After reading each goal, and related objective and key activities, please check the box to show if you agree, do not agree, or do not know if you agree with the Council's plan of work for the next five years.

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* 1. Select the category that best describes you:

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* 2. Name of city where you live:

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* 3. Your ethnicity (Please check the one that best describes you):

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* 4. Transportation Goal:  At the end of five years, at least one change to transportation will be made so that people with intellectual and developmental disabilities have more ways to get around in their community that are safe and that they can afford.

Objective 1: At the end of five years, people with intellectual and developmental disabilities will have more ways to travel to work, to job training, to college, to have fun in the community, and to shop or eat out, and will report that they are happy with their transportation.

o   Key Activity 1: Help the Transportation Disadvantaged system in every county in 
     Florida understand the needs of people with intellectual and developmental
     disabilities and is better able to help them find transportation.

o   Key Activity 2: Help people with intellectual and developmental disabilities get
      travel-training.

o   Key Activity 3: Get information so that we know how many people with 
      intellectual and developmental disabilities can’t find transportation and use this
      information to advocate in our communities and state. 

o   Key Activity 4: Use advocacy and communication to make changes to 
     transportation, and help people with intellectual and developmental disabilities  
     and family members serve on transportation commissions, boards or advisory
     committees so that they have a voice.

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* 5. Employment Goal:  At the end of five years, the Employment First Partners will have made changes that help more people with disabilities get paid jobs in the community.  

Objective 1: Every year of the state plan, Employment First Partners will help make their programs better to help more people disabilities get paid jobs in the community.

o   Key Activity 1: Continue to work on Employment First and work with the 
     Workforce Innovation and Opportunity Act.

o   Key Activity 2: Work to increase supported employment providers in Florida.  

o   Key Activity 3: Create programs that help people with intellectual and
     developmental disabilities who are 22 – 30 years old get skills they need to get
     jobs.

o   Key Activity 4: Create programs for training and mentoring that build leaders in 
     Employment First.

o   Key Activity 5: Use advocacy and communication to make changes, and help 
     people with disabilities and family members lead these efforts.

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* 6. Transition Goal: At the end of five years, we will make transition better for all students and will change the system so that all students have better lives after school with services and supports they need for success.

Objective 1: Create or make two or more ways to improve education so that all students move successfully from elementary to middle to high school and adult life after school.

o   Key Activity 1: Figure out how to provide transition services to students thought 
     to be not able to work and make sure that they have services and supports
     needed to be successful after school.

o   Key Activity 2: Provide help to make sure that all students are included in career
     and technical centers, Florida colleges and universities.

o   Key Activity 3: Use advocacy and communication to make changes, and help
     people with intellectual and developmental disabilities and family members lead
     these efforts.

Objective 2: Help students who are Hispanic/Latino with Autism Spectrum Disorder enroll and complete college and university programs, especially Florida colleges. 

o   Key Activity 1: Set numbers to do better every year.

o   Key Activity 2: Reach out to students/people with intellectual and developmental
     disabilities who are Hispanic/Latino and their families to find out why they aren’t
     going to and completing college, and find out what we can do to help.  

o   Key Activity 3: Work with schools and colleges to help these students/people with
      intellectual and developmental disabilities.

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* 7. Self-Advocacy and Leadership Goal: At the end of five years, more people with intellectual and developmental disabilities and family members will be involved in leadership, advocacy and systems change activities, and in culturally diverse or cross-disability coalitions.    

Objective 1: Every year of the state plan, support the statewide self-advocacy organization, Florida SAND, to encourage its members and their circles of support to participate in at least one grassroots effort to inform the community of issues and in at least one public policy activity.

o   Key Activity 1: Help the State Self-Advocacy Organization increase self-advocacy, and provide education and training on fundraising, getting and keeping members, and becoming more independent.

o   Key Activity 2: Help members to participate in leadership coalitions and to mentor individuals with intellectual and developmental disabilities in leadership.

Objective 2: By the end of the five years, individuals with intellectual and developmental disabilities and their circles of support will increase their knowledge of self-advocacy, public advocacy, leadership and self-determination.

o   Key Activity 1: Continue Partners in Policymaking to educate individuals with intellectual and developmental disabilities and their circles of support.

o   Key Activity 2: Create Partners in Policymaking Plus, a program for leaders who graduated from Partners in Policymaking, who will receive more training and help the Council make changes to build a better system. 

Objective 3: Every year of the state plan, work with Disability Rights Florida, the Florida Center for Inclusive Communities and the Mailman Center to build a leadership training programs for top leaders, including individuals with intellectual and developmental disabilities and people who work to help people with disabilities.

o   Key Activity 1: Develop or find a leadership training program or model for the leaders to be trained, and follow-up with the leaders.

o   Key Activity 2: Help the leaders participate in state experiences and match them with goals of the Florida Developmental Disabilities Council, Disability Rights Florida, the Florida Center for Inclusive Communities and the Mailman Center.
 
o   Key Activity 3: Help the leaders participate in mentoring to learn about problems and what can be done to solve them.

o   Key Activity 4: Help the leaders connect with Partners in Policymaking graduates, Florida SAND regional group contacts, or other groups to have more leaders.

Objective 4: Every year of the state plan, work with Disability Rights Florida on Project VOTE and have people with intellectual and developmental disabilities serve as co-trainers.  

o   Key Activity 1: Help Disability Rights Florida and the Statewide Self Advocacy Organization work together on the training.

o   Key Activity 2: Find and train people with intellectual and developmental disabilities to lead or help with training on voter registration, voter rights and responsibilities, ways to vote, and other voting issues with Disability Rights Florida.

Objective 5: At the end of five years, with the Florida Center for Inclusive Communities, and maybe other DD Network Partners, help to change at least one problem individuals with intellectual and developmental disabilities have with the system.

o   Key Activity 1: Develop at least two policy briefs about the problems like the waitlist, transportation or employment and have people with intellectual and developmental disabilities and families share them with everyone to help make changes.

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* 8. Self-Advocacy Systems Change Goal: At the end of five years, changes will be made to rules about how much money people with individuals with intellectual and developmental disabilities can earn and they will be better able to control their money.  

Objective 1: At the end of five years, 50 policymakers will understand rules about how much money people with intellectual and developmental disabilities can earn and why Medicaid Buy-In would help people with intellectual and developmental disabilities.

o   Key Activity 1: Track, report, and understand the changes in legislative policies
     relating to rules about how much money people with intellectual and
     developmental disabilities can earn, Medicaid Buy-In, and make
     recommendations.

o   Key Activity 2: Advocate for policies that help people with intellectual and
     developmental disabilities control their income. 

o   Key Activity 3: Use communication efforts to help make it happen.  

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* 9. Housing Goal: At the end of five years, people with intellectual and developmental disabilities will have more choices and money for safe, affordable and inclusive housing with support services.

Objective 1: At the end of five years, people with intellectual and developmental
disabilities and family members will be on housing commissions/coalitions/boards in three cities and three counties in different places in the state and help make sure that their needs are included in housing plans.

o   Key Activity 1: Learn more about housing plans and money for safe, affordable
     and inclusive housing in Florida.

o   Key Activity 2: Use what is learned to provide training to people with intellectual
     and developmental disabilities, family members and other stakeholders.

o   Key Activity 3: Use advocacy and communication to make changes to housing,
     and help people with intellectual and developmental disabilities and family
     members serve on housing related commissions, boards or advisory committees
     to provide a voice for their needs and to make sure they are included in housing 
     plans.

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* 10. Workforce Goal: In five years, community-based service providers will have better practices services and be paid better so that people with intellectual and developmental disabilities get better services and supports. 

Objective 1: In five years, at least two groups of community-based service providers will be paid better.

o   Key Activity 1: Use information from the Arc of Florida, the Florida Association
     of Rehabilitation Facilities, and others to decide which two groups of community-
     based service providers will be chosen for advocacy efforts.

o   Key Activity 2: Use advocacy and communication to make changes, and help
     people with intellectual and developmental disabilities and family members lead
     these efforts.

Objective 2: In five years, at least 250 community-based service providers
(i.e., personal care attendants and residential habilitation/group home staff) and 25
supervisors will be trained to provide good service to people with intellectual and
developmental disabilities.

o   Key Activity 1: Collaborate with stakeholders, including state agencies,
     supervisors, people with intellectual and developmental disabilities, and
     families/caregivers to develop or find training materials for direct service
     providers.

o   Key Activity 2: Work with stakeholders, including state agencies, supervisors,
     people with intellectual and developmental disabilities, and families/caregivers  
     to identify competencies and implement training to be provided by agencies.

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* 11. Broad Systems Change Goal: By the end of five years, we will improve
community inclusion for people with intellectual and developmental
disabilities.

Objective 1: By 2019, we will finish work started in the previous state plan and make at least two changes
that improve community inclusion for people with intellectual and developmental
disabilities. 

o   Key Activity 1: Complete projects started in the previous state plan. 

Objective 2: In five years, one or more new changes will be made to problems that come up during the five years of the state plan.
 
o   Key Activity 1: Use advocacy and communication to make changes, and help
     people with intellectual and developmental disabilities and family members lead
     these efforts.

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