is evaluated to determine the skill area that best fits their needs. The skill areas are ranked 1, 2, 3, or 4 with 1 being the most basic and 4 for students possessing the skills necessary for immediate employment. The student's progressive instruction is developed and implemented using one of the four skill areas. The AWD Program is designed to make each student as self-sufficient as possible and for those that qualify, to become employable. The students of the School District of Palm Beach County benefit both by having the quality of their lives improved and by means of supported employment along with extensive job-coaching and follow-along for those that qualify.

This system uses six instructional content areas for consistent placement and measurable documentation. The six instructional areas are: Communication, Essential Employee Work Skills, Safety, Community Integration, Independent Functioning, and Social and Emotional Behavior. The individual student's needs are based upon the Adult Individual Education Plan (AIEP), benchmark goal progress documentation, and two annual goals. At the end of each fiscal year, a thorough review of each students AIEP is conducted Once the student's progress is verified, reports are sent to the state for funding.

2. Identify the approximate percentage of total funding allocated to each of the following (the total of the three percentages shall equal 100%):

I b. Serving adults with disabilities who are not suited for workforce development education programs. I

20%

a. Improving quality of life through the provision of recreational activities and intellectual stimulation. 80%

3. Funding: The School District of Palm Beach County plans to use the funding to train and enhance the skills and lives of approximately 670 students. The five liaison agencies: 1. The ARC of Palm Beach County, Inc. 2. Palm Beach Habilitation Center, 3. Habilitation Center, 4. Seagull Industries, and 5. Jeff Industries for the Disabled, Inc., who partners with The School District of Palm Beach County, provides this training and works to identify each student's needs, by means of vocational skills training. Each agency promotes the philosophy of challenging students to attain the greatest degree of self-sufficiency in both their work skills and personal life skills, The funding enables students that are exceptional to become employable in the community.

c. Providing lifelong learning activities to senior citizens with disabilities.

4. Program Investment:.With no financial interest, The School District of Palm Beach County continues to support the programs through the processing and management of this grant. The District continues to partner with South Tech Charter Academy to provide the educational leadership needed for a combination of vocational skill training tempered with Exceptional Student Education. District-level personnel assume the responsibility of monitoring and reviewing the documentation provided by South Tech and the liaison agencies.

0%

5. The AWD funds are not used as matching funds in any capacity. The School District does not leverage out any resources for the benefit of the adults with disabilities.

Adults with Disabilities Grant Program, 20 10-20 1 1 DOE 900E, Revised 05/09 Page 4 o f 24

INDICATION OF TYPES OF DISABILITIES SERVED

AlEP STATEMENT of USE

The School District of Palm Beach County develops an AlEP by assessing each student utilizing a Skill Area Placement Tool. There are four (4) skill areas, each dependent on the abilities of each student. Students are assessed using this tool to develop an appropriate AlEP that fit the needs and goals of each student. Each skill area contains a list of possible goals that were designed with the students' needs in mind.

Type of Disability

Orthopedic

Speech or Language r Deaf, Hard of Hearing or Hearing

Visual

Dual-Sensory

Emot~onal I Psychological

* Behavioral

Developmental

Skill Area I - Students in this skill area generally require extensive training in skill building for communication, behavior management, social adaptability, personal self - carelgrooming, and good worker traitslindependent work skills training. A minimum amount of exposure to competitive work begins in this skill area.

Specific Learning J 18-70 = Autism Spectrum D~sorder J 18 - 81

Other. Physical J 18 - 60 1

Check (J) all that apply J

J

J

J

J

J

J

J

-

Age Range of Students

18 - 81 18 - 70 18 - 81 18 - 81 18 -70

18 - 81 18-81

18 - 81

Skill Area 2 - Students are showing a desire to explore more work options. They display a need and the ability to learn. A bigger emphasis is placed on acceptable work attitudes, characteristics of a good employee, and positive relations with peers and supervisors.

# Students Anticipated to be

Enrolled

5 1

79

36

42

1

201 81

462

Skill Area 3 - Students begin more in-depth career exploration and career planning. In this skill area community-based instructional activities are implemented. Transportation, community resource awareness, employer site visitations, community inclusion, community volunteerism, facility-based jobs, and guest speakers are all opportunities that can be explored by the student. Teachers will guide students into an in-depth career exploration and identify realistic career choices.

Skill Area 4 - Students are obtaining final preparation skills for occupational choices. Teachers will work toward the refinement of positive work attitudes, problem solving skills, and job search activities. This area is the final transition to work or an alternative program.

Each student's training is based on one of the four (4) skill areas and focuses on two annual benchmarks that are designed with the student's specific needs and goals in mind. The teacher, student, program manager, parentslguardian, and Local Education Agency (LEA) representative are all a part of this process. Each student's progress is recorded daily using a daily reporting sheet that is then used to record progress on the Interim Goal Benchmark Sheet. Comments regarding the student's progress is then recorded semi- monthly.

SUMMARY OF RESULTS FOR 2009-2010

a) Most students who achieve their benchmarks, are more self-motivated and are able to perform their duties and responsibilities with very little supervision.

b) Successful Outcomes: The following outcomes are based on actual student progress based on their benchmarks.

1. Student J.'s success is evident in that though non-verbal now begins to verbalize in this own way and is eager to participate in training without prompting because he enjoys what he is learning.

2. Student N. is now writing his name for the first time. 3. Student T. is now better controlling her anger and no longer ignores directions or throws temper tantrums when given

directions. Student T. has greatly improved and is now self motivated to handle work assignments and asks for assistance when needed.

4. Student G. has learned to control outburst when facing an issue and better communicates with staff for assistance without prompting. Her demeanor has improved so much that she is now an example for others.

Adults with Disabilities Grant Program, 20 10-20 1 1 DOE 900E, Revised 05/09 Page 5 of 24

c) The School District of Palm Beach County believes that the following "best practices" have led to the on-going student success:

O An intake process that is consistent and geared toward the individual student which has enabled us to clearly identify their specific needs and goals, thereby increasing their chances for success.

O An assessment process that allows the student to find the level of training needed. O Certified vocational teachers with the ability to break down work skills into small attainable steps for the disabled student. O A planning process and method of documentation that requires everyone to maintain the focus on the needs of the student on

a weekly basis. O Higher expectations of all students encourage them to grow to their fullest potential, develop work skills, and progress to

hislher personal best.

d) New Students vs. Repeat Students.

Of the Total Student Enrollment Reported for 2009-2010, how many: # of Students

a) Were new to the AWD Program 105 I

b) Have been in the AWD Program for 1 to 2 Years

c) Have been in the AWD Program for 3 to 4 Years

Adults with Disabilities Grant Program, 2010-201 1 DOE 900E, Revised 05/09

149

92

d) Have been in the AWD Program for more than 4 years

Page 6 of 24

324

AGENCY I PROGRAM SPECIFICS

I 1 . 2009-20 10 AWD Funding Amount 1 $1.186.525 - Received

2. AWD Services Provided

3. A WD Program Locationls and approximate number of students served at each location

Provide adults with disabilities the opportunity for enhancement of skills that are consistent with their abilities and needs. To serve adults with disabilities who are not suited for workforce development education programs.

I. The hRC(Association for Retarded Citizens) of Palm Beach County 1201 Australian Ave., Riviera Beach, FI. 33404 (served 76 students)

2. The Habilitation for the Handicapped, 223 13 Boca Rio Rd., Boca Raton, FI. 33433 (served 196 students)

3. Jeff Industries, 115 East Coast Ave., Hypoluxo, Fl., 33462 ( served 52 students)

4. Palm Beach Habilitation Center, 4522 S. Congress Ave., Lake Worth, FI., 3346 1 (served 206 students)

5. Seagull Industries for the Disabled, 3879 W. Industrial Way, Riviera Beach,

4. Has there been a formal review done by your Agency for this program? If yes:

a. who performed the review; b. attach a copy of the formal review.

5. Do you handle ail of the AWD program in-house?

6. Are you a flow-through agency using Providerls to provide services to clients of the AWD program. Please explain

7. In what ways does your Agency have operational control over the Providerls? Please ex lain.

8. How are Providerls selected to provide AWD services? (Competitive bid,

a. who developed them; b. attach a copy to this document. Who has responsibility for developing the AWD program curriculum? Agency or Provider? Include name, title, and organizational unit for each individual participating.

Fl., 33404 (served 97 students)

- - - as a guide for observations. Copy Attached 1 yes rn NO

yes If yes, skip to Question #lo.

El No If no, answer Questions #6 through #9.

Yes, South Tech Charter Academy is the Local Educational Agency and collaboratively works with 5 agencies to provide services to students located at their facilities. South Tech Charter Academy is the LEA and establishes the guidelines for the agencies in accordance with the School District of Palm Beach County's policies and p

Providers are selected via marketing efforts to agencies that might qualify for AWD services.

reimbursement, etc.) 9. What oversight (evaluations, monitoring,

etc.) does your Agency exercise over the program or Providerls? Please explain.

10. Does your Agency have written policies and procedures specific to the AWD Grant and how the Grant is to be used. If yes:

No formal review has been done, but the Grant coordinator observes all instructional personnel during weekly visits. The Grant Coordinator uses the Educator Support practices

plans and activities to assure program success. Assistance is provided by the AWD grant coordinator who provides lessons and ' IX] Provider

curriculum that will benefit student progress.

Formal Review

yes N~

The School District of Palm Beach County coordinates and monitors the Adults with Disabilities program. On a weekly basis, scheduled visits are made to assist each provider, to give support to all instructors as needed, to assure that student progress is monitored, and effective curriculum is selected and used for the benefit of all students.

Each agency develops its curriculum according to student needs and facility design. All providers are presented with a list of vocational skills based on specific benchmarks as well as lesson

a. Yes, South Tech Charter Academy's AWD grant coordinator provides written guidelines for all agencies. This effort unifies all agencies with policies that are in line with The School District of Palm Beach County and the Department of Education policies.

[XJ Agency

Copy Attached

(XI yes

No

12. How are projections determined for enrollments?

13. How are projections determined for benchmarks?

Each provider is responsible for providing student projections based on the number of vacancies and accommodations for each facility. Projections are determined by a skill area assessment. The skill area assessment is used to determine possible benchmarks address unique situations regarding behavior or work skills. Benchmarks can be developed with the student, program manager, guardian, parent, and

14. How are benchmarks determined and measured by the Agency? What criteria are

benchmarks?


teacher. Benchmarks are determined based on individual student needs. A skill area assessment sheet is used to determine the capability of each student and benchmarks are designed with each

used? 15. If you use a Provider, what specific criteria

does your Agency require regarding how the Provider determines and measures

student in mind. South Tech Charter Academy provides and requires the Skill Area Assessment Sheets 1-4 that is used to select appropriate benchmarks tailored to the student's specific needs.

( 16. Does available documentation support data I Yes, an AIEP is developed for each student alone with a n - - - - T that was submitted in AWD enrollment and benchmark reports? Identify type of documentation that exists.

" appropriate Skill Area Assessment sheet, AIEP Goal and Objective sheet that serves as a plan, a daily report sheet for daily monitoring, and an interim goal and benchmark sheet used to record progress on a bimonthly basis.

) (weekly, monthly, quarterly, semi-annual, 1 1

Yes

No

17. How are AWD positions funded (salaries and benefits); 100% AWD funding, blended funding, etc.? Please explain.

18. Regarding Providers being funded from AWD funds, how are Providers paid, invoices paid, and finding tracked?

I Four providers -Habilitation Center, Jeff Industries, Palm Beach Habilitation Center, and Seagull Industries fund the AWD positions 100% for salaries and benefits. One provider - ARC funds one instructor and paraprofessional at loo%, one instructor and paraprofessionals at 50%, and two paraprofessionals at 33% for salaries and benefits. The hnding is paid on a quarterly basis to each provider. A Quarterly Performance- Based Invoice and Report are used to track and verify student progress.

etc.) 19. In what way does the Agency AWD

Program Manager (Primary Contact) make Providers aware of allowable and non-

An annual meeting each fiscal year with all agencies is arranged to to each new grant and to reiterate how grant funding is to be used.

allowable expenditures? 20. Were all AWD hnds expended by June 30,

2010? If no, what was the amount not expended?

If yes, identify other governmental finding resources and amounts.

22. Does the Provider receive other governmental funding for providing services to AWD clients?

21. Does your Agency receive other governmental finding for providing services to AWD clients?

If yes, identify other governmental funding resources and approximate amounts for each Provider.

Yes, all AWD funds have been expended by June 30,2010.

Yes, each of the 5 Providers receive other governmental funding for providing services to AWD clients.

Yes

No, our agency receives no other governmental funding to provide services to AWD clients.

a. ARC - Medicaid Waiver, Community Development Block Grant, and Vocational Rehabilitation

b. Habilitation for the Handicapped -Medicaid Waiver c. Jeff Industries - DCF-SAMH, BOCC, United Way.

Contracts, Vocational Rehabilitation d. Palm Beach Habilitation Center - Medicaid Waiver

(Agency for Persons with Disabilities) e. Seagull Industries -Palm Beach Community Service,

Yes

Yes

No

23. Where are instructors located?

24. Regarding the evaluation of instructors: U Agency Facilities Provider Facilities U Other

a. The grant coordinator evaluates the instructors.

I a. Who the instructors (name, position title, organization).

c. How often does your Agency andlor it's Providerls engage in feedback concerning the instructor.

b. All instructors are observed weekly, but no formal evaluation is in place.

b. How many times a year are the instructors evaluated.

the guidelines establI'shed by the School DistrictISouth Tech Charter Academy.

c. Once each week the AWD grant coordinator visits each provider, meets with each instnctor regarding documentation, observes teaching techniques and materials, addresses problems/concems, and assists with the implementation of

b. Per instructor, how many hours a week are devoted to curriculum development activities?

25. What is the level of participation of AWD funded instructors?

a. Per many a week are devoted to instructional activities?

Adults with Disabilities Grant Program, 20 10-20 1 1 DOE 900E, Revised 05/09 Page 8 o f 24

a. 4 providers devote 30 hours per week to instructional activities. b. 1 provider devotes 15 hours per week to instructional activities. c. 3 providers devote an average o f 5-8 hours to curriculum development. 1

provider devotes 10 hours per week to curriculum development.

26. Do job descriptions for AWD funded instructors accurately reflect their duties and responsibilities?

I I 33 Paraprofessionals -- Teacher Aides I

Copy Attached: Yes, job descriptions for AWD funded instructors do accurately reflect their duties and responsibilities.

Attach a sample copy of an AWD instructor'sjob description.

27. How many instructors are: 15 Certified Teachers Non-Certified Teachers

O N 1 I

28. Do AWD students generate Program FTE?

If yes, please specify FTE programls and FTE amountls.

29. For AWD classes /programs provided by your Agency, what is the average teacher to student ratio? (Example: 1 teacher to 10 students).

30. For AWD classes / programs provided by the Provider, what is the average teacher to student ratio?

through May) 1

No, the AWD students do not generate program FTE.

N/A

1. ARC- 1 teacher to 23 students 2. Jeff Industries - 1 teacher to 13 students 3. Palm Beach Habilitation -1 teacher to135 students with asst from 11 assigned

Paraprofessionals and 1 teacher to 22 students in Supported Employment 4. The Habilitation Center for the Handicapped - 1 teacher to 42 students with

assistance from 8 assigned paraprofessionals 5. Seagull Industries - 1 teacher to 103 students with 8 assigned paraprofessionals

3 1. During what months does your AWD program operate? (Example: August

32. Senior Citizens

1

July 1 through June 30

a. How many adult students served by the I AWD Grant do you have over the age of

55?

b. Of this number, how many have 1 disabilities?

I list?

33. Is there a waiting list for AWD students? If yes, how many students are on the waiting


Yes, there are 1,240 students are on the waiting list.

34. HOW and when do AWD students exit the program?

(XI yes

I

AWD students are allowed to continue as long as they have need. Students usually exit due to illness, death, moving, or retirement.

INSTRUCTOR JOB DESCRIPTION

SEE APPENDIX 1 (1-2)

Adults with Disabilities Grant Program, 2010-20 1 1 DOE 900E, Revised 05/09 Page 10 of 24

DESCRIPTION OF CONTINUED ACTIVITIES FOR 2010-2011

The following are examples of learning activities and skill development classes for the AWD Grant Program that is being continued from the 2009-2010 year to the 2010-201 1 year.

a) The reading class continues to be very successful and has attracted other students. Peer students are used to assist the instructor and help other students to become comfortable as most have faced obstacles in their attempts to try. The business class continues to show students how to run an effective business and shows students what is involved on everyone's part to be successful. The nutrition class continues as it impresses upon the student the benefits of eating properly and exercising for good health.

b) A reading class, a business class and the nutrition class are three classes available to students with disabilities.

1. The reading class stresses proper pronunciation, word identification and phonics, along with demonstrations and personal assistance.

2. The business class stresses student participation in making a business work, how management works, the role of the employee, how to gauge success, and how to determine profits verses loses in the stock market. The student learns that everyone has a role and contributes to the success or failure of a business.

3.The Nutrition class uses the nutrition pyramid to help students with various food groups, stresses getting proper rest and exercise.

NEW ACTIVITIES FOR 2010-201 1

a) The new activities that students will be engaged in for FY2011 are: Membership to a book Club, anger management class, and a money management class.

b) 1. The book club will be instituted by the ARC to encourage reading. The students are invited to attend Target Department Store so that they can participate in the book club.

2. The Habilitation Center is offering a money management class to any student who would like to attend. College interns teach students how to manage their money management, banking skills, bargains hunting, and basic investing. 3. The Habilitation Center is including an anger management class. This class is designed to make students aware of techniques that will enable them to control their anger, how to vent their anger without intervention, and how to solve or endures situations beyond their control. College interns have volunteered their time to administer this training

PROGRAM AREAS

- - p p

COST PER STUDENT

Type of Program Provided Adult Literacy Daily Living Skills

Adults with Disabilities Grant Program, 2010-201 1 DOE 900E, Revised 05/09 Page 1 1 o f 24

Check (J) all that apply

J

# Students Anticipated to be Enrolled

19-81 - Work Preparation Skills J 18 - 81

$1, 782

2009-201 0 Actual Cost Per Student

$1,683 201 0-201 1 Anticipated

Cost Per Student

$ 1 ,I 86,525

2009-201 0 AWD Total Funding

$1 , I 27,420 201 0-201 1

AWO Funding Amount

380

Sheltered Workshops Supported Employment Other: Physical

666

2009-201 0 Total Reported Enrollment

670 201 0-201 1

Projected Enrollment

J J J

18-79 18-70 20 - 60

467 134 70

FREQUENTLY ASKED QUESTIONS (FAQs) CERTIFICATION SEE APPENDIX 11 (3)

Adults with Disabilities Grant Program, 2010-2011 DOE 900E, Revised 05/09 Page 12 of 24

SUPPORT FOR READING I STRATEGIC IMPERATIVES

1. Students with limited or low reading skills are targeted for supplemental reading activities, honing in on their individualized learning styles. Students whose disabilities prohibit reading are encouraged to learn to visually recognize important signs and information and to use reading emergency skills. Although most of our students have not been able to master reading of text material, The School District of Palm Beach County has achieved good results by stressing and conditioning students, who are unable to master reading, to recognize important information in their surroundings using pictorial or auditory games.

2. The School District of Palm Beach County will incorporate Focus Area 1. Strengthen Foundation Skills in the Florida's Next Generation Strategic Plan.

Palm Beach School District will recruit students through the Department of Children and Families, Vocational Rehabilitation, and Workforce Alliance. South Tech Charter Academy will market its program by:

o On-going visitation and communication at all levels with the liaison agencies o Strategic planning with the liaison agencies to identify and place the most appropriate prospective students into

each organization o External organizations,(i.e.), Department of Children and Families, Vocational Rehabilitation, Workforce Alliance,

contact to provide detailed information about the opportunities available through our training o Continuous work with the School District's staff to identify and place ESE graduates appropriate to this program,

thereby making a smooth transition from the high school setting.

Adults with Disabilities Grant Program, 20 10-20 11 DOE 900E, Revised 05/09 Page 13 of 24

AlEP EXAMPLE SEE APPENDIX 111 (4-28)

Adults with Disabilities Grant Program, 20 10-201 1 DOE 900E, Revised 05/09 Page 14 of 24

PROVIDER SUMMARY

PROVIDER SUMMARY 1

Organization

Provider Address

1 E-mail

ARC

Provider AWD Contact

Telephone

Funding Amount Subcontracted to Provider (if any)

Is this Provider identified as receiving funds on the DOE 10 1 Budget Narrative Form?

Value if In-Kind Services Provided

AWD Agency and Provider Contract / Agreement Begin 1 End Dates

1201 Austrailian Ave, Riviera Beach, FI., 33404

Pam Heyer

56 1-845-9095

Type of Services Provided Through AWD Funds (list all)

Yes

July 1 begins

June 30 ends

Daily Living Skills

Supported Employment

I I Work Preparation Skills

Type of In-Kind Contributions (list

PROVIDER SUMMARY I

I I

Micro-Enterprise; OJT, Job skills

NIA al I)

AWD Program Locationls and approximate number of AWD students served at each location

Organization I Habilitation Center for the Handicapped I

724 Park Lane, Lake Park, F1.

76 students served

Provider Address


Telephone

Bob Dirocco

56 1 - 483- 4200

E-mail

Funding Amount Subcontracted to

AWD Agency and Provider Contract / Agreement Begin /End

Habcenter.com

$3 10,973.30

Is this Provider identified as receiving funds on the DOE 10 1 Budget Narrative Form?


Yes

NIA

July 1 Begins

June 30 ends I Daily Living Skills

Work Preparation Skills

1 Sheltered Workshops


Type of In-Kind Contributions (list al I)

AWD Program Locationis & approximate number of AWD students served at each location

NIA

Location same as above

195 students served

PROVIDER SUMMARY

Telephone

E-mail

Organization

Provider Address



Is this Provider identified as receiving hnds on the DOE 101 Budget Narrative Form?

Jeff Industries

115 East Coast Ave., Hypoluxo, FL. 33462

Lindsay King


I

Yes

I AWD Agency and Provider 1 July 1 Begins I ~on t r ac t~ l Agreement Begin 1 End Dates June 30 Ends


AWD Program Locationls approximate number of AWD students served at each location


Sheltered Workshops

Type of In-Kind Contributions (list all)


56 students


NIA

1 PROVTOER SUMMARY 1 Organization

Provider Address


Palm Beach Habilitation Center

4522 South Congress Ave., Lake Worth, FL. 33461

David Lin

Telephone 56 1-965-8500

E-mail


Is this Provider identified as receiving hnds on the DOE 101 Budget Narrative Form?

I

Pbhab.com

$329,374.08

Yes


AWD Agency and Provider


N/A

July 1 Begins Contract I Agreement Begin I End Dates


Sheltered Workshops

June 30 Ends

I Supported Employment

Adults with Disabilities Grant Program, 2010-201 1 DOE 900E, Revised 05/09 Page 16 of 24

( Typc of in-Kind Contributions (list I NIA

L

PROVIDER SUMMARY I

AWD Program Locationls and approximate number of AWD students served at each location

Same as above

2 13 Students

Organization

Provider Address

Telephone ( 56 1-842-5814 I

Seagull lndustries

3879 W. Industrial Way, Riviera Reach, FL. 33404


1 E-mail ( Seagull.org I

Linda Moore 1


Value if In-Kind Services Provided I N/A

$1 89,528.10

Is this Provider identified as receiving funds on the DOE 10 I Budget Narrative Form?

Yes

AWD Agency and Provider Contract / Agreement Begin 1 End Dates

1 Recreation

July 1 Begins

June 30 ends


( Sheltered Workshops I

Daily Living Skills


Adults with Disabilities Grant Program, 201 0-20 1 1 DOE 900E, Revised 05/09

Type of In-Kind Contributions (list al I)

AWD Program Locationts approximate number of AWD students served at each location

Page 17 of 24

NIA


103 students

AWD FUNDED PROVIDERS

Adults with Disabilities Grant Program, 20 10-20 1 1 DOE 900E, Revised 05/09 Page 1 8 of 24

AWD AGENCYIPROVIDER AGREEMENTS SEE APPENDIX IV (29-48)

Adults with Disabilities Grant Program, 2010-201 1 DOE 900E, Revised 05/09 Page 19 of 24

PROVIDER BUDGET NARRATIVES SEE APPENDIX V (49-55)


PROVIDER SCOPE of WORK NARRATIVE

SEE APPENDIX VI (56-70)

Adults with Disabilities Grant Program, 20 10-20 1 1 DOE 900E, Revised 05/09 Page 2 1 of 24

AlEP EXAMPLES SEE APPENDIX VII (71-1 91)


PERFORMANCE-BASED PROJECTION CHART 201 0-201 1

ADULT WITH DISABII-ITIES GRANT PROGRAM

SCHOOL DISTRICT OF PALM BEACH COUNTY 500-90560-

Agency Project Number:

OUTCOME

Row 1 : ENROLLMENT

Projected Performances f I Row 2:

lSt BENCHMARK

Row 3: 2"d BENCHMARK*

2009-201 0 Projected Performances

650

1. For 2010-201 1 Projected Performances that are lower than Reuorted 2009-2010 Performances, include a detailed explanation of why said projections are lower.

2009-201 0 Reported Performances

666

650

Adults with Disabilities Grant Program, 20 10-20 1 1 DOE 900E, Revised 05/09

627

Page 23 o f 24

APPLICATION REVIEW CRITERIA AND CHECKLIST Please include this form in the application package.

Adults with Disabilities State of Florida Specific Appropriation 30

2010-201 1 Funding Year

Adults with Disabilities Grant Program, 2010-20 1 1 DOE 900E, Revised 05/09

Please place all items requested in the order indicated below. Please include only the items requested. Place page numbers on every page consecutively, at the bottom, beginning with the DOE 100A as page 1. Page numbers written by hand are permissible if electronic numbering is a problem. Staple upper left corner of the complete application package (no spiral bindings, notebooks or cover pages, please). One signed oriqinal AND three copies of the Application Package are to be received by the DOE Bureau of Grants no later than Monday, August 2,2010.

Page 24 o f 24

Place in order

The Application Package includes those items as listed below:

Application with Budget Narrative Complete Incomplete

1 DOE IOOA, Project Application -with original signature and three 1 copies.

2 DOE 101, Budget Narrative Form 2

Project Design 1 Narrative Requirements 1 Attachments

3 Agency Contacts 3

4 Program Overview 4

6 AlEP Statement of Use 5

7 Summary of Results for 2009-201 0 5 - 6

8 Agency I Program Specifics (if applicable) 7- 9

a) Formal Review NIA

b) Instructor Job Description 10 Appendix 1 (1-2) --

Applicant Indicate Page

Num bers Below

10

11

12

13

14

15

16

17

18

Voc. Rehab. Staff ' J Check appropriate

box below

New Activities for 2010-201 1

Program Areas

Cost Per Student Frequently Asked Questions (FAQs) Certification

Support for Reading I Strategic Imperatives

Dissemination I Marketing

AlEP Example

Provider Summaries (Funded In-Kind)

AWD Funded Providers

a) AWD AgencyIProvider Agreement 9 b) Provider Budget Narrative

c) Provider Scope of Work Narrative

11

11

11

12 Appendix 11 (3)

13

13

14 Appendix 111 (4-28)

15-1 7

18 19

--- d) AlEP Example 22 Appendix VII (71-1 91)

I

- 19

20

20 Appendix V (49-55) 21 Appendix VI (56-70)

21 Sent via email to: [email protected]: A separate copy of the application (including the Narratives and attachments in Word format).

201 0-201 1 Performance-Based Projection Chart

Application Review Criteria and Checklist

23

24

Sandra Caruso

From: Sent: To: Subject:

Joe Harrison Wednesday, June 16,2010 10:Ol PM Christina Graffeo; Sandra Caruso FW: AWD RFA Clarification #2

Importance: High

FYI re:Attachments

Joe

--." *---.- --------. From: Rhoden, Virginia [mailto:[email protected]] Sent: Tue 6/1/2010 8:37 AM Cc: McKinlay, Aleisa C Subject: AWD RFA Clarification #2

IMPORTANT! The following includes some more questions we've received related to the RFA along with our clarificationslanswers. Let me know if you have any questions.

Question: On the page with the Performance-Based Projection Chart, it asks for a Project #. I left this out last year since I assumed it was alluding to the New Project year. How do you want us to fill this in?

Answer: The Project Number consist of 3 sets of numbers. The first number is the Agency #. The second number is the AWD project # I funding source (90560). The third number is assigned by Grants Management at the time of the Award Notification.

You can always include the first 2 sets of numbers or you can leave it blank and I'll fill in the correct number. Don't use the Project Number for the previous year as it will be the wrong number.

Question: On the l a s ~ page, the Application Review Criteria and Checklist, does the AlEP Example listed as Item # 16 mean that we need to put the AlEP in the middle of the Application or do we attach it at the end? What about the other items that are requested to be provided like the job description and the Provider agreement?

Answer: ALL attachments go after the Application Review Criteria and Checklist. This includes, but is not limited to, Formal Reviews; Job Descriptions; Signed AWD FAQ Certifications; the Agency's sample of the AIEP; and Providers' Agreements, Budget Narratives, Scope of Work Narratives, and AlEP samples; etc.

Question: Are contracted services for ABE instruction considered "In Kind"? Since they are mentioned in the grant budget narrative, I am thinking they are NOT, but need clarification.

Answer: Funds that are attributed I designated to a Provider on the Budget Narrative (DOE 101) are "Funded" Providers.

Question: Our program sites ( we have nine) are the actual county government sites, hospitals, retail and School Board sites that provide mentors and their facilities for us to train. Are these considered "In Kind" services?

Answer: AWD funds go to the School District or CommunityIState College. If students are taught on a site that belongs to the School District or CommunityIState College, it is not a Provider situation.

APPENDIX I (Pgs 11-2)

INSTRUCTOR JOB DESCRIPTION

The duties and responsibilities of a Vocational Instructor assigned to teach Vocational EducationlDisabled.

Develop and coordinate an AIEP for each student.

Attend IPP and CSP meetings.

Develop two attainable annual benchmarks for each of their students that must correlate with the annual AIEP.

Develop short-term goals that will assist with student progress toward the achievement of benchmarks. (Break down the two annual goals into no more than ten short-term objectives for each benchmark.)

Monitor student progress toward benchmark attainment during completion of all learning activities.

Develop and teach lessons, which are related to skill areas commensurate with student functioning level, and benchmark goals.

Develop strategies that will assist with student progress toward the achievement of benchmarks.

Implement strategies to address inappropriate student behaviors.

Record daily attendance; maintain weekly plan book and weekly documentation of student progress toward short-term benchmark goals.

Use production setting as a vehicle for delivery of instruction.

Create jigs for students to help with completing their work.

Provide a structured and safe work environment at all times.

Responsible for effectively managing unforeseen problems (behavior, accidents)

Comply with agency request for completion of necessary C.A.R.F., Children and Family Services, and Medicaid paperwork.

The duties and responsibilities of a Paraprofessional assigned to assist students in a Vocational Education Program for students with disabilities.

Assist students in setting up the work areas.

Supervise students in the stocking of the work area.

Procure and ship work in the warehouse area.

Assure the students are trained to complete tasks correctly and working productively.

Count and record student piece rate.

Setting up jigs if necessary.

Input number of pieces and codes on agencies tracking forms.

Assist students with daily instructional content that may be delivered in a variety of situations.

Follow uniform behavior management system.

Maintaining structure and safety within the work area.

APPEND/X 11 (Pg 3)

FREQUENTLY ASKED QUESTIONS (FAQs) CERTIFICATION

FREQUENTLY ASKED QUESTIONS (FAQs) CERTIFICATION

The Agency's AWD Administrator, the AWD Primary Contact, and the AWD Person Filing the Quarterly Report are required to submit a certification that they have read the FAQs on the AWD Web Page.

I AWD FAQ CERTIFICATION I Funded Agency (School Distr~ctlCommunity or State College): I I am the AWD Administrator I the Primary Contact I Person Filing the Quarterly Report (circle applicable title) for the AWD Program, and I hereby certify that I have read the Frequently Asked Questions (FAQs) that are currently on the Adults with Disabilities Grant Program Web page: http://rehabworks.orq/index.cfm?fuseaction=SubMain.AdultDisabil .

Adults with Disabilities Grant Program, 20 10-20 1 1 RFA DOE 900E, Revised 05/09

APPENDIX I11 (Pgs 4-28)

AlEP EXAMPLE

Adult Individual Education Plan ( IEP) Conference Date $' 7

LEA: South Technical Charter High School 1 Student Information

Name:

Address:

City

State

Zip Code:

Telephone: ...-

Student Number: 072542255

DOB:

Disability Code B

Dis. Verification APD (Agency For Persons with Disability)

Agency:

Address:

City:

State:

Zip Code:

Telephone:

Class Location

Instructor

Disability

Dis. details

Florid

33433 1 T - - '

On Ca pus C MENT L RETARDATION i

I Expected Program Outcome: Independent Functioning 1 I Present Level of Performance -The student is currently able to: Can do single-step directions

Behavioral Observation: VERY IMMATURE, ATTENTION SEEKING BEHAVIORS Limited task attention span

I Verification of Behavior: Teacher Observation

Interim reviews held:: 1011 012008 , 111 91201 0

Support service provider is: Medwaiver

Services:

To facilitate the achievement of the goals set forth here, The most appropriate skill area Is: Area 2 - Indicate specific occupational field student is being prepared fo

I --- - LEA Representatwe

Support Coordinator

L

- 25

Parent

Instructor I Para Professional Program Manager

STUDENT NAME: STUDENT #: INSTRUCTOR

WILL THE STUDENT PARTICIPATE IN THE DISTRICT BASIC SKILLS ASSESSMENT?

ASSESSMENT PARTICIPATION

WlLL THE STUDENT PARTICIPATE IN THE STATE ASSESSMENT? a YES

YES

\I -- NO PARTIAL

PARTIAL

FLEXIBLE SETTING FLEXIBLE SCHEDULING FLEXIBLE RESPONDING FLE~IBLE PRESENTATION FLEXIBLE TIMING

IF NO INDICATEWHY THE STATE OR DISTRICT ASSESSMENT IS INAPPROPRIATE: THE STUDENT IS EX~MPT FROM STATE AND DISTRICT FORMAL

ASSESSMENTS BECAUSE OF THE PROGRAM IN WHICH THEY ARE ENROLLED.

0 R PARTIAL:

I FUNDING APPROPRIATION SOURCE 1 I

HOW WlLL THE STUDENT BE ASSESSED? THE ASSESSMENT WlLL BE FROM THE BENCHMAR

VOCATIONAL ASSESSMENTS. AND AREA SKILL ASSESSMENTS.

predominant workforce development cost reporting source under which this student will be served for instruction:

Student's AlEP does not include competitive employment, but demonstrates continued growth toward maximum p

< PROGRESS SHEETS, CURRICULUM-BASE

I student's AlEP includes competitive employment.

I CONFERENCE NOTES 1 I

2 i C i Eihibits good receptive language. 1

I

3 1 C 1 Retains instructians-throughoutthe course of the work day. I I

I Y ~ I I

4 1 CI 1 Dernonsuaks under&nding.of righthvrong behavior in public.. i'; 1 I I 1 I / '

5 1 CI 1 Provides correctpenonal information when asked. lb I 6 7

I

8 1 EE

Show respectfor others rights and property. Cooperates as a team member.

CI EE

,

I /\

r Accepts correctianlredirecdon

1 1

12

13

1 17 1 IF ( Exhibits. punctualityfrom breakllunch. /d l I

/ I

I I /

/

J 10

14

15

I I I I

18 1 SF ( Complies with health and safety practices with minimal supervision.

EE

EE

IF

I I I I

20 1 SF 1 Recognize and respond to an emergency situation. I

EE

Demonstratean understanding of rules/regulations/procedures of the workplace.

Work productivity is more than 25% of norm.

Follows multi-step directions with supe~sion. I / I IF

IF

I I I I

21 ( SE / Communicales appropriately with peers. I

Requestsllocateluse toolslequipment with moderate supervision.

I I I I

22 1 SE I initiates appropriate greetings. k 1,

Follows daily work scheduleindependently.

Make simple decisions independently.

I I 1 24 1 Si I Display good personal nab& and manners. I

Ji 1 I I I

25 / SE I Follows directions willingly. 1 17' 1

i

I I I I I - I

Codes C=Communications, SF=Safety, CI=Cornrnuniiy Integration, IF=lndependent Functioning, SE=Sacial Emotional Behavior, EE=Essenda! Egployee Wcrk SW!I '

/ A- x

AlEP GOALS AND OBJECTIVES BENCHMARK 12

Student Name: 1 Student Number Agency site 1 Instructor:

ANNUAL GOALSIBENCHMARKS

Benchmark 2

Will follow verbal directions prornpts,praise

Movies

C Will follow verbal directions 3nTRIALS Video's

Work Sheets

Daily Eihort Term Objective

D Will follow verbal directions 417TRIALS Sheets

- Time Llnes -

A 21-Aug-09 E Will follow verbal directions 5UTRIALS

B 02-Oct-09

C I I-Dec-09

D 05-Feb-10

F Will follow verbal directions 617TRIALS E 02-Apr-10

F 07-May-10

WALUATIVE CRITERIA AND

TIMELINES

cher Observation

directed internal dialog wlth student

Teacher Verbal Exams

SHORT TERM INSTRUCTIONAL OBJECTIVES

A Will follow verbal directions 117TRIALS

B Will follow verbal directions 2nTRIALS

Te;

Teacher

OBJECTIVE MET

DATE

Intel . - , I Benchmark Goal Sheet Student: Teacher:

Annual Benchmark # I will remain in work area during shift prompts

Target Date: </a do 7

Interim Goal

Date Initiated: 7/1/2009

Measurable Objective:

A. will remain in work area during shift IITTRIALS

I Date -

Benchmark Progress Review

Potential problems to achieving this goal

VERY IMMATURE, ATTENTION SEEKING BEHAVIORS

. ... s and his instructor went over the new goals for the new year staff will use prompts and cues to help him.

Plan of lntervencion

Teacher Observation

was assigned to the sewing area contract for the gov, Ross with cues from staff is staying in his area.good work.

gets up a lot and roams,staff role-played with him to stay in his area.

- is doing much better with remaining in his work area.has made this trial 1/7

Initials 7

Student: +

Insrructor: '"

Date Objective completed: g/-N /0-7 , Student Signature:

-

Instructor Signature: - -

/

Date: - /-.

Date: ,,,,' z , / , /~ 5

Intt- ,m Benchmark Goal Shet, # Student: Teacher:

Annual Benchmark # 1 will remain in work area during shitl prompts

Target Date:

Interim Goal



B. will remain in work area during shift 2ITTRIALS


VERY IMMATURE. ATTENTION SEEKING BEHAVIORS

Date

9/4/2009

911 812009


Teacher Observation

Date Objective completed: q /&/~ 9 * . --

Student Signature: x v I - Date: 9//ph7

Instructor Signature: - - - Date: 9/</f ,?


s staying on task in the workshop he is working on security plastics and his quantity has Increased.

is being consistant with staying on task m the workshop he has made this trial 2h'this is very good for Ross

Initials

Student: -

Instructor: -

Student: 1

Instructor: - -

I n t ~ im Benchmark Goal she^, # Student: Teacher:

Annual Benchmark # 1 will remain in work area during shifl prompts

Target Date: / s// //DY

Interim Goal



C. will remain in work area during shift 3mRlALS



-

Instructor.


Teacher Observation

Date

101212009

1011 612009

Benchmark Progress Review - s working on the belt weather kit for the gov. he is staying in the work area

with cues from star?

Initials L

Student:

Instructor: -

- is doing o good job staying in the work area with cues from staff he has

made this trial 317.

Student Signature: -

Student:

/ 7

Date: /0/6/0 7 Instructor Signature: Date: /b / /b/o $

Intt, dm Benchmark Goal she^, # Student: Teacher:

Annual Benchmark # I will remain in work area during shfl prompts

Target Date: 3 /$/I 0

Interim Goal

Date Initiated: I011 912009


D. will remain in work area during shift 4TrRIALS

Date

1013012009

1 111 312009



VERY IMMATURE, AlTENTION SEEKING BEHAVIORS

- ; being consistant with staying in the work area staff is using less prompts

he is doing great .staff is praising him for his efforts.


Teacher Observation

loves his new task on the belt weather kit he is doing a good job!he has made this trial 41'7

Initials 3 Instructor: -

Student: .. I Instructor: -

Date Objective completed: /1,7,,~b 9 Student Signature:

--.A

Instructor Signature: - -. -L

- ------

Date: & Date: ////3/07

lnte. .n Benchmark Goal Shee. I: Student: Teacher:


Target Date: 4/F3

Interim Goal

Date Initiated: 1 111 612009


E. will remain in work area during shift 5mRIALS


is very happy working with +a in the sewing dept of the belt weather kit for the Gov. Hei shelping out ,,hen he can he isstaying in the area of the

sewing machines.


VERY IMMATURE, ATENTION SEEKING BEHAVIORS

; staying in the sewing dept for the belt weather kit working for Eva,she has told the instructor Ross has improved with staying in the area he has made

this trial 57


Teacher Observation

Date Objective completed: /a,b /A3 9 Student Signature:

-

Instructor Signature: ( -

Initials 7 Student: - -

Instructor:

Student:

Instructor: 1 Date: /A ,//,T'/o/ .-

/

Interi.., Benchmark Goal Sheet. Student: Teacher:

Annual Benchmark # 1 will remain in work area during shift prompts

Target Date: >-/?/I 0

Interim Goal

Date Initiated: 1211 412009


F. will remain in work area during shift 6mRIALS

Date Objective completed: / - 22 - / 0 1 -


VERY IMMATURE, ATFENTION SEEKING BEHAVIORS

Date Benchmark Progress Review Initials

Student Signature: > - .


Teacher Observation

12/25/2009

1/8/2010

1/22/20 1 0

Instr~~-,tor Signature: i

Date: / - - s r / O

winter vacation break

is working on the belt weather kit and is loving it he is rema~ning at the job site. good work Ross.

; working with the belt kit project and is staying in his area great job!he has mad ehtis goal 6ff trials.

-7 Date: /.- 22 -- / 1,

Student:

Instructor: I Student: 1

Instructor - -

\ - Student

Instructof I

I

Ini- ,-im Benchmark Goal Sht, ; # Student: Teacher:


Target Date: ,577 1'; 0

Interim Goal



F. will remain in work area during shift maintaining goal


maintaining this goal .staff is praising him .he is working on the belt weather kit and doingn very well with staying in his work area.



is maintaining this goal staff is very proud of him.he no longer leaves his work station.


Teacher Observation

Date Objective completed: - +d-2-- / L) - -- -

Student Si ,re: >' Instructor Signature: ( . .-

Initials R Student: I 1 Instructor: -1

Student: - -

Instructor: - .

Inte- 'T Benchmark Goal Shee' 'f Student: Teacher:


Target Date: \-(.7// 0

Interim Goal



F. will remain in wok area during shifl maintaining goal

Instructor:

Date Objective completed: /- 3 3 - / - ,



Student Signature: - - ,, dl 5 f


Teacher Obse~ation

Instructor Signature: --- ~ /

Date: Z , L ~ 0

lnterim Benchmark Goal Sheet # Student: Teacher:


Target Date:

Interim Goal



F. will remain in work area during shin maintaining goal

Date Objective completed: - 2 2:- / // !-



Instructor: - - '

Instructor: - ,

Student Signature: -. 7 - -


Teacher Observation

4/16/2010

/' Instructor Signature: A_

Date: d// ,A o

is staying in his work area great job Ross. He is maintaining this goal. Student:

Instructor: - --

Interim Benchmark Goal Sheet # Student: Teacher:


Target Date: -

Interim Goal



F. will remain in work area during shifl maintaining goal

Student: /-

Instructor:

Student:

Date Objective completed: //J d A 0


VERY IMMATURE, A T E M I O N SEEKING BEHAVIORS

Student Signature: - .. - r - - -


Teacher Observation

Instructor Signature: - - - - -- - r- --

AlEP GOALS AND OBJECTIVES BENCHMARK

B will remain in work area during shift217TRIALS

C will remain in work area during shift 3nTRIALS

D will remain in work area during shifl4nTRIALS

E will remain in work area during shifl SnTRIALS

F will remain in work area during shin GITTRIALS

18

Student Name:

1

Instructor:

EVALUATIVE CRITERIA AND

TIMELINES

cher Observation

directed internal di,alog with student

Student Number Agency Site

PBHC

ANNUAL GOALSIBENCHMARKS

Benchmark 1

will remain in work area during shift prompts

OBJECTIVE MET

DATE SHORT TERM INSTRUCTIONAL OBJECTIVES

A will remain in work area during shin 117TRIALS Tez

Teacher

Inter - - , I Benchmark Goal Sheet Student: Teacher:

Annual Benchmark # 2 Will follow verbal directions prompts,praise

--


Interim Goal

Date Initiated: -

7/1/2009


A. Will follow verbal directions lmR lALS

~ n d the instructor went over his new goal staff will use many techniques to help him.

's getting the directions for his assignment and with the help of staff prompts and cues is working.good work.



,kes to roam around, with verbal prompts is able to demonstrate he can follow the directions given to him.


Teacher Observation

-

is following directions and staying in his area staff used role-playing as well. has made this trial I f f .

Initials 1 Student:

Instructor:

Student:

Student: . -- I

Student Signature: - , , , p / .

Instructor Signature: -

\ IPI;~~~&oT: I

Date Objective completed: / 10 9

Inte. ,m Benchmark Goal Shes, # Student: Teacher:


~arget ,ate: /0/4/&1 - 7

Interim Goal



B. Will follow verbal directions 217TRIALS


VERY IMMATURE. AlTENTION SEEKING BEHAVIORS


Teacher Observation

Initials

Student: -

Instructor: -

Student:

Instructor: _

Date

9/4/2009

911 812009

Date Objective completed: -- p / / p h ~ --

Student Signature: 2 - 7 - Date: WfL7

Instructor Signature: - - Date: ?/&A??


; now accepting the directions staff gives to him for his task and is demonstrating he can follow them good work Ross

has made this trial 217 he is following directions ,given by staff.

Intt. dm Benchmark Goal Shet, # Student: Teacher:


Target Date: /&/I //@

Interim Goal

Date Initiated: 912 1 I2009


C. Will follow verbal directions 317TRIALS

I Date Benchmark Progress Review



- is learning new tasks as he works in the sewing dept for the belt weather

kit staff is prompting him to follow the verbal directions and retain them he is doing a good job.


Teacher Observation

.'s the supervisor in the sewing dept she has told the instructor is demonstarting he can follow verbal directions,he has made this ttriar J f l

Initials 7 Student: 1

Student: -. _ _ I Instructor: -

Date Objective completed: LC/&~Y - - ---7C-----

Student Signature: - - . ALP Date: /k??/6/0,/

Instructor Signature: - - Date: /B/AA,~

Intt. rm Benchmark Goal Shets # Student: Teacher:


Target Date: S -jM /D a-

Interim Goal



D. Will follow verbal directions 417TRIALS

Date Objective completed:



Student Signature: )C - , -- -


Teacher Observation

Initials

Student: -L Instructor: I

-

Student:

Instructor: - -

Date

1013012009

1 1 11 312009

Instructor Signature:


: with less prompts is following the directions Eva gives him for the belt weather kit good job Ross.

has made this trial 417 he is so happy working on the Gov,job for the belt weather kit ,he is tracing the patterns for Eva.

Date: ////3/0/ C

Date: / / / / S / O ~

Inter 11 Benchmark Goal Sheel Student: Teacher:


Target Date:

Interim Goal



E . Will follow verbal directions 5l7TRIALS


VERY IMMATURE, AlTENTlON SEEKING BEHAVIORS


Teacher Observation

Initials

Student: - -

Instructor: -

G

Student: -

Instructor: -

Date

1 1 12712009

1211 112009

Date Objective completed: L / ~ J //\ Y

Student Signature: 3: - , 7 - f-3 - - Date: ,-

- - a Instructor Signature: k -- - -- v' -. - Date: / ~ / / / / 0 I ;/

-


vlll be going home to see his mother for the up comlng holidays he is exated to tell her of h is new tasdk he continues to follow the directions.

.s following the directions ,s giving hlm on the belt weather kit he has made this trial 517staff is letting know how proud of him they are.

7

Inter. . r Benchmark Goal Sheet Student: Teacher: DiPietro


Target Date: &o-

Interim Goal

Date Initiated: --

12/14/2008


F. Will follow verbal directions GUTRIALS

Date Objective completed: / - 2.2 - / /7 - .-


VERY IMMATURE, AlTENTlON SEEKING BEHAVIORS

Date Benchmark Progress Review

12/25/2009 winter vacation break Student:

Instructor: '

1181201 0 is following the directions given by Eva who is the supen~isor in charge of sewing on the belt weather kit. great work Ross. Student: -

Student Signature: I -


Teacher Observation

1122/201 0

Instructor Signature: , -r

- w - -

Date: - 2-2 - [ 8 -

Date: / - 22 - / l '

is doing great with following the directions Eva gives him. He has made this goal 6/7 trials.

Instructor: - -

Student: I

Instructor: I

Inl. Benchmark Goal Shs . # Student: Teacher:


Target Date: 5/7/i)

Interim Goal



F. Will follow verbal directions maintaining goal

Date Objective completed: /



Student Signature: -


Teacher Observation

Initials

Student: -

Instructor: -

Student:

Instructor: - -

Date

2/5/20 1 0

2/19/2010

Instructor Signature: -

- Benchmark Progress Review

. 's listening to Eva qwhen she is giving him the directions for his task, he is maintainibng this goal.

;ontinues to maintain this goal. Staff is praising him for his hard work on this goal.

Date: a / / E,';/c;

Date: &// 9 / (j

Inter'-n Benchmark Goal Shee+ 3 Student: Teacher:


Target Date: -w

Interim Goal




Date Objective completed: ,/ -. (,72~ /I)-



3/5/20 1 0

Student Signature: -- .- /


Teacher Observation

Instructor Signature: - -v -

is demonstrating he can follow directions when staff gives them he is working on the belt weather kit .excellent.

Date: 3 ~ 5 ~ Date: <A,f/d

Student: /. , .

Instructor. , , __-

Interim Benchmark Goal Sheet # Student: Teacher:

Annual Benchmark # 2 Will follow verbal directions prornpts,praise

Target Date:

Interim Goal

Date Initiated: 1 /25/2010



; is able to follow the directions that the staff gives He is maintaining this ghoal good work Ross.



/ 7 Date Objective completed: / 2 - /


Teacher Observation

4/16/2010

I Student:

- - - -

is maintaining this goal.

Instructor: - ,

Instructor: I Student Signature: 'g

/

A Date: LJ L&/' 0 / ' ,

Instructor Signature: Date: g//' &,/2 (1

lnterim Benchmark Goal Sheet # Student: Teacher:


~arget Date: 5x7/ A

Interim Goal




Student: ,-

Instructor:

I I I Date Objective completed: </&/ 0



Student Signature: > '1

Instructor Signature:


Teacher Observation

Date:

Date: d- / / / // d , /

APPENDIX I V (Pgs 29-48'

AWD AGENCYIPROVIDER AGREEMENTS

South Tech

Memo To: Adults with Disabilities Program Participants

Fmm: Joe Harrison, AWD Grant Facilitator

CC: Jim Kidd, President

Myron Cost, Director of Student Services

Date: 6/3/20 1 0

Re: Grant Conditions for FYI 1

The RFP has been completed requesting continuation of the AWD grant. The following represents the guidelines that each agency will be expected to adhere to and document performance in order to be eligible to receive each quarterly payments.

The total number of participants used to report for this grant for the upcoming year will be based upon the final complete performances shown in counts from June 1, 2010. The numbers used are as follows:

Agency

I Number funding for FYI 1


Seagull Industries

The conditions of South Tech and the Grant are as follows:

Potential Dollar Value FYI 1 of

$1,048,456.00

The ARC

Jeff Industries

Total to be Served (Minimum)

Each site will identify the students to be served using grant monies. Each student should be appropriate to the guidelines of the grants, which are:

179

103

*The Total Enrolled is based upon all agencies meeting number funded for FYI0 with goals and two completed benchmarks which will result in the Dollar Values stated. Page1

$ 328,100.74*

$ 188,795.40*

70

51

572

$ 128,307.55*

$93,481.22"

$1,048,456.00

Overview of Program

Each student participant must be disabled adult (over the age of 16 years) who establishes an annual long-term goal and two annually completable benchmarks for vocational training purposes recorded on the AIEP forms.

The Grant Coordinator must approve student eligibility, Annual Goals and Benchmarks.

The training program will be presented on a daily basis with learning activities that provide instruction, reinforcement of learned concepts, and individual progression toward annual benchmarks.

Instructional plans will be available for Grant Coordinator review with no less than three days in advance instruction at any given time.

Each student will have a 45-week individualized instructional plan to meet his or her established benchmarks. The benchmarks chosen for each individual student should be attainable within a 6 to 10 month time period. At the latest no additional students are to be enrolled after November 12, 2010.

Vocational Instruction

Vocational teachers will utilize a vocational training setting for instructional purposes, which simulate a work environment to provide students with a sense of reality.

Vocational teachers will be responsible for developing progressive units of vocational instruction, directing the implementation of that curriculum, and documenting student achievement.

Vocational teachers will plan for the individual students' daily instruction, which will be implemented by the assigned paraprofessional aide(s) who will summarize instructional contact at the end of each day on a daily report.

The daily reports will be submitted daily to the vocational teacher for use in preparing the weekly benchmark report.

Vocational teachers will record each individual student's progression in quarterly measurable statements recorded on the AIEP and supported by the tangible documentation collected via the daily reporting sheets and weekly Interim Benchmark Goal sheets.

Timeline for Student Achievement

Each student's goal is to attain measurable pro ress equal to or greater than 50% of 9, each of the two required benchmarks by Dec 10 of the fiscal year with the remaining progress to be documented as 100% complete no later than May 1 3'h of the fiscal year.

Professional DevelopmentlQualifications

Vocational teachers will be released from daily duties as needed per quarter to participate in initial training andlor review of records with the Grant Coordinator.

Vocational teachers will have their first scheduled training day within the first month of employment and must hold a current and valid vocational full time teaching certificate either with Palm Beach County Schools or the State of Florida Department of

Page 2

Education. Agencies will refer all prospective vocational teachers to the Grant Coordinator for certification processing. Vocational teachers with existinglcurrent full- time certification will provide a copy of their teaching certificate to the Grant Coordinator.

Vocational teacher applicants will come to South Tech with a chronological resume of their work experience, an official college transcript(s), current picture identification and a money order for $75.00 for each vocational area of certification being requested.

All vocational teachers will hold a full-time vocational certificate and if hired and issued a temporary certificate will agree to complete all certification training required by the districtlstate.

Each agency will provide documentation of a minimum of 30 hours of college credit for each paraprofessional who will provide instruction in an instructional setting not continuously monitored by the assigned vocational instructor.

Staffing Criteria

Staffing ratios will be established based upon facilities and skill level of students to be served .

For every 25 students a minimum of one paraprofessional will be employed.

This staffing can be somewhat flexible within the boundaries of the physical layout of the plant and students assigned to each area of the plant.

Each unique area of the physical plant, i.e., nursery vs. workshop, will have a vocational teacher to create instruction in that subject related skill training.

Every effort should be made to match the vocational teacher's knowledge and experience with the subject matter to be taught.

The staffing plan for each agency will be submitted in writing to the Grant Coordinator for approval no later than June 30'~. Each plan should detail the personnel by type along with days and hours of employment and student lists of names, addresses, date of birth, sex, race, and Social Security numbers.

Base Funding

One-Fourth of each agency's Base Allocation will be paid, upon verification of continuous enrollment of sufficient students, at the end of each fiscal quarter.

Each agency has the opportunity to earn the additional 15% Performance Funding through the continued enrollment, and completion of benchmarks by each student along with acceptable documentation.

Performance Funding

Quarterly performance funding will occur upon documentation of individual student enrollment records, up to date individual student AIEP, and completed individual student weekly Interim Benchmark Goal Sheets will be paid in addition to the % base allocation.

Page 3

o No later than August Ist, each enrolled student will have a completed AIEP along with two attainable benchmarks for the year that have been reviewed and approved by the Grant Coordinator. Completion will result in full payment of the performance funding for enrollments, benchmarks, etc. at the end of each fiscal quarter.

o Quarterly reporting for funding purposes will be due to the Grant Coordinator no later than Sept 24, 2010, December 10, 2010, March 25, 2011 and final reporting by May 13,201 1.

o As payments will be made based upon performance during each quarter, any agency failing to meet 100% of the established performance criteria, will forfeit the unearned dollars into a reserve to be used as a bonus at the fiscal year end for agencies exceeding performance goals.


Agencies choosing to utilize grant dollars to operate Supported Employment for the purpose of allowing students who have achieved vocational training success to enter the competitive workforce may do so with Grant Coordinator approval.

All reporting criteria will be the same, except daily reporting will be replaced by documentation using client notes showing an in-person contact with the student no less than two documented employer contact per month.

Each weekly student meeting should involve the completion of the Interim Benchmark Goal Sheet.

As the legal representative of The Arc of Palm Beach County, Inc,, my signature indicates that we will comply with all the stated expectation, deadlines identified and other grant parameters.

/& ,-,, t d ' ~ Date

Michael Papa Agency DirectorIRepresentative Name (Printed)

Page 4

Executive Director Title

South Tech


Fmm Joe Hanison, AWD Grant Facilitator

Cc: Jim Kidd, President


Date: 6131201 0

Re: Grant Conditions for FYI I


The total number of participants used to report for this grant for the upcoming year will be based upon the final complete performances shown in counts from June I, 2010. The numbers used are as follows:


Agency

Boca Habilitation Center



* The Total Enrolled is based upon all agencies meeting number funded for FYI0 with gods and two completed benchmarks which will result in the Dollar Values stated. Pagel

Number funding for FYI 1

169

179

Potential Dollar Value FYI 1 of

$1,048,456.00

$309,77 1.09'

$ 328,100.74*

Seagull Industries

The ARC

Jeff Industries


103

70

5 1

572

$ 188,795.40*

$ 128,307.55*

$ 93,481.22'

$1,048,456.00

Overview of Program

Each student participant must be disabled adult (over the age of 16 years) who establishes an annual long-term goal and two annually completable benchmarks for vocational training purposes recorded on the AlEP forms.

The Grant Coordinator must approve student eligibilrty, Annual Goals and Benchmarks.



Each student will have a 45-week individualized instructional plan to meet his or her established benchmarks. The benchmarks chosen for each individual student should be attainable within a 6 to 10 month time period. At the latest no additional students are to be enrolled after Novem ber 12.201 0.






Vocational teachers will record each individual student's progression in quarterly measurable statements recorded on the AlEP and supported by the tangible documentation collected via the daily reporting sheets and weekly Interim Benchmark Goal sheets.


Each student's goal is to attain measurable proqress equal to or greater than 50% of each of the two required benchmarks by Dec l o h of the fiscal year with the remaining progress to be documented as 100% complete no later than May 13Ih of the fiscal year.

Professional DevelopmenVQualfications



Page 2


Vocational teacher applicants will come to South Tech with a chronological resume of their work experience, an offiaal college transcript(s), current picture identification and a money order for $75.00 for each vocational area of certification being requested.



Staffing Criteria

Staffing ratios will be established based upon faalities and skill level of students to be served.






Base Funding

OneFourth of each agency's Base Allocation will be paid, upon verification of continuous enrollment of sufficient students, at the end of each fiscal quarter.


Performance Funding

Quarterly performance funding will occur upon documentation of individual student enrollment records, up to date individual student AIEP, and completed individual student weekly Interim Benchmark Goal Sheets will be paid in addition to the '/4 base allocation.

Page 3

o No later than August lst, each enrolled student will have a mmpleted AlEP along with two attainable benchmarks for the year that have been reviewed and approved by the Grant Coordinator. Completion will result in full payment of the performance funding for enrollments, benchmarks, etc. at the end of each fiscal quarter.

o Quarterly reporting for funding purposes will be due to the Grant Coordinator no later than Sept 24, 2010, December 10, 2010, March 25, 201 1 and final reporting by May 13, 201 1.



Agencies choosing to utilize grant dollars to operate Supported Employment for the purpose of allowing students who have achieved vocational training success to enter the competitive wokforce may do so with Grant Coordinator approval.



i ' I '

AS the legal representative of :'..< //+>, f! : :,.,, r h f l / < - ;'A i ~G .i/l~t~*~d&, my signature indicates that we will comply with all the stated expectation, deadlines identified and ofher grant parameters.

d 6 - 0 9 " / 0 Date

. &/L~lr3n c. e p & c ~ ~ t ~ ~ JILCCG~Z

Agency DirectorIRepresentative Name (Printed) Title

Page 4

South Tech

Memo To: Adub with ithiabilities Program Participants

Fmm Joe Harrison, AWD Grant Facilitator



Date: 6/3/2010

Re: Grant Conditions for FYI 1

The RFP has been completed requesting continuation of the AWD grant. The following represents the guidelines that each agency will be expected to adhere to and document perfomance in order to be eligible to receive each quarterly payments.




Potential Ddlar Value FYI I of

$1,048,456.00

$309,771 -09'

$328,100.74'

$ 188,795.40‘

$128,307.55'

$93,481.22*

$1,048,456.00

Agency

Boca Habilitation Center


Seagull Industries

The ARC

Jeff Industries


The Toial Enrolled is based upon all agencies meeting number funded for FYI0 with goals and tw cwnpleted benchmarks vlrhich will result in the Dollar Values slated. Page1

Number funding for FYI 1

1 69

1 79

1 03

70

51

572

Overview of Program





Each student will have a 45-week individualized instructional plan to meet his or her established benchmarks. The benchmarks chosen for each individual student should be attainable within a 6 to 10 month time period. At the latest no additional students are to be enrolled after November 12,2010.








Each student's goal is to attain measurable pro ress equal to or greater than 50% of 9, each of the two required benchmarks by Dec 10 of the fiscal year with the remaining progress to be documented as 100% complete no later than May 13'~ of the fiscal year.

Professional Development~Qualifications



Page 2





Staffing Criteria

Staffing ratios will be established based upon facilities and skill level of students to be served.





The staffing plan for each agency will be submitted in writing to the Grant Coordinator for approval no later than June 30'" Each plan should detail the personnel by type along with days and hours of employment and student lists of names, addresses, date of birth, sex, race, and Social Security numbers.

Base Funding



Performance Funding

Quarterly performance funding will occur upon documentation of individual student enrollment records, up to date individual student AIEP, and completed individual student weekly Interim Benchmark Goal Sheets will be paid in addition to the 1/4 base allocation.

Page 3

o No later than August lst, each enrolled student will have a completed AlEP along with two attainable benchmarks for the year that have been reviewed and approved by the Grant Coordinator. Completion will result in full payment of the performance funding for enrollments, benchmarks, etc. at the end of each fiscal quarter.







As the legal representative of 3 e f f /nd~$~fi, [fit . . my signature indicates that we will comply with all the stated expdchtion, deadlines identifhd and other grant parameters.

Agency DirectorRepresentative Name (Printed) Title

Page 4

South Tech


From: Joe Harrison, AWD Grant Facilitator



Date: 6131201 0

Re: Grant Conditions for FY 11



Agency Number funding for FY 1 1 Potential Dollar Value FY 11 of

$1,048,456.00

Boca Habilitation Center 169 $309,771.09* I I

Palm Beach Habilitation Center I 179 $ 328,100.74*

Seagull Industries 103 $ 188,795.40'

The ARC 70 $ 128,307.55*

Jeff Industries 5 1 $ 93,481.22*

Total to be Served (Minimum) 572 $1,048,456.00



The Total Enrolled is based upon all agencies meeting number funded for FY I 0 with goals and two completed benchmarks which will result in the Dollar Values stated. Page1

Overview of Program



The traini~g program will be presented on a daily basis with learning activities that provide instruction, reinforcement of learned concepts, and individual progression toward annual benchmarks.


Each student will have a 45-week individualized instructional plan to meet his or her established benchmarks. The benchmarks chosen for each individual student should be attainable within a 6 to 10 month time period. At the latest no additional students are to be enrolled after November 12,2010.




Vocational teachers will plan for the individual students' daily instruction, which will be implemented by the assigned paraprofessional aide($ who will summarize instructional contact at the end of each day on a daily report.




Each student's goal is to attain measurable pr ress equal to or greater than 50% of 37 each of the two required benchmarks by Dec 10 of the fiscal year with the remaining progress to be documented as 100% complete no later than May 13'~ of the fiscal year.

Professional Development/Qualifications



Page 2



All vocational teachers will hold a full-time vocational certificate and if hired and issued a temporary certificate will agree to complete all certification training required by the district/state.


Staffing Criteria




s Each unique area of the physical plant, i.e., nursery vs. workshop, will have a vocational teacher to create instruction in that subject related skill training.


The staffing plan for each agency will be submitted in writing to the Grant Coordinator for approval no later than June 30". Each plan should detail the personnel by type along with days and hours of employment and student lists of names, addresses, date of birth, sex, race, and Social Security numbers.

Base Funding

s One-Fourth of each agency's Base Allocation will be paid, upon verification of continuous enrollment of sufficient students, at the end of each fiscal quarter.

s Each agency has the opportunity to earn the additional 15% Performance Funding through the continued enrollment, and completion of benchmarks by each student along with acceptable documentation.

Performance Funding


Page 3

o No later than August Ist, each enrolled student will have a completed AlEP along with two attainable benchmarks for the year that have been reviewed and approved by the Grant Coordinator. Completion will result in full payment of the performance funding for enrollments, benchmarks, etc. at the end of each fiscal quarter.







As the legal representative of Palm Beach Habilitation Center, Inc. , my signature indicates that we will comply with all the stated expectation, deadlines identified and other grant parameters.

June 15,2010 Date

Tina Philips President / CEO Agency Director/Representative Name (Plinted) Title

Page 4

South Tech


Fmm: Joe Harrison, AWD Grant Facilitator



Date: 6/3/20 10

Re: Grant Conditions for FY 11



Agency

I I

Boca Habilitation Center 169 $ 309,771.09* 1

Number funding for FY 1 1 Potential Dollar Value FYI 1 of

$1,048,456.00



Seagull Industries

The ARC

Jeff Industries



The Total Enrolled is based upon all agencies meeting number funded for FYI0 with goals and two completed benchmarks which will result in the Dollar Values stated. Page1

4 5

179

103

70

51

572

$ 328,100.74*

$ 188,795.40*

$ 128,307.55*

$ 93,481.22*

$1,048,456.00

Overview of Program



The training program will be presented on a daily basis with learning activities that provide instruction, reinforcement of leamed concepts, and individual progression toward annual benchmarks.

lnstmctional plans will be available for Grant Coordinator review with no less than three days in advance instmction at any given time.

Each student will have a 45-week individualized instructional plan to meet his or her established benchmarks. The benchmarks chosen for each individual student should be attainable within a 6 to 10 month time period. At the latest no additional students are to be enrolled after November 12, 201 0.








Each student's goal is to attain measurable pro ress equal to or greater than 50% of 9, each of the two required benchmarks by Dec 10 of the fiscal year with the remaining progress to be documented as 100% complete no later than May 13" of the fiscal year.

Professional Development~Qualifications



Page 2





Staffing Criteria







Base Funding



Performance Funding


Page 3

o No later than August Ist, each enrolled student will have a completed AlEP along with two attainable benchmarks for the year that have been reviewed and approved by the Grant Coordinator. Completion will result in full payment of the performance funding for enrollments, benchmarks, etc. at the end of each fiscal quarter.

o Quarterly reporting for funding purposes will be due to the Grant Coordinator no later than Sept 24, 2010, December 10, 2010, March 25, 201 1 and final reporting by May 13,201 1.






As the legal representative of 2 ciu ,/uj4- PC c&D-. r' (&my s~ghature -A& ~ndidates that we will comply with all the stated ex&ctation, deadlines identified and other grant parameters.

q&7- _LC1 h L O Agency Di ctorfRepresen ' e Signat e

Agency DirectorIRepresentative Name ( N e d ) Tile

Page 4

APPENDIX V (Pgs 49-55)

PROVIDER BUDGET NARRATIVES

P A L M B E A C H C O U N T Y

The Arc of Palm Beach County, Inc. Funded Provider Budget Narrative

Adults with Disabilities Grant Program S M 2010-201 1

I hereby certify that all information, figures, and representations stated above are true, correct, and consistent with the statement of qeneral and specific programmatic assurances for the Adults with Disabilities Grant Proclram.

Russell Greene Typed Name

Account Title & Narrative Salaries: 2 Full-time Teachers Salaries: 3.5 Full-time Paraprofessionals II

TOTAL

Chief Financial Officer June 15,2010 Official Title

Amount $61,866.00 $66,441.55 $ $128,307.55

The Courim Center: 1201 Australian Avenue: Riviera Beach, FL 33404 (561) 842-3213 Fax (561) 863-4352

e-mail: info@,arc~bc.orn website: www.arcvbc.org

SEAGULL INDUSTRIES FOR THE DISABLED, INC. 3879 West Industrial Way I Riviera Beach. FL 33404 1 561.842.5814 1 Fax: 561.881.3554 1 E-mail: [email protected]

WWW.SEAGULL.ORG Seagull Industries for the Disabled, Inc.

Funded Provider Budget Narrative Adults with Disabilites Grant Program

SFY 201 0-201 1

Account Title & Narrative

Salaries: 1 Full-time teacher

For 1 full-time teacher: Health lnsurance @ 10.6 % (3,552); Life insurance @ .86 Oh(287); worker's compensation @ 1.41 % (471); FlCA @ 6.2% (2,072); Medicare @ 1.45 %(485); unemployment @ ,0193 % of 7,000 ( 135); disability @ .41 %

Benefits: (1 36)

$ 7138 I 40,555 = 17.6 %

Salaries: 1 Full-time Paraprofessional 2

For 1 full-time teacher: Health lnsurance @ 15 % (3,552); Life insurance @ .85 %(I 97); worker's compensation @ 1.41 % (326); FICA @ 6.2% (1,433); Medicare @ 1.45 %(335); unemployment @ ,0193 % of 7,000 ( 135); disability @ .41 %

Benefits: (94)

$ 6,072 1 29,193 =20.80 %

$ 33,417

7,138

23,120

6,072

Salaries: 4 Full-time Paraprofessional 1

For 1 full-time teacher: Health lnsurance @ 15 % (14,208); Life insurance @ .83 %(789); worker's compensation @ 1.41 O h

(1,334); FlCA @ 6.2% (5,865); Medicare @ 1.45 %(I ,373); unemployment @ ,0193 % of 7,000 ( 540); disability @ .36 %

Benefits: (339)

$24,447 1 119,047 = 20.54 %

I hereby certify that all information, figures, and represetations stated above are true, correct, and consistent with the statement of general and specific programmatic assurances for the Adults with Disabilities Grant Program.

94,600

24,448

Total Funded Provider Budget

Linda Moore Typed Name

$ 188,795

Assistant Executive Director Official Title

Seagull Indutries for the Disabled, Inc. re

the Town of Palm Beach United Way and the Palm Beach C O I L ~ Q Board of Commrss~oners

HABILITATION CENTER FOR THE HANDICAPPED, INC. A Not-For-Profit Agency Serving ~ d u l t s With Disabilities

22313 BOCA RIO ROAD - BOCA RATON - FLORIDA - 33433 TELEPHONE: (561) 483-4200 - FAX: (561) 483-1 194

EMAlL ADDRESS: [email protected]

Habilitation Center for the Handicapped, Inc. Funded Provider Budget Narrative

Adults with Disabilities Grant Program SFY 2010-2011

Account Title & Narrative I I

Salaries: 5 full-time teacherslparaprofessionals I I

m I hereby certify that all information, fiqures, and re~resentations stated above are true, correct, and consistent with the statement of qeneral and specific ~roqrammatic assurances for the Adults with Disabilities Grant Proqram.

Salaries: 6 part-time teacherslparaprofessionals

Benefits: for 11 teaching staff: FICA @7.65% ($18,710); worker's compensation @.7% ($1712); group insurance @18.3% ($44,773)

William C. Ferris

Typed Name

$125,583.

$ 65,195.

I

Executive Director

Official Title

June 10,2010

Date

EFF mIYDUSTRIES --- IIYC. ---pppp

-

G. JEFFREY VERNIS Board President

CLAUDIA M. ROBERTS Executiue Director

JEFF INDUSTRIES, INC. Funded Provider Budget Narrative

Adults with Disabilities Grant Program SFY 2010-201 1

I TOTAL $93,481.22

Account Title 8 Narrative Salaries: 4.75 FTE Teachers Benefits: For 4.75 FTE teachers; FICA@ 7.65 (4,523.92); Health benefits

c) If line item expenses include salaries andlor benefits, identify the number of teachers included in said salaries, along with whether the teacher is full-time or part-time:

Amount $72,966.44 $20,514.78

Janitorial certified Instructor: .75 FTE, Paraprofessional TradeslJanitorial Instructor: .5 FTE, Trades certified Instructor: .7 FTE, Trades Paraprofessional instructor: .5FTE (Both Paraprofessionals are certified vocational instructors).

($1 1,711.83); worker's Compensation ($2,201 38); Life Ins ($319,64); Medicare ($1,058.01 ); SUTA ($700.00)

I herebv certify that all information, fiqures, and representations stated above are true, correct, and consistent with the statement of qeneral and soecific oroqrammatic assurances for the Adults with Disabilities Grant Proqram.

Claudia M Roberts T v ~ e d Name . .

Signature /

Executive Director 611 11201 0 Official Title

Date

A PRIVATE NON-PROFIT AGENCY SERVING PERSONS WITH SEVERE MENTAL AND EMOTIONAL ILLNESSES

- - - - -

Administrative Offices 115 East Coast Avenue, Hypoluxo, FL 33462 (561) 547-9258 FAX: (561) 547-9682

,,,,,,,,,,,,,,,,., E-Mail Address: jeffindustriesOjeffindustries.org Chlldreo &Famll,er

4522 South Congress Avenue, Lake Worth, Florida 33461-4709 Phone (561) 965-8500 Fax (561) 433-8816 E-mail: [email protected] Website: www.PBHAB.org

Providing Employment, Job Placement, Residential and Senior Activities for Individuals with Mental, Emotional and Physical Disabilities.

BOARD OF DLRECTORS

Babbette Wolff CHAIRMAN

E. Earl Moore VICE CHAIRMAN

Otis Brown TREASURER

Johnny Williams SECRETARY

Steven E. Belous Robert J . Brandon

Lester Cohen Alec Flamm

Cheryl L. Gibbs Tommye Jolly-Tinkham, Esq.

Harry B. Kennedy, Jr. Beverlee Miller Sheila Rinker Carol Roberts Mo Thornton

Thomas Tremba Adrianne Weissman

Tina Philips PRESIDENT I CEO

***

SUPPORTED IN PART BY

Agency For Persons with Disabilities

Department of Education Division of Vocational

Rehabilitation

Florida Department of Children and Families

Palm Beach County Board of County Commissioners

Palm Beach County School District

United Way of Palm Beach County

Town of Palm Beach United Way

Palm Beach Habilitation Center, Inc. Funded Provider Budget Narrative


Account Title & Narrative Salaries: 3 Full-Time Teachers

Benefits: For 3 Full-Time Teachers; Retirement ($0; based on actual participation); FlCA @ 7.65% ($7,311); Group Health and Dental lnsurance @ $430.17/Mth/FTE ($6,148 based on actual participation); Worker's Compensation @ 1.58% ($1,509); FUTAISUTA @ 6.20% of first $7,000 of SalaryIFTE x 3 FTEs ($1,302); Tri-Net PEO Admin Fee @ I .87% of Salary ($1,787).

Salaries: 3 Full-Time Para-Professional 2's

Benefits: For 3 Full-Time Para-Professional 2's; Retirement ($0; based on actual participation); FlCA @ 7.65% ($5,785); Group Health and Dental lnsurance @ $430.1 7lMthlFTE ($10,575 based on actual participation); Worker's Compensation @ 1.58% ($1 ,I 94); FUTNSUTA @ 6.20% of first $7,000 of SalaryIFTE x 3 FTEs ($1,302); Tri-Net PEO Admin Fee @ I .87% of Salary ($1,414).

Salaries: 3 Full-Time Para-Professional 1's

Benefits: For 3 Full-Time Para-Professional 1 's; Retirement ($260 based on actual participation); FlCA @ 7.65% ($5,847); Group Health and Dental lnsurance @ $430.1 7lMthlFTE ($1 5,864 based on actual participation); Worker's Compensation @ 1.58% ($1,207); FUTNSUTA @ 6.20% of first $7,000 of SalaryIFTE x 3 FTEs ($1,302); Tri-Net PEO Admin Fee @ 1.87% of Salary ($1,430).

Amount $ 95,571

$ 1 8,057

$ 75,620

$ 20,270

$ 76,438

$ 25,910

59 PALM BEACH HABILITATION CENTER. INC REGISTRATION KH116. IS REGISTERED WITH THE STATE UNDER THE SOLICITATION OF CONTRlBUTlONS ACT 1991 A COPY OF THE OFFICIAL REGISTRATION AND FINANCIAL INFORMATION MAY BE OBTAINED FROM THE DIVISION OF CONSUMER SERVICES BY CALLING TOLL-FREE 1 800 435-7352 REGISTRATION DOES NOT IMPLY ENDORSEMENT APPROVAL OR RECOMMENDATION BY THE STATE OF FLORIDA

Palm Beach Habilitation Center Adults with Disabilities Budget Narrative Page 2

Salaries: 1 Part-time Para-Professional 1

Benefits: For 1 Part-Time Para-Professional 1; Retirement ($1,060 based on actual participation); FICA @ 7.65% ($651); Group Health and Dental Insurance @ $430.17/Mth/FTE ($5,288); Worker's Compensation @ 1.58% ($134); FUTNSUTA @ 6.20% of first $7,000 of Salary ($434); Tri-Net PEO Admin Fee @ 1.87% of Salary ($1 59).

I hereby certify that all information, figures, and representations stated above are true, correct, and consistent with the statement of general and specific programmatic assurances for the Adults with Disabilities Grant Program.

TOTAL

Jeff Chapman Typed Name

$328,100

CFO Official Title Date

All budget narratives are completed according to DOE guidelines. The amount specified for each provider has been determined by each agency's student enrollment.

APPEND/X Vl (Pgs 56-70)

PROVIDER SCOPE of WORK NARRATIVE

The Arc of Palm Beach County Funded Provider Scope of Work Narrative

Adults with Disabilities Grant Program SFY 2010-201 I

The Arc of Palm Beach County will have the following instructors employed under the grant. All of them are full time employees

Sean Stickley Teacher Jacque Simmons Teacher Robert Knight Paraprofessional Lorena Machado Paraprofessional Sharon Gannon Paraprofessional Phyllis Waller Paraprofessional Vacant position TBD

We have identified 76 students to be enrolled and that 70 of them will achieve the first and 2nd benchmarks.

Services provided will be for students who are interested in obtaining skills that prepare them for competitive employment and also for training students who have obtained employment.

Our PAVE program (Progressive Adult Vocational Training) offers an array of training activities Students may choose to participate in the classes that they find of most interest to them.

Life skills are taught as they relate to employment - hygiene, safety, money management, current events, relationships with peers are some of the skills addressed in the classes. Instructors encourage class participation at all times and frequently use experiential learning to reinforce concepts.

We have a computer lab on site where students are able to research employment opportunities via the Internet, work on typing skills, learning how to write a resume or learning how to type their name, depending upon their level of skill.

We also have a small micro-enterprise program wherein students are taught basic business skills that are utilized when they take the products they make to local green markets for sale. It is up to the students to display, market and manage money earned. Loans are available for students who wish to start their own businesses.

The art studio is the arena for creating many and varied products such as jewelry, ceramic wall hangings, mirrors, and decorative pots. This class helps students remain on task, develop eye hand coordination and learn to follow instructions.

Job specific classes we offer include replication and learning tasks needed on jobs. Many people will find employment in food service, retail, offices and they will have the opportunity to learn and practice skills at PAVE or in The Arc's offices. Some of the areas of learning include wiping down tables, faxing, photocopying, answering phones, rolling silverware and we replicated a book stack for a student interested in obtaining work at a library.

We have also offered students on the job training with one of our PAVE instructors at The Breakers. This opportunity was a learning experience in the real world and one which we will continue and expand.

Our employment services trainers conduct on the job training, advocacy and support. Their visits cement relationships with employers as well as employees.

The above is not an unduplicated count.

Life Skills - learning how to live as independently as possible From the students perspective, independence is an important element for them. Learning can be transferred to the home setting whether within their own family, group home or apartment.

Job Skills - Skills for success on the job From the students perspective, this is preparation for their goal of employment and it is experiential training.

Computer Skills - Learning how to use the computer for employment Students love working on the computers.

Specific job training - Practical application of job skills This helps students determine the type of job they like and for which they are best suited.

Micro enterprise Students enjoy creating products for sale at local green markets, interacting with the public and running their business.

Students benefit from all of the classes as they are related to their goals of employment. We encourage all students to think about employment and instructors strive to creative strategies to improve their self esteem through work, no matter what level.

The approximate percentage of total funding that is being allocated to each of the following (the total of the three percentages shall equal 100%):

Improving quality of life through the provision of recreational activities and intellectual stimulation.

YO

Serving adults with disabilities who are not suited for workforce development education programs.

An AlEP is attached.

100%

I

I hereby certifv that all information, fiqures, and representations stated above are true, correct, and consistent with the statement of qeneral and specific programmatic assurances for the Adults with Disabilities Grant Proqram.

Providing lifelong learning activities to senior citizens with disabilities.

-7?Y- Pamela Heyer

%

Director of Adult Services June 15.2010

SEAGULL INDUSTRIES FOR llE DISABLED, INC. 3879 West Industrial Way IRiviera Beach, FL 33404 1561.842.5814 I fax:561.881.3554 I E-mail: [email protected]

WWW.SEAGULL. ORG

Seagull Industries for the Disabled, Inc. Funded Provider Scope of Work Narrative

Adults with Disabilities Grant Program SFY 2010- 2011

Seagull Industries for the Disabled, Inc. began providing services to adults with developmental disabilities in 1979. One of the Seagull programs is Seagull Achievement Center of the Palm Beaches, the adult day program which utilizes the adult education grant funding, supporting the participants through a variety of educational and vocational classes and training. The educational component integrates four major life domains: family, work, personal and recreation. The classes include functional reading, writing, math, computer usage, time telling, personal hygiene, nutrition, arts and crafts, fitness, stress and anger management, and personal advocacy. In addition small group sessions are offered. Employment skills are taught in the class setting and then applied in the day program while working on jobs that generate compensation. The overall mission of Seagull Industries is to encourage achievement, self reliance and economic independence.

Seagull employs one teacher, one paraprofessional 11, and four paraprofessional I, all are full time positions. Over the course of the fiscal year, Seagull anticipates 103 students to achieve benchmarks 1 and 2.

The Seagull Achievement Center of the Palm Beaches clients are offered vocational and educational training. They can also participate in a variety of social and recreational activities.

ADULT DAY TRAINING PROGRAM

Seagull offers a variety of vocational and educational training opportunities. Clients do light assembly and packaging work for local, regional and international businesses.

LAWN MAINTENANCE ENCLAVE

Seagull offers enclave members the opportunity to work on various lawn sites. They can learn a variety of lawn maintenance skills.

SEAGULL TFlRIFT STORE ENCLAVE

Seagull trains clients in an off-site facility. The clients are trained to sort and hang up clothing which will be sold.

Seagull Industries for the Disabled, Inc. receives on-going support &om the Palm Beach United Way and the Palm Beach County Board of Commissioners

Some clients assist the thrift store truck driver with picking up donated items such as furniture, clothing, appliance, etc.

SPECIAL ACTIVITIES

DANCES

Clients can attend the Valentine Dance, Summer Fling Dance, and Halloween Dance held on Saturday nights. The clients wear costumes at the Halloween Dance. A meal and refreshments are served. A volunteer disc jockey provides a variety of music. The clients enjoy dancing and socializing for an evening.

MONTHLY CLIENT BIRTHDAY PARTIES

Each month, Seagull celebrates client birthdays with dancing, cake, and birthday certificates. The clients look forward to this recognition of their special days.

CLIENT ANNUAL HOLIDAY PARTY

Each December, the clients are transported to an off-site facility to have a catered lunch. The clients are served by staff members, volunteers, family and friends. They receive a delicious meal of turkey and dressing, vegetables, drink, and dessert. The clients have a wonderful time with the gift exchange, talent show, and fashion show. The clients are surprised by a visit from Santa Claus.

SEAGULL DAY

Each March, Seagull celebrates its anniversary. A picnic is held at Seagull Ranch. There are arts & crafts as well as games such as basketball, softball, volleyball, kickball, and football. The fire department exhibits the helicopter (Life Star) and ambulance equipment. The clients have a wonderful time.

SPECIAL OLYMPICS

The clients participate in the Palm Beach County Special Olympics twice a year in the summer and fall events. They compete in the bowling and track and field events. The clients really enjoy the excitement of the opening ceremonies. They also enjoy competing with their fellow athletes and sharing this event with their families and friends.

OUTINGS TO PARKS & MALLS

Clients enjoy the opportunity to be outdoors and engage in recreational activities at local parks. They also enjoy going to the local malls.

CLIENT ADVISORY COMMITEE

Some clients participate in the monthly client advisory committee meetings. These meetings allow an opportunity for discussion of concerns, interests, and issues that are important to the clients.

VSA arts of FLORIDA

Some of the clients attend an off-site art class through VSA art of Florida. They participate in ceramics and other art activities.

Classes Offered at Seagull Industries for the Disabled, Inc.

Writing Class: Students are taught to pr in th i te their name, write words, and practice writing the alphabet

Math Class: Students are taught to count up to 100, simple addition, subtraction, some multiplication, and count money

Job Readiness Class: Students are taught to fill out an application, how to dress appropriately for a job and the importance, and interviewing techniques

Arts & Crafts: Students are able to participate in various projects involving a variety of are mediums

Exercise: Students are taught to care for their bodies through exercise with the use of stationary equipment, work out videos and walking

Health & Nutrition: Students are taught how to improve their health by making appropriate food choices

Stress & Anger Management: Students learn how to handle different or difficult situations, de-escalation techniques, and effective communication skills

Activities: To the increase the student's knowledge and information retention, community activities are integrated into the learning experience as available. Such activities include holding mock interviews at potential work sites and visitation of a local artist studio.

Student Perspective: The benefits realized by each student is three fold. The students are educated, exposed, and then offered an opportunity to experience. Understanding their gains are often smaller when compared to those of the general population but no less important. To receive a paycheck at the end of a work period as a reward for staying on task as a job is completed is the same for a CEO. To have the opportunity to explore and experience what the community has to offer from employment to community activities is immeasurable. The students often express their appreciation for all that they receive at Seagull.

New Students vs. Repeat Students. (Copy the following checklist to the Application.)

Type of Disability

Orthopedic

Speech or Language

- Deaf, Hard of Hearing or Hearing

Visual

Dual-Sensory

Emotional 1 Psychological

Behavioral

Developmental

Specific Learning

= Autism Spectrum Disorder

Traumatic Brain Injury

Other

Indicate under Type of Program Provided, the types of programs provided by your agency's Adults with Disabilities Grant Program; check (J) all that apply. For each item checked, also include the age ranges and number of anticipated student enrollment for each type of program. If you check the term "Other", be sure to identify what "Other" means.

Check (J) all that apply

X

X

X

X

X

X

X

Of the Total Student Enrollment Reported for 2009-201 0, how many:

a) Were new to the AWD Program

b) Have been in the AWD Program for I to 2 Years

c) Have been in the AWD Program for 3 to 4 Years

d) Have been in the AWD Program for more than 4 years

# of Students

4

10

23

66


25-67

35-67

30-63

30-65

27-79

24-67

24-65


Enrolled

10

5

3

20

10

80

7

Type of Program Provided

Adult Literacy Daily Living Skills


Recreation Sheltered Workshops

0 Other:

I hereby certify that a information, figures, and representations stated above are true, correct and consistent with the statement of general and specific programmatic assurances for the Adults with Disabilities Grant Program.

Improving quality of life through the provision of recreational activities and intellectual Stimulation. Serving adults with disabilities who are not suited for workforce development education programs Providing lifelong learning activities to senior citizens with disabilities

Linda Moore Typed Name

Check ( J ) all that apply

X

X X

X

4 1 %

49%

10%

Assistant Executive Director Title

4, p Dat

Age Range

24-79

24-58 24-79

24-79


Enrolled

105

25 105

105

HABILITATION CENTER FOR THE HANDICAPPED, INC. A Not-For-Profit Agency Serving Adults With Disabilities

22313 BOCA RIO ROAD BOCA RATON FLORIDA 33433

TELEPHONE: (561) 483-4200 FAX: (561) 483-1 194

Funded Provider Scope of Work IVarrative Adults with Disabilities Grant Program

SFY 2010-201 1

The essence and scope of services delivered by this agency through the Adults with Disabilities (AWD) Grant for F.Y. 201 1 will be a continuation of the excellent programs offered to our students in the past. Our emphasis will remain on engendering vocational skills through intensive, individually tailored training provided through the agency's Manufacturing Services, Plant Nursery and Developmental Training operations. Our goal is to serve at least 169 students this coming fiscal year. Our expectation is that under the tutelage of our four teachers and seven paraprofessionals all students will achieve their benchmarks; as requested, an actual redacted AIEP is attached.

Manufacturing Services provides in-depth training in all facets of manufacturing, packaging, and the fulfillment process. This innovative program provides meaningful, compensable training that engenders generic as well as highly specialized work skills, such as electrical and mechanical assembly, soldering and equipment testing. It also fosters safe work practices and enhances one's confidence and sense of self-worth. The Plant Nursery offers an impressive array of compensable learning opportunities in growing and caring for plants. The knowledge and skills acquired in the Plant Nursery are readily transferable to the workforce. Our Developmental Training Program (DTP) serves adults with more severe disabilities. As with all of the Center's programs, training in DTP is predicated on a comprehensive, holistic assessment of the individual. Emphasis is placed on enhancing adaptive skills, fostering appropriate behaviors, and developing basic work skills.

This agency serves individuals with a multitude of disabilities. The following checklist summarizes the types of disabilities experienced by individuals served:

TYPE OF DISABILITY APPLICABILITY Orthopedic X Speech or Language X Deaf, Hard of Hearing X Visual X Dual-Sensory Emotional/Psychological X Behavioral X Developmental X Specific Learning X Autism Spectrum Disorder X Traumatic Brain Injury X

AGE RANGE OF STUDENTS

19-8 1 19-8 1 19-81 19-8 1

# OF STUDENTS EXPECTED

3 2 42 16 2 8

DEVELOPMENTAL TRAINING MANUFACTURING SERVICES PLANT NURSERY SUPPORTED EMPLOYMENT-

@ A United Way Agency agency for persons wlth dlsob~llties

Partially Funded by st.,,e el p ~ ~ , s d ~

An approximation of the allocation of total funding to the following areas is:

- Improving quality of life through the provision of recreational activities and intellectual stimulation. 0 %

- Serving adults with disabilities who are not suited for workforce development education programs. 95 %

- Providing lifelong learning activities to senior citizens with disabilities. 5 %


William C. Ferris, Executive Director

BOARD O F DIRECTORS

Babbette Wolff CHAIRMAN E. Earl Moore

VICE CHAIRMAN

Otis Brown TREASURER

Johnny Williams SECRETARY

Steven E. Belous Robert J. Brandon

Lester Cohen - --.. . - ~ ~ - ~ ~ ~ ~ ~

Cheryl L. Gibbs Tommye Jolly-Tinkham, Esq.

H a y B. Kennedy, Jr. Beverlee Miller Sheila Rinker Carol Roberts Mo Thornton

Thomas Tremba Adrianne Weissman

Tina Philips PRESIDENT I CEO

SUPPORTED IN PART BY

Agency For Persons with Disabilities

Department of Education Division of Vocational

Rehabilitation

Florida Department of Children and Families

Palm Beach County Board of County Commissioners

Palm Beach County School District

United Way of Palm Beach County

Town of Palm Beach United Way

PALM BEACH HABILITATION CENTER, INC. 4522 South Congress Avenue, Lake Worth, Florida 33461-4709

Phone (561) 965-8500 Fax (561) 433-8816 E-mail: [email protected] Website: www.PBHAB.org

Providing Employment, Job Placement, Residential and Senior Activities for Individuals with Mental, Emotional and Physical Disabilities.

Palm Beach Habilitation Center Funded Provider Scope of Work Narrative


The Palm Beach Habilitation Center is a Contracted Service Provider through South Tech Academy for the implementation of the Adults with Disabilities Grant in Palm Beach County. The Scope of Work being provided under this grant is to assist adults with disabilities to become as vocationally independent as possible using the following training methodologies: on campus employment training; community based employment sites; Job Club; and Supported Employment. Services are provided to adults with significant disabilities including individuals who have graduated through the ESE programs and are transitioning into the world of work.

The Center offers a wide array of services in order to accomplish this goal. Both Vocational Instructors and Vocational Trainers are utilized to provide training to individuals at the Center and in community based err~ployment sites. Trainirrg provided through this grant consists of employment skills related to following directions, accepting supervision appropriately, displaying appropriate interpersonal skills, and learning the work and appropriate behavioral expectations of community employers. The Palm Beach Habilitation Center utilizes the following number of staff members to fulfill the derr~ands of the contract:

1. Three full-time Vocational Instructors all of which are paid from the Adults with Disabilities Contract.

2. Six full-time Para-Professional 2's three of which are paid from the Adults with Disabilities Contract.

3. Five full-time Para-Professional 1's three of which are paid from the Adults with Disabilities Contract.

4. Three part-time Para-Professional 1's one of which is paid from the Adults with Disabilities Contract.

6 5 PALM BEACH HABILITATION CENTER. INC. REGISTRATION KH116. IS REGISTERED WITH THE STATE UNDER THE SOLICITATION OF CONTRIBUTIONS ACT IWI . A COPY OF THE OFFICIAL REGISTRATION AND FINANCIAL INFORMATION MAY BE OBTAINED FROM THE DIVISION OF CONSUMER SERVICES BY CALLING TOLL-FREE 1-800-435-7352 REGISTRATION DOES NOT IMPLY ENDORSEMtNT

Palm Beach Habilitation Center Adults with Disabilities Program Narrative Page 2

Work Training is conducted in Production Areas at the Center during which individuals are paid commensl-rate wages for the work performed. Should an individual express interest in specific employment goals, skill training in food services is offered in a comniercial cafeteria located on the main campus. Computer training is also available to assist program participants in learning about personal computers, learning the office suite of programs, and improving their reading and math skills. Adaptive equipment is available to assist anyone in accessing a computer independently. Additional instruction is provided to participants in a classroom setting to assure they understand the expectations and nuances of community employers.

Individuals who have been placed into community employment sites are also provided supports needed in order to assist them in maintaining their job and enhancing their job performance. Specific work skills and interpersonal skills training are provided to assure that each person receives the supports they and their employer have identified. Each participant works towards obtaining two measurable vocational goals. Each goal is broken down into six to ten short term objectives. The individual is consulted and updated on their progress towards obtaining their short term objectives and vocational goals.

During the 2009-2010 fiscal year, the Palm Beach Habilitation Center was scheduled to have 179 students enrolled who would complete both vocational goals. In actuality, there were 206 students who enrolled and completed both of their vocational goals. There have been 16 individuals who were able to be placed into community err~ployment due to the training received in the production areas as part of the Adult with Disabilities Grant. An additional 50 individuals were provided supports needed to assist them in maintaining their job in the community. The job retention rate for these individuals in Supported Employment is currently at 92% for the fiscal year.

The Measurable Results expected for the 2010-201 1 year is that a minimum of 179 students will be enrolled in this program. Each participant will identify two vocational goals to address during the year and will successfully master the objectives needed to complete both goals. An additional goal of 20 individuals will be able to transition into community employment has been set for this contract period.

# Students Anticipated

to be Enrolled

10 1

5 3

3


I 16 -88 16-88

16 -88 16-88 16 -88

Type of Disability

O r t h o p e d i c Speech or Language Deaf, Hard of Hearing or Hearing Visual Dual-Sensory

Check (4 ) all that apply

I X X X X X

Palm Beach Habilitation Center Adults with Disabilities Program Narrative Page 3

Emotional 1 Psychological Behavioral

Developmental

Specific Learning

lmproving work skills needed to transition into competitive community err~ployment for adults with disabilities.

X X X X

-

35%

Providing supports and services needed for adults with disabilities to maintain competitive community employment.

Attached is an example of an AlEP which was developed and utilized by a program participant last fiscal year.

30%

lmproving quality of life through the provision of recreational activities and intellectual stimulation.


7 x

16 -88

16-88

16-88

Autism Spectrum Disorder Traumatic Brain Injury

35%

Tina Philips Typed Name

3 5

10

85 1,

X X

16 -88

16 -88

President I CEO Official Title

16 - 88 -- 7 5

G. JEFFREY VERNIS Boa~d President

CLAUDIA M . ROBERTS E~ecutiue Di~eclot-

JEFF INDUSTRIES, INC. Funded Provider Scope o f Work Narrative


1. Number of Instructors, Teachers, Paraprofessionals, and/or Teacher Aides and whether each one is considered part time or full time.

There are 2.45 FTE instructors involved in this grant.

2. Measureable Results Expected: to be interpreted as projected number of student: enrollments, 1'' benchmark achievements, and 2nd benchmark achievements.

51 adults with mental illnesses will be enrolled. 100% or 51 of the enrolled adults will achieve their 1'' benchmark and 90% or 46 of all the enrolled adults will achieve the 2"* benchmark.

3. Services Provided: an explanation or identification of the types of services provided to students andlor adults with disabilities. Include:

i. A description of the overall program provided to AWD students.

Jeff Industries, Inc. offers the county's only Supported Employment Continuum (SEC) for up to 70 adults ages (18-60) annually with severe and persistent mental illnesses who reside in Palm Beach County. Jeff Industries is the only rehab agency in the State to earn a BEST PRACTICES rating by the National Alliance for the Mentally Ill (NAMI). Our unique bidirectional continuum of employment services was developed by us over the past 25 years to meet the complex needs of the fragile individuals served. The research supported model is outcome driven encompassing accepted psychosocial principals and practices leading to the achievement of the best possible clinical and vocational outcomes. The SEC integrates community based psychiatric illness management with the organizational infrastructure necessary to contain a comprehensive seamless system fostering recovery.

The program provides safe, meaningful and productive daytime activities which are directed towards moving disabled adults on the road to self-sufficiency, mental health recovery and financial stability through structured, goal-oriented, vocational, employability skills development and employment opportunities. It offers a range of educational, pre-vocational, behavioral, and/or cognitive interventions to improve a participant's potential for social and occupational competence.

ii. Indication of Types of Disabilities Served: Copy the following checklist to the Scope of Work. Indicate under Disability Served the types of disabilities experienced by individuals served by the Contract Provider. Also include the age ranges and number of anticipated student enrollment for each type of disability. If you check the term "Other", be sure to identify what other means.

A PRIVATE NON-PROFIT AGENCY SERVING PERSONS WITH SEVERE MENTAL AND EMOTIOMAL ILLNESSES

Administrative Offices 115 East Coast Avenue, Hypoluxo, FL 33462 (561) 547-9258 FAX: (561) 547-9682

,,,,,,,,,,,,,.,,,, E-Mail Address: jeffindustriesOjeffindustries.org Children & Famlller

$1 68

We recognize that people don't come with only one disability or receive one type of service and that duplication may occur. For our purposes, duplication in this chart is okay.

Dual-Sensory

= Emotional I Psychological 18-60

Behavioral

Developmental 18-60

Autism Spectrum Disorder

Traumatic Brain Injury

Type of Disability

Orthopedic

Speech or Language

Deaf, Hard of Hearing or Hearing

Visual

iii. A listing of all activities andlor classes along with a brief description of each one

Activities offered include:

Check ( J ) all that apply

Development of community skills: training how to manage money; how to get to work (transportation); hygiene and grooming; obtain and maintain home and employment; etc.

Behavioral mental health management: learn mood regulation and symptoms coping skills training that lead to psychiatric stability and success in the work force.


18-60

Interpersonal skills: develop appropriate social skills and communication skills.

# Students Anticipated to be Enrolled

1 1

Employability skills training: skills necessary to obtain and maintain a job (1.e. attendance, punctuality, follow directions, stay on task, etc)

Paid vocational training: is delivered by experienced trades persons supported by mental health providers and will be embedded within a normalized "work crew" type atmosphere within one of the agency owned affirmative enterprises (construction, clerical, Janitorial, food services, sign making, wood working, embroidery and digital garment printing).

Support for people to prepare for community based employment: Job coaching preparation sessions to help find a job, resume preparation and job interviewing skills The Job Placement and Coaching services will work hand in hand with the rehabilitation team to teach and prompt positive employability skills and job retention as well as job placement.

iv. An explanation of how students will benefit from these activities. (From the student perspective.)

Activities offered will facilitate economic stability, self-sufficiency and a sense of self worth. The program components will provide the needed supports to facilitate the participant's ability to demonstrate employability skills, safe, as well as, other productive solutions to personal issues and challenges, thereby decreasing hospitalization. The program activities will promote financial independence and success through a person centered strength approach that highlights the unique abilities of each individual. Persons with mental illnesses will have the opportunity to work, learn and participate fully in their community.

v. The approximate percentage of total funding that is being allocated to each of the following (the total of the three percentages shall equal 100%):

Improving quality of life through the provision of recreational activities and intellectual stimulation.

YO

Serving adults with disabilities who are not suited for workforce development 1 education programs.

I hereby certify that all information, figures, and representations stated above are true, correct, and consistent with the statement of qeneral and specific proqrammatic assurances for the Adults with Disabilities Grant Program.

100%

Providing lifelong learning activities to senior citizens with disabilities.

Claudia M. Roberts Typed Name I Signature I

O/O

Executive Director 611112010 Official Title Date

APPENDIX VII (Pgs 71- 191)

AlEP EXAMPLES

11 ADULT INDIVIDUAL EDUCATION PLAN (AIEP)

II CONFERENCE DATE July 1.20 10

NAME OF HOME : STUDENT: . .- -. _ . . . ADDRESS - . . . - - . - - - - - - - - - - DOB- - TEL.NO. -0.

S r n E N T SCHOOL South Tech. ID NUMBER -. DISABILITY Mental Retardation C O D E 2

AGENCY AGENCY CLASS L o c . S e a d l Industries for the Disabled ADDRESS 3879 W. Industrial Way Riviera Beach. R, 33404 TEL.NO. 561-842-SQ-5814

11 VERIPrCATIONDoCUMENT4TION: DCP VR SCHOOLDISTRICT MEDICAL PSYCHOLOGICAL a OTHER

I EXPECTED PROGRAM OUTCOME (S) Independent Functioning Vocational Skills Training

Transition to work I - - -

BEHAVIORAL OBSERVATIONS P O O ~ ~roblern S O ~ V ~ ~ C I abilitv SUPPORT SERVICE PROVIDERSISERVICE(S)

s-

DCF

EXTERNAL SERVICES TO BE INITIATED ON DATE: N/A

INTERIM REVIEW HELD ON 9-15-10 1-15-13

I

Assessment Date Scores Instrument

I See skill area Ithru 4 OTHER

PRESENT LEVEL OF PERFORMANCE -THE STUDENT IS CURRENTLY ABLE TO I S t a y s on task, shows initiative, areat motivational skills

11 Teacher Observation 1 I 11

SPECIALIZED EDUCATIONAL OR VOCATIONAL TRAINING SERVICES, AIDS, OR EQUIPMENT TO BE PROVIDED

Med Waiver

TO FACILITATE THE ACHIEVEMENT OF THE GOALS SET FORTH HERE, THE MOST APPROPRIATE SKILL AREA IS 2

IF VOCATIONAL PROGRAM, INDICATE SPECIFIC OCCUPATIONAL FIELD STUDENT IS BEING PREPARED FOR I

h i

II SIGNATURES OF PERSONS DEVELOPING THIS AIEP

I STUDENT SUPPORT COOROINATOR

I LEA REPRESENTATIVEIPRINCIPAL OR DESIGNEE PARENT OF GUAROIAN (If appllcabls) MMCY REPRESENTITIVE .-

Adults with Disabilities Grant Program State of Florida ... Board Meeting... · Plans(AIEP), grant funded teachers and paraprofessionals, maintains and assists with certification

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