Promising Practices in the Choice Demonstration Projects

An Operations Manual

Prepared by:

Susan Stoddard

Stuart Hanson

Tanya Temkin

InfoUse

2560 Ninth Street, Suite 320

Berkeley, CA 94710

(510) 549-6520 (voice)

(510) 549-6523 (TDD)

Prepared for:

Rehabilitation Services Administration

U.S. Department of Education

Contract HR 95034001

February 1999

Acknowledgments

Preface

Table of Contents

Acknowledgments iii

Preface v

Table of Contents vii

Introduction

Entry

Expedited Eligibility - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation

Group Orientation - Choice Enhancement and Empowerment Project: Berkeley Center for Independent Living

Empowerment Training

Helpers

Plan Process and Development

Payment Systems

Other

Introduction

Purpose and Design of this Manual

• Personnel in the 82 state vocational rehabilitation agencies who are mandated under the Rehabilitation Act to implement enhanced consumer choice in their federally-funded Section 110 programs;
• Private rehabilitation providers, whose dealings with consumers and public vocational rehabilitation agencies will be reframed as a result of increased consumer choice; and,
• Consumer advocacy organizations that may need models of effective practice to suggest to public VR agencies.

Criteria

• Project staff must consider the practice to be a key component of the project's approach to choice;
• The practice must support participant choice;
• The practice must be documented in participant manuals or other project materials; and,
• The practice must be capable of being replicated in other vocational rehabilitation environments.

Conceptual Framework

• Expedited Eligibility - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation
• Group Orientation - Choice Enhancement and Empowerment Project: Berkeley Center for Independent Living

• Go for the Gold - Commitment to Client Choice: Arkansas Rehabilitation Services
• Empowerment Seminars - Choice Enhancement and Empowerment Project: Berkeley Center for Independent Living
• Empowerment Workshops - Participant Empowerment Project: Washington Division of Vocational Rehabilitation
• Employability Assessment Workshop - Client Choice Project: Southwest Business, Industry, and Rehabilitation Association

• Consumer Connectors - Commitment to Client Choice: Arkansas Rehabilitation Services
• Rehabilitation Team - Participant Empowerment Project: Washington Division of Vocational Rehabilitation
• Employment Advisors - Choice Access Project: United Cerebral Palsy Associations

• Facilitated Peer Group - Career Choice Project: The Development Team, Inc.
• Self-Employment - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation
• Peer Lending - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation

• Imprest Cash - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation
• Open Provider Payment System - Choice Enhancement and Empowerment Project: Berkeley Center for Independent Living
• Personal Accounts - Your Money - Choice Access Project: United Cerebral Palsy Associations

• Consumer's Counselor Performance Review - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation

Key Design and Operational Elements

Entry

Expedited Eligibility - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation

Description

Other Considerations

Project Material

Certification of Eligibility

Rules

Index of Sections:

107.1 Definitions
107.2 Basic Conditions of Eligibility
107.3 Presumption of Benefit
107.4 Using Existing Information
107.5 Timeframe for Determining Eligibility

1. "Family member" of an applicant or eligible person for purposes of this chapter means one who:

2. "Individual with a disability" means (1) the person has a physical or mental impairment which, for him/her, results in a substantial impediment to employment, and (2) he/she can benefit from vocational rehabilitation services in terms of an employment outcome.

To be eligible for vocational rehabilitation services a person's situation must meet two criteria. First, the person must be an "individual with a disability" as defined above. Second, the individual must require vocational rehabilitation services to prepare for, enter, engage in, or retain gainful employment.

It shall be presumed that a person can benefit from vocational rehabilitation services in terms of an employment outcome unless clear and convincing evidence demonstrates that the person is incapable of benefiting from such services in terms of an employment outcome. With respect to cases in which the issue concerns the severity of the disability of the individual, the Division shall first conduct an extended evaluation.

Existing data shall be used whenever possible to expedite the determination of eligibility. In addition to medical/psychological information, existing data may include counselor observations, education records, information provided by the person or his/her family members, information used by the Social Security Administration, and determinations made by officials of other agencies involved with people with disabilities.

The eligibility determination shall be made within 60 days after the person has applied for services. Exceptions to this 60-day time frame may occur only if: (1) the person has been notified that circumstances beyond the control of the Division prevent completion of the determination within 60 days and the person agrees that more time is needed, or (2) an extended evaluation is needed to determine eligibility and the nature and scope of services needed.

P107.2 Basic Conditions of eligibility:

A person who is an "individual with a disability" may still be ineligible for services if he/she does not require services to obtain or retain an employment outcome.

P107.3 Presumption of Benefit:

The presumption of benefit may be negated only by clear and convincing evidence that the person is not capable of benefiting from services in terms of an employment outcome, i.e., no employment outcome is possible even with the provision of services. The standard of "clear and convincing evidence" is the highest used in the American civil system of law. An example of what would not be considered clear and convincing evidence would be the result of a psychological or IQ test, alone, in the case of a person who is mentally retarded. Clear and convincing evidence, however, might be drawn from a such a test coupled with additional data such as an on-site assessment showing that the person is not capable of benefiting from services at this time because he/she, even with needed supports, continues to have frequent angry outbursts, to throw items, and to need constant supervision and retraining to stay on task. In using the results of such assessments, care must be given to assure that the person is provided with needed supports and that the assessment occurs in a real-life setting. If a case is closed due to inability to benefit due to the severity of the disability, the person is entitled to an annual review.

The 1992 Amendments to the Rehabilitation Act, in fact, have an additional requirement before a person can be determined not to be able to benefit in terms of an employment outcome due to the severity of the disability. In such cases, an extended evaluation must first be conducted thereby providing rehab. services to the person for a limited time and the limited purpose of determining eligibility for and the nature and scope of needed services.

P107.4 Using Existing Information:

The rationale for using existing data is to streamline the eligibility process and to expedite access to services. Decisions regarding whether and how specific data are to be used must be made on a case-by-case basis, and while the accuracy and timeliness of existing data are important factors in determining their usefulness, older data can be used if still pertinent.

Information from the Social Security Administration may be used to determine whether or not an individual meets the definition of an "individual with a disability." A person who receives Title II (SSDI) or Title XVI (SSI) of the Social Security Act is (for the purposes of determining eligibility for vocational rehabilitation services) considered to have a physical or mental impairment which and to employment, a counselor certified in accordance with Division rules may determine that a person's disability makes him/her eligible for services as soon as the initial meeting (or as shortly thereafter as possible without using 60 days) in the absence of newly written materials from other sources in many situations such as the following:

1. the person has received services on a prior occasion and his/her record of service remains pertinent, is available and will become part of the new record of service; or
2. information from another source adequate to fulfill the eligibility criteria is known to exist, is attainable and has been requested from that source; or
3. the disability is obvious to the counselor (as well as to any other reasonable person).

If medical/psychological data from another source is not in the record, the counselor must describe the functional limitations posed by the disability and how they interfere with gainful work.

If more than 60 days is needed the record of service should indicate the reason (s) and that the person agrees. Certification of eligibility means that an IWRP can be drafted and that services can begin. Each case may fall into one of three types--In some situations the IWRP may be written at the same time as certification ("fast track"); in some situations more time is needed for planning; in other situations more time is needed for planning as well as service delivery.

Examples:

1. Fast track--

2. Plan development & Implementation--

Certification of Eligibility/Ineligibility

Form

Client Name: ______________________________________________

Disability/Code 1. _________________

2. _________________

3. _________________

Functional Loss Indicators

Mobility

___unable to use public transportation (due to disability)

___can't travel in unfamiliar places

___needs adaptive equipment to ambulate

___other ______________________________________________________

Communication

___talks excessively; interrupts or intrudes repeatedly

___speech is difficult to understand except to family members

___below 5th grade reading, spelling or math

___difficulty assimilating written, spoken, receptive or expressive information

___other______________________________________________________

Work Tolerance

___easily fatigued, for example unable to climb 12 steps or walk 100 yards w/o pause

___can't stand or sit for more than 3 hours

___can't lift more than 20 lbs (repetitively)

___can't carry more than 10 lbs. (for prolonged periods)

___other_____________________________________________________

Work Skills

___difficulty with written or spoken instructions (not due to hearing loss)

___takes longer to do a job

___can't accept constructive criticism

___is not punctual, can't keep a schedule

___needs concrete and repeated demonstrations

___makes frequent errors

___has difficulty with supervision

___other ____________________________________________________

Self-Care

___unable to handle money/checkbook

___places self at risk due to poor judgement/decisions

___multiple hospitalizations or treatment in a rehab. or detox. unit

___other____________________________________________________

Self-Direction

___easily distracted/short attention span

___impulsive/poor task completion

___difficulty adjusting to new situations

___unaware of consequences of behavior

___difficulty working independently

___difficulty initiating and following through

___other___________________________________________________

Interpersonal Skills

___social isolation/withdrawal/rejection

___poor peer relationships/interactions

___fails to understand obvious social cues

___frequent inappropriate behavior

___history of antisocial behavior

___other___________________________________________________

Dexterity/Coordination

___significant impairment to use of dominant hand

___significant impairment of motor function

___other___________________________________________________

Comments:________________________________________________

___________________________________________________________

Functional Loss: The disability (s) seriously limit the individual from engaging in employment activities dues to chronic functional loss in at least one of the following area(s): (see functional loss indicators on other side).

___mobility ___communication ___work tolerance

___work skills ___self-care ___self-direction

___interpersonal skills ___dexterity/coordination

Severity of Disability (SD): In addition to typical counseling/guidance and placement, the following service(s) are likely to be required for this individual to reach an employment outcome:

___training

___physical restoration

___mental restoration

___home/vehicle/worksite modifications

___adaptive equipment/technology

___supported employment

___other substantial service (specify______________)

AND

Over an Extended Period of Time (6 months or longer to be SD) ___will___will not be required for all services to be delivered.

The disability(s):

___results___does not result in a substantial impediment to employment; the individual can benefit in terms of an employment outcome and ___requires___does not require vocational rehabilitation services to prepare for, enter, engage in, or retain gainful employment. If no impediment exists or if services aren't required, this document certifies ineligibility. If both impediment and requirement exist, this document certifies eligibility for regular services. if the individual may be incapable of benefiting from services in terms of an employment outcome, this document certifies eligibility for an extended evaluation.

This is to certify that the above-named individual is:

___eligible___ineligible for services in an employment plan, or

___eligible for services in an extended evaluation plan.

If eligible, the individual's Order of Selection for Services category is:

_________________________ _______________

VR Counselor Date

Michael Collins
Choice Project Coordinator

Division of Vocational Rehabilitation
Department of Aging and Disabilities
103 S. Main Street
Waterbury, VT 05671-2303

(802) 241-2186 (Voice/TTD)
(802) 241-3359 (Fax)

Group Orientation - Choice Enhancement and Empowerment Project: Berkeley Center for Independent Living

Description

• Philosophy of consumer control;

Other Considerations

Project Documents

Orientation Guidelines

1. Starts at about 10:08 AM
2. Introduce yourself and staff introduce themselves, brief backgrounds of education and experience and why they like working at client choice.
3. History of Client Choice
   --First initiated from the 1992 amendments to 1973 Rehabilitation Act; in '92 it was re-amended to add choice! Here we are.

   There are seven choice projects nationwide
   --we are the only independent living center
   --Florida, Vermont, United CP Association, Arkansas Southwest Arizona, and Seattle

4. Follow thru the brochure re: Criteria of Client Choice #1

(Consumers can read the rest themselves)

And what does it measure up to be "J O B"

5. Consumers introduce themselves and what services they hope to receive
1. Empowerment projects throughout the month check your mail!!! Fun stuff coming up
2. Explain the process

Any questions????????????

Sign up with counselors!!!

Thanks for coming and ask for more referrals

Eligibility Criteria

1. Applicants must reside in either Alameda or San Francisco counties.
2. Applicants can not have an open file with Department of Rehabilitation.
3. Applicants must meet the criteria of severe disability as specified under the Department of Rehabilitation regulations.
4. Applicants must be unemployed, or working part time, twenty hours a week or less.
5. Applicants who work part time must need further training, or assistive technology in order to achieve their employment outcome.

Attachment from (Rehabilitation Act-Title One 1992)

6. Applicants who work full time and request services to retain employment must demonstrate that they have requested reasonable accommodation from their employers, and these accommodations have been determined to be an undue hardship for the employer.
7. Applicants who work full time and request services to retain employment must provide medical evidence that their disabilities will deteriorate in the near future, to the point that they can no longer work without adaptable aids or re-training.
1. Applicants must demonstrate the desire and willingness to achieve their vocational goal with a focus on EMPOWERMENT.
2. Applicant's vocational services plans must meet the grant's guidelines of financial support plan on the average of $4,000 per person in expenditures for vocational training, and or adaptive equipment. Some plans may need more or less financial assistance to be successful i.e. achieving their vocational goals. Each case will be evaluated by the services manager and approved by the project director. Clients will be assisted in pursuing all avenues of alternative funding to achieve their vocational goals.
3. Self-Employment/Small Business Enthusiast must present a small business plan for consideration. Everyone who wishes to pursue this avenue must submit a business plan regardless of education or experience.
4. Clients with Masters degree seeking advance degrees or another masters degree do not qualify for services of Client Choice and Empowerment Project unless career goals proven to be unrealistic due to disability only.

Terry "Herk" Herkimer
Services Manager

Choice Enhancement and Empowerment Project
Berkeley Center for Independent Living
2539 Telegraph Avenue
Berkeley, CA 94704

(510) 841-4776 (Voice)
(510) 848-3101 (TDD)
(510) 841-6168 (FAX)

Empowerment Training

Go for the Gold - Arkansas Rehabilitation Services

Description

• The power of empowerment;
• Attitudes are everything;
• Keys to communications;
• Making informed choices;
• People power; and,
• Excellence in advocacy.

Other Considerations

Project Materials

Go for the Gold Training

Overview

• INTRODUCTORY ACTIVITY
• PROVIDES INFORMATION
• CREATES MOTIVATION
• INTRODUCES CRITICAL SKILLS
• PREPARES CLIENTS FOR EFFECTIVE PARTICIPATION:
• EMPLOYMENT
• COMMUNITY LIVING
• REHABILITATION

Format for Training Activities

• GROUPS OF 6-10 CLIENTS
• SKILLED MOTIVATIONAL TRAINER
• TRAINING SITE WITH NO DISTRACTIONS OR INTERRUPTIONS
• PREFERRED VERSION: TWO, SIX-HOUR TRAINING SESSIONS
• SHORT VERSION: ONE SIX-HOUR TRAINING SESSION
• TRAINING MATERIALS:
• TRAINER'S GUIDE
• PARTICIPANT'S WORKBOOK
• EQUIPMENT NEEDED:
• OVERHEAD PROJECTOR
• FLIP CHART
• VCR & MONITOR

Training Modules

1. POWER OF EMPOWERMENT
2. ATTITUDES ARE EVERYTHING
3. EXCELLENT COMMUNICATION
4. MAKING INFORMED CHOICES
5. PEOPLE POWER
6. EXCELLENCE IN ADVOCACY

Power of Empowerment

Module I: The Power of Empowerment

Training Objectives: Participants will learn:

Module I: Activity B: Keys to Empowerment

Training Objective: To enable participants to understand the importance of empowerment and how empowerment is achieved.

LEADER INSTRUCTIONS:

1. Distribute copies of Worksheet I-B1, "If I knew I couldn't fail, I would.." (Shouse, 1995). Ask participants to complete this exercise that should only take a few minutes. When most are finished, ask one person to share his/her response with the audience. (This exercise can easily be modified for those who have trouble reading and writing--just ask the questions on the worksheet and let individuals answer.) As people share, encourage them by thanking them for their thoughts. If people are hesitant, you might encourage them by sharing something you would do if you knew you wouldn't fail. Remember to make your answer something that has meaning for you--not just a made-up example. Be real!
1. Tell participants that empowerment is the one thing that can enable us to being free and brave enough to risk accomplishing all of the great ideas that people have shared.
1. Write the term "empowerment" on the board or flipchart. Explain to participants that the term "empowerment" has several definitions. A common definition of empowerment is "to give power to another." (Webster, 1992). This definition refers only to positional power. Personal power cannot be given from one to another, nor is it earned. It is already inside of each of us. (It never hurts to repeat an important point in a different way!)
1. Use Overhead #I-B1, Definition of Empowerment which is:

1. Share with participants that most people do not become empowered because they are afraid. Ask the group for reasons someone might not want to become empowered. You may note the responses on the board or flip chart, but it is not necessary since this discussion leads into the next overhead.
1. Use Overhead # I-B2, Being Empowered Isn't Easy. Review the reasons that people are afraid of becoming empowered. People might think those who stand up for themselves are rude. It's hard work to become and stay empowered! Giving up is easy--doesn't take much effort. Taking control of your life is hard but worth it!
1. Distribute Worksheet #I-B2, Keys to Empowerment. Ask participants to complete this exercise as the discussion moves forward.
1. Use Overhead #I-B3, Keys To Empowerment, Review the keys to empowerment. Discussion points:

   P Positive Attitudes.

   O Outstanding Communication.

   W Wonderful People Skills.

   E Excellent Advocacy Skills.

   R Responsible Choices.

1. Ask participants to name someone they've met whom they feel embodies these attributes and explain why.
1. Make the point that no one espouses all of these traits all of the time--we all have frailties, make mistakes, miscommunicate and need family and friends to help us regain our footing when we slip. The truly empowered person continually strives to become a better person and make the world a better place. When mistakes are made, these people take responsibility and do what they can to make amends.
1. Recognize all participants as individuals who are already empowered to some degree because they are attending this training session. Explain that empowerment doesn't just happen, it takes a lot of effort and practice. The empowered person pursues his dreams regardless of the barriers, never gives up, has great relationships and tries to maintain a positive attitude. The empowered person knows how to get back on track when the world plays dirty tricks or old monsters steal into her thoughts from the dark hiding places of the past. Re-emphasize that it takes a lot of hard work to be empowered, but that is the only way to achieve true success on the job and in life.
1. Share another brief story about someone who has achieved success despite challenges.
1. Encourage all participants to make a personal commitment to becoming a more empowered person today! End this session by asking participants, "If you are willing to make a commitment to become a better, more empowered, more successful person who is determined to follow his dreams, then give yourselves a round of applause!" Start clapping for the group.
1. Thank the crowd for their attention and share with them your pride at their commitment to success. Ask participants to return at a specified time to pick up the discussion and talk about pursuing our dreams.

MODULE III: Excellent Communication

Training Objectives: Participants will learn:

Module III: Activity A: Great Communicators

Training Objective: To enhance participants' understanding of the factors that make communicators excel and the critical role communication plays in our lives and in our jobs.

LEADER INSTRUCTIONS: (Contains only major point, not discussion)

1. Begin the session using one or more cartoons that clearly reflect communication problems. There are many cartoons that are perfect for this purpose, like the FarSide cartoon in which a dog who thinks he's going to get "tutored" at the vet rather than neutered! Indicate that when communication is absent or ineffective--we often end up places we don't want to be!
1. Ask participants to define the term "communication." A common definition of the term "communication" (Webster, 1984). Share with participants the definition:

   A giving or exchanging of information, signals, or

   messages by talking, gestures, writing, etc.

   Review the words that are suggested as synonyms to "communication" by Roget's Super Thesaurus including: convey, transmit, disclose, impart, pass on, interface, reveal, touch base, tell, report, announce, proclaim, converse, express, correspond, inform, broadcast, enlighten, inform, relate. Communication is a complicated concept that requires hard work and attention.

1. Ask participants to identify reasons why effective communication is important. Note these on a flip chart. Be sure to share with participants any of the following reasons communication is important which do not surface from participants.
1. Use Overhead # III-A1, Effective Communication. Review the points below.

• Makes a relationship flourish.
• Prevents misunderstandings, hurt feelings, confused instructions, and loss of important information, frustration and embarrassment.
• Enhances learning.
• Increases problem-solving ability.
• Improves ability to make sound choices.
• Increases the potential you will get that job you want!
• Expands our ability to perform effectively in work.

1. Note that when 170 corporations were asked their primary reason for rejecting an applicant, "inability to communicate" and "poor communication skills" were mentioned most frequently. (Brown, 1989)
1. Distribute Worksheet #III-A1, Traits of Great Communicators. Ask participants to complete the exercise in their booklets that asks for 5 traits of great communicators. When people are through, ask participants to share their responses with the group and write down keywords on the flipchart/blackboard.
1. Distribute Handout III-A1, Ten Tips for Being a GREAT Communicator
1. Use Overhead #III-A2, Ten Tips for Being a GREAT Communicator

• Communicate Best Face to Face.
• Expand Expectations.
• Free Yourself from Limiting Perspectives!
• Respond Don't React. By learning to control anger, you can save many relationships. Here are just a few ways:
• Take a deep breath. If that doesn't work, take several! Be careful not to take so many that you hyperventilate (get too much oxygen in) and pass out!
• Try to think of something funny or nice. It really helps you to calm angry feelings so that you can gain control.
• Go to your corners. In other words, leave the room, take a walk, take a shower, get a glass of water. Do something to break the emotion of the moment.

• Craft Your Words Carefully.
• Check Reality.
• Dump Distractions.
• Separate action from emotion.
• Learn to Listen.
• Communicate With Everything You Have.

