Five year strategic plan FFY 2011-2016 [June 2011]

Georgia Council on Developmental Disabilities Five Year Strategic Plan FFY 2011 - 2016
June 2011

Systems Change For Georgia

Any system must begin with a vision of what the system should look like and be founded upon beliefs of what is possible for people and their families. The vision of services and supports for people with developmental disabilities begins with community first and holds that individuals have access to real homes, real careers, real learning experiences, and real supports. The system should reflect and promote individual values of dignity, independence, individual responsibility, and self-direction. This means that the focus of funding and service planning is on the individuals who use those funds and services, and not on the services themselves or providers. It also means that while the State may not directly fund natural or community-based supports that are outside the formal service system, they can provide resources for infrastructure (such as transportation), information dissemination (such as a comprehensive resource database) and training (such as for peer support or support

What If: Institutions were gone, or nearly gone? And all children had the right to go to their neighborhood schools, no matter what their disabilities?

brokers).

And most adults

lived in their own

The State of Georgia requires a comprehensive approach that is based on investment in home and community based homes or with relatives

services and self-directed services, strengthening of the system infrastructure and growing the system to cover increased demand. In addition, it should press forward and reduce further reliance on large, congregate care facilities as required by the Department of Justice settlement. This should result in a conceptually coherent system rather than a collection of random, unrelated and non-individualized services.

with in-home support of whatever kind needed? And adults had

Any movement forward requires a strategic framework that includes a system focused on achieving performance benchmarks and that understands the implications of costs associated with growing demand. This means that we

opportunities for meaningful jobs

need to hear what people with developmental disabilities are saying (getting rid of silly rules), we need to make our service system more efficient and

we need to rediscover ourselves and our communities.

Dennis Harkins, has been working on the development of self-determination and self-directed supports within Wisconsin and across North America

since 1993. His primary focus is on helping to deliberately integrate the strengths of the individual and family, our communities, and our service

systems. He described the following as the direction that services and supports must go in order to meet a growing need and to support people with

developmental disabilities to be contributing members of communities across the United States. First, we must continue to the foundation of person

centered supports and approaches which are based on the concept that any services are based on the need of the individual. This means recognizing

and building upon the talents and strengths of the individual as a foundation for creating educational opportunities, jobs, and other supports. There is

enough research and evidence that segregated approaches to supporting individuals should be ended and instead through tools such as person

centered planning supports are based on the strengths, talents, and needs of the individual or family. Second, there will always be a need for the

publicly funded system of services and supports. The system must get beyond its reliance on Medicaid which is flawed in its continued support of

institutions and nursing homes, its lack of flexibility in supporting individuals, and the growing economic concerns about Medicaid's growth.

Instead, the state systems must reduce their reliance on high cost and low valued services such as sheltered workshops and institutions and instead

through the use of individual budgets for people with developmental disabilities and their families, peer and family supports build a network of

quality services and supports that are person centered, prompt, most integrated, easy to access, and economically efficient and effective. The third

component of this comprehensive view is to support local communities to welcome all people including those with developmental disabilities. This

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requires residents of communities to unite around issues prioritized by community members and create solutions based on the strengths and assets of the community. In addition, it means engaging residents in making sure that each community member is safe, supported and invited to participate in the community. Finally, there two mechanisms for tying these three areas (person centered, publicly funded system, and community centered) together. Purposeful learning and self-direction/self-determination provide the "cement" to bring these efforts in a way to create a more meaningful life for everyone. Purposeful learning is a way to promote social innovation through a disciplined learning process. It intentionally brings people together to learn about an issue, spend time understanding the possibilities that exist, uniting to create something and then allowing the new creation to drive future efforts. Self-direction/self-determination puts the individual and/or family in charge of the resources and direction of the individual. The individual and/or family should be able to use the resources of the publicly funded system and those in the community to design and access the supports that allow individuals to be welcomed and contributing members of the community.
Person Centered Supports and Approaches

Publicly Funded System of Services and Supports

Self Direction and Self Determination

Community Centered
Supports and Approaches

Purposeful Learning

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Overview of GCDD

The Georgia Council on Developmental Disabilities (GCDD) is comprised of Georgia residents joined together with a vision of a common goal to improve the quality of life for people with developmental disabilities and their families.

The mission of the GCDD is to bring about social and policy changes that promote opportunities for persons with developmental disabilities and their families to live, learn, work, play and worship in Georgia communities. GCDD works with individuals and organizations by establishing collaborations and forming partnerships on the basis of shared values.

Social change is large scale change in society including changes in the private sector, expansion and investment in civil society and democracy,

The GCDD will continue to build upon the Real Communities Initiative as it undertakes the strategic planning process and implements its recommendations. The outcomes for all GCDD initiatives are that people with

and creating real material change in individual lives

developmental disabilities and their families are 1) more interdependent; 2) have greater economic self-

sufficiency (productivity); 3) are integrated and included in their communities; and 4) are self-determined in their lives. In addition, for each project,

GCDD will focus its "counting" or "measurement" based on the ADD outcome measures on the number of people trained or facilitated in a given

area, the number of policy changes that occurred, and the amount leveraged for a particular area.

