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Ohio ISP Workgroup

The ISP Workgroup was created to develop and implement a single assessment and template that will be used for all people receiving developmental disabilities services in Ohio.

Following the feedback forums in May and June of 2019, a workgroup will commence in early July. The workgroup of 25 stakeholders consists of people receiving services, family members, providers, and a variety of county board and intermediate care facilities staff. Workgroup members represent both large and small counties and agencies. In addition to the workgroup, other valuable partners will be asked to attend the meetings.

The Ohio ISP Workgroup will begin reviewing feedback from the forums at its first meeting, and will subsequently work to develop ISP templates and determine the course for piloting, training, and implementation.

The workgroup will meet monthly for at least one year. Once the pilot of the ISP begins in January 2020, the workgroup will review data collected throughout the pilot to decide on necessary updates and changes to the ISP templates and training.

If you are unable to attend the workgroup, send feedback to OSSAS@dodd.ohio.gov. You can sign up to receive updates from the Ohio ISP Workgroup.

July 17 Meeting (2019)

The Ohio Individual Service Plan Workgroup (OISP) met for the first time on July17, 2019 in Delaware, Ohio to begin work on the development of a single assessment and individual service plan (ISP) template for the state of Ohio.

The meeting opened with comments from Director Jeff Davis on the vision and direction of the Department of Developmental Disabilities (DODD) moving forward. Director Davis emphasized three key themes: kindness, collaboration, and listening. A primary component of service delivery standardization and consistency moving forward will be having one service plan and assessment statewide.

The 31 member workgroup consists of individuals and parents who utilize services, a wide array of service providers, and other system professionals. Various DODD subject matter experts will be on hand throughout the process to provide technical assistance when requested, and to understand the work being done so they may incorporate the coming changes into their specific subject areas.

Participant introductions and work overview were followed by a description of the proposed pilot project and timeline.

DODD is selecting interdisciplinary teams to pilot first a draft assessment, and then an individual service plan. DODD will select two county boards and two Intermediate Care Facilities for Intellectual and Developmental Disabilities (ICF/IDD) from each of the six state regions. Two of the ICF/IDDs will be state operated developmental centers. Pilot participants will be notified directly by DODD. Workgroup members and the organizations they represent are not piloting the developed materials.

DODD held six public forums through in May and June to seek public comment on the idea of a statewide assessment and ISP. The workgroup reviewed and discussed an overview summary of the 433 responses gathered during the forums, as well as responses from the survey posed to county service and support administrators (SSAs) and ICF/IDD qualified intellectual disability professionals (QIDPs). DODD state service coordination managers shared feedback from their time shadowing SSAs and QIDPs.

The meeting concluded with the group providing their perspectives on why ISPs are or are not successful, whether or not ISP outcomes were being pursued and achieved, and what they were most looking forward to as the work moves forward.

It was recognized that topics will come up that are either outside the scope of the workgroup or going to be addressed by the group at a future date. These items will be listed in a “parking lot” and will be addressed as is appropriate.

The next meeting is scheduled for August 21, 2019.

Parking Lot Items:

  • List Remote Supports in ISP
  • Identify who translates the plan into action
  • Clarify process on ISP changes
  • Create consistent interpretation of ISP requirements between DODD and ODH
  • IT Solutions
  • Develop appropriate training
  • Consider assessment fatigue
  • Do all assessment questions need to be answered
  • Define the function of the document (ISP/Assessment)
  • Develop consistent interpretation of “measurable”
  • Consider the timelines from start to finish (Assessment to ISP)
  • Mental health connections

August 21 Meeting (2019)

Feelings Before and After ISP Meetings

How they feel BEFORE beginning the service planning process

How we want them to feel AFTER the service planning process



Staffing situation causes feeling of defeat

Not heard


“Just there” – going through the motions


“Pay attention”

Asked the same information over and over

Feeling “in a box”

New families have a lot of fear, anxiety

Overwhelmed – like you are on trial + what’s my sentence going to be

Bored – it’s the same thing every year


Like they are their problems, not their assets

Like they have to take part in the bureaucracy

Like the people at the table don’t even know you

Like active participants

Repeated lack of services

Safety issues – DD concerns versus family concerns – ie: “Why can’t I lock the bedroom doors?”



A sense of direction

That services are available

Like they have a seat at the table

Heard and listened to

Like they have lots of choices

Supported and comfortable

Needs are going to be me

Advocated for by the people who are at the meeting – families, providers, agencies

Remote support if appropriate

The person came first

Not confused

Empowered to tell the team what they want

SSA/Q know them and how to support them

Residential Providers

If even invited…





Confused on residential rules v. CB rules


Not an equal


Uninformed on process – disconnect between agency and county

“They know the people best if team would listen”

“I go to be polite so I don’t get in trouble or to defend myself”

Hesitate to speak


Anxious about budget ratios, etc.

DSPs don’t attend/managers go

How they feel leaving the meeting:














Anxious to start on new outcomes, but have to wait 2 months

“I told you it wouldn’t work


What we hope they feel…


Part of the Team













What we hope they feel…


Part of a team


Trusted and trusting

Experienced a creative process

Sense of completion


Trust that the outcome and services agreed on are translated into the ISP

Day Service/Employment Providers


Fear of the unknown



Urgency to get info

Same old/same old

Fear of conflict

Past “trauma”


“Icky” – just meet the rule

Is everyone being up front?

Want the business

“Smoke screen” – smaller follow-up meetings



Realistic view of reality


Supported as a team member



Clear sense of direction


Celebration of accomplishments

Safe and satisfied

Realistic view of reality




Responsible for everything

Under pressure to:

- get it all in the plan

- have all the answers

- keep the team working together

- meet deadlines

- awkward and uncomfortable with team dynamics and relationships

- frustrated when you have to coordinate services but people aren’t doing what they need to do there are roadblocks (providers, staffing resources, MH, etc.)


Part of a team

Like others are invested and participate (esp providers)

Proud/successful, accomplished

Like they won’t be blamed if there is a problem/things go wrong

A sense of trust among team members


Self - Determination

High Level Markers

Exploratory Questions

How does the person make decisions?

How much support does the person need?

What can we do to promote independent decision making?

Who helps you make decisions and in what areas do they help?

Does the person advocate for themselves?

In what way does the person advocate for themselves?

Does the person identify positive/negative consequences for decisions they make?

Are there resources (can they access them) to help the person make decision?

What does self-determination mean to you?

How does the person communicate their “wants and needs” and boundaries (limits)

Is there a need for information in an alternative format?

Do you participate in a self-advocacy organization?

1. If yes – which one?

2. If no – would you like information?

Are you living the lifestyle you would like to be living?

Are my decisions consistent with my life goals?

Team Instructions

Training Issues

Be patient and allow the person time to process

Ask for examples of past decision making








Watch for family and support people interactions – does the person feel free to speak?


Service Needs:

Someone to help with decision making; training in decision making, a ride to an advocacy group meeting







Physical Well-Being

High Level Markers

Exploratory Questions

Any physical health conditions we need to be aware of best provide supports?

  • Do you have a DNR? A Living Will?

Are you able to communicate when you are not feeling well?

Do you need supports with medical appts.

  • Making appts, attending, follow up








Do you take medications that require support?

àMed assessments? àDetermines everything

    else – (obtaining, admin, etc.)

Are there unmet health needs?



Training Issues











Service Needs:











Emotional Well-Being



Person Relationships



Personal Safety

Public Safety


Occupation (job, schooling, day program)

Scope of community

Mental Health

Tell me about:

The people in your life

What you worry about?

What makes you happy?

What matters to you most?

What do you do when you have a bad day?

How do you deal with stress?

What does a good day look like?



Training Issues



















Do you know your rights? (Does person demonstrate an understanding of his/her rights?)

Does this person need support making decision/advocating for him/herself?

Are supports needed in this area to help person know/advocate for his/her rights?

If under 18, does this person need help to understand/prepare for add’l rights as an adult?

Does this person undresand how guardianship impacts his/her rights and does not impact them (as applicable)?

Does this person have interest in or need support to be actively involved in voting, government activism, etc?

Does the person need support or know what to do if his/her rights are being violated?

Does the person know what to do or need support to respond when they disagree with a decision that impacts him/her?

Does the person have access to services/community resources/etc. that he/she needs/wants or how to get access to those things?




Training Issues
















What If?

What if we could pay direct support professionals (DSPs) $15 per hour and hire the “best.”

We all worked together.

We had less “rules” and monitored outcomes.  (Rules preventing outcomes and stopped being focused on the rules).

The focus was not accreditation.

The focus is on what the individual can do and not the limitations. (A lot better since person centered) .

More community resources and involvement for our adults. (Expand options).

Limit the need for a feeling that numerous and redundant services in the plan.

Focus on key areas of need (versus kitchen sink approach/too many outcomes)

We had a Turbo – Plan (with all the positive implications).

What if the “legalese”/fine print of a plan could be separated from what staff need to know. The ultimate 1 page.

We actively think of the person in the context of their family or like family (friends) in planning and system support.

Great and practical partnerships in planning, etc. with COA (Aging) + MH + Medical.

Never had issues regarding transportation services.

We had a more supportive community at large.

There is one assessment and the system pulls the information to determine ODDP/Acuity/LOC outcomes, etc.

The end product feeds the person centered process and vise versa. (Ie: Too many assessments)

There was never a shortage of providers.

We didn’t live in fear of the next MUI.

What if DSPs had a defined roles in the assessment process.

What everyone had access to technology.

We stopped trying to run people’s lives.

What if we have technology to help people in their home.

The ISP could be easily updated as people’s lives change. (Barriers are IT and team)

Compliance and SSA had a great relationship.

What if we were able to find the right balance between “support” and “health and safety” and “services/supports” and “MUI”.

What if all service coordinators were up to speed on new resources.

The person really ran their own ISP.

The ability for people to choose how/what their funds purchase…flexibility.

The assessment is one page.

SSAs had smaller caseloads.

Every county had access to the same resources.

Ability to update nursing info in real time and update assessments on state site in real time.

Waiver services/rules were simple to understand and authorize.

More DSP involvement in the ISP team.

Plans that can be implemented by DSPs (are realistic).

There was an IT info system that CBs and Medicaid (DODD) (Eligibility difficult to keep track of, no notice until too less) could both use that worked so we could share info.

Happiness and fulfillment were as important as health & safety.

We could get a snapshot of the person that could be quickly and easily read and understood.

We worked together and understood we all have the same outcome, to help people live their best life.

Simplified processes.

Follow rules without worry of missing/doing something wrong (interpretation).

Focus more on the NOW than the past.

We had a shorter document while retaining necessary info.

Processes that stayed consistent AND less things for people to sign.

People could manage their own budgets and direct services to only what they need. Maybe 1 “bucket” of money instead of silos of services.

No span dates and no preforecasting ratios (Individual versus group)

We allow people to accept the risks in life and didn’t blame someone when something bad happens.

Quality services that help people reduce their reliance on the system.

Reward/incentivize providers instead of “rewarding” people staying a stagnate system. (No financial support for integration. Reimbursement deincentivizes achieving outcomes).

Modular so that people could skip areas that don’t matter to them (a la carte services).

SSAs and program coordinators had time to spend with people.

People can change their mind and not wait 4-6 weeks for approval once the paperwork and funding is ready.

Anyone can read the outcome and easily understand what the person wants (purpose of service).

September 18 Meeting (2019)

Compilation of Work Group Assessment Data

Self Determination

High Level Markers

Exploratory Questions

Do you need help with decision making?

Do you need help making choices?

Do you communicate/advocate for yourself or do you need help with that?

Are you able to identify what’s important to you and important for you?

Are you living the life you want to live?

Do you know if you are being treated badly?

Do you want to participate in training your staff?

If you need help with decisions, what kind of decisions do you need help with?


Who could help you make those decisions?


What information do you need and where do you get it?

  • If no, tell me about a decision you made that you feel was a good example. Tell me about a decision that was a bad decision.


Are there areas you would like to make choices where you don’t currently get too?


How do you communicate? (sign, device, speak)

If yes, tell me about a time you spoke up for yourself.

  • If no, do you have someone who helps advocate for you? If so, who?
  • If not, what are the barriers? Decisions not consistent with goal?
  • Who could you contact if you are?



Optional Information

Team Instruction


Give scenario applicable to person’s life

Training Issues

Service Needs



Person, Time, Tools Education


Personal Development

High Level Markers

Exploratory Questions

Learning how to accept feedback/instruction

Taking courses/training/instruction

What areas are important to me to grow in and what areas are important for me?

What have your accomplishments been this past year? Are you happy with them?

What are your goals? Hopes? Dreams? (In Emotional Well-Being)

Timelines? (Broad exploring)

Learning personal safety skills

Important things to know about me

Learning and using problem solving strategies

How do you want to receive feedback? (job performance, social interactions)


How do you learn best? What supports do you need in order to participate in courses/training/instruction?


What tools/supports do you need to grow?


Is there anything you want to learn how to do?


Is there anything you want to be independent in doing?

What are your talents/what are you good at?

Optional information

Team Instruction


When looking at this section, be sure to consider all areas of assessment.

Training Issues

Service Needs






High Level Markers          

Exploratory Questions

Life and Current Living Arrangement

Pre-employment and/or work

Employment related skills

Employment related preferences

School and Lifelong learning

Community and Social Life

Relationship map


  • Characteristics of people who best support
  • Health and Wellness
  • Financial Life
  • Protection and Advocacy
  • Cultural Considerations


Optional Information

Team Instruction


Training Issues

Service Needs





Emotional Well-Being

High Level Markers          

Exploratory Questions

Are you happy/satisfied with your life?

What are your gifts/talents?

What are your hopes and dreams? (In Personal Development)

What does a good day look like?

What does a bad day look like?

Is there anything you worry about?

Do you feel safe and secure? (reference question in Rights)

Is there a history of trauma?

How do you deal with bad days?


Is there anything you need?


Who/What helps you when you have a bad day?


How will we know that you are having a bad day?

Optional Information

Team Instruction


Training Issues

Service Needs





Physical Well-Being

High Level Markers          

Exploratory Questions

Are there any physical/health conditions/concerns we need to know to best provider support?

Yes: What are those conditions/concerns?

Are there any health risks? (dehydration, constipation, allergies, etc.)

OT/PT/Speech? Other assessments (topical, g-tube, etc.)

Any mobility issues/concerns?

Transfers & position?

Frequent hospitalizations? Why?


