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
Individuals with disabilities may obtain this document in an alternative format (e.g. Braille, large print, audiotape, or computer diskette) on request.
For more information, please contact:
U.S. Department of Education
Rehabilitation Services Administration
Switzer Building, Room 3014
Washington, D.C. 20202
E-mail: harold_kay@ed.gov
Telephone: (202) 205-9883
Individuals who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 p.m., Eastern time, Monday through Friday.
This manual was prepared under ED Contract Number HR95034001. The views expressed herein are those of InfoUse. No official endorsement by the U.S. Department of Education is intended or should be inferred.
Suggested Citation:
Stoddard, S., Hanson, S., and Temkin, T. (1999). Promising Practices in the Choice Demonstration Projects: An Operations Manual. Washington D.C.: U.S. Rehabilitation Services Administration.
The full text of this publication is available at InfoUse's web site: http://www.infouse.com
We would like to thank the people who provided us with assistance and information over the last three years of work with the Choice Demonstration Projects. We are especially indebted to the staff of the Choice projects who responded graciously to our many requests for information. Key contacts included Sterling Hughes and Nancy Sullivan of the Arkansas Rehabilitation Services; Michael Collins and Susan Wells of the Center for Transition and Employment at the University of Vermont; Abby Cooper of the Washington Division of Vocational Rehabilitation; Terry Herkimer of the Center for Independent Living in Berkeley; Lee Lanning and Julie Kovarik of the Southwest Business, Industry, and Rehabilitation Association; Harry Hall, Ann Sayre, and Lynne Gelzer of The Development Team, Inc.; and Leslynn Angel, Paul Landry, Adrian Couvillion, Susan Linders, and Michael Callahan of the United Cerebral Palsy Associations.
We are also grateful to the following members of the study Panel of Experts who reviewed earlier versions of this manual: Linda Anthony, Robert Burns, Stephen Freeman, Deborah Lisi-Baker, Patti Stoneman Lowe, Sallie Rhodes, Patricia Chatman Walker, Susan Wells, and Michael Collins.
We extend our appreciation to the Department of Education members of the Panel of Experts who provide guidance to this project: Curtis Richards, Deputy Assistant Secretary for the Office of Special Education and Rehabilitation Services, Gregory March, Office of the Assistant Secretary (OSERS); and Wava Gregory, Laurie Collins, Sara Abernathy, and Jim Maxwell, Office of the Under Secretary.
Dr. Harold Kay of the Rehabilitation Services Administration served as the Contracting Officer's Technical Representative. Suzanne Tillman, Pamela Martin, and Beverlee Stafford, also of the Rehabilitation Services Administration, provided many helpful comments.
Becky Hayward and Mike Tashjian of Research Triangle Institute provided information on the start-up years of the demonstration projects, as well as data from the Longitudinal Study of the Vocational Rehabilitation Services Program.
The InfoUse project team included Catherine Robards Armstrong, Tessa David, David Gilmartin, Jerry Turem, Willie Collins, Janet Andrews, and Joan Ripple.
Susan Stoddard, Ph.D., Principal Investigator
Stuart Hanson, Project Director
Tanya Temkin, Project Analyst
Consumer choice in vocational goals and services is an important component of vocational rehabilitation in the 1990s. During the past several years, seven organizations-- three state Vocational Rehabilitation (VR) agencies and four non-government agencies-- have experimented with expanding consumer choice options in the rehabilitation process with grant funding from the U.S. Department of Education. InfoUse evaluated processes and outcomes of the demonstration. One outcome of InfoUse's evaluation is this Operations Manual, Promising Practices in the Choice Demonstration Projects. The Manual is designed as a reference document. It is our hope that, as choice is expanded in the rehabilitation system, VR agencies can benefit from the lessons learned in the demonstration projects. The Evaluation of Choice Demonstration Projects: Final Report is available on request from the Rehabilitation Service Administration and on our Web site.