Nancy Sullivan
Choice Project Consultant & author of "Go for the Gold" curriculum

Empowerment Network Unlimited, Inc.
P.O. Box 25054, Little Rock, AR 72225

(501) 407-0709 (Voice)
(501)407-0703 (Fax)
Email: EmpowNet@aol.com

Sterling Hughes
Project Director

Client Choice Project
Arkansas Rehabilitation Services
2703 W. 28th Street
Pine Bluff, AR 71603

(870) 534-2404 (Voice)
(870) 534-2993 (TTD)
(870) 534-1067 (Fax)

Empowerment Seminars - Choice Enhancement and Empowerment Project, Berkeley Center for Independent Living

Description

Other Considerations

Project Documents

"I Hate to Budget"

A workshop provided by Consumer Credit Counseling Service of the East Bay, Inc.

Presenter: Tina Powis-Dow, MBA, Marketing & Education Director at Consumer Credit Counseling service, spent 5 years as an auditor in the banking industry and has over 10 years education experience.

Impulsive Spending

What Motivates Us To Overspend

Money is a measuring stick; it represents value and enables buyers and sellers to agree on a price. But money also symbolizes status and power. This allows emotions to distort the measurement of value. Once emotions are involved, money is easily misused. Whether we admit it or not, adults play money games with each other every day. We use money as a lure, a weapon, or a reward with friends, spouses, and our children. Because of money, some people treat us well, while others act as if we didn't matter. Because of money, we can develop self-respect or decide that we are failures.

For some people, self-image is so closely tied to their possessions that they buy things in hopes of feeling better. They become compulsive spenders, showering themselves with things they neither need nor want. When they feel needy or lacking, they splurge on something they cannot afford. They spend impulsively, incur debt, feel guilty, promise never to do it again, only to repeat the same cycle the next time the feeling of "not enough" comes up. An awareness of irrational motives to overspend is the first step in gaining control over a spending problem.

Say "No" To Overspending

Some people overspend because they don't know how to say "no". Have you ever purchased something that you didn't want because you were unable to refuse the salesperson? Have you ever bought an unnecessary item for someone you care about because you didn't know how to turn them down? Have you ever gone shopping with a friend even though you couldn't afford to buy because you didn't know how to decline? If so, you need to learn to say "no".

Feeling hesitant, anxious, or nervous is an indication that you want to say no. Assert your right to ask for more information before making a decision. Give yourself time to evaluate the request. Then practice saying "no"; it will get easier the more you do it.

These are two ways of refusing . One is to say "no" with an explanation (but not an excuse). It lets the other person know the reason behind your decision. The second method is to say "no" with no explanation. This is especially suitable for use with strangers or people you don't care about. Remember, you are not obligated to explain yourself to others, although you may choose to do so. Also, learn to refuse without saying "I'm sorry". Apologies may tempt others to play on your guilt feelings.

Others may not always understand or accept your refusal the first time you offer it. You may have to repeat your message over and over again. This broken record technique is particularly helpful when the other person tries to pressure or manipulate you into changing your mind or deliberately evades giving you a direct response.

Learning to say "no" in an appropriate, assertive way to salespeople, family and friends can help you avoid spending money in an unplanned, unwanted way. It can help prevent you from becoming an overspender.

Ways To Control Impulse Buying

• Formulate a budget allowing a certain amount of discretionary spending for each family member. Writing down spending limits can strengthen the commitment not to overspend.
• Don't make your budget too tight-try to allow some "fun" money. We're more likely to buy impulsively when we're feeling deprived.
• Record your spending habits and look for patterns.
• Avoid sales of luxury items. Sales make it easier to justify unnecessary purchases.
• Be aware of give-away gimmicks that induce you to buy something you don't need.
• Leave credit cards or checkbooks at home. A trip back home to pick up the cards or checkbook will give you time to think about the purchase.
• Don't shop for recreation.
• Stop and think what you will have to give up if you make the purchase.
• Sleep on the decision - the bigger the purchase, the more nights.
• Make a shopping list and stick to it.
• Ask someone to support you in self-control and discipline if impulse buying is a habit.
• Limit the number of credit cards you own and keep the credit limit on each card low.
• Develop a desire for experiences rather than things. Seek activities and diversions that do not cost money.

Should You Buy It?

Workshop Evaluation

Name of workshop: ______________________________Date: __________

Please circle the number that best represents your impressions about the seminar and the speaker. Your input helps us get a better sense of your likes & dislikes.

Comments: ____________________________________________________________

Terry "Herk" Herkimer
Services Manager

Choice Enhancement and Empowerment Project
Berkeley Center for Independent Living
2539 Telegraph Avenue
Berkeley, CA 94704

(510) 841-4776 (Voice)
(510) 848-3101 (TDD)
(510) 841-6168 (FAX)

Empowerment Workshops - Participant Empowerment Project: Washington Division of Vocational Rehabilitation

Description

Other Considerations

Project Documents

What Is a Vendor

A vendor is anyone you pay for services that will help you reach your vocational goal.

• Job Placement Agency
• Resume Development
• Interviewing Strategies
• Interviewing Strategies
• Job Development
• Job Retention
• Job Restructuring

• Single Contractor
• Specialize on interviewing or resume writing

• Independent Living Provider
• Provide Home & Community Support
• Metro Training
• Budgeting
• Organization Skills
• Community Access
• Dress for Success Counseling
• Help obtaining/maintaining medical or attendant care

Things to Remember

All these people charge $35.00 per hour for their services

They are not use to negotiating with participants for services

How to Chose a Vendor

Know What You Want From Them

• Be Pleasant
• You are checking out if you can work with this person
• and they are checking you out.
• You want this person to like you
• Write down what your questions are before hand.

• What Are Good Questions
• What is their track record
• What is their knowledge base
• What approaches do they use

• Be Clear When Explaining Your Needs
• What are your expectations?
• How realistic Are They?
• How Clearly Have You Presented Your Expectations?

• Do You Like This Person
• Do you trust this person
• Do they treat you with respect
• Why do you think they will represent you well

Examples of Strengths: Use This to Get Ideas of Your Own Strengths

Adapted from Richard Bolles, The Three Boxes of Life. 1984

A Different Way to Frame Liabilities or Deficits

• List Your Liabilities, List The Flip Side to Each Liability

• "DROPOUT" VS. I CHOSE TO LEAVE
• "DRUG PROBLEM' VS. I SOUGHT HELP/TREATMENT FOR MY DRUG USE.

• As a result of this experience I am committed...
• This experience has put me in the position...to....
• This experience has created a greater understanding of

• The confusion I felt.......is common amongst most people and taught me how to.......

• " Although you might consider me slow, I am accurate and detail oriented."

• Physical
• Mental
• Social Support

What type of assistance would you need to highlight your strengths??

Who will provide it? Provider? Vendor? Friends? Family?

When Thinking About or Looking at a Work Environment: Questions to Think About

1. Will it highlight my strengths???

• Look at or ask how are other people supported on the job?
• What are the standards people are measured by?
• Do people appear open and receptive?

2. How will it minimize my deficits???

• What are the norms/culture of the environment? Does it fit with who I am??
• What are the work expectations??
• What strategies would I need to implement to be successful??
• Would I want to work here if I had lots of options??

3. What needs to change for the environment to work for you??

• How would that change be implemented?
• Why would this change make sense to the employer?
• Why would it be worth it?
• What impact would it have on the environment?

Evaluating What Is Offered

It is okay to say yes, no or may-be to what is offered, if you:

• Remain non-judgmental and open
• Explore and brain storm options with your VRC and family and friends
• Think about how it will help your reach your goal
• Thinking it through, what would happen if this occurred, then what, then what,.........
• Visualize yourself doing it, does it make sense with what you need, with who you are?
• What are the costs to this choice?
• Know how the option highlights your strengths and provides accommodations for your disability?
• Are you willing to make a commitment to this choice?

• Dependence, always/frequently having someone else do it, or decide for you. Oh, I don't know, you know best; you're "The Expert", I am just ____________________.
• Wanting To Work All Options, Or No Options Are Good Enough.
• Procrastination/Ambivalence, Fear of Taking The Wrong Action Having No Priorities

Abby Cooper
Program Director

Participant Empowerment Project
2001 6th Avenue, Suite 2016
Seattle, WA 98122

(206) 587-4444 (Voice)
(206) 587-4439 (TDD)
(206) 534-4447 (F)

Employability Assessment Workshop - Client Choice Project: Southwest Business, Industry and Rehabilitation Association

Description

Other Considerations

Project Materials

Employability Assessment Workshop

Letter to Participants

Dear Workshop Student:

Welcome to the N.I.D EMPLOYABILITY ASSESSMENT WORKSHOP.

The purpose of this workshop is to identify and assess those skills which you possess which can prove of interest to an employer. Furthermore, your interests in areas of employment will be developed and those skills which you possess will be considered within the framework of the career areas which you identify as being of interest.

In addition, your skills in the area of job seeking and presentation will be identified and discussed as an important aspect of employability. The ability to identify and promote those skills which you possess with potential employers is often as important as the work skills themselves.

You are encouraged to participate fully in both written work and class discussion to obtain the most from the workshop. You are particularly encouraged to ask questions throughout the workshop and to explore how your skills may find application in the workplace. The next page provides an area for you to record those questions which may arise when not in class.

You are neither tested nor graded on your participation - the workshop is designed to assist you, not judge you.

At the conclusion of the workshop, your written materials will be forwarded to your Case Manager for further assessment and application in providing you with the most effective approach to future employment.

We hope you find your workshop experience to be informative, rewarding and enjoyable as well.

Thank you for attending.

Student Workbook

Table of Contents

AMERICANS WITH DISABILITIES ACT [ADA] - A GENERAL REVIEW OF THE ADA LAW AND ITS APPLICATION, EMPLOYMENT MARKETS, RESUMES, COVER AND THANK YOU LETTERS, INTERVIEW REMINDERS.

Lee Lanning, Project Director
Client Choice Project

Southwest Business, Industry and Rehablitation Association (SWBIRA)
2222 N. 24th St.
Phoenix, AZ 85008

(602) 275-0180 (Voice)
(602) 275-0390 (F)

Helpers

Consumer Connectors - Commitment to Client Choice Project: Arkansas Rehabilitation Services

Description

• Making, communicating and implementing informed decisions;
• Facilitating and documenting a comprehensive career planning process;
• Identifying and interviewing potential vendors, and selecting/changing desired vendors;
• Successfully implementing the Client Choice voucher process;
• Scheduling services and supports so they do not conflict;
• Evaluating the services received from various providers;
• Achieving conflict resolution;
• Implementing goals and objectives identified in the career plan;
• Supporting the person, as necessary, to implement the goals and objectives identified in the career plan;
• Maintaining required documentation;
• Networking with the Choice project staff and other providers of vocational services; and
• Identifying and utilizing community resources and making critical connections to achieve community integration.

Other Considerations

Project Materials

ARS's Consumer Connector System

The goal of the Commitment to Client Choice project is to increase informed client choice within vocational rehabilitation services. One of the vehicles through which ARS will work to assure client choice is through the establishment of a consumer connector system. That system will have the following characteristics:

• Consumer Connector support services will be offered under the category of referral and other services;"
• Consumer Connector support services will be contracted through private providers who are experienced in case management, trained, and certified by CCC project staff;
• The role of Consumer Connectors will be to assist the individual with severe disabilities to accomplish, at a minimum, the following;
• Making, communicating and implementing informed decisions,
• Facilitating and documenting a comprehensive career planning process,
• Identifying and interviewing potential vendors, selecting/changing desired vendors,
• Successfully implementing the Client Choice voucher process,
• Scheduling services and supports so that they do not conflict,
• Evaluating the services received from various providers,
• Achieving conflict resolution,
• Implementing goals and objectives identified in the career plan,
• Supporting the person, as necessary to implement the goals and objectives identified in the career plan,
• Maintaining required documentation,
• Networking with the CCC project staff and other providers of vocational services,
• Identifying and utilizing community resources and making critical connections to achieve community integration,
• Consumer Connectors cannot be tied to (e.g. paid by) vendors of other vocational services;
• An invitation will be issued to area individuals and providers who might be interested in becoming a part of the Consumer Connector system;
• Consumer Connectors must successfully complete competency-based training that is designed and conducted by experts in the arena of facilitating consumer choice, including but not limited to the following areas:
• Overview of the Client Choice Program,
• Values and principles driving the Client Choice Program,
• Client Choice eligibility requirements,
• Client Choice career planning process and methods of effectively facilitating that process,
• Client Choice voucher process and provider billing requirements,
• Client Choice conflict resolution policy including the CAP system,
• The Rehabilitation Amendments of 1992, emphasizing the intent and underlying values,
• An overview of the client assessment process, including situational assessments,
• Rehabilitation services and the service delivery system of available community resources and their coordination, including the process for requesting approval of vendors not currently authorized to provide vocational services,
• Effective communication skills, including creative communication alternatives for people who use non-traditional communication,
• Choice, decision-making and empowerment, types of choices, parameters of informed choice and skills to elicit informed choice and empower individuals through case management,
• Principles of case management,
• Building connections in the community for individuals with disabilities,
• Medical, psychological and economic aspects of disabling conditions,
• Confidentiality, client rights in the project and the appeals process,
• Administrative requirements and documentation,
• Requirements for quality assurance,
• Once the program is in full swing, it is anticipated that 10-12 Consumer Connectors will be available from which a client may choose;
• After this initial training, Consumer Connectors would be recruited and trained as necessary to ensure a sufficient network exists to allow viable client choice;
• Consumer Connectors will be certified by CCC staff based on the results of their competency-based training and established guidelines;
• A listing of certified Community Connectors will be maintained by CCC staff;
• Subsequent training will be provided as necessary throughout the project;
• CCC staff will support Consumer Connectors by providing information needed to ensure informed choices by the consumer;
• The client will select a Consumer Connector from the list of certified Connectors at the first meeting with the CCC Counselor, prior to the determination of eligibility;
• The consumer and his/her family, if involved, will be encouraged to contact several Consumer Connectors, to talk with them and then decide which Consumer Connector he/she wishes to have facilitate the career planning process;
• The consumer will complete a provider selection form that informs the CCC counselor of the choice for Consumer Connector. A voucher will be issued to the Consumer Connector for the purchase of the facilitation services;
• The Consumer Connector will facilitate the career planning process for that individual, including assuring informed choice in the selection of provider for services identified in that planning process;
• After the career planning process, the consumer may opt to continue to contract with the Consumer Connector for ongoing support, or to contract with another connector;
• Since some individuals with severe disabilities may be readily able to make decisions, identify service options and interface with providers, a client may choose not to contract with any Consumer Connector once the career planning process/provider selection process is completed;
• CCC clients will be informed that, should they encounter any problems with the Consumer Connector they choose, they can readily choose another. They will also be encouraged to contact the CCC staff should such problems arise;
• In addition, the CCC Counselor will make periodic contacts with the CCC client to ensure that things are going well for him/her;
• Each client will be asked to complete or respond to a survey to indicate their satisfaction with a particular Consumer Connector and the system as a whole. The CCC staff and Consumer Connectors will also be surveyed regarding the system; and,
• ARS reserves the right to withdraw certification of Consumer Connectors should the need arise and according to established guidelines.

Consumer Connector Process

Client Enters CCC Program

Step 1: Client Meets with CCC Staff, Completes forms, Selects Connector. Sets up Connector Evaluations.

Step 2: Client, Consumer Connector and CCC Staff meet together to review the evaluations.

Step 3: Further assessments are conducted if needed.

Step 4: The CCC Counselor Determines Eligibility.

Step 5: A Career Planning Process is facilitated by the Consumer Connector.

Step 6: Connector assists client in making informed choice of providers for services.

Step 7: The Connector assists the Client in implementing the Client voucher system.

Step 8: The client may choose to continue Consumer Connector services as part of his/her services defined in the Career Plan.

Consumer Connectors

Participant Handout

Consumer Connectors are provided by the Commitment to Client Choice project to make sure that your choices are heard, loud and clear!

A Consumer Connector is an individual who has been specially trained to help you get the information you need to make and communicate informed choices, then to put your choices into action. Your connector will facilitate your career planning process and connect you to your community and to the resources you need to make your desired future come true! You, your Connector and your Choice Counselor will work as a team to implement the goals and objectives of your career plan.

No. You select the Consumer Connector that you want and tell your Choice Counselor. You'll sign a Voucher saying that they can pay the Connector for services to you. The Choice Program pays for the Connector's services out of the money it has to serve you, but the Connector works for you.

The Consumer Connector is a required part of the Choice program through the eligibility and career planning phase of your program. However, once you have been through the career planning process, if you feel you do not need the services of your Connector, you can discontinue the services by telling your Counselor.

The first time you meet with your Choice Counselor, you will be given this flier which includes the names of people certified as Consumer Connectors. We encourage you to take this list and talk to some of the Connectors to find the one you want. When you decide, you'll sign a Consumer Connector Selection form. Your Choice Counselor will send your name and other information about you to the Connector. After a week or so, your Connector should contact you. Make sure you keep your Connector's name and telephone number handy, in case you need it!

Yes, if you would like to change your Consumer Connector, you may do so at any time in the process. Before you make a decision about a new Connector, you should contact several Connectors and talk to them about what they might do to help you, if they work in your area, what their experience has been helping people and whatever else you might want to know about them. A list of certified Connectors is attached to this form.

It's easy. Just contact your Choice Counselor and ask to make the change. You will fill out a Request for Change of Connector form and sign a new Voucher so the Choice program can pay your new Connector. They will stop paying for services with the other Connector.

You may only select one Connector at a time. Having two or three would lead to a lot of confusion, with one not knowing what the others were doing. If you choose a company to provide your Connector services, you may have one individual who serves as your Connector with another person helping out from time to time.

Contact your Choice Counselor at:

Commitment to Client Choice Program

Arkansas Rehabilitation Services

2703 W. 28th Street

Pine Bluff, AR 71603

(870) 534-1372

Sterling Hughes
Project Director
Client Choice Project

Arkansas Rehabilitation Services
2703 W. 28th Street
Pine Bluff, AR 71603

(870) 534-2404 (Voice)
(870) 534-2993 (TTD)
(870) 534-1067 (Fax)

Rehabilitation Team - Participant Empowerment Project, Washington Division of Vocational Rehabilitation

Description

Other Considerations

Project Material

How to Run Your Team

The team provides information, support and feedback that will allow you to make vocational decisions and choices that are right for who you are.

Your team's goal is to design a vocational plan with you that will result in your becoming successfully employed.

• To choose who is on your team
• To view yourself as knowledgeable and be clear about your needs
• To be willing to tell your team what you need from them
• To be open and listen to your team members
• To problem-solve and brainstorm ideas
• To design a vocational plan with your team that will result in your becoming successfully employed.

THE MORE ACCURATE THE INFORMATION YOU GIVE YOUR TEAM; THE BETTER THE SERVICE; THE MORE YOU BENEFIT.

• This project is structured for participants to make vocational choices that are holistic.
• All services are based on the needs of each individual.
• This is a demonstration grant project looking at different ways to provide services.
• All dollar expenditures are based on the vocational plan you develop with your team.

• People who know you well and want you to succeed
• People who are good problem solvers
• Someone who works in the field you would like to work in
• Someone who has a certain expertise, such as a doctor, an occupational therapist, a rehab tech
• An employer or co-worker

• What do you want to accomplish?
• Think about what information you want from people
• Think about it in small steps
• Don't be afraid to take a break if it is too overwhelming

• Everyone works toward the same goal--for you to succeed
• Maintain an implied equality among all members of the team
• Everyone is invested in your success
• Everyone does not have to agree; everyone has to listen

• Think about both the tone and the content of information shared
• All information is shared, whether good, bad, or neutral
• Verbalize what your real needs are
• Information is consistent and timely
• Information and ideas are explored
• Assumptions are checked out
• knowledge is power

Your Team Meeting

The first team meeting will be a positive brain storming session that will look at the following areas to help you start planning and developing your vocational goals. PEP staff will facilitate the meeting.

WHAT WORKS FOR YOU WHAT DOESN'T WORK

YOUR HOPES AND DREAMS for the
FUTURE BOTH SHORT TERM AND LONG-TERM

GOALS YOU WANT TO SET

OPPORTUNITIES/RESOURCES
AVAILABLE

STRENGTHS/TALENTS/INTERESTS

WORK HISTORY FEARS/CONCERNS

WHERE TO LOOK IN THE COMMUNITY FOR POSSIBLE JOBS/TASKS

THIS PLANNING WILL END WITH AN ACTION PLAN

ALL TOPICS NOT NECESSARILY COVERED FOR EACH INDIVIDUAL

EXAMPLES OF STRENGTHS

USE THIS TO GET IDEAS OF YOUR OWN STRENGTHS

Adapted from Richard Bolles, The Three Boxes of Life. 1984.

Information You May Want to Give Your Team

Work History

• What have you done before? What do you like to do?
• What are your transferable skills?
• How much have you earned in the past? How much do you need to earn/want to earn?

Vocational Interest

• What would you like to do?
• What do you dream about doing?

Vocational Aptitude

• What are you good at, what highlights your strengths?
• What are your strengths?

What are your independent living needs?

• Who in your network can help?

How your disability impacts your ability to work--

• Accommodations you might need
• Resources
• Assistive technology

Evaluation of Your Team Meeting

MONTH/YEAR: __________________________

PEP Staff person(s) involved: ______________________________

1.) How did today's team meeting affect your vocational goals?

2.) What have you learned about yourself as a result of today's meeting?

3.) How did your team members assist you during today's meeting?

4.) How did PEP staff assist you during today's meeting?

5.) Did you set the agenda for your team meeting?

___ Yes If not, why?

___ My counselor set the agenda

___ My team set the agenda

6.) Did you explore job ideas that you had?

___ Yes If not, why?

___ I already have job ideas

___ I didn't have job ideas this month

___ My counselor did not support my job ideas

___ My team did not support my job ideas

7.) How free did you feel to say that you did NOT want to pursue a certain job or job idea?

___ I felt free to decline a job or job idea

I did not feel I could say NO to a job or job idea, because...

___ I felt my counselor would be unhappy with me if I said no to a job or job idea

___ I felt my team would be unhappy with me if I said no to a job or job idea

8.) On a scale of 1-10, how much do you feel your choices were respected?

1 2 3 4 5 6 7 8 9 10

My choices were Every choice I made
ignored and I was was respected and
not listened to by I had control over
PEP or my team. every vocational
decision

Abby Cooper
Program Director

Participant Empowerment Project
2001 6th Avenue, Suite 2016
Seattle, WA 98122

(206) 587-4444 (Voice)
(206) 587-4439 (TDD)
(206) 534-4447 (F)

Jeanne Munro
Director

Department of Social and Health Services
Division of Vocational Rehabilitation
3rd Floor, Building C
4408 7th Ave SE
PO Box 45340
Olympia, WA 98504-5340

(360) 438-8010 (Voice) (TDD)
(360) 438-8007 (F)

Employment Advisors - Choice Access Project: United Cerebral Palsy Associations

Description

• Helping you interview potential service providers;
• Setting up meetings and calling contact people;
• Helping you decide which providers might best meet your needs;
• Helping you understand the terms of the contracts, services and payments;
• Verifying that a provider has done a good job;
• Assisting you to solve any problems which you may have with a provider; and
• Assuring that you are satisfied with your services.

Other Considerations

Project Material

Reason for Advisor

When talking with people who have disabilities, we often hear complaints about the system --- its inability to meet some important needs, its tendency to track people into a narrow range of jobs, difficulties understanding how agencies work and more.

When talking with rehabilitation professionals, we hear of their frustrations with customers who have needs that impact their rehabilitation success. Customers' needs sometimes fall outside the professionals' areas of responsibility (e.g., on-going transportation, personal assistance services, and other personal needs). Frustration also exists when customers' employment goals appear unrealistic or beyond the agencies' capacity to support. Sometimes both professionals and customers do not understand systems completely and how best to use them.

The two groups have similar concerns, expressed from different perspectives. The role of the advisor, when implemented effectively, should be to build a "bridge," connecting the customer to service providers who can address their concerns. The bridge is supported by self-determination leading to informed choice by the customer.

The advisor does not provide direct services. Rather, the advisor assists the customer by gathering information the customer needs in order to make an informed choice regarding the types of rehabilitation services he/she wants.

Some ways an advisor may assist the customer are:

1. Interviewing potential service providers.
2. Contacting people and setting up meetings.
3. Deciding which providers might best meet his/her needs.
4. Understanding the terms of contracts, services and payments.
5. Verifying that a provider has done a good job.
6. Solving any problems that may arise with a provider.
7. Assuring that the customer is satisfied with services.

The outcome of the Rehabilitation Renaissance process is self-determination for the customer. It is anticipated that once a customer has had the opportunity to develop and/or enhance skills, he/she will be more apt to use them with little or no assistance from the advisor.

This manual will provide a general framework to be used in developing good advisor skills. The best teacher, we have found, is experience. A good advisor has had experience with systems. An advisor knows the "ins" and "outs," and can offer alternatives to the customer.

Advisor Role

1. Planner-An advisor acting in this capacity will assist a customer and his/her support staff in selecting a service provider, setting up appointments and keeping communication lines open with the rehabilitation counselor.
2. Consultant-As with any consultant relationship, the expectations are to provide recommendations based upon the advisor's knowledge and expertise regarding employment and advocacy.
3. Technician-This role requires some technical skills and abilities. Understanding the Vocational Rehabilitation system and the Rehabilitation Renaissance model is a must. This role also requires the advisor to help identify appropriate strategies that will provide needed supports to the customer (e.g., provide information and instruction on public transportation, SSI, SSDI, etc.).
4. Community Resource-This requires the advisor to have knowledge about the community and possible support resources (e.g., transportation, recreation and social activities, housing, independent living organizations and other agencies).
5. Peer Support-This role requires the advisor to step out of a professional role and start to understand where their customer is socially. This role is vital in helping to ensure that customers are not only achieving a measure of economic success but also social success.

Renaissance Customer Advisor Responsibilities

The Renaissance Customer Advisor (RCA) will assist individuals who are seeking employment through the Rehabilitation Renaissance Project. The RCA will assist the customer to effectively use service systems and other resources to meet his/her employment goals and ensure that each customer is fully informed as possible before making choices.

1. Maintaining an understanding of rehabilitation agency policies and new practices.

2. Advising customers on sources of support for needs that may be related to employment but fall beyond the responsibilities of the rehabilitation counselor.

3. Assisting customers in taking a lead role in their employment future.

4. Assisting customers in understanding and meeting their responsibilities as part of the Rehabilitation Renaissance project.

5. Support and assist the customer in identifying and hiring various providers.

6. Facilitate linkage, and access employment related services for customers.

7. Advocate with and/or for customers.

8. Assist customers in monitoring quality/effectiveness of purchased services.

9. Collect data to document satisfaction and impact of services provided.

10. Maintaining contact with the customer, rehabilitation counselor and service provider, at least once a week, for a period of time to be determined by the customer.

11. Meet with Renaissance Customer Advisor Coordinator for training and customer updates.

12. Reflect on and evaluate the process, including one's own role in the process.

Michael Callahan
Project Director
UCP Association
4101 Gauthier-Vancleve Road
Gauthier, MS 39553

(601) 497-6999 (Voice)
(601) 497-6966 (Fax)

Leslyn Angel
UCP of Metro Detroit

23077 Greenfield, Suite 205
Southfield, MI 48075-3745

(248) 557-5070 (Voice)
(248) 557-4456 (Fax)

Mary Twiss
Manager

Customer Services Unit
Michigan Jobs Commission

Michigan Rehabilitation Services
P.O. Box 30010
608 W. Allegan, 4th Floor John Hannah Bldg
Lansing, MI 48904

(517) 373-4035 (Voice)

Plan Process and Development

Facilitated Peer Groups - Career Choice Project: The Development Team, Inc.

Description

• Building a foundation for working together;
• Self-esteem and self-management issues: Taking control;
• Translating skills and abilities into job objectives;
• Setting a preliminary job objective;
• Choice: Finalize employment objective;
• Choice: Service/product needs;
• Communication issues related to employment;
• Legal issues - talking about disability;
• Resume preparation and interviewing;
• Interviewing - part 2;
• Purchase requests, peer review and budgeting; and
• Preparing the job search - formation of the Career Club.

• Telephone discussions;
• The Self-Assessment inventory;
• Interview forms;
• Documentation of disability;
• The Fact Sheet on the Client Choice Program;
• Client Assistance Program information;
• Participation informed consent;
• Application/registration; and
• The Participant Commitment form.

• Do I know why working is important to me?
• Do I understand what effect working would have on other income and/or expenses? and
• Can I improve my readiness to work?

• Setting a Job Objective;
• Skills Inventory;
• Identifying Services/Products/Needs;
• Accommodations Script;
• Resumé;
• Budget Sheet;
• Job Search Schedule; and several others.

Other Considerations

1. Are there issues of confidentiality for participants with HIV and other disabilities in heterogeneous groups?
1. Do people who have chronic illness such as lupus, multiple sclerosis, or sickle cell disease--and who likely have had significant medical model experience--have the same interests as people with other disabilities?
1. Should participants who identify as members of the deaf subculture participate in heterogeneous groups?

Project Materials

Career Choice Program Description

The demonstration program is conducted by a trained Leadership Team (2-5 persons) consisting of staff and volunteers and including one or more persons with disabilities.

The program has 3 major segments:

• Individuals respond to outreach by asking for more information. The leadership team initiates telephone discussion and provides Self-screening Inventory and other written material for potential participants to consider if the Career Choice program meets their needs at this time.
• Interviewers and potential participants discuss details of the program and self-assessment in a face-to-face interview. Individuals decide if they are likely to benefit from the Career Choice program.
• Leadership invites those who believe they are likely to benefit from the Choice program and wish to be included on a "first-come, first-served" basis.

Group Training (3 months)

• Participants (maximum of 12) sign up and commit themselves to complete training.
• Participants meet in weekly 3-hour group training sessions for 12 weeks. Sessions concentrate on identification of job objectives, needs and service providers; prioritizing and obtaining needed services; job readiness concerns, and job seeking skills. Participant manuals and supplementary materials are provided. The Leadership Team facilitates and coordinates training. Business volunteers meet with group as guest presenters on selected topics and meet with individuals as mentors.
• Program methods include: guest presenters, group discussions, homework assignments, peer dialogue, research. Participants learn to prioritize needs, identify service providers, and manage the process of obtaining needed services; develop techniques to manage disabilities on the job, to find a job, and keep a job.

Job Search-Career Club (3 months)

• Participants support each other through monthly career club meetings.
• They receive services and report back on progress of service provision.
• They apply networking techniques acquired through training.
• Activities are directed toward identifying employment opportunities and obtaining interviews.
• Participants meet with volunteers from the business community to review job search plans, receive support and assistance in networking and interviewing.

Overview of Career Choice Group Training Program

1. Building a Foundation for Working Together. Disability and employment: review of issues. Review of Choice Project special provisions. Discussion of experiences and feelings.
2. Effective Communication. How we communicate. Listening skills. Non-verbal communication, including body language. Assess and sharpen existing skills. Practice additional effective skills. Assertiveness: a technique to improve existing communication skills.
3. Self-Esteem and Self-Management. Self-esteem and self-concept. Enhancing self-esteem. How stress and fatigue affect the body; stress, time and energy management. Understanding self-management as an important career advancement skill.

4. Translating Skills and Abilities into Job Objectives. Identify skills, abilities, talents and interests; ways to build on past experiences.
1. Disability Related Employment Issues. Work Preferences, Talking About Disability and Accommodations.
2. Choose Your Job Objective. Finish work on skills inventory. Choose a job objective.

7. Legal Issues and Employment/Consumer Directed Approach to Investigating and Selecting Services and Products. Legal protections, rights, responsibilities. introduction to identifying additional services/products needed to achieve employment objective. How to explore provider options. Techniques for determining quality; criteria/questions to explore.
1. Do you Need Additional Services/Products to Achieve Job Objective? Select and prioritize needs for services/products to overcome obstacles. Development of individual proposals. Make a plan to explore providers/suppliers.

9. Resumes and Interviewing. Developing a resume or employment application and cover letter - why and how. Basics about Interviewing.
1. Interviewing, Part 2. Practice interviews with business volunteers.
2. Peer Review and Budgeting. Review of job objective, obstacles, ways of addressing obstacles and proposed purchase requests. Group budgeting decisions. Process for managing receipt of service.
3. Preparing for the Job Search/Transition to the Career Club. Organizing a job search; networking; accessing the "hidden job market"; purposes and functions of the Career Club.

Organization of Group Sessions

Timing of Sessions - The session outlines are based on a timeframe of 3 hours of substantive work with one 20-minute break. It is not possible to conduct the session in less time.

An outline is provided for each session with a suggested timeline. Some segments will be "hot issues" for each group while others may seem less significant or important to the current group. It is important to address each segment in sequence and not to skip any segments or topics though you may want to spend more or less time on a specific segment that is of interest to the group.

Each session opens with sharing and closes with contracting and an overview of homework assignments. These segments are crucial in helping persons to debrief with each other, and remain focused on the purpose of the group. They are also critical for giving structure and consistency to the program even when events out of the ordinary occur during the session. In the event that you are running out of time, and all segments have not been completed, explain that this is where you'll pick up at the next session. Do not skip the closing. Reserve enough time at the end to properly close with the exercises, refocusing the group on the progress that has been made and the tasks to be accomplished to prepare for the next session.

Program manager, Lead Facilitator and Co-facilitator: attend all sessions. An assistant for clerical tasks may also be part of the team.

The program manager and lead facilitator take primary responsibility for presenting sessions as outlined in the Leadership Manual.

Division of tasks is worked out by the individuals involved. Tasks for each session include: setting up for each session; facilitating the opening discussion and the closing (contracting and take-home assignments); facilitating segments within timeline; greeting arriving guest presenters and introducing them; ensuring that each segment in the timeline is covered.

Session 8: Worksheet #2

Selected Services/Products

Job Objective: ___________________________________________

Product/Service Needed: ___________________________________

For each product or service needed answer the following questions in detail. Use additional paper if necessary. This will be used to peer review your request in session 11.

What obstacle(s) will be addressed by obtaining this service or product?

How essential is it to you in reaching your goal that Career Choice assist you by paying for this service or product?

Harry L. Hall
President

The Development Team, Inc.
Oceanside Office Center
300 N. 2nd Street. Suite 10C
Jacksonville, Beach, FL 32250

(904) 247-4640 (Voice)
(904) 247-6854 (Fax)

Self-Employment Plans - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation

Description

Other Considerations

Project Materials

Self-Employment Procedures

January 8, 1997

Index of Sections Page

I. Definitions 1
II. Purpose 1
III. Development of a Business Idea 2

A. Assessment of the Person 2
B. Business Research and
Additional Services/Education 2
C. Writing the Business Plan 2
D. Approvals 3
E. Establishing VR Funding Levels 3

IV. Closure and Ongoing Support 4

"Business consultant" means a person who can provide expertise on writing a business plan, planning, financing and starting up a business.

"Start-up costs" mean expenses for equipment for the business, initial stock and supplies, deposits for such things as rent and utilities, payment of rent and utilities for a maximum of 4 months, insurance, improving a site to suit the business, and licenses needed to open a business.

Self-employment is a vocational option which may be considered in the wide array of employment options available to an individual. Such an option recognizes that self-employment is more prevalent in rural areas and that people with a work disability tend to be self-employed at higher rates than do people without a work disability.

The decision to use Division funds to support a business start-up will be based on a variety of factors, including but not being limited to total start-up costs, viability of the business plan, potential for other financial sources, and counselor judgement. If the business plan calls for funds beyond Division spending guidelines, the person may use the potential of Division funds to leverage other funding and as collateral for establishing bank credit.

A person who wants to begin a business should take responsibility for determining if he/she has the attributes necessary to operate a successful business. People may participate in a variety of self-assessment activities which can include standardized business assessments (see sample at end of this chapter), interviewing business owners or other creative means of assessing their own business potential.

The counselor will have a variety of material for the consumer to use to explore their own suitability for being self-employed. The person should examine his/her own expertise and skill level for the particular business, ability to work independently, commitment and persistence, and other factors relevant to self-employment. Counselor judgement and data gathered will play important roles in this process since no single factor can determine whether an individual will succeed at a business.

A person wanting to start a business needs to look at all the factors that may affect success. Research about the business potential helps the person learn much about the market demand and the financial potential for the business. To assist with this process the person should, in all but the most simple, straight-forward endeavors, choose a business consultant. Some business advice is available at no charge from community sources such as SCORE and the Small Business Development Centers.

During this process, the consumer and the counselor together will determine the need for additional services, education, and resources that may help the person in preparing to operate a business. This analysis may provide the person with information that either helps to affirm this business idea or to begin exploration of other vocational options.

Through the development of the business plan, the person will investigate and describe many areas, including the type of product or service offered, the market potential, the competition, how the business will be organized and managed, expected personnel, and detailed financial information including cash flow, projections, balance sheet, and profit and loss statements. Capital financing needs and sources will also be outlined.

A business consultant may provide assistance in developing this proposal/plan. Once the research for a business plan is complete and additional services and resources have been explored, the person can write the business plan with the assistance of the consultant and the VR counselor if necessary.

The decision to proceed with developing the business will be made jointly with the counselor, the service recipient, and the business consultant. Approval of the Division's financial contribution to the plan will be based on the counselor's judgement that the individual is making an informed decision. If approval is not given, the counselor will give the person a written notice of the appeal process and of the availability of the Client Assistance program.

The name of the business must, if applicable, be registered with Vermont Secretary of State's Office for at least 4 reasons. If name is not registered, the person:

1. does not have ownership of the business name;
2. has no rights to claim bad debts;
3. is not able to establish a "track" record for future lending needs; and
4. cannot purchase business insurance.

The Division may provide up to $2,500 for business ventures intended to supplement other income and up to $5,000 for ventures intended to lead to self-sufficiency. In some cases, a business may be developed for less than these guidelines. Costs should be outlined before dollar amounts to be provided by the Division are discussed. The Division's allowable contribution should not be viewed as an automatic "grant". These guidelines may be adjusted to fit the needs of the individual entrepreneur; standards for exception to the guidelines are:

1. the person's resources and loans have been used to the maximum; and
2. there is consensus among the consultant, consumer, and counselor that additional funds are needed to ensure success.

Evaluation costs, consultant costs, and disability-related accommodations are not included in the spending guidelines. Additional costs after business start-up should be outlined as business expenses in the business plan and be part of the overall funding requirements.

During the business plan development the amount of Division support will be determined, and the IWRP can be written to reflect this support. The amount of support will be dependent on the financial information provided in the business plan and the availability of support from other sources.

When the business plan is complete and additional funding is needed for business development beyond what the Division will provide, the plan can be submitted to other funding sources. VR dollars may be used to leverage other support. Release of VR funds is contingent on the receipt of other funds if additional monies are needed for a business start-up.

As the plan is implemented and the business develops, unanticipated expenses may arise beyond what was outlined in the IWRP and the business plan. Additional amounts may be authorized if the individual agrees to voluntarily pay back the funds. The counselor and the individual will jointly write up a loan agreement outlining the terms for payback. Consumer loan groups will be encouraged by the Division as a way for the consumer to establish credit with local lending institutions and to receive ongoing business support and education.

Once the business is operational, VR counseling and support may continue since business ventures typically take time to establish. Additional VR funds may be used for continued education and training if needed. A person may receive support and training as a part of a peer loan group if one exists in the locale. The Division will encourage the establishment of peer loan groups where none exist.

A person will continue to receive ongoing support and services for a minimum of 6 months after the new business has begun. Businesses rarely yield large profits in 6 months; in fact, a business will be doing well if it "breaks even" at the end of its 12th month.

There should be a clear understanding at the time the IWRP is written of the criterion to be used for determining success. The criterion will have to be set on an individual basis and may be as simple as "income equals outgo".

When the IWRP has been completed, the person should be informed of the additional support available through post-employment services.

Self-Evaluation

An entrepreneur has special personality traits. It is important for your potential business success to evaluate your own qualities, characteristics, strengths and weaknesses.

Review the following statements and honestly rate yourself on a scale of one to ten with ten being the highest rating. Discuss scores with your counselor and/or consultant.

___ This business is something I really want to do.

___ I am confident of my abilities.

___ I'll keep good records of how much money I'm making/losing.

___ My personal situation is stable so I can focus on my business.

___ I like to sell; I think of ways to market my service/product.

___ I pay my debts on time.

___ I like to work in an independent environment.

___ I am offering a product or service which is needed.

___ I relate well with people

___ I am willing to take reasonable risks.

___ I don't mind working long hours, nights and weekends.

___ I am able to overcome obstacles.

___ I am able to deal with problems as they arise.

___ I am willing to grow day by day and not have it all now.

___ I am a good manager.

___ I am able to make decisions.

___ I am a self-starter.

___ I set and follow schedules and stick to projects 'til done.

___ I know how to plan to meet deadlines.

___ I am willing to accept change.

___ I am persistent and determined to reach my goals.

Personal Evaluation

Owning and managing a successful business is a challenging task. A great number of skills are needed in the areas of personal characteristics, business management, and technical aspects of the business. Use the "Skills/Talents Balance Sheet" below to summarize your strengths and possible weaknesses.

Skills/Talents Balance Sheet

Assets (strengths)

Personal Characteristics:

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

Business Management Skills:

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

Technical Skills:

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

How will you make up for identified weaknesses?

Personal Characteristics: _________________________________________

_____________________________________________________________

Business Management Skills: _____________________________________

_____________________________________________________________

Technical Skills: ________________________________________________

_____________________________________________________________

_____________________________________________________________

Looking at Yourself

1. What is your background, education, and work experience?
2. What work-related activities do you enjoy?
3. Can you work more than an eight-hour day if needed?
4. Do you think your business idea is compatible with your disability?
5. How much spendable money do you want to earn in a year?
6. What are your long term debts?
7. Do you have support from family or friends? How will your proposed business plan affect them?
8. What are your financial resources? Where will you get the money to begin?
9. What personal assets such as tools, equipment, inventory, etc. do you already have to contribute to your proposed business?
10. What other types of assistance or local or state resources are available to help you start or expand your business?
11. Do you have long term goals? What are they?
12. What are your strengths & weaknesses?

New Entrepreneurs Exploring a Proposed Business

1. What is your proposed business idea?

2. How much money can you invest or secure?

3. Have you ever worked in this business before?

4. Have you spoken with people who are currently in the business?

5. Who are your competitors?

6. Have you contacted any of the following resources?

7. Have you collected books, articles, publications, or other published resources that would give you information to help develop your business idea?

8. Why do you believe that you will be successful in this venture?

Entrepreneurs with Existing Businesses

1. What type of business do you own?

2. What are your products and/or services?

3. Is your business a sole-proprietorship, partnership, or a corporation?

4. Where is your business located and what are your operation hours and days?

5. Is your business seasonal?

6. Do you have employees?

7. Who are your customers, where do they live, and what is the size of your potential market?

8. Why are you better than your competitors?

9. Why will your proposed expansion plan help your business become more successful?

Michael Collins
Choice Project Coordinator

Division of Vocational Rehabilitation
Department of Aging and Disabilities
103 S. Main Street
Waterbury, VT 05671-2303

(802) 241-2186 (Voice/TTD)
(802) 241-3359 (Fax)

Peer Lending - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation

Description

Other Considerations

Project Materials

BY-LAWS

Revised February 5, 1998

The purposes of this group are:

1. A member must reside in or be committed to starting a small business in ____________. A business is any legitimate for profit enterprise.
2. A potential new member must be nominated by a current group member or introduced by a state agency.
3. Membership in the group will target a minimum of eight members.
4. Prospective new members must attend two meetings to be eligible for membership.
5. There will be two levels of membership:

6. New members are accepted upon majority vote of all members of the group present.
1. TERMS OF OFFICERS:

8. The duties of the CHAIRPERSON are:

9. The duties of the VICE-CHAIRPERSON are:

10. The duties of the TREASURER are:

11. The duties of the SECRETARY are:

12. Loan requests must be placed on agenda two days prior to meeting date. Loan applications may be considered at the time they are submitted.
8. Only members present may vote on loan requests.
9. Group members will discuss merits of loan requests before loans are voted upon. A 2/3-majority vote is required for loan approval.
10. Loans may be approved conditionally, pending specified changes before final approval.
11. Member loan payments are to be made to the treasurer by check or money order on or before the first of each month.
12. Payments not received by the fifth of each month will be assessed a $ 2.00 late fee to be deposited into the FOCUS discretionary account.
13. A member who anticipates a late payment must contact the Chairperson as soon as they become aware of the problem. The Chairperson will then contact the Treasurer to apprise him/her of the situation. The issue will be placed on the agenda for discussion at the next scheduled meeting.
14. Members may be required to repeat the previous loan level if the group is concerned about the ability of the member in question to repay the loan.
15. Two consecutive missed meetings without good cause may lead to termination of membership.
16. To change the by-laws or terminate a member, a unanimous vote minus one is required of all members present.
17. Regular meetings will be held on the second and fourth Thursdays of each month commencing at 10:00am and concluding at noon.
18. Members must stay for the entire meeting unless arrangements have been made in advance with the chairperson or vice-chair.
19. All group business is confidential and must stay with the group. Infraction subject to possible termination by group consensus as specified in by-law 21.
20. The procedure for being placed on the agenda is as follows: member must contact the Chairperson or Vice-Chairperson by NOON the Tuesday preceding the scheduled meeting date.

Michael Collins
Choice Project Coordinator

Division of Vocational Rehabilitation
Department of Aging and Disabilities
103 S. Main Street
Waterbury, VT 05671-2303

(802) 241-2186 (Voice/TTD)
(802) 241-3359 (Fax)

Payment Systems

Imprest Cash - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation

Description

• Direct cash payments provides the individual with anonymity and respect for confidentiality;
• Rapid delivery of services offers system responsiveness;
• Local control of funds conveys trust in the individual and builds a sense of personal responsibility; and
• Local purchases build community connections for individuals.

Other Considerations

• DVR staff had to convince both its own finance staff and the state Department of Finance staff to allow the expenditures on a post- rather than pre-audit basis;
• DVR staff developed new ways to document that funds were spent as intended - e.g., counselor affirms that "Billy came to the office today wearing his new work clothes"); and,
• Adequate levels of funds had to be estimated for each local office.

Project Materials

Procedures for Imprest Cash
Direct Consumer Grants--April, 1998

After three years of successful use of a checkbook system in the Consumer Choice Grant, the Division of Vocational Rehabilitation is phasing in a similar system for use with the Section 110 Imprest Cash accounts. Services may now be purchased using several methods depending, to a large extent, on consumer/counselor informed choice.

The consumer and counselor may more often be able to decide whether funds for a service should be provided by authorizing a vendor to bill us for an item/service (using correct purchasing rules--see "Purchasing Made Easy"), by using the office's Imprest Cash account, or by having a check sent directly from Montpelier to the consumer so he/she can do the purchasing directly.

A. Some considerations in choosing the payment mechanism are:

1. If the consumer owes taxes to the State of Vermont, any check issued from Montpelier will be applied toward satisfying that debt;
2. Checks from Imprest Cash cannot be written for more than $300, checks from Montpelier can be written for any amount;
3. The cost of the service is under $300 but is not needed immediately so a check from Montpelier to the consumer will suffice.
4. The Imprest Cash account is depleted, and the service is not needed immediately so a check from Montpelier to the consumer will suffice.
5. The consumer may not have a place to cash a check or doesn't feel comfortable having cash in hand.

B. Current and continuing mechanism for payment:

1. Provide an authorization (form VR-56) to a vendor, get an invoice, and process for payment with the check being mailed from Montpelier to the vendor. (See "Purchasing Made Easy").
2. Write a check to the consumer from Imprest Cash (up to $300) or have a check issued directly to the consumer from Montpelier (no maximum) for services such as maintenance, incentive allowance, and other allowances not requiring a receipt.
3. Reimburse a consumer directly either through Imprest Cash (up to $300) or by a check being sent from Montpelier (no maximum) for a purchase he/she made when a receipt or some proof of the expenditure is furnished.
4. Issue an Imprest Cash check directly to a vendor (up $300) on behalf of the consumer, and get a receipt.

C. New Mechanism:

Issue an Imprest Cash check directly to the consumer or to a vendor (up to $300) or arrange for a check to be sent to the consumer from Montpelier (no maximum) without requiring a receipt but requiring some other type of verification that the money was used as intended.

D. Procedures:

1. For all transactions:

2. For Part B, Number 1 above: These procedures are well known and will not be covered in this document.
3. For Part B, Numbers 2, 3 & 4 and for Part C:

1. If the check was written to the vendor, no further verification is needed; check the appropriate space and place the pink copy in the record of services.
2. If a receipt is furnished for a reimbursement (B#3) or to show that the right purchase was made, check the appropriate space, attach the receipt (or copy) to the pink copy for the record of services, and forward the white and yellow sheets to the Business Office.
3. If the funds were for a service yet to be purchased, the pink copy must be placed in a "pending" file, and verification must somehow subsequently be made to show that the funds were used as intended--the consumer could bring in a receipt which could be attached to the pink copy with "receipt attached" space checked. Or, if no receipt is furnished but the consumer comes in wearing his new work clothes, the verifier may write a description of how it's known that the right purchase was made in the designated place--for example, "Billy came into the office today wearing his new work clothes"--initial and date, place the pink copy in the record of services, and be done with it.
   
   At some point, any purchase in the "pending file" must be verified as having been made appropriately.

Documentation of Decision-Making Process

CONSUMER NAME: _____________________________ DATE: _________

1. Decision to be made: _________________________________________
2. Approx. cost of item (if applicable): _______________________________
3. What factors are important to you in making this purchase or decision? (e.g. service, particular brand, proximity to home, etc.)
   ___________________________________________________________
   ___________________________________________________________
   ___________________________________________________________
4. How are you making this decision? What methods are you using?
   ___________________________________________________________
   ___________________________________________________________
   ___________________________________________________________
5. What resources or technical support are you receiving from the counselor?
   ___________________________________________________________
   ___________________________________________________________
   ___________________________________________________________
6. Other influences in making this decision? (e.g. mentor, family members, time limits, etc.)
   ___________________________________________________________
   ___________________________________________________________
   ___________________________________________________________
7. Do you feel that you need additional help or skills to make a good, informed decision?
   ___________________________________________________________
   ___________________________________________________________
   ___________________________________________________________
8. Comments:__________________________________________________
   ___________________________________________________________
   ___________________________________________________________

Completed by: ________________________________________

Consumer Grant or Imprest Cash Reimbursement

NAME: _______________________________________________________

ADDRESS: ____________________________________________________

______________________________________________________________

CONSUMER: ____________________________ SS#__________________

SERVICE: _____________________________________________________

NUMBER OF CHOICES: __________________________________________

WHY CHOSEN?: ________________________________________________

CONSUMER SIGNATURE: ________________________________________

APPROVED: ____________________________________
Counselor Signature

METHOD OF VERIFICATION:

Check written to vendor _______ Receipts (s) attached/filed _______
If neither of above, other method of verification (describe)

Initials of verifier: ________ Date verified: ______

Michael Collins
Choice Project Coordinator

Division of Vocational Rehabilitation
Department of Aging and Disabilities
103 S. Main Street
Waterbury, VT 05671-2303

(802) 241-2186 (Voice/TTD)
(802) 241-3359 (Fax)

Open Provider Payment System - Choice Enhancement and Empowerment Project: Berkeley Center for Independent Living

Description

Other Considerations

Project Documents

Make Informed Choices When Hiring Contractors!

Independent Contractors by Tara Kelly

As you all know, the Client Choice Enhancement and Empowerment Project is dedicated to bringing you quality service with the greatest flexibility in choice possible. As this project grows older and we work out the kinks, we have become more aware of which guidelines you, as a consumer of services or a small business owner, need to follow in order to make responsible choices while maintaining the greatest amount of independence in your plan.

So as you work on your plan, you will still have the freedom to choose which agency or individual you want to use when purchasing services, equipment, training etc. however, if you are choosing an individual who is not acting as an employee of a larger company etc., you will need to insure that the person you are choosing is an independent contractor.

As the name implies, an independent contractor is an individual who offers her/his services to the public for a fee. This person is operating on her/his own and not as an employee of a company or agency.

Knowing whether or not the person you plan to hire is an independent contractor is significant to you whether you are starting a small business or simply hiring someone to provide you a service as an individual. There are many state and federal guidelines governing individual contractors and for tax purposes, you must be able to make this determination in order to protect yourself and follow the law.

Your counselor has available to you a list of questions to ask yourself when hiring an independent contractor. This list of questions were copied directly from literature created by the state regarding independent contractors.

As the organization dispersing the money you will use for your plan, we are also required to follow these guidelines. Therefore, you will need to provide the following documents to us when hiring any individual to provide services to you before our accounting department can process a check:

• Proof that they are an established business offering services to the general public (i.e. a business card, flyer, letterhead, advertisement etc.)
• A quote or invoice for services which lists their tax ID #(or social security #)
• A copy of their license (if the type of work requires this)

So, keep creating innovative plans and making wise decisions as you use the resources of the project to achieve your vocational goals.

Center for Independent Living (510) 841-4776

Once you have been approved for funds through the IWRP, you have the responsibility to contact the "vendors" (schools, training programs, stores etc.) to arrange for payment. There are a couple of aspects to consider in doing this:

Once you have documentation of the prices, you should submit them to your counselor who will then write a "check request" to get payment from the accounting department. However, some "vendors" already have accounts set up with us, or will accept a "letter of authorization" from our program in lieu of immediate payment. Explore these options with the "vendor" and your counselor since any requests for payment take approximately 2-3 weeks to be processed by our program.

When your check is ready you can pick it up directly from our accounting department during regular CIL business hours or at your request the check will be mailed directly to the "vendor". In any event, you are expected to get a receipt from the "vendor" for our accounting department's records.

If you have any difficulties in dealing with the "vendors" during this process, please feel free to contact your counselor for assistance. Most "vendors" you will use are not familiar with our program and will often need some sort of explanation or assurance from someone in our agency.

Whether you are starting a small business, getting some training, or simply looking for help with job placement the ultimate goal is to become financially independent. We need your help in "measuring" your success. So, let us now when you get that job, finish that training or start getting paid for your independent work. Send us copies of payments made to you for your work as a small business or a pay stub from your first pay period at work. Something that we can then use to say "this person made it." The success of this program and the idea of "choice" in vocational goals for people with disabilities will be determined by your success. So stay in touch and let us know when it works!

Terry "Herk" Herkimer
Services Manager

Choice Enhancement and Empowerment Project
Berkeley Center for Independent Living
2539 Telegraph Avenue
Berkeley, CA 94704

(510) 841-4776 (Voice)
(510) 848-3101 (TDD)
(510) 841-6168 (FAX)

Personal Accounts - Choice Access Project: United Cerebral Palsy Associations

Description

• No open-ended, hourly rates for services are approved;
• Vocational Profiles, Profile Meetings, Job Development and Job Analysis may be paid only with a fixed rate, agreed in advance in the contract; and,
• Equipment is allowed in some cases, if other options have been exhausted (PASS plans, Medicaid, foundation or local charity support).

Other Considerations

Project Material

Your Money

The money set aside for you in this project is the most innovative aspect of this new way of assisting people with disabilities to become employed. In developing the federal proposal which we submitted to receive funding for this project, we had to estimate the amount of money it takes for an average person with severe physical disabilities to become employed. We also had to include the price of certain equipment and other services such as transportation and personal assistance services, that might be necessary for employment. We came up with an average of $10,666 per person. This amount was based on our experiences over the past eight years in UCPA's national employment projects. The following section describes how we suggested to the federal funding agency that the $10,666 per person would be spent:

1,200 Allocated to the Choice Coordinator's salary for direct services

1,000 For payment of the employment facilitator through all phases of service

750 For development of the vocational profile

250 For the Profile Meeting

2,000 For Job Development -- finding you the job that you want

250 For a Job/Technology Analysis of your job, before you start work

5,216 For Job Site supports (job coaching), equipment, personal assistance

$10,666 services and any other legitimate, job related expense

This means that you have direct control over approximately $9,466. This is federal money which would typically go to vocational rehabilitation state agencies, but under this new project, it goes to meet your individual needs.

Your Personal Account

Once the Local Referral Committee informs the project office of your participant status, we draw down $9,466 from the federal government in your name. We then set up an account in your name in our computer from which we will play for the services you need to become employed. Each month we receive Request for Payment forms from providers. If you have approved payment for a certain type of service and if you are satisfied that the outcome is acceptable, we will then pay the provider for the service. You may request from the project office a copy of your account at any time. The Voucher Accountant in the Gautier, Mississippi, project office is Sonia Hester. Her phone number is (601) 497-6999.

Even though service providers should treat you as their employer or customer, you do not have an employee/employer relationship for Federal or State Income Tax purposes. This means that you do not need to worry about withholding FICA or issuing a "1099" sub-contractor form. UCPA handles all that for you. This is the reason we hold your money in our account in Washington, DC. By doing this, we not only can assure that the money is spent appropriately, we keep you from having to report to the IRS on your payments to providers and facilitators.

Cost of Services

The rates to be paid to providers can vary and you are free to negotiate for the most reasonable cost for any unit of service. However, the rates suggested above are a fair average cost of service in the three project cities. If you are successful in negotiating for a less expensive service, place that amount in the appropriate blank on the Voucher Contract Form (see page 27 for example).

No further approval is necessary to proceed. If you and the provider agree on the suggested rates, simply check the blank space and no further approval is needed. If the provider which you have chosen requests an increased rate, and if you are willing to pay that rate, write the rate in the appropriate blank and forward the contract to the Choice Coordinator for approval. Contracts written for more than the suggested rates are not valid until approved by the Choice Coordinator. We will generally approve reasonable charges for more than the suggested costs, but we want to insure that you realize that services of equal quality might be available at a lesser cost from another provider.

Important note: We will not approve any open-ended, hourly rate for any service. The Vocational Profile, Profile Meeting, Job Development and Job Analysis may be paid only with a fixed rate, agreed in advance. The Employer-Directed Job Site support plan is to be re-negotiated monthly, but is paid on an hourly rate. Therapy, rehabilitation technology, personal assistance services and transportation may be paid for hourly, but it is necessary to submit a monthly contract with a firm estimate for service. This protects you from having a provider run up a large number of hours, without your knowledge, and thus depleting your account.

Can I Purchase Equipment with My Money?

Yes, although there are some strings attached. Many persons with severe physical disabilities need power wheelchairs, communication devices, and specialized equipment or job stations. This project can pay for such items, but it is clear that a power wheelchair could use up most of the money which has been allotted for you. Therefore, it is our policy that participants must clearly demonstrate that they have used every other means possible to purchase these "big ticket" items. Your Employment Facilitator and Choice Coordinator can assist you to apply to Medicaid, to develop a PASS plan with Social Security or to present a proposal to a foundation or local charity. If these efforts are unsuccessful, or have already been tried, you may request a major equipment purchase through your Choice Coordinator.

Your personal choice will be supported to the greatest degree possible, but you will have to submit to a bidding process mandated by the UCPA purchasing policies. In the event of a disagreement concerning the purchase of a "big ticket" item (any item costing $2,000 or more), the Local Referral Committee in your area will be asked to intervene and make recommendations to the Project Director. In the event that a major equipment purchase zeroes out your account, see the next section.

Michael Callahan
Project Director

UCP Association
4101 Gauthier-Vancleve Road
Gauthier, MS 39553

(601) 497-6999 (Voice)
(601) 497-6966 (Fax)

Leslynn Angel

UCP of Metro Detroit
23077 Greenfield, Suite 205
Southfield, MI 48075-3745

(248) 557-5070 (Voice)
(248) 557-4456 (Fax)

Mary Twiss
Manager

Customer Services Unit
Michigan Jobs Commission'
Michigan Reabilitation Services
P.O. Box 30010
608 W. Allegan, 4th Floor John Hannah Bldg
Lansing, MI 48904

(517) 373-4035

Other

Consumer's Counselor Performance Evaluation - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation

Description

• How vocational goals were determined;
• Satisfaction with process for selecting goals;
• Satisfaction with choice and control in working with counselor;
• Satisfaction with assistance received, including:
  • quality of assistance
  • timeliness
  • adequacy of support; and
• New skills and abilities, including:
  • making decisions on your own
  • identifying resources on our own
  • planning for your future.

Other Considerations

Project Materials

Consumers' Counselor Performance Evaluation

To: Casework Supervisor
SRO

From: Michael Collins
Coordinator
Choice Project

Re: Final Evaluation/Annual Evaluation

Date: 12/16/96

The contribution to annual evaluation from the Choice project is derived totally from the consumer interviews conducted over the past year. A total of 82 surveys were collected from caseload during the previous 12 months ending November 14, 1996. Also, as with last year's contribution, the feedback is packaged by the three categories of: 1) Empowerment; 2) Satisfaction with assistance; and 3) New skills and abilities.

Consumers were asked to rate services according to the standard school grading system. "A" indicates "very satisfied" and "F" indicates "very dissatisfied".

1. How were vocational goals determined?

2. Satisfaction with process for selecting goals

3. Satisfaction with choice and control in working with counselor

As with last year's evaluation, there is tremendous amount of variation in the selection process but a high degree of satisfaction with the various processes. Ninety five responses represent 37 surveys, while the 96 data is based on 82 surveys. Our overall level of confidence in the accuracy of these perceptions increases greatly with the increased input, but the overall picture of performance remains outstanding from the consumer viewpoint.

A B C D F

1) quality of assistance 95 67% 29% 2% 2% 0%
96 66% 28% 4% 1% 0%

2) timeliness 95 75% 22% 2% 0% 0%
96 72% 19% 6% 3% 1%

3) adequacy of support 95 79% 19% 0% 0% 2%
96 71% 21% 4% 3% 1%

There is very little room for comment on these perceptions. The consumer feedback remains very uniform and with the tremendous increase in number of surveys, the perceptions of consumers remain steadily enthusiastic. By combining the A's and B's, the approval rating is constantly near the 95th percentile.

New Skills and abilities Better No Change Worse

1) making decisions on your own 95 61% 29% 10%
96 62% 22% 16%

2) identifying resources on your own95 63% 27% 10%
96 68% 17% 15%

3) Planning for your future 95 66% 24% 10%
96 67% 19% 15%

The 15% of consumers who have indicated that they now have less skills and abilities are an interesting sub-group identified through this annual evaluation exercise. The implication is that something we have done with 15% of our consumers (represents 12 of the 82 surveys done this past year from R's caseload) has resulted in a decreased ability to make decisions, identify resources and plan for their future. This finding is consistent across all of our counselors. Therefore, we have identified a programmatic need to investigate what happened with these people. (Statewide, the figure is approximately 12% or 44.) This finding, because it is not unique to caseload, identifies either a problem in the overall program design or a problem with the way we are surveying our consumers. (i.e. how we ask the question)

Over 60% of caseload are indicating an increased ability to take control and plan for their future. As skills teaching was an area that we chose to focus on in the Choice program, it indicates that is making significant progress towards the achievement of that goal.

Finally, 98% of those surveyed would use assistance again and 99% would recommend it to a friend. This is an overwhelmingly positive picture of the quality of services as portrayed by her consumers. My only regret is that this represents her final evaluation.

Consumer Choice Participant Survey

Rev. 3/28/96

NAME: _____________________ DATE: ________

Review: ___ 6 month ___1 year ___18 months ___closure ___follow-up

1. What services have you received from the Choice Project?

Explain: ______________________________________________________

_____________________________________________________________

Why? ________________________________________________________

_____________________________________________________________

2. How were your vocational goals determined?

Explain: ______________________________________________________

3. How satisfied were you with this selection process?

Why? ____________________________________________________

____________________________________________________

4. How would you grade:

__A excellent)

__B (good)

__C (average)

__D (poor)

__F (very poor

__A excellent)

__B (good)

__C (average)

__D (poor)

__F (very poor

__A excellent)

__B (good)

__C (average)

__D (poor)

__F (very poor

5. If you could change something about the help you are receiving/have received, what would it be?

________________________________________________________

________________________________________________________

6. Since receiving services from the Choice Project, how would you rate:

7. Are there other skills you have gained through your participation in the Choice Project?

________________________________________________________

________________________________________________________

8. What are the most important qualities in the relationship with your counselor?

________________________________________________________

________________________________________________________

9. Would you use these services again? ___Yes ___No
7. Would you recommend it to a friend? ___Yes ___No
8. Is there anything you would like to add that we haven't covered?

________________________________________________________

________________________________________________________

Michael Collins
Choice Project Coordinator

Division of Vocational Rehabilitation
Department of Aging and Disabilities
103 S. Main Street
Waterbury, VT 05671-2303

(802) 241-2186 (Voice/TTD)
(802) 241-3359 (Fax)