Is there anything we need to know about your food?


Texture preferences?

Swallowing issues?

Choking risks?

How to best support?

Are you able to communicate when we are not feeling well?

What does not feeling well look like for you?

What ways can we help you to communicate?

Do you need support with medical appointments?

What support do you need during the appointment? Communication? Understanding?

Do you need help making the appointment?

Do you need transportation to and from?

Do you need help with the follow-up?

Do you require support when taking medication?

Med assessment (needs to include tech)

Obtaining meds

Calling in prescriptions

Are you interested in learning more about bettering your health?

Smoking? Healthy eating? Exercise?

Do you have a DNR? Living Will? Power of Attorney?

Would you like more information on the documents and how to obtain?

Do you need assistance obtaining one?

Do you need support getting ready for the day?


Can you brush your hair?

Level of Care questions.

How can these services be best provided?

Do you need help maintain your household?



Pest control? (Bed bugs, roaches, mice, etc.)



Do you know what to do in an emergency?




Power outage?

Car accident?

Optional Information

Team Instruction


Training Issues

Service Needs





Community Employment

High Level Markers          

Exploratory Questions

Do you have a job?

What is your job?

Do you like it?

Do you make enough money?

Do you want a different job?

Do you want a job?

Tell me about any paid/unpaid work experience? (Type/location/support)

Do you  prefer working alone, with 1 person, small group, large group?

When do you feel most independent?

How do you learn best?

What type of work environment do you prefer? (Hot/cold, dark/light, early/late, noisy/quiet)

Optional Information

Team Instruction


Training Issues

Service Needs





Social Inclusion

(People, Places, Things)

High Level Markers          

Exploratory Questions

Tell me about the people in your life…

How is that going?

Is there anything you need help with or that you want to work on?

Tell me about the places you go…

How is that going?

Is there anything that you need help with that you want to work on?

Tell me about the things you do…

How is that going?

Is there anything you need help with or want to work on?


Who do you like spending time with? (Weekends, weekdays)

What activities do you do with friends?

How often?

What is working/not working?


What routines, rituals, and traditions do you have?


Do you belong to any clubs, groups, or organizations?

Do you feel welcome there?

When do you go and how often?

How do you get there?

Optional Information

Team Instruction


Training Issues

Service Needs





Interpersonal Relationships

High Level Markers          

Exploratory Questions

(Social Contacts, Relationships, and Emotional Support)


Who is important to you? Favorite person or people?

Do you visit with family and friends?

Are you part of any groups? (Volunteering, community, religious)

How/where do you meet people?

Do you “talk” to people through social media?

How do you communicate with friends/family?

Are you dating/in a relationship? (Marital status)

Do you have privacy/opportunity for intimacy?

What does intimacy mean to you?

What is a safe relationship?

When do you feel safe in a relationship?

Differences b/w relationships: Friend/co-worker, Supervisor?

Are there things that get in the way of you having relationships – behavior, transportation, making friends?


Is the person interested in dating/intimacy?


Does the person need dating/sex education?


Is the person limited in how they develop or maintain relationships? (Restrictions, court orders, registry requirements) known/likely risks?


Does the person need/want help using social media? How do they use it? Safety skills?


Do you do any activities with co-workers after hours?


Does person know what’s available to meet people in your community?


What do you do when you disagree with someone?


Have you had a big change in a relationship? (Big loss, big fight, parting of ways)?


Do you have a favorite person?

  • Why is this your favorite?
  • What do you like about them?
  • What do you do together?
  • How did you meet?

Optional Information

Team Instruction


Training Issues


Be sure to record the name of the informant.

Service Needs







High Level Markers

Exploratory Questions

Do you know your rights?

Are supports needed in this area to help person know/advocate for his/her rights?





Does this person need support making decisions/advocating for him/herself?





Is the person under 18?










Does this person have a guardian?









Does this person have interest in being actively involved in voting, government activism, etc.?





Does the person need support or know what to do if his/her rights are being violated?


Does the person know what to do or need support to respond when they disagree with a decision that impacts him/her?


Does the person demonstrate respect for the rights of others?






Does this person have restrictions in his/her plan?





Are there areas where this person is at risk for their rights being violated?






Informed consent

How does person demonstrate an understanding of his/her rights?  If the person doesn’t understand all of his/her rights, which rights do they not understand?

Is there evidence that the person doesn’t understand his/her rights (MUIs/trends and patterns/history re: manipulation or being taken advantage of)?


How does the person demonstrate their like/dislike or approval/disapproval of things?

How does the person participate in meetings and decisions that impact them?



Does this person need help to understand/prepare for additional rights as an adult? Consider things like bedtimes, social media access, and privacy regarding health issues etc. – things that may have been limited previously because they were a child but are not limited anymore? Does the person understand consequences and responsibilities associated with being an adult (law enforcement, etc)?



Does the person understand the type of guardian s/he has? Do they need information about the role of a guardian?

Does this person understand how guardianship impacts his/her rights and does not impact them (as applicable)? Does the person demonstrate an ability to advocate for him/herself to their guardian?



What support does the person need to be involved in voting/government activism?

What services/community resources/etc. does the person want? Does he/she access them or need help to access them?


Do you ever feel forced to do something you do not want to do? How do you respond?






Does the person respect personal boundaries? Do they recognize that their rights should not negatively impact the rights of others (coworkers, housemates etc.)? What support does the person need to understand these issues and demonstrate respect for others rights?


Are these approved by HRC? What is the risk that prompted the restriction? Does the person understand the reason/risk that prompted the restriction? Does the person understand the plan to decrease the restriction?


Example – if the person’s finances do not allow for as much access to some activities/items that are important TO the person, will the team need to consider rights restrictions in order to help them with other areas that are important FOR them (i.e., paying rent)?


Is the person able to identify risks and benefits of various services and provide informed consent?

Does the person have a support person to help/him her with decisions or understanding complex information? Does the person need a support in this area?

Additional Information


Training Issues

Exploratory questions – these are things to “prime” the discussion that informs the high level areas. The SSA/QIDP should use a variety of discovery tools to get the information for the exploratory questions, and helps determine the level of support/service needed.








Is there conflict between what is important TO the person and what is important FOR the person? If so how does the person respond to/navigate these challenges with the team?


How do you support someone to be involved in voting/government/issues without influencing them?




Services are driven by the assessment questions. For example, the assessment indicates the person WANTS to be involved in voting but is not able to and identifies the type of support needed – and this drives the service in this area. The assessment questions that indicate there is a NEED should somehow be linked to the service section.



Material Well-Being

High Level Markers

Exploratory Questions

Do you receive any benefits?

SSI, SSDI, Trust Fund, Food Assistance, Medicaid, Medicare – How much?

Do you have a payee for your SSI, SSDI? Who?

Do you have a STABLE account? Do you need one?

Do you have rental assistance?

If you have community employment, do you have assistance reporting wages?

If no, do you need assistance? Do you have an authorized rep for ODJFS?

Are your needs met with the money you receive?

Are your bills paid on time?

Do you need help managing non SSI/SSDI money?

How much money are you comfortable carrying on you?

Do you need help with a budget?

Do you need help filing taxes?

Do you need a benefits analysis?

Is there anything you would like to change about your current living situation?

Do you feel safe where you live?

Do you like where you live?

Do you need any home mods?

Do you have the things you need?

Access to personal belongings?

Any tech needed that would better your life?

Do you need an inventory of your items?

Any items needed? (Clothes, furniture, etc.)

Do you understand how to use your money as a consumer?

Are you able to return items?

Do you know about credit reports?

Optional Information



Training Issues

Service Needs:


Data Points

  1. Does the question makes sense to the SSA/QIDP?
  2. Did the Team understand the question or did you have to say it another way?
  3. Did you have to reword questions a lot?
  4. Did the questions help get at any risks?
  5. Did the question lead to discussion? Based on discussion, did people seem to understand the question and did you get the information you needed?
  6. Did these questions lead to the development of ISP services and supports and desired outcomes?
  7. Did we miss anything we should be asking (common themes that came up, but weren’t address?
  8. Applicable to all populations (age, diagnosis, funding)
  9. Comfort of individual giving information
  10. Feedback from individual
  1. Info gathered to plan good outcomes and supports
  2. Any questions difficult to answer
  3. Too long?
  4. Too short?
  5. Missing any questions?

Rate 1 – 5

  1. Ease of use
  2. Length/number of questions
  3. Did providers/individuals have feedback?


Meeting attendees spent the day developing assessment high level markers and exploratory questions for each assessment area defined in Ohio Administrative Code: 5123: 2-1-13. Those areas are:

  • Self-determination
  • Physical well-being
  • Emotional well-being
  • Material well-being
  • Personal development
  • Interpersonal relationships
  • Social inclusion

And considering:

  • What is important to the person
  • What is important for the person
  • Known and likely risks
  • What is working and what is not working
  • The individual’s place on the path to employment

The work group also developed a set of feedback data points to be used to gather feedback from the teams who are testing the draft assessment tool.

Work group members will receive a summary document by September 25, and will be given seven calendar days to provide additional input.

All assessment information will be compiled, formatted, and given to the interdisciplinary teams who have agreed to test the draft assessment tool.

Data points will be compiled and formatted, and given to the testing interdisciplinary teams in order to gather their feedback on the use of the tool.

The next OISP Workgroup meeting will be October 16 from 10 AM to 3:30 PM.

October 16 Meeting (2019)



  1.  The questions make sense to me.


  1.  I understood the questions asked.





  1.  The assessment adequately identified risks.


  1.  I feel like I got the information you needed to build a service plan.


  1.  It easy to put the questions into words the person could understand?


  1. The assessment missed things that should have been asked.





  1. The questions applicable to all populations? (age, diagnosis, funding)



  1. The questions applicable to you/your family member/your ward?

(This is just a rework of question 7.)



  1. I felt comfortable providing the answers to the questions.




  1. My outcomes/desires/wishes were discussed.


  1. Rate the length of the assessment process.

(Way too short, kind of short, just right, a bit long, way too long)


  1. The assessment was easy to use.


  1. The assessment prompted productive discussion.





  1. The assessment missed things.




  1. There was important information that was not asked.





  1. There were items identified in the previous assessment that were not revealed in this assessment, but should have been.





  1. The assessment questions were redundant/repetitive.





  1. I had the opportunity to contribute to the assessment.



  • Questions to statements in order to support the Likert Scale approach of:
    1. Strongly disagree
    2. Disagree
    3. Neutral
    4. Agree
    5. Strongly agree
  • Question 11 has different suggested Likert Sale criteria because that seemed to make more sense.
  • The work group also wanted a section for comments. That could be after each question, or at the end.

Meeting Minutes:

Meeting attendees spent the day providing final input on the draft assessment tool that will be tested by DODD selected interdisciplinary teams throughout the state.

The work group finalized the set of data points that will be used to collect feedback from the identified interdisciplinary teams in order to evaluate the usefulness of the draft assessment tool.

And finally, the group created a series of recommendations regarding the instructions to be provided to those teams who will pilot/test the tool.

DODD will incorporate work group feedback into final draft documents and distribute those documents to the group a few days prior to the November meeting for final review before distribution to the testers.

Next Meeting:

The next OISP workgroup meeting will be November 20, 2019 from 10am to 3:00pm with the location to be determined.

November 20 Meeting (2019)

OISP Work Group Meeting Minutes

Delaware County Board of Developmental Disabilities

7991 Columbus Pike, Lewis Center, OH 43035 (Rear entrance)

November 20, 2019

10:30am to 4:00pm


The OISP work group continued to evaluate and discuss their work to date on the assessment document. It was agreed that a sub group of members would gather to finalize formatting. Because testers will be using a paper copy in their testing, the group felt that document formatting deserved some additional attention.

The work group is seeking clarity on the idea of “Discovery” versus “Assessment.” The Department will make decisions on the following:

  • What is required and what isn’t?
  • How do we get to assessment?
  • How frequently do teams need to “Discover”
  • Career Discovery as a service versus “Discovery” as an assessment tool.

Data points, to be collected via surveys to the testing members were finalized, as were the instructions to be provided to those teams.

The work group is committed to eliminating duplicative tools and processes wherever possible. The below graphic depicts how the group has outlined inputs and outputs as related to the assessment in order to create as many efficiencies as possible.

Depiction of Assessment Inputs and Outputs:

Parking lot question: Whose IT System will be used?


December 18 Meeting (2019)

OISP Work Group Meeting Minutes
Delaware County Board of Developmental Disabilities
7991 Columbus Pike, Lewis Center, OH 43035 (Rear entrance)
December 18, 2019
10:00am to 3:30pm 

Assessment Update
The small work group completed their changes to the assessment document and final touches are being applied to the formatting.
The testers will receive the assessment and instruction in January and will complete their tests by March. The work group viewed the assessment document and will receive a copy with the document is ready for the testers.
The small work group has also been charged with discussing the integration of additional tools (self-med assessment, DDP, therapy assessments, etc.) and this discussion will occur at a future date.

The workgroup identified the following terms that have multiple meanings within the field. In order to ensure consistency and clarity in the field, these terms will require universal definitions:
1. DSP
2. Types of diets - ie: Chopped, diced, etc.
3. Adaptive Equipment
4. Assessment/types of assessment
5. Assess/Discovery/Funding Tool
6. “Staff” in ISP – everyone who is a paid support/direct support
7. Work/Vocational Rehabilitation/Job
8. Plan
9. Programs/Program Implementation Plans (PIPs)/Outcomes
10. Supports
11. Monitor
12. SSA
13. Respite
14. Guardian/No Guardian
15. Payee/Support
16. Choice/Informed Choice/Supported Decision Making/Substitute Decision Making
17. “Paid Support” versus Residential/Day Program/SSA
18. Natural Support
19. Risk/Risk Assessment
20. Advocate/Legal Representative/Representative/Power of Attorney
21. Restrictive/Aversive/Positive Behavior Support
22. Will/Shall/Should
23. Determine what supporting documents are to be added to the ISP

Whose Plan Is It
1. The Plan belongs to the Person with Disabilities
2. It should be written for the direct support professional
Purpose of the Plan
(Duplicate and overlapping points will be removed as we move through the development process)
1. Describes an individual’s good life and future
2. So people know how to support you
3. Steps to move toward goals
4. DSPs use the ISP as a roadmap for the individual’s life
5. Holds team members accountable
6. Creates common language
7. Directs services
8. Denotes the pathway to independence
9. Affirms the teams listened and will follow through
10. Is a service contract
11. Reflects fiscal spending and responsibility
12. Everyone knows what to expect
13. Illustrates how health and welfare will be met.
14. Denotes individual’s responsibility
15. Identifies all paid and non-paid support
16. Authorizes services
17. Recipe for professional staff
18. Quick reference for provider
19. Addresses risk
20. Describes services
21. Identifies outcomes and action steps (discussion of action steps not required in service plan)
22. Written in plain English and understandable by the individual
23. Describes what the person is about
24. Identifies risks (liabilities)
25. Identifies what is important to the person, what they want to achieve, & how to get there
26. Lists all add-ons
27. Defines “frequency” – for example: Shower help defined in units versus a different type of description
28. Reflects the outcome of a conversation about frequency and duration
29. Describes what unit delivery looks like
30. Identifies technology used
31. Notes the level of detail needed to create documentation sheets
32. Identifies funds management plan (in compliance with the funds management rule)
33. Notes what is important to and important for the individual
34. Identifies community integration, reflective of the rule requirements and not a checklist
35. Identifies who will review plan implementation and how often
36. Reflects review of and understanding of Rights, Consent to the Plan, HIPAA, Free Choice of Provider, Appeal Rights, and the Provider Consent to provide services
37. Voter registration status
38. Conflict resolution, meets conflict of interest guidelines, and ICF discussion
39. Lists dissenting opinions
40. Identifies Path to Employment
41. Notes adaptive equipment/support tools
42. Defines behavior support
43. Paid and natural supports
44. Shows evidence the SSA has trained the provider
45. Lists emergency and back up plans
46. Identifies funding sources
47. Identifies CPT Budget – verbal indication of requirements
48. Lists outcomes
49. Determines services
50. Describes person’s life and what they want in order to be happy (Elements 5, 6, 7 of the 7 Essential Elements)
51. Defines type, scope, amount, frequency (Elements 1, 2, 3, 4 of the 7 Essential Elements)
52. Identifies how the person will be protected and have a better life
53. Complies with 11 requirements of ODH regulations page 226 to 237:
a. Be a living document
b. Identify what is a good life for the person, their risks, and any safety issues
c. Notes objectives that meet the client’s needs as identified by the assessment
d. Identifies the planned sequence for dealing with those objectives
e. Be stated separately, in terms of a single behavioral outcome (Each objective clearly states one expected learning result)
f. Be assigned projected completion dates
g. Be expressed in behavioral terms that provide measurable indices of performance
h. Be organized to reflect a developmental progression appropriate to the individual
i. Be assigned priorities
j. Each written training program designed to implement the objectives in the individual program plan must specify:
i. Method to be used
ii. Schedule of use
iii. Person responsible
iv. Type of data
v. Frequency of data
vi. Data collection necessary in order to track progress toward desired goal
Outcomes/Action Steps

There was much discussion on the terminology and definitions around the idea of Outcomes and Actions.
It was agreed that the team will identify a “Big Picture goal to be pursued or worked on”. For purposes of these minutes, this “Big Picture goal” will be labeled Level 1. The terminology to be considered for Level 1 is:
1. Outcome
2. Vision
3. Dream
4. Life Outcome
5. Plan

An example of a Big picture of Level 1 goal is: To move out of parents’ home.
Level 2 breaks down Level 1 into smaller tasks. Potential terms for Level 2 include:
1. Life Experience
2. Plan
3. Outcome
4. Goals
Examples of Level 2 tasks for the noted Level 1 goal are:
1. Get a job
2. Explore career options
Level 3 breaks down Level 2 into smaller tasks.
Potential terms for Level 3 tasks include:

1. Action Steps
2. Implementation Strategies
3. Objectives
4. Support Strategies
Examples of Level 3 tasks for the noted Level 1 task are:
1. Practice interviewing
2. Shop for interview clothing
3. Pick up applications
4. Complete applications
5. Return applications
Teams may choose to skip or add levels as warranted.
The below graphic depicts the breakdown of the described levels.

Parking Lot/Training Topics
1. Teams repeating old issues over and over on service plan
2. The ISP needs to be a living document
3. Establish a bridge between HPC hours and service delivery
4. What ISP content is a section of the ISP and what will be a separate document?
5. Is there a commonly accessed IT system?
6. Should there be a table of contents in the ISP?
7. Establish a link between the content of the ISP and the individual.

Resources discussed during the meeting:
Family Resource Network of Ohio - www.frnohio.org
Ohio Self Determination Association - https://osdaohio.org/
Life Course Tools - www.lifecoursetools.com (found in the site dropdown noted below)

January 15 Meeting 

OISP Work Group Meeting Minutes
Delaware County Board of Developmental Disabilities
ARC Industries - 2780 Airport Drive, Suite 450, Columbus, OH 43219 
December 18, 2019
10:00am to 3:30pm

Assessment Testing Update

On January 15, 2020, the Department held 2 instructional webinars for ISP team members who will be testing the assessment questions. (Testers only needed to attend 1 session)

Work group members reviewed the webinar presentation slides, the post assessment testing team member survey, and viewed the web-based tool developed by the DODD IT team solely for the purposes of supporting the testers. (The tool will have no long-term purpose.)

All testers will receive their information on Friday, January 17, 2020 and are free to begin their testing exercises at that time. All assessment and survey data is due by March 11, 2020.

DODD staff believe they can compile the tester data for presentation at the March 18, 2020 OISP work group meeting.


ISP Template Work

Work group members worked in small groups to develop the first draft of the ISP questions/template, and reported out to the larger group for feedback/discussion.

DODD staff will compile this work into a document for further discussion and review by the full work group.


Post testing Survey Data Points

Work group members developed the first draft of the survey questions to be given to team members after they test the ISP. 

Those data points will be compiled and returned to the group to be finalized.

February 19 Meeting 

OISP Work Group Meeting Minutes
ARC Industries 
2780 Airport Drive, Suite 450, Columbus. OH 43219
February 19, 2020
10:00am to 3:30pm 

Testing Progress

The team received an update on the assessment testing progress. Completed assessments are coming into the department, and team members are completing the feedback survey. Data is due from the teams by March 11, and will be available to the work group by the March 18, 2020, meeting. 

Please note: The Department is reviewing the assessments completed during testing to ensure the completed assessments meet all compliance requirements. This information will help to correctly analyze the tester feedback.

ISP Work

The team broke into small groups and completed their 2nd round of ISP edits, taking into consideration the draft assessment previously completed, and the federal requirements for ISPs. Each small group had the opportunity to review and provide feedback on each section of the ISP. That information will be compiled and returned to the work group for review in the March work group meeting.

The group had a robust discussion on the purpose of the ISP, who uses the ISP, and how.

Data Points

The work group reviewed and made a few changes to the data points to be collected by testing teams as they use the draft ISP.

Missing Information 

The work group made a list of items they believe was omitted from the assessment draft, and/or any other concerns that have come to mind since the document was sent to the testers.

March Assignment

In March the work group will review the feedback on the assessment and use this information to make any final changes to the draft ISP, and to the data points that will be used to gather feedback on the ISP document. 

Next Meeting: March 18, 2020; 10 AM, 2780 Airport Drive, Suite 450, Columbus, OH 43219

Lunch is included for work group members

May 20 Meeting

OISP Work Group Meeting Minutes
Zoom Conference
May 20, 2020
10:00 AM to 12:00 PM

Assessment Review

The work group walked through the changes to the assessment based on reviewer and tester feedback. Group members were given the opportunity to ask clarifying questions. DODD will review the questions and determine if any final changes are necessary.

Service Plan Format

Group members broke into teams to discuss the draft ISP form, and to identify if the current formats were missing any information, or if any information from the assessment did not come forward to the ISP.  DODD staff collected the feedback and will determine if any changes need to be made to the ISP form.

Group members also discussed the 2 draft formats and voted for the version they liked best.

Moving Forward

Group members voted on their preferred schedule for the June Zoom meeting and determined the meeting will be held for 2 hours in the morning with an hour break, and a 2-hour session in the afternoon. That meeting will be held on June 17. Details will be emailed.

Assessment Testing Progress



# Surveys



Family/Guardian/Close Friend


Waiver Provider


Person who receives DD services




Other (please specify)*


ICF Staff (other than QIDP)


*Program Director (2), ADS supervisor (2), Quality Assurance Manager (1),Registered Dietician (1), Q Supervisor (1), Nurse (3), TPW (1), RCS (1), ADS provider (2), Team – Q, Director, Nurse, Manager (1), LPN (1), DSP (1), Principal (2), Assistant Program Director (1), Girlfriend (1), Program Coordinator (1), ADWS (1), SSA/Behavior Support Specialist (1)

Screenshot of data table


1.5 times


4.5 hours



  • Communication chart is redundant, confusing, and directed toward non-verbal individuals
  • Need a way to capture that in order to understand the individual (verbally, through actions, etc) you need to know them
  • A lot of questions are repetitive when the individual is verbal
  • Suggested to make the question “How does the person communicate?” multiple choice
  • Ask “Is the person verbal or non-verbal?” then ask certain questions based on that
  • Repetitive Questions
    • How does the person communicate? and How does the person want others to communicate with him/her?
  • Questions/Topics to Add
    • Technology. Do they need assistance? Do they use it to communicate?
    • Receptive Communication
    • Reading/Writing



  • Dislike of the word citizenship – suggested Advocacy & Decision Making
  • Dislike of the word talent – suggested strength or ability
  • The question, “Does the person need help to understand/prepare for additional rights as an adult,” doesn’t apply to everyone
    • Suggested to modify or only ask to certain age range
  • Add “What other safety skills do they need to learn?” to the question, “How does the person keep himself/herself safe?”
  • Suggest making “Is the person able to identify risks and benefits of various services and provide informed consent without support?” open-ended
  • Provide examples instead of asking about “legal sanction”
  • Individuals didn’t understand what it means to advocate for themselves – suggested “How do you let people know what you think when you do/don’t agree with them?”
  • Topics don’t apply to children
    • Voting, self-advocacy, training staff, history of things tried, citizenship issues, etc
  • Not sure what the question “Explain the history of things that have been tried” is asking for
  • Suggested an option to skip this section for individuals with limited cognitive abilities
  • Seemed vague and unclear to ask, “”are there things that are important to the person for the team to know” after “Does the person make routine choices?”
  • Dislike of the question, “Is the person able to identify risks and benefits of carious services and provide informed consent without support?”
    • Confusing, vague, not sure what services would be “risky”
  • Asking what rights a person does not understand is too broad
  • Unsure of how to answer behavioral add-on questions if the individual doesn’t have restrictions



  • Individuals didn’t understand “self-help skills” – suggested “What do you do to make yourself feel better when you’re worried or upset?”
  • Seemed strange to ask someone what they like to do for fun then ask if they’re able to do it – suggested asking if there’s anything they’d like to try but haven’t been able to then addressing barriers
  • First 3 questions under the Behavioral Well-being section could be combined to say, “What supports are needed to keep the person safe?”
  • Questions repetitive with questions in other sections
  • “How does the person handle being upset or worried?” and “What supports are needed?” and “What self-help skills does the person use when upset or worried?” are repetitive
  • Add questions about when and where to “Does the person feel safe and secure?”
  • Add location/time prompts to, “What level of supervision does the person need to be safe in different places and at different times?”
  • Dislike the question about the best thing to ever happen – difficult for people to answer
  • Don’t assume a person feels isolated, afraid, or powerless – Ask if they ever feel that way before asking what they do
  • Add a question about carrying keys and locking/unlocking their house
  • Add a question about alone time
  • Questions should be more specific to gather more detail
  • Difficult section to complete for individuals with sever/profound I/DD



  • Ask “Does the person date?/Do they want to date?” If yes, “Do they have the opportunity to date?” to eliminate unnecessary dating-related questions
  • Not sure what “culture” is referring to in the question, “What cultural considerations are important to the person?”
    • Also may need to separate from routines/rituals depending on what’s meant
  • Questions, other than the Friends & Family section, seemed targeted toward higher-functioning individuals
  • Dislike the “favorite person” question
  • Combine “How does the person stay in touch with people in their life?” and “Does the person visit with friends and family?” and “What activities does the person do with friends and family?”
  • Some felt questions were invasive



  • Ask if the individual wants to have a job so that employment questions can be skipped if not applicable
  • Add questions about attending a ADS or VocHab programs – the questions didn’t capture what someone does during the day if they don’t attend school or work
  • Ask certain questions based on age range and/or if the person is currently in school
  • Add in a question asking for the name of their payee/person in charge of finances
  • Doesn’t seem to include Path to Employment
  • Add a place to list employment/volunteer history with likes/dislikes
  • Questions not applicable to children, people at lower functioning levels, and people in ICFs
  • Repeat Questions
    • “What are the strategies that help a person learn?” and “How does the person learn best?”
    • “How does the person make money?” and “What type of income to they receive?” and “Does the person receive any benefits?”
    • “Does the person understand how to use money?” and “Does the person need money management skills or support?” and “Is the person able to take care of their own finances?” and “What kind of support, if any, does the  person need to make sure their bills are paid on time?”
  • Unsure if “Does the person have a job?” only applies to community employment
  • Daily Living and Employment should be two different sections – this section is mostly about employment and finances



  • Individuals didn’t understand: “maintaining the household,” “barriers,” and “safe and reliable way”
  • Questions not applicable to all ages and/or individuals who live with family
  • Some questions not relevant to sever/profound population
  • Ask where the individual lives now – some questions may become irrelevant based on this
  • Ask “What assistance do you need to keep your home cleaned?” after “Does the person need help maintaining their household?”
  • Split up the question, “Describe any routines necessary to help the person through their day,” into sections such as morning, getting to work, after work, bedtime, holidays, weekends, etc.
  • Dislike the question “How do you like your home decorated?” – unnecessary, doesn’t apply to children, individuals indicated they can’t afford
  • The last few questions are repetitive
  • Clarify, “Are there any challenges to the person moving to a more community based home?" because ICFs are community-based homes



  • Individuals and Teams weren’t sure what was meant by “self-care routine”
  • Add “What type of assistance/Who provides?” to “Does the individual need help obtaining/taking medications?”
  • Questions/Topics to Add
    • Questions about alternative nutrition (G-tubes, etc.)
    • How the individual obtains and take meds
    • PT/OT
    • Adaptive devices
    • Doctor names and contact information
    • Type of assistance needed to complete daily living skills
  • Change “Does the person ever go see a doctor/dentist?” to “What type of doctors/specialists do they see and how often?”
  • Seems out-of-place to ask their favorite food
  • Dietary questions are repetitive
  • People had trouble incorporating self-med assessment in the document and/or other outside assessments that weren’t part of the original form
  • Questions in this section were too broad



  • A lot of questions seemed repetitive – within and between sections
  • It was difficult to get to the level of detail needed to individuals with lower cognitive functioning
  • There were a lot of questions that did not apply to all individuals (school, employment, finances, etc.)
    • Many suggestions for skip patterns
  • Rewording of questions was needed for many individuals
  • Drop-down boxes/checklists would be nice in some areas
  • Some questions may be “sensitive” to parents/families of individuals who will never be able to do the things that are being asked about

June 17 Meeting

OISP Work Group Meeting Minutes

Zoom Conference

June 17, 2020

10:00 AM to 12:00 PM and 1:00 PM to 3:00 PM

Group members identified how they are feeling at this point in the process. For the most part, responses were in one of 3 buckets:

  • Excitement about what has been developed so far.
  • Cautious optimism with a need to see how everything is going to come together.
  • Concern about the IT system.

The group walked through the assessment feedback provided by the testing teams; and the updates to the ISP template. The group identified a few sections of the ISP that still need some clarification, and DODD will address those sections and bring the ISP back to the group.

In May, work group members gave input via 3 survey questions. Those results are:

  • The assessment and the ISP will be one document.
  • The ISP template fields will be written in 3rd person.
  • The ISP template will have an “About Me” style front page, and each domain will have its own summary section.

DODD reviewers provided updates on their behind-the-scenes progress to support the OISP. Reviewer teams are working on regulations, training, compliance, and more.

DODD outlined the OISP work planned through the end of 2020.

OISP Timeline - Remainder of 2020

The next meeting is July 15, 2020, from 10:00am to 12:00pm and 1:00pm to 3:00pm, via Zoom.

July 15 Meeting

OISP Work Group Meeting Minutes

Zoom Conference

July 15, 2020

Welcome & Opening Round

  • Sara Sherman’s contract is up. No external facilitation
  • Housing Corporation representative from Hamilton county may have relevant information to incorporate into the assessment
  • and plan (sub group may be developed to look at this)
  • Entities will be able to utilize separate IT vendors for the single assessment and plan. They must be able to interface with the
  • DODD system and stay up to date (keep pace with Sales Force)
  • Next steps include the incorporation of other DODD assessments that currently live on other platforms to be moved to same platform as the OISP
  • There is no rush to produce a final product. DODD has no interest in sharing a product that is not at a finalized point
    • It is believed that March 2021 is the date that is currently projected for the OISP to begin implementation

Finalize ISP Testing

walk-through documents

  • High level review of ISP updates
  • There is a recommendation to add prompting for referrals
  • Need to clarify/define or spell out “RM” used for restrictive measures, but could also be interpreted as remote monitoring
  • There is a recommendation to include letters/mail as a means of communication within the current dropdown list
  • There were no changes to the ‘Summary of Previous Year’ section as there were no changes to that area. It will cover a person’s successes and celebrations of successes
  • Discussion about service code and service name. Some members see it as duplicative. DODD will continue to take a look at that section.
  • Two Level of Support options were reviewed. It was agreed that there were areas of both that were desirable. A small group of internal and external members will come together to develop a near final version that will be used for testing
    • There was discussion about how these sections worked for individuals that do not receive ICF or waiver services
    • It was expressed that there was duplicative information in version 1
    • *See chat for additional comments
    • The small group is to meet before 8/19/20 to develop a finalized version to present to the group during that next full meeting

Next Steps for our group

  • 8/19/20 will be split into three different meeting types
    • A small group whose daily focus includes the SSA and QIDP functions will work on “Customer Journey Mapping”
    • Four small workgroup (see separate document) that will focus on a review of documents to look for “glaring gaps” and possible solutions related to the Ohio Assessment and Service Plan meeting the needs of these groups:
      • Advocacy
      • DSPs
      • ICFs
      • Children
    • Full group meeting

ISP Testing Plan Review

  • Webinar scheduled for 7/16/20 with testers 
    • Review feedback and data
    • Share changes
    • Discuss plan for a mid-late August start for next step testing of the OISP

Discovery Assessment PDF

The next meeting is August 19, 2020, from 10:00am to 12:00pm, 12:30pm to 2:30pm, and 2:45pm to 4:15pm via Zoom.

August 19 Meeting

OISP Workgroup Meeting


2:45pm – 4:15pm        

Attendees 47 participants

Agenda Topic 1: Welcome back & DODD Updates

2:45pm – 3:00pm


  •  Welcome Back
  •  Agenda for full group session
  •  DODD Updates
  •  LifeCourse domain name updated.  Changed from Citizenship & Advocacy to Advocacy & Engagement
  •  Testing group opted to fully test
  •  Testers will be using electronic form
  •  Webinar 8/27 will be testing 8/31-10/12
  •  Communication will be coming from Hannah Howard moving forward

Agenda Topic 2: Level of Supervision Workgroup Share-Out

3:00pm – 4:00pm          

Presenter: Kelly F, Bradley Wyner, & Jeanne Stuntz


  •  Level of Supervision/Risk section Updates
  •  Level of Supervision group had 2 sessions
  •  They limited their discussion to levels of Supervision only.
  •  We came up with a lot of “What if’s” but we need to put it out there and try it out.  The data from the testers will refine this section.
  •  Level of Supervision is a type of support
  •  Instead of relying on the supervision statement, get to the importance of “What does support look like”
  •  Each risk – determine whether it really needs a level of supervision or just needs support identified

Jeanne/Brad presenting

  • Assessment format
  • Suggested to move the previous levels of supervision question to the guidance under the risk area.
  • Instead in the safety and security section we added:

Supervision Considerations

  • Under the guidance for the Known and Likely Risks- include any MUI trends and preventative measures
  • What is the risk, what is looks like, where it occurs- this info populates from risks in assessment.
  • What support must look like, why the person needs this support- this column contains all the personalized detail about what support and why
  • Does this risk require supervision? - this column includes standard dropdowns. Not all risks require supervision levels.
  • Safety & Security- IT will populate “default level of supervision” here from assessment
  • Level of supervision and definitions
  • No paid supports- the person can be alone and does not require any paid/remote support to ensure safety

General- staff must be able to hear /contact the person if they called for help and respond within a few minutes

Auditory- staff must be able to hear the person if they called for help and respond quickly            

Visual- staff must be able to see the person and be able to provide support or directions

Close and Constant- staff may never leave the person and must always be able to respond immediately.

Brad gives an example “Sophia”

  • Anytime Sophia is walking/standing up she is at risk. Especially in bathroom due to clothing, hard surfaces
  • Safety and Security- Auditory supervision
  • Community Living- fall risk when getting up from the toilet- Visual supervision
  • Community Living- fall risk due to effects of CP and osteoporosis - Auditory Supervision

Question: does the first column get auto filled from the assessment? Yes

Question: Would you consider walking through this entire process for an actual individual? So we can see how it would look and function? Yes, we could ask one of the testers to share an individual with us, look how it is filled out, the process,etc.

Question:  big picture timeline on implementation? Aug 27th Salesforce starts, Testing Sept-mid October for the entire document. Make any changes at the end of October, high-end overall training in November/December, modules for SSAs/QIDP to complete ISP’s in January, Implementing new assessment/plan in March.

Questions: Would you consider walking through this entire process for an actual individual? So we can see how it would look and function? Yes, we could ask one of the testers to share an individual with us, look how it is filled out, the process, etc,  DODD mangers will talk about this.         

Agenda Topic 3: Next Steps & Wrap-Up

4:00pm – 4:15pm          


  • Meeting Reminder
  • Upcoming Internal Work
    • Simplification- trying to streamline the required assessment
    • Customer Journey Mapping- SSA/QIDP
  • Closing Round

September 16th is our next meeting.

October 21 Meeting

Meeting PowerPoint Presentation

OISP External Workgroup



Zoom Meeting

Type of meeting

External – OISP workgroup


Kelly F, Heidi D, Lisa A, Beth C, Ashley M,

Note taker

Cassietta Smith


Agenda Topic 1:

Time allotted




The external workgroup has accomplished a lot since last July (5 minutes)

  • Assessment and ISP template developed
  • Full testing completed
  • IT solution identified

Group will continue to get feedback, continue to give guidance on the next phases of this project, a lot will be around training. 

Where we’ve been, where we’re going:

Started with Standardized assessment and standardizing service plan template.  Need to go back to the beginning – basics/foundation.

Training –

  • Foundational/philosophy
  • Modules for each role by topic

Testing Data (10 minutes)

  • 100 individuals and their teams
  • No training/little instruction or guidance (purposefully)
  • Technology issues with forms IO
  • Feedback varied greatly
  • Identified themes of training needs
  • Identified minimal needed changes to the template

Review of the testing data (45 minutes that will include Q&A)

  • PP presentation to share data

High level overview of themes/patterns

  • Differences in feedback from ICF testers
  • Language challenge /Culture shift (philosophical approach to person centered planning)
  • How to change the mindset when assessing and planning for people with intensive needs

Reminders – responses to data

*Training (testers received none)

*Use scenarios (lots of examples needed in training)

*Focus on all sorts of needs (training)

*1 or 2 pages for DSP

*Need to define the words – connect language to ICF language

Next Steps

*Meet one on one with the testers, ask more questions, collect more detail

*Look closely at intensive need/ICF feedback

*Look closely at potential redundancy/missing places (ex: place for medical info)

10 Minute break

Logo Introduction (5 minutes)

Logo Introduction:

IT Solution (15 minutes that will include Q&A)

Ohio ISP – An Online Solution

Questions related to OISP Online:

Q. Are doc sheets being generated from the platform?

A. Yes, doc sheets being generated is definitely part of this, people being able to electronically document is not part of this current piece of work.

Q. When will third-party vendors have access to information?

A. Third party vendor, soon as next week.

Q. Will CB/ICF’s be able to try Salesforce once Sense Corp has ISP/built?

A. Earliest time to try it is during the user acceptance.

Four Known Third-party vendors from Ed Carr:

*Primary Solutions




Sales Force-IT Platform

Sense Corp-IT vendor developing IT solution within Sales Force

  • Shared requirements given to Sense Corp related to how assessment informs ISP, for example:
  • Outcomes, risks, important to/for, skills and abilities.
  •  If you check the box at the end of each section – the system will prompt that you had indicated this area might be an outcome 
  • if you selected someone needed a service – the system will prompt that you’d indicated that services are needed
  • Keep in mind this is where we are at today with salesforce and things can/may change.
  • Additional requirements shared:
    • the ability to upload additional assessments
    • the ability to add additional information
  • Shared the phone a friend experience – representatives from waiver & ICF to provide quick answers to “blockers” that would have delayed Sales Force and Sense Corp
    • not everyone needs a full plan – working on criteria for a condensed plan that would only require the introduction page and possibly limited basic information
  • Daily meetings were held to ensure requirements are met and OSSAS team and Sense Corp team are on the same page so they understand the wants and needs of the field.

Tester feedback Delaware CBDD (10 minutes)

Delaware CB experience with testing – Cheryl Smart & Heidi Hackworth.

Doing the assessment and/or starting the plan and having it in, was a noticeably short amount of time, for most people, plans that were due in Sept, Oct, Nov were already completed.

Q. Explain who you worked with, how you made the selection, information provided to the team?

A. 19-year-old in high school, who was transitioning, Mom who is the Guardian (not yet due to Covid-19), and provider meet on Zoom and was able to complete the first part in one day.  Flowed nice, once entered onto web form then information auto populated.

Q. Testers stated duplication in form, your thoughts?

A. Repetitive at first but after going through it and seeing “what is important to and important for”, it made sense for the duplication.  Flowed well.

Next Steps    

  • High- level overview (Part 1 and Part 2) (15 minutes)
    •  Recordings/live chats/future role specific trainings
    • Part One – Philosophical Changes and why we are here, why we needed to develop some standardization and simplification.  Required for SSA’s & QIDP’s.
    • Part Two – High level review of the actual assessment and plan template and standardization a little bit about the IT solution.  Required for SSA’s & QIDP’s. 
    • Live chats in November and December (with an OSSAS Manager and a Reviewer) to ask questions related to high level overview parts 1 & 2.
  • Don’t plan on making changes within the 1st year
  • DODD plans to do presentations at OACB/OPRA to support streamlining and consistency
  • No November meeting will reconvene in December, any important communications will be via email.

Summary of Next Steps:

  • Scheduling some time to get more people to talk about their testing experiences.
  • Spend time in the communication area of the assessment.
  • Sending out two-part recorded webinar high level overview to external OISP group as soon as its available.
  • Will be including members in training development as needed.





Ohio ISP Workgroup Members

Amber Cross

SSA Director

BHN Alliance

Michelle Giese


Richland CB

Carrie Bush

SSA Director

Ashland CB

Holly Brugh

SSA Director

Summit CB

Amber Gibbs

SSA Director

Cuyahoga CB

Dawn Freudenberg

Director of Planning, Innovation,
and Quality

Hamilton CB

Sharon Travis


Neon COG

Chris Waldron


Union CB

Bryston McKnight


Pickaway CB

Justin Madison

SSA/Beh. Supports

Stark CB

Whitlee Trimble


Ross CB

Robert Shuemak


Hamilton CB

Michele Myerholtz

SSA Supervisor

Lucas CB

Karin Lopper-Orr

Provider (MH/IDD)

Blick Center

Mary Thompson-Hufford

Day Provider

The Fuse Network

Jeanne Stuntz

Provider (Beh Sup)

Dynamic Pathways

Jo Spargo



Bethany Toledo



Dustin Watkins


Bittersweet Farms

Brad Wyner


Rosemary Center

Melissa Skaggs


Arc Ind.

Chelsea Pozderac



Marci Straughter



Amanda Kiser


Echoing Hills

Loretta Stroud

Family Member


Abbey Summers


New Leaf Residential/OWN

Nicole Kaczynski


SHC/Arc of Medina

Melissa Hart

Front Line Supervisor

SHC/Arc of Medina

Arrelle Robinson

Program Manager

New Leaf Residential

Anita Allen/Lisa Mathis



Christopher Haldeman

Former QIDP/Current SSA

DC and CB

Debbie Jenkins

Policy Director