The work of building community in Georgia is not short term. It builds on the insights of John and Connie O'Brien in person centered planning, on the belief in the power of community of John McKnight and Mike Green, on the "core gifts" work of Bruce Anderson, and the willingness of family and disability organizations to collaborate and share resources and information. The GCDD will actively partner with other groups and individuals working in places where people are excluded by wider society. Projects and initiatives supported by GCDD will:

Create a partnership with GCDD and embody its values including informing or promoting other GCDD change initiatives

Ensure the active engagement of people with developmental/intellectual disabilities in the work itself, including people from diverse, under

service and unserved communities. Any activity should consider the valued community roles that the effort opens for people with developmental

disabilities.

Create a bridge between people with developmental/intellectual disabilities and other community associations

Purposeful learning includes

and initiatives.

holding community

Include practices from each of the three processes person centered, Asset Based Community Development

conversations including 1 to 1

(ABCD) organizing and purposeful learning. For example: taking time to frame issues by intentionally

and group forums; identifying

seeking different perspectives and possibilities.

the strategic questions;

o Include requiring that those implementing GCDD initiatives hold learning conversations (ABCD

focusing on community and

organizing) in the observation step (Purposeful Learning) to connect people and associations to pursue

person centered practices;

related purposes

participating on learning

o Have GCDD members, staff, and partners take learning journeys (Purposeful Learning) to gain a deeper

journeys, facilitated refection

understanding of the proposed idea or a broader sense of possibilities

on learning; implementing

o Consider the community assets (ABCD organizing) that can be mobilized around action to increase the

prototypes; and, learning form

level of connection and meaningful action on matters of shared concern

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o Retreat (Purposeful Learning) to reflect on what has been learned and listen for a possibility that increases inclusion, builds community assets, and strengthens desire and capacity to act.
o Implement a prototype with an explicit process for learning and revision.

GCDD should nurture things that are already happening as well as make sure that each project connects with other things that are happening in the community. GCDD will work to form partnerships and connect those in the community who may not cross paths through civic engagement and the asset based community development.

Sets of Practices to Build Real Communities

Practices

Offers

The GCDD will utilize strategies that have a greater opportunity to

Person Centered

Ways to provide individualized supports, directed by the person and allies, that assist the person in having valued roles in community life and build more inclusive community settings.

create systems change. The GCDD will institutionalize systems change to actively develop relationships, practices and procedures that become a lasting part of the community. According to the Center for Civic Partnership, "systems change" involves "making changes in the way major parts of community service systems...are linked together and how they function.." Systems change 1) focuses on goals or outcomes; 2) is usually a

Ways to build associations and

result of small steps over time, 3) typically has a dedicated group of

Community Centered

alliances that allow citizens to make productive connections around what

advocates or an individual champion, and; 4) sees individual advocacy as essential. Systems changes strategies includei:

they care about, mobilize assets, and

take meaningful action.

Build the knowledge base, so more people know about the issue,

or know more about the issue: What are the problems, trends,

Purposeful Learning

Ways to generate social innovation through a reflective learning process.

unmet needs? What are potential solutions/ current best practices?

Select Social Strategies, so that barriers to change - like attitudes,

lack of data, lack of experience - can be dealt with. Establish clear goals and methods for achieving them. Identify key players. Analyze

constraints. Articulate responsibilities. Evaluate results. Celebrate success.

Obtain stakeholder commitment: because many different groups may care about an issue, involving all of them makes change more likely. Who

cares about the problem? How does it relate to other problems? Is there an existing constituency? Is there work already to be built upon? Is there

a sense of urgency?

Support policy entrepreneurs, who already may care about the issue and need expanded forums or more advocacy, to be most effective. "Policy

entrepreneurs" are a key to sustainable change.

Make the most of unanticipated events, because unanticipated events can have a huge impact on a problem and provide opportunity.

Unpredictable, accidental, GCDD needs to be prepared and ready to seize opportunities.

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Real Careers

Real support:

Belonging To community
Real Learning

GCDD Acting to Change Community through Public Policy, Public information, Advocacy and demonstration of Best Practices

Real Communities:
Satisfying Lives and valued societal Roles

Real Homes

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GCDD recognizes the following values in its work:
We value people with developmental disabilities with their own gifts and talents, and as independent contributors to a collaborative community. We value available, accessible, flexible, and responsive services, which enhance people's participation in the community. We value educated and supported families who make significant contributions to caring for and assisting people with developmental disabilities
in preparing for their futures. We value public policy founded on sound research, accurate information, and best practices in alignment with the principles of the
Developmental Disabilities Act. We value public advocacy that is founded on the development of relationships with stakeholders and the legislative community. We value communities, which are designed to be inclusive, allowing for full participation by all people, physically, economically,
organizationally, and environmentally. We value communities that educate, respect, promote, and protect the rights of people, thus offering a wealth of opportunities, and which have
the capacity to find solutions.
GCDD seeks to advance these values by striving to accomplish the following goals in its operations, grant making, and technical assistance. By accomplishing these goals, GCDD hopes to work with its partners to help create learning communities whose residents, including those with developmental disabilities and their families, share their ideas of becoming stronger from within. GCDD will use its human and financial resources to support these efforts including (1) funding planning grants, project grants and large grants; (2) developing staff and member skills in providing technical assistance, convening and networking; and, (3) creating networks and partners in Georgia and outside Georgia; and (4) supporting efforts that increase the involvement of people who are culturally and ethnically diverse.

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Creating Real Communities in Georgia
Federal Area of Emphasis: Formal and Informal Supports The federal definition for this Area of Emphasis is: Individuals with disabilities have access to other services available or offered in a community, including formal and informal community supports that affect their quality of life.
Priority: One of the primary goals that all people have is to be a valued member of the community in which they live and participate in. The focus of previous work by the GCDD has been on changing systems from the state and systems level and hoping those changes work their way to local levels. The priority for creating real communities is to work in local communities with all people including those with developmental disabilities and their families to create places that are welcoming of all people. This means working on a variety of issues that fall within all the federal areas of emphasis but by allowing local community members to identify the assets in a community, using person centered approaches to involving people and creating local solutions to local problems.

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Strategic Goal: In multiple locations across Georgia, GCDD will connect people with developmental disabilities, families and support organizations to other citizens and associations and to act collectively on community issues. GCDD's Real Communities Initiative will support local projects that create more welcoming communities planned and implemented by partners with and without disabilities, resulting in measureable improvements for all people in their communities.
Objectives Support positive relationships among residents based on equality and valuing everyones' contributions
By 2015, there will be at least 15 communities using person centered, asset based community development and purposeful learning approaches to create communities that welcome all members and address issues through policy, systems change, and community-based initiatives at the local level. Each year, bring 3 to 4 more communities into the project, with ABCD technical assistance, incorporation in purposeful learning activities, person centered, and community-centered planning.
By 2015, there will be a network of community builders who are supported and supporting local communities involved in the Real Communities Initiative. Each year, hire a community builder for each community selected to engage in the project.
Annually, the GCDD will support efforts for those involved in the Real Communities Initiative to learn more about person centered approaches, community building and purposeful learning.
Implement the Family Support and Real Communities grant approved by the Administration on Developmental Disabilities by providing 50 families a year with intensive family support and 100 families a year with casual support, and by including new community based organizations that are not disability focused.
Benchmarks or Indicators of Progress: A community successful at implementing the Real Communities strategies understands that the gifts, talents, skills and capacities of individuals are essential building blocks for healthy communities. The following indicators of progress are meant to help GCDD staff and members determine if GCDD's work is actually achieving the goals and objectives. GCDD will collect testimonials and stories about how people's lives changed through the work as a method for determining progress toward goals.
Increase in the number of people with developmental disabilities and families involved in Real Communities Initiatives Increase in the number of people with and without disabilities coming together to create change in communities Increase in the number of people with developmental disabilities and families taking leadership roles in communities Those in leadership roles increasingly represent community diversity, including people with developmental disabilities Increase in the number of groups having positive impact on important community issues (including creating systems change) Residents and groups from different communities are connecting across communities and learning from one another Residents and groups from different communities are coordinating action on area wide projects or issues Increase in community organizations involved and the connections between them Increase in the number of stories told about Real Communities in local media outlets and social media interactions

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GCDD Goal

Create and Improving the Knowledge Base

Selecting and using Clear Social Create and obtain

Strategies

Stakeholder involvement

Support Policy Leaders

Use Unexpected Events

Connect people to other citizens and associations: valuing resident voice and influence to be heard in the broader community

Provide regular opportunities for groups to undertake purposeful learning and reflect on their work including learning journeys, gatherings and other learning opportunities
Support the Georgia Winter Institute with Center for Leadership Development to become a national conference around the principles of Real Communities
Create a web-based effort to keep people connected
Develop community logic models that can also be used to evaluate outcomes

Act collectively on community issues: A key factor that contributes to the long term viability of the community development process is organizational leadership commitment to the values of diversity and resident engagement.

Values work Training Asset Based Community Development, Project South, Personal Futures Plan
Grassroots Fundraising strategies
Train the trainer
Training on evaluation
Capture and promote success stories

Support and nurture network of community builders by building a culture to become effective in their work.
Utilize Person Centered Approaches to support individuals with developmental disabilities
Provide grants to resident led groups using community centered approaches working on community concerns
Provide capacity building assistance through GCDD staff and consultants
Support mini grants and other funding used to advance Real Communities goals and focus on increasing civic engagement and organizing residents so their voices can be heard Provide funding and technical assistance to local initiatives that support the goals of real homes, real careers, real learning and real supports through person centered, community centered and purposeful learning approaches
Seek local funding sources
Strong leadership structures that ensure continuity
Celebrate! Put the `social' back in

Support self advocacy and family led organizations
Utilize trained peer supporters for people with disabilities
Connect with Direct Support Alliance, Person Centered Learning Community, and Aging and Disability Coalition
Connect with YMCA, Boys and Girls Clubs, Faith Based Groups, Civic Groups, Home Owner Associations, resident and community associations
Korean Coalition Gwinnett Community Action Pioneers City of Milton City of Fitzgerald Centenary Church Clarkston Refugee Family Services Ben Hill County New communities Develop system of recognition for folks doing the work

Engage diverse voter base
Someone from each group should be on every community and local politician's mailing list, as well as build their own diverse mailing list
Host learning journeys for elected officials and engage them in initiatives.
Connect with unofficial leaders
Educating and training communities on policy matters
Publicly recognize policy leaders doing good work regardless of whether it was successful

Use unexpected events as a learning tool
PNS Grant

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social change.

Natural Supports (ADD PNS Grant): Make family and individual driven
Diversity

Asset mapping and Person Centered Planning training
Purposeful Learning: Conduct learning journeys around family to family networking and providing family supports

A framework for family support should include: person centered tools, flexibility, build community supports, high valued and low cost services, coverage throughout the state, respite, quick response time, simplistic process, broad eligibility

Connect with Direct Support Alliance, Person Centered Learning Community, and Aging and Disability Coalition
Asset mapping

Provide DBHDD with lessons learned on providing community-based family support

Provide Microboard training and Explore options for providing cash

materials

subsidies to families

Create and deliver 100 informal family supported per year through 2015

Support efforts to create Time banks, Co-ops and collectives, Microboards, Circles of support and community gardening

Finding the welcomers Southern hospitality

Family Support Culture, Diversity and Disability Translation

Support Navigator Teams in family to family efforts: "no parent with a child will feel alone." Learning about people's cultures Translation Food Hospitality Media Festivals and gatherings

Refugee Resettlement Orgs, including Refugee Family Services Community Leaders Sagal Radio Parent Liaisons Parent Leadership Coalition

PNS Grant Futures Plan DOJ Settlement

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Promoting Public Awareness & Media Relations
Federal Area of Emphasis: Quality Assurance The federal definition of this area of emphasis is: People have the information, skills, opportunities, and support to live free of abuse, neglect, financial and sexual exploitation, and violation of their human and legal rights and the inappropriate use of restraints and seclusion. Quality assurance systems contribute to and protect self-determination, independence, productivity, integration and inclusion in all facets of community life.
Priority: During the previous 5 year plan, the GCDD undertook initiatives aimed at improving its brand identification and the ways that it provides information to people throughout the state. This resulted in a new name (Georgia Council on Developmental Disabilities), logo, and a redesign of its website, and began using social media tools such as Facebook and Twitter. The Council currently publishes several publications whose outcome is to provide people with the information necessary to make informed decisions about their lives and advocate for changes in the system. Making a Difference and Moving Forward are sent to over 3500 individuals through the mail, e-mail and the Internet. The Council's website continues to be a tool that people can use to find information. Council staff is continually meeting with members of the media to respond to questions and pitch stories. In addition, media roundtables are held when the Council's quarterly meeting is held in sites other than Atlanta. The Council's priority for promoting public awareness and media relations is to increase awareness of the Council's activities and promote initiatives supporting its goal and mission.

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Strategic Goal: GCDD increases the public's awareness of building communities that are welcoming of all people, the issues important to people with developmental disabilities and the organization by emphasizing opportunities for earned media, cultivating relationships with members of the media, and through the use of social media networking tools.
Objectives: Throughout the year, GCDD prepares and distributes information to members of the media through its quarterly news magazine, "Making A Difference," website, social media and other means to inform them about issues important to people with developmental disabilities and their families. GCDD will host at least two roundtables a year to create a dialogue with members of local communities media about issues important to people with developmental disabilities and their families. GCDD will host at least two public forums to give local residents the opportunity to make public comment concerning community life for people with developmental disabilities and their families. GCDD will collaborate with its partners, DD Network members and members of the media throughout Georgia to share the stories of people with developmental disabilities and their families and to inform the public about their issues.
Benchmarks or Indicators of Progress The GCDD data base and the number of people receiving information from GCDD will double in size There will be an increase in the number of "hits" on the GCDD website, facebook page, twitter account and any new social media that is created by monitoring monthly analytics There will be an increase in the number of people receiving Making a Difference Magazine There will be an increase in the number of local media contacted by GCDD about issues There will be an increase in the number of stories told about GCDD and its initiatives in local medias of all kinds There will be an increase in the number of people receiving media training and technical assistance Print materials, brochures, will be published and translated into other languages and alternative accessible formats upon request

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GCDD Goal

Create and Improving the Knowledge Base

Selecting and using Clear Social Strategies

Create and obtain

Support Policy

Stakeholder involvement Leaders

Use Unexpected Events

Increase awareness and knowledge of DD issues and GCDD visibility as a leading resource in its field through traditional earned media and use of new/social media.

-Press releases -MAD -Website -Annual report -TA to program areas and network partners -Special events -Research & writing -AV production -Exhibits and Presentations

Upgrade, repurpose, expand database / add email, demo info. (2016)

Do not rely totally on Internet use alternative ways to reach people

Develop Social Media strategy and implement (2013)
Increase Internet activity/web hits; FB, Twitter, other newer social media outlets (2016)
Create 3 high impact campaigns
Use videos to create public awareness
Publish 4 editions of Making a Difference magazine annually
Host at least 2 media roundtables with follow up

Periodically create issues blog or question where public can respond
Solicit Guest editorials / features in magazine, expert opinion, perspectives, etc
Keep stakeholders up to speed on what is happening
Find ways to collect data and bring it back to stakeholders in a way that is relevant and useful.

Host Public Forums

Respond to Op Eds and -Letters to the Editor
New social medias -

Do more to explain policy issues to make them easier to understand
Support efforts to help Council members and resident lead efforts prepare for interviews

Create and support webinars
Develop Council information kits/packets

Share the stories of people with developmental disabilities and their families and to inform the public about their issues.

Conduct press conferences and send press releases about issues Focus on providing opportunities for people to tell their stories

Create a virtual (Internet) gathering place for telling stories (2016)

Engage individuals with developmental disabilities and families in telling, sharing and utilizing their stories

Leverage other leader's positions who speak out on disability issues with our perspective

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Diversity

Respond to needs for translated materials in Multiple languages and formats (Braille, audio, large print, open captioned).

Develop/implement strategy to reach underserved Georgians (w/o Internet). (2013)
Develop a plan to reach out to rural areas.

Increase multi-cultural Stories with multi-cultural themes Increase formats of materials / translation

Editorial Planning for different stories ...Ages ...Disability types ...Geography ...Cultures
Outreach to more diverse groups; include faith community

Technical Assistance as Respond to

Determined

Opportunities as

they come up

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Supporting Self Advocacy in Georgia
Federal Area of Emphasis: Education and Early Intervention The Federal definition of this area of emphasis is: Students reach their educational potential and infants and young children reach their developmental potential. Priority: An estimated 3800 number of students with disabilities exit school each year, either with a regular education diploma, or a special education diploma. For a large percentage of students with disabilities the post-school outcomes are not that positive. Far too many students exit school to sit home with no chance for employment or to continue their education.
The GCDD has been chairing and hosting with the Department of Education and the Division of Exceptional Students a Statewide Transition Steering Committee that has been meeting on a quarterly basis. This group has been very productive in considering related policy that affects the transitioning student, and there are activities in the State's Transition Action Plan on which the Statewide Transition Steering Committee has agreed to work.
Most of the groups considering better transition outcomes for students agree that several components are involved. First, students in high school need constructive transition planning, and that planning needs to start prior to the beginning of high school, if students have hopes of completing successfully. Second, high school students need to learn the skills to be actively engaged in their own planning, to express their wishes, problem solve and self-advocate. Third, the state's graduation policies need to accommodate students who cannot complete high school by traditional routes but who need a diploma so they can continue their education, join the military or seek employment.
Therefore, the priority of GCDD is to continue working on improving the transition process for high school students by focusing on developing leadership skills leading toward self determination, assisting students to lead and conduct their own Individual Education Plans, and creating a path toward a common diploma that can be used in whatever direction a student decides to take after graduation
Federal Area of Emphasis: Quality Assurance The federal definition of this area of emphasis is: People have the information, skills, opportunities, and support to live free of abuse, neglect, financial and sexual exploitation, and violation of their human and legal rights and the inappropriate use of restraints and seclusion. Quality assurance systems contribute to and protect self-determination, independence, productivity, integration and inclusion in all facets of community life.
Priority: The Developmental Disabilities Bill of Rights and Assistance Act requires that Developmental Disability Councils support self advocacy efforts in every state. While GCDD will continue to support organizations such as People First of Georgia and its annual conference, the priority will be to support local chapters and help infuse these chapters with new leadership targeting young people and people from diverse backgrounds. In addition, GCDD will provide the support necessary to involve individuals with developmental disabilities at every level of its Real Communities Initiatives. The foundation of the Real Communities goal is the involvement of people with developmental disabilities in the community in creating places that welcome all people.

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Strategic Goal: In Georgia, young adults with disabilities graduating from school will have the skills and knowledge to be engaged in their community.

Objective: GCDD will support efforts to improve the transition from school to adult life for students with developmental disabilities through tools such as self-determination, student-led individual education plans, and other efforts to connect with communities

Benchmarks: Schools are improving opportunities for young people to make successful transitions from school to adult life Number of students involved in or starting Alumni clubs through Partnerships for Success and Project Search Number of person centered plans in schools Number of districts where students are leading IEPs Number of teachers including students in IEPs Increase in the number of Microboards that support people
Strategic Goal: In Georgia there will be a robust network of self advocates who are working toward creating communities that are welcoming of all people.

Objectives: GCDD will support efforts to improve self advocacy in Georgia through:
direct funding of a State self-advocacy organization led by individuals with developmental disabilities; support for individuals with developmental disabilities who are considered leaders to provide leadership training to individuals with developmental disabilities who may become leaders; and expanding participation of individuals with developmental disabilities in cross-disability and culturally diverse leadership coalitions

Benchmarks: People with developmental disabilities and their families are registered to vote and participate in local, state and federal elections People with developmental disabilities and their families attend Disability Day at the Capitol and take other opportunities to meet and educate their elected officials Local self advocacy chapters such as People First are active and involve people with developmental disabilities People with developmental disabilities are taking increased leadership roles and responsibilities in community based leadership, civic, and social organizations/activities People with developmental disabilities are testifying at state and local hearings concerned with public policy change Faith communities involved in welcoming people from institutions into the community Individuals with developmental disabilities are involved and take on leadership roles in Real Community initiatives

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GCDD Goal

Create and Improving the Knowledge Base

Selecting and using Clear Social Strategies

Create and obtain Stakeholder Support Policy

involvement

Leaders

Use Unexpected Events

Promote the next generation of leaders and self advocates: Transition from school to adult life

Capitalize on student use of social media
Connect students to communities and build on networks already in place
Support student-led IEP training ASPIRE: what was learned Support orientation to Project Search Model including exploring options for young adults Present at national conference Include articles in Making a Difference magazine Support Discovery and Study Tours Support for Statewide Transition Steering Committee

Support Partners Clubs and efforts to promote natural friendships, peer support , self determination and community service

Youth engagement Brenau professional advisement + research Teacher participation Community / Business expertise Department of BHDD

DOE Local schools Outside business partners

Support expansion of Project Search model to include young adults Create partnerships with business and students that lead to internships, job development and careers Provide mini-grants (menu of ideas) to help people coming out of institutions Develop and support local discovery tours

Partnerships for Success Businesses Schools Department of Labor, Division of Vocational Rehabilitation Supported employment providers Students Families Connect with Direct Support Alliance, Person Centered Learning Community, and Aging and Disability Coalition

Schools Large employers VR

LEAN Training

Review Dr. Toni Strieker's evaluation of KSU Academy for Inclusive Adult Education

Self-determination

Self-determination curriculum for all students, 5th, 8th, HS

Development of pilot of KSU model for other campuses
Person Centered Planning Futures Planning, many different arrays of practice

KSU CLD IHDD Other colleges Person Centered Planning Futures Planning, many different arrays of practice Connect with Direct Support Alliance, Person Centered Learning Community, and Aging and Disability Coalition

Engage Board of Regents, and VR
Capitalize on State Superintendents' interest in diploma options

Grant application

Student led IEPs
Connection to
co5m/2m6u/n2i0ty11

Build on projects in other states, SPDIG grant, race to the top Plot outcomes on 75 students IEPs...develop templates to help them
Expose students to adult systems and supports, natural and formal paid, and

Use of media for IEP planning (powerpoints, video, photograph essays) Videotaping of IEPS

Through training of staff prior, and troubleshooting after, create support among staff

Encourage development of Alumni Clubs in each district

Continued engagement of
PaPgaertn1e7rships business and

Support State DOE leaders, and document for SPDIG funds
Engage Chambers of Commerce

Diversity

successful adults

with community support Facebook Support Microboard association to make sure people's voices are heard and honored

community leaders outside of school Young Professionals Group Project Search GA Microboard Association Connect youth to Real Communities projects

Bring Real Communities groups to visit Partnerships projects esp. clubs

GCDD Goal

Create and Improving the Knowledge Base

Selecting and using Clear Social Strategies

Create and obtain Stakeholder Support Policy

involvement

Leaders

direct funding of self-advocacy organization

Support for People First of Georgia
Development of Alumni Organizations From Partnerships for Success and Project Search
Support efforts by self advocacy organizations to work with a national organization to improve governance possibly tied to "Power Up" indicators of a successful self advocacy organization:.

Continue to support People First of Georgia, primarily its Annual Conference and to support community organizing efforts around ending use of "sheltered workshops and instead supporting employment first" policy option
Reserve funding to support new self-advocacy projects and groups by casting a net for selfadvocates who are not already involved in the Council's work

Connect to People First and its local chapters, CLD, GAO IHDD, The ARC of Georgia Statewide Independent Living Council, Centers for Independent Living, National Youth Leadership Network, Project Search Graduates and Partnerships for Success alumni

leadership training to individuals who may become leaders

Embed self-advocacy in Real Communities and ABCD training opportunities Networking sharing experiences

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Manage mini-grants to local chapters to support training and ongoing support for peer supporters, creating alumni activities (Partnerships for Success or Project Search), leadership training, outreach to involve others community groups or faith communities Different Levels of Training Supporting people to access leadership training Lead to other leadership opportunities

CFI Youth Boy Scouts Leadership (county) Fellowship of Christian Athletes

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Use Unexpected Events
720 people moving out of state institutions over next five years to connect individuals to self advocacy efforts

National Youth Leadership Network

expand participation in cross-disability and culturally diverse coalitions Diversity

Youth Refugees/new immigrants
Training for leaders in new immigrant and refugee communities on advocacy Assessing what is there Family Support / Disability Training Self Advocacy in different cultures

Translation of materials

Employ culturally competent strategies to expand networks; expand base of participants
Real Communities Identify and support new and emerging leaders

National Youth Leadership Network
Connect with immigrant and refugee serving organizations, agencies and community groups Faith Communities

ADD Selfadvocacy summit in Atlanta

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Supporting Public Policy Changes in Georgia
Federal Area of Emphasis: Quality Assurance The federal definition of this area of emphasis is: People have the information, skills, opportunities, and support to live free of abuse, neglect, financial and sexual exploitation, and violation of their human and legal rights and the inappropriate use of restraints and seclusion. Quality assurance systems contribute to and protect self-determination, independence, productivity, integration and inclusion in all facets of community life.
Priority: The GCDD has worked in coalition to educate elected officials about the needs of persons with developmental disabilities and their families. The development of effective, bi-partisan relationships with legislators enables the Council to be viewed as the fair and reliable authority on policy and budget issues affecting people with developmental disabilities. In addition, the Council continues to be invited in discussions because it provides timely responses to requests for information from legislators, thorough, well-conducted research and strategic dissemination of information.
Leadership provided during the General Assembly has resulted in increased funding and passage of legislation that continues to move the State in the right direction. GCDD will be creating a unified policy agenda that takes into account many of the federal areas of emphasis and the policy changes required to create a Georgia that welcomes all people. These issues include unlock the waiting list, employment first, pathways to a common diploma, visitable homes, accessible transportation, and other issues as they arise.
These efforts will require a strong advocacy voice and the GCDD continues to support efforts by individuals with developmental disabilities and family members to become a united voice. The Council priority will be to continue supporting coalitions and advocates that promote positive public policies for people with developmental disabilities and their families.

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Strategic Goal: Promote Public policy that supports communities that welcome all people and better serves the interest of individuals with developmental disabilities and their families, promotes revisions in the systems that provide services and supports that result in authentic choice, opportunities for self-direction and enhanced capacity for the care-giving efforts of families.
Objectives: Annually, GCDD will promote conceptually coherent public policy for integrated life in the community for people with developmental disabilities, their friends and neighbors and the people who support them, through responsible information sharing, responsive public outreach and legislative advocacy.
Annually, GCDD will adopt a public policy agenda that reflects the policies and values of the DD Act.
GCDD supports a robust, well-informed network of individuals with developmental disabilities and their families, friends, neighbors and other advocates that are connected through social networking and other advocacy tools and can respond to the public policy advocacy needs of GCDD
Benchmarks or Indicators of Progress: Number of people who respond to action alerts A well-maintained advocacy network responsibly works for public policy and social change for people with developmental disabilities People with developmental disabilities and families have access to the information and supports necessary to affect public policy at the local, state and national levels. A variety of organizations alternate roles of lead and support on policy issues Legislators and state offices contact GCDD for opinions on disability issues Members of the developmental disability community view GCDD as their advocate and all providers will know where GCDD stands on major issues of policy changes proposed or passed Number of people attending and working advocacy days Legislation passed in one or both houses of the General Assembly during the Legislative Session Number of Dollars Leveraged in the State Budget

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GCDD Goal

Create and Improving the Knowledge Base

Selecting and using Clear Social Strategies

Create and obtain

Support Policy

Stakeholder involvement Leaders

Use Unexpected Events

Promote conceptually coherent public policy for integrated life through the adoption of a public policy agenda that reflects the policies and values of the DD Act.

Continually research good policy in field and other states; NCSL, GBPI, HSRI, Casey, Kaiser, State of the State
Continue DD Population Study
Graduation rates data for diploma study; Conduct research on diploma options
DOJ monitoring
Advise the Department of BHDD
Conduct Study Tours
Create and provide Webinars for residents on legislative issues

Systems policy and regulation: write, comment on or monitor Proxy Caregiving, IDA, SBOE rules on diplomas, Waiver and FS family support etc.
DD Network continues strong collaboration and building networks to address problems
Study Tours to showcase best practice

Continue Real Communities Listening Tour to engage community on employment, family support, support coordination, transportation and residential living; with Arcs and People First
Sharing conference, registration forms, calendars

Coalition building for issues with broad stakeholder concern
Continually update Capitol Impact

Unlock Steering Committee
2020 Georgia Coalition
Health Advocates Coalition

Connect Department sand providers with real people in the community and with national expertise
Recognize good things promoted or accomplished by leaders
Recognize and support legislative and advocacy leaders
Keep up regular communication with the Governor's Office

Watch the policy windows for openings to introduce changes in policy areas
Redistricting and Elections 2012

Organize Lunch and learns with legislators and others
Write, print and disseminate public policy agenda papers

Adopt a public policy agenda: Continue to address the waiting list for home and community based services Ensure that all homes are "visitable" Employment First Policy Consistent definition of developmental disabilities in State code One diploma for all students Implementation of Olmstead and DOJ Economic Self-sufficiency (IDA) Family Support

Disability Day and Advocacy Day at the Capitol
Connect with Direct Support Alliance, Person Centered Learning Community, and Aging and Disability Coalition

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Responsible information sharing
Responsive public outreach to develop advocacy network: a successful advocacy campaign understands the gifts, talents, skills and capacities of individuals as the essential building blocks for healthy communities. Mobilized residents feel ownership, contribute to collaborative efforts is key to long term sustainability.
Legislative advocacy
Diversity

White papers on critical issues Issue forums Reach Out to Youth, educate on political process Expand culturally competent communications
Broaden outreach beyond disability Shared Language: create consistent messaging around our core activities and philosophies, and use in all venues Stay consistent with the public policy agenda until it is accomplished
Research and information sharing with legislators
Be bipartisan Cultivate diverse data base of advocates Provide materials in culturally competent formats, languages whenever possible

Website Blogs Twitter Moving Forward Magazine Youth Engagement Strategies Facebook Making a Difference
Support a robust well informed network connected to respond to policy advocacy needs (Provide legislative learning opportunities)
"Message" inclusion in typical life experiences "Real Listening"
Explore the language from Social Role Valorization and normalization for the messaging, or other writings, but determine consistent use

Webinars for information delivery Stakeholder groups Telling Stories Help Youth develop advocacy expertise and deliver message Re-engage with Aging Community Connect with Direct Support Alliance, Person Centered Learning Community, and Aging and Disability Coalition Conduct programs and activities in typical community places
Get outside the `usual' suspects
Maintain community relationships developed along the way

Identify and support mavens and connectors Recognize Youth Leaders
Recognize non-disabled community `inclusionists"

Respond to issues raised on blogs, in media, critical events

Use social media to maintain connections Press conferences Lunch / breakfast learns Study tours
Conduct legislative learning with culturally diverse groups
Locate culturally diverse groups to attend legislative learning groups

Get bi-partisan sponsorship Recognize legislative

of legislation

leadership

Identify leaders in culturally different communities, and engage in policy process

Recognize diverse leadership

Be attuned to policy windows

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Supporting an efficient and Effective Council
Priority: Delivering valued services to people with developmental disabilities, their families, advocates, and policy makers must continue to be the primary concern of the GCDD, its members, and staff. The GCDD must continue to make wise choices so that waste is eliminated and maximum benefits are derived from its financial and human resources. To ensure that the GCDD continues to become ever more efficient and effective in the services it offers, its members and staff must continue to focus efforts on programs that are achieving desired and demonstrable results.
Strategic Goal: Delivering valued services to people with developmental disabilities, their families, advocates, and policy makers must continue to be the primary concern of the Council, its members, and staff. The Council must continue to make wise choices so that waste is eliminated and maximum benefits are derived from its financial and human resources. To ensure that the Council continues to become ever more efficient and effective in the services it offers, its members and staff must continue to focus efforts on programs that are achieving desired and demonstrable results. Therefore, The Council will continue to improve its operations while meeting the requirements of the Developmental Disabilities Bill of Rights and Assistance Act
Objectives:
Annually, Council will review and make recommendations for improvement of its grants, monitoring, and project evaluation processes to promote fiscal and programmatic responsibility among grant recipients while remaining accessible and responsive to the public.
Annually, will increase opportunities for Council members and staff to participate in learning journeys on the state and national levels and by providing support to the National Association of Councils on Developmental Disabilities.
Annually, Council will improve its efforts to make sure that all mandates by funding sources are met

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