We found that an increased focus on systems supporting Choice leads to high levels of satisfaction and empowerment among consumers with disabilities in the VR system. And we believe that Choice practices could lead to satisfactory vocational outcomes. The practices described in this Manual should contribute to a responsive and flexible rehabilitation program, and to expanded consumer opportunity.
Our staff is in a unique position to provide technical assistance and evaluation services as agencies plan and implement Choice strategies. We believe that our background in disability, rehabilitation and independent living, and our experience with an extensive array of Choice practices, will be valuable as states consider alternatives for Choice in the rehabilitation process. We will be glad to work with interested agencies in determining options for technical assistance and consulting.
InfoUse is interested in your feedback and in learning about examples where these practices are used. You may contact us at: Email; www.infouse.com/Choice (web site); 510/549-6520 (phone); 510/549-6523 (TDD); or 510/549/6512 (fax).
Acknowledgments iii
Preface v
Table of Contents vii
Introduction
Purpose and Design of this Manual
Criteria
Conceptual Framework
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
Go for the Gold - 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
Helpers
Consumer Connectors - Commitment to Client Choice Project: Arkansas Rehabilitation Services
Rehabilitation Team - Participant Empowerment Project, Washington Division of Vocational Rehabilitation
Employment Advisors - Choice Access Project: United Cerebral Palsy Associations
Plan Process and Development
Facilitated Peer Groups - Career Choice Project: The Development Team, Inc.
Self-Employment Plans - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation
Peer Lending - Consumer Choice Demonstration Project: Vermont Division of Vocational Rehabilitation
Payment Systems
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 - Choice Access Project: United Cerebral Palsy Associations
Other
Consumer's Counselor Performance Evaluation - Consumer Choice
Demonstration Project: Vermont Division of Vocational Rehabilitation
Title VIII of the Rehabilitation Act of 1992 (P.L. 102-569, Section 802 (g)) provided grants to seven States and nonprofit agencies and organizations to increase client choice in the rehabilitation process, including the selection of providers of vocational rehabilitation services. Eligible clients were defined as individuals with a disability as defined in section 7(8)(A) of the Act, who are not currently receiving vocational rehabilitation services under an individualized written rehabilitation program established through a designated state Vocational Rehabilitation (VR) agency.
The seven demonstration projects and sponsoring agencies funded by the legislation were: Commitment to Client Choice, Arkansas Rehabilitation Services; Consumer Choice Demonstration Project, Vermont Division of Vocational Rehabilitation; Participant Empowerment Project, Washington Division of Vocational Rehabilitation; Choice Enhancement and Empowerment Project, Berkeley Center for Independent Living; Client Choice Project, Southwest Business, Industry and Rehabilitation Association; Career Choice, The Development Team, Incorporated; and Choice Access Project, United Cerebral Palsy Associations, Inc. Brief descriptions of these projects may be found in Evaluation of the Choice Demonstration Projects: Final Report, January 1999.
Each Choice demonstration pioneered specific "practices" from which there is much to learn about implementing choice. In this manual, InfoUse provides descriptions of sixteen representative promising practices that have emerged from the projects as candidates for replication in various contexts.
Purpose and Design of this Manual
This manual is intended for several audiences:
The manual is designed to identify the operational parameters that should be known in order to implement Choice promising practices in other settings. The parameters were identified by Choice project directors, staff, and participants. VR agency administrators, service providers, and others.
Early in its evaluation of the seven demonstration projects, InfoUse identified more than sixty practices as having promise for future replication. Later InfoUse conducted extensive on-site interviews to further understand how these practices had evolved.
From these observations, InfoUse derived a smaller set of sixteen promising practices. For a practice to be included in this group, it had to meet the following criteria:
We also chose practices that are representative of six major components of the Choice models (see below) and are significantly different from each other.
The conceptual framework for this manual reflects the VR system's well-established service process in which individualized consumer planning has been a standard practice. In the VR service process, there are many opportunities for choice, including choice of vocational goals, services, service providers, and alternative models of counseling and facilitating.
In VR, the consumer moves through the rehabilitation process in pursuit of a specified vocational goal that is jointly developed by the consumer and counselor as a sort of "contract." Both parties have responsibilities in implementing that contract, or Individualized Written Rehabilitation Program (IWRP). Federal statute places no limits on the types and number of services that consumers can receive; in fact, the Rehabilitation Act describes a menu of possible services including education, training, physical and mental restoration, counseling and guidance, transportation, maintenance, and services to families. Service plans are to be individually tailored to meet the needs of individual consumers.
The VR process theoretically affords the opportunity for consumer input in planning, in establishing vocational goals, in selecting providers and services, and in seeking and choosing employment in each step of the rehabilitation process. Strategies to increase consumer input and strengthen choice include technical assistance on rights and choice in the rehabilitation process (See Entry), training on consumer skills, training on job-seeking skills (See Empowerment Training), assistance and support in developing a plan and researching vendors (See Helpers), choosing vocational goals and selecting services (See Plan Process and Development), and transfer of spending power and strengthening consumer leverage in dealing with providers (See Payment Systems).
Following the VR process, we identified sixteen Promising Practices and grouped them according to the following areas:
Entry practices include outreach, eligibility determination, and information exchange between applicants and the Choice program. Specific project practices are:
Empowerment Training assists participants to identify and choose their own vocational goals; advocate for themselves; develop vocational plans; choose appropriate services and vendors; and seek, obtain and maintain the employment of their choice. Specific project practices include:
Helpers refers to the formal and informal roles assigned to designated individuals by the participant and the Choice program for the express purpose of empowering and supporting the participant in the choice process. These practices may include assisting participants with choosing goals and services, and in assuming a more empowered consumer role. Specific project practices include:
Plan Process and Development refers to the rehabilitation process which centers around the participant, and which is guided by a written rehabilitation plan. These plans identify goals, strategies for attainment, timelines for intermediate objectives, and specific goods and services to be purchased. Choice projects have introduced innovations in how written rehabilitation plans are developed, especially in terms of participant involvement and control. Specific project practices include:
Payment Systems encompass the various methods used by Choice projects to pay for goods and services included in participants' plans. Systems of accountability are included in this category along with methods of payment such as vouchers, purchase orders, and cash. Specific project payment systems include:
Other promising practices include those that have been implemented and which appear to increase choice, but do not fit well in the other categories described. Specific project practices include:
In the remaining pages of this manual, we provide a short description which identifies the key design and operational elements of each promising practice. These descriptions were derived from interviews with key project staff and others who came into contact with the practice. We also describe other considerations our audience might consider in implementing the practice in another environment. This information originated from Choice project participants, staff, and other stakeholders, including consumers, providers, and state VR staff. Our intention is to identify key conditions that made the practice successful or had to be overcome to facilitate its adoption. We also look at the advantages and disadvantages of each practice from the point of view of participants and their families, counselors, administrators, and providers.
Entry
Entry practices include outreach, eligibility decision-making, and information exchange between applicants and the Choice program.
The Consumer Choice Demonstration project has streamlined the Vermont Division of Vocational Rehabilitation's (DVR) application and eligibility determination process. Established Vermont DVR procedures required that a person call in, answer many questions, provide personal information, and meet with a senior counselor before being assigned to a counselor. The applicant received a health questionnaire and a vocational questionnaire to complete. Once these steps were completed, the applicant needed to see a counselor. The focus was on building the packet and on adequate documentation.
Now, based on the experience of the Choice project, DVR has streamlined its intake and eligibility process for all applicants in the Section 110 Program. Under DVR's "expedited eligibility" procedures, if an applicant is clearly disabled, and in the judgment of the counselor can benefit from DVR's vocational services, then the counselor can use his or her judgment, including personal observations, to deem the person eligible. A "Certification of Eligibility/Ineligibility" form may be used by the counselor to document his/her professional judgment, but the counselor is only required to sign a statement that, in the counselor's professional judgment, the individual is eligible for DVR services. If the participant has not already provided documentation, and the counselor is uncomfortable certifying eligibility, the participant may be required to provide documentation of his/her disability.
As a result of DVR's expedited eligibility procedure, the time between a consumer's application and the completion of the written vocational plan has been dramatically reduced by 37 days, on the average. Expedited eligibility is part of an overall Division strategy to become more responsive to its customers by having the capability to provide an orientation, certify eligibility, complete an IWRP (Individualized Written Vocational Program), and deliver purchased services, all in one day for some consumers (see pages 11-12). (See also Imprest Cash.) In most cases, participants bring documentation of their disability with them to the initial meeting, or the disability is obvious. According to project experience, counselors have rarely (1 in 300 cases) needed to require additional medical documentation. Since the eligibility decision does not commit DVR to commit large sums of money at the initial meeting (the IWRP must be completed for that to happen), there is little financial risk in the expedited eligibility policy.
To implement expedited eligibility, Vermont DVR has issued written rules, entitled: "Certification of Eligibility" and a form "Certification of Eligibility/Ineligibility." These documents are provided below.
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
107.1 Definitions:
a. is a relative or guardian; or
b. who lives in the same household as an applicant or eligible person and who has a substantial interest in the well-being of that person.
107.2 Basic conditions of Eligibility:
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.
107.3 Presumption of Benefit:
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.
107.4 Using Existing Information:
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.
107.5 Timeframe for Determining Eligibility:
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.
Certification of Eligibility
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:
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:
a. The person is known to the Division, disability-related data is present or easily attainable, the vocational goal, services needed and resources are known and attainable.
b. The person is new to the Division, but other features in the example above are the same, and the counselor feels comfortable with proceeding (after perhaps discussing the situation with a peer, supervisor or consultant).
a The person has acquired a disability in mid-life and must change jobs but doesn't know how, to what, etc. Aptitude testing, etc. may be needed to identify a suitable direction and IWRP.
b. The person receives Workers' Compensation and must work through the Workers'. Compensation "protocol" for returning to work. An IWRP may be written with counseling/guidance re: Workers' Compensation rules and working through the protocol in collaboration with a private rehabilitation worker.
Certification of Eligibility/Ineligibility
Form
Client Name: ______________________________________________
Disability/Code 1. _________________
2. _________________
3. _________________
Functional Loss Indicators
Mobility
___unable to use public transportation (due to disability)
___unable to obtain driver's license due to disability w/o special adaptation or training
___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
___substantial counseling/guidance for specific significant issue(s) related to employment
___specialized placement (e.g., needs a job coach; special situation requiring extra effort, such as awareness training with coworkers)
___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:
___Priority I--two or more areas of functional loss requiring multiple services over an extended period of time (most SD).
___Priority II--one area of functional loss requiring multiple services over an extended period (SD) and non-SD public safety officers.
___Priority III--one or more areas of loss not requiring multiple services over an extended period (non-SD).
_________________________ _______________
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
When the BCIL Choice Enhancement and Empowerment Project (CEEP) receives inquiries, it conducts a three-question screening and puts all those who are likely to be eligible on a waiting list. The three questions are: (1) is the applicant disabled? (2) is the applicant currently receiving VR services? and (3) is the applicant from within the eligible service area? If the individual has questions, they are answered at this time. These group orientations were conducted approximately every other month, and since November 1997 have been conducted an average of once per month.
At the start of a periodic group intake process, the project holds an orientation meeting for these individuals. Up to 35 participants may attend. Participation is required of all those wishing to become project participants.
Orientation meetings are two hours long. Topics covered include:
1. Informed consumers will find what best suits them,
2. Give price boundaries,
3. Empowerment and advocacy are priorities,
4. Allow room for choices to go wrong. Choices can be evaluated by their real-world consequences;
The intake evaluation is done with all prospective participants to determine their eligibility for the project under the RSA rules. They are also provided information on the Client Assistance Program and the project's internal appeals procedure. The project accepts recent medical records or evidence of eligibility for other disability benefit programs as proof of eligibility.
Before the end of the orientation, project staff distribute application forms to and make appointments with all those who are eligible and interested in entering the project. At these individual meetings, staff complete intakes and may begin to work with these participants on the development of their Individualized Written Rehabilitation Program. Project staff report that 80% of Group Orientation attendees opt to continue in the project.
CEEP staff regard the consistency afforded by the Group Orientation process to be essential to its effectiveness. They stress the importance of imparting the same information in the same format at the same time to ensure that participants receive consistent information.
Initially, CEEP advertised the Group Orientation sessions on a first-come first -served. However, early in the third year of the demonstration project, the project was so popular that large numbers of individuals congregated outside BCIL's doors, and some people had to be turned away. The waiting list has been closed since the end of the project's third year.
Occasionally CEEP has had to modify its Group Orientation approach to accommodate the needs of participants who have environmental illness, severe emotional disabilities, or other disabilities that limit their ability to take part in a group setting. In such cases, CEEP has conducted one-on-one orientations. Project staff also emphasize the need to use multiple formats (written, oral, and graphic) to accommodate participants with learning disabilities or dyslexia.
Project staff believe Group Orientation facilitates establishment of the participant/staff relationship, since participants are linked to staff counselors just after the Orientation session.
The California Department of Rehabilitation (DR) initiated group orientation in its larger offices in early 1997 to ensure consistency of information. DR started this procedure as one of its own Choice strategies after consulting with independent living centers and other constituent groups. One district office that serves the same geographical area as the CEEP reports that it discontinued group orientations after finding that participants disliked being placed on a waiting list and attendance at orientation sessions dropped off. However, group orientation is still used at some other DR offices.
The CEEP "Orientation Guidelines" and "Eligibility Criteria" are provided.
Orientation Guidelines
There are seven choice projects nationwide
--we are the only independent living center
--Florida, Vermont, United CP Association, Arkansas Southwest Arizona, and Seattle
#1 Explain why!
#2 Explain why!
#3 Explain why!
#4 Explain Why or accommodation needs and what the employer is responsible for
#5 Read the "Employment Outcome"
(Consumers can read the rest themselves)
And what does it measure up to be "J O B"
A) Attend an Orientation
B) Sign up with client choice staff for an intake interview and bring documents.
C) At that time we talked on an action plan with you so you can make all your choices in your vocational avenues. Then we will write an individual written plan-which is an agreement of what client will pay for.
D) Plan can be budgeted up to $3,800.00 each.
E) Please inform us on any current job activity so we can document this to the federal government - showing that choice really helps people with disabilities make a difference in the rehabilitation model.
F) Then you're on your way!
Any questions????????????
Sign up with counselors!!!
Thanks for coming and ask for more referrals
Eligibility Criteria
The term of "employment outcome" means, with respect to an individual, entering or retaining full-time or, if appropriate part-time competitive employment in the integrated labor market (including satisfying the vocational outcome of supported employment) or satisfying any other vocational outcome including self-employment.
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 assists participants to identify and choose their own vocational goals; advocate for themselves; develop vocational plans; choose appropriate services and vendors; and seek, obtain and maintain employment of their choice.
Go for the Gold is an empowerment training workshop provided to each participant of the Arkansas Choice project as a basic part of his or her program. The workshop is provided in two sessions totaling five hours to groups of 6 - 10 participants and is led by an experienced motivational trainer. All participants are required to attend at least once, but are not required to attend after the first session. The project made accommodations for anyone wishing to attend the training more than once. The training focuses on six areas:
The Arkansas Choice project's empowerment training is heavily motivational, stressing the importance of attitudes, relationships, and personal responsibility for one's life. Sharing from personal experience is encouraged, and the discussion is repeatedly connected back to employment issues. Participants interviewed felt the training successfully communicated the importance of accepting personal responsibility for what happens in one's life, and of manifesting a positive, "can do" attitude.
Project staff report that people who were still in, or had very recently left, high school were typically not as responsive to or attentive to the material being presented during the "Go for the Gold" training. Those most responsive to the training included participants in their twenties with poor self-esteem and people of all ages who were more seasoned in life's lessons having a strong desire to change their lives.
A 1997 study (N=133) by Dr. Virginia Johnson at the University of Arkansas reported that 77.4% of respondents rated the workshops as very good or good; 81.1% reported the level of knowledge acquired as good or very good; and that 76.5% rated the motivation created as very good or good. The empowerment and communications modules were rated as most helpful. The same study reported significant pre-post test gains in knowledge and attitude.
Initially, "Go for the Gold" was planned as a multi-day event. This was a burden to those who worked and to many participants who had to arrange transportation, a considerable problem in the rural southeast part of Arkansas. Moreover, many participants felt that the training dwelled on changing attitudes rather than imparting practical job-seeking skills. After trying a full eight hour session, the Choice project reduced the workshop to one five-hour session with several breaks in order to accommodate those with health and stamina problems and those who had to travel hours to attend. Project staff also balanced the curriculum to provide specific job-seeking skills training. The Choice project also arranged to provide sessions on Saturday to accommodate participants who attend school during weekdays.
For this manual, we provide the overview to the "Go for the Gold Training" and examples of two modules: "Power of Empowerment" and "Excellent Communication."
Go for the Gold Training
Overview
Format for Training Activities
Training Modules
Power of Empowerment
Module I: The Power of Empowerment
Training Objectives: Participants will learn:
The difference between personal and positional power.
The definition of empowerment
Why empowerment is important to our lives.
How we give up our power.
That being empowered isn't easy. It takes a lot of time and effort!
How we can empower others and ourselves.
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:
The process through which people discover and learn to use the power that exists within themselves to achieve successful careers and lives.
P Positive Attitudes.
O Outstanding Communication.
W Wonderful People Skills.
E Excellent Advocacy Skills.
R Responsible Choices.
MODULE III: Excellent Communication
Training Objectives: Participants will learn:
That communication is the key component of every relationship we have and the most critical skill in our lives.
The importance of eye contact.
That most communication takes place without words.
That listening is the most critical communication skill we can develop.
How our preferences and prejudices affect our ability to listen.
How we can communicate assertively.
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)
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.
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)
The Choice Enhancement and Empowerment Project (CEEP) at BCIL organizes and presents a series of Empowerment Seminars that provide participants with information on a range of vocational options, job-search skills, and other job-related issues. One goal of these seminars is to empower participants to advocate for quality in the goods and services they choose. These seminars provide participants with information and tools that help them to make meaningful choices.
The most popular Seminars have been on the subject of small business self-employment. One of these was "Women in Small Business," established and led by a former participant; another was presented by the Service Corps of Retired Executives (SCORE). An employment panel that included representatives of three of the Bay Area's largest employers--Bank of America, Nordstrom, and Silicon Graphics, Inc.--was particularly well attended, with over 40 participants.
Other topics have included training on federal and state laws relating to employment, employee rights and responsibilities, the Americans with Disabilities Act (ADA), "How to dress for success," "I hate to budget," "Finding your niche in the workplace," "Personal finance for small business and self," "Stress management," and "Self-advocacy." Some topics are chosen by staff and the project advisory committee; increasingly, topics have been selected by project participants. Presenters include private-sector image consultants, career counselors, non-profit community organizations, operators of small businesses, and others.
Participation in the Seminars is voluntary and at no cost to project participants. Payment to presenters is made as an indirect cost to CEEP rather than from participants' allocations for goods and services.
CEEP has made increasing use of paid rather than volunteer presenters to ensure quality. Staff interview potential presenters to make sure they are sensitive to disability-related issues, have a firm knowledge of the content area, and have conducted similar workshops in the course of their professional careers.
As an additional quality assurance measure, participants are asked to evaluate presenters at the end of each Seminar. This is meant to serve as an assessment of the usefulness of the Seminar topics as well as the quality of the presenters.
We provide a seminar handout entitled "I Hate to Budget." A "Workshop Evaluation" form" completed by participants to assess the quality of Workshop presentations, also is provided.
"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
Should You Buy It?
1. Do you really need this item? |
Yes |
No |
2. Is the price reasonable? |
Yes |
No. |
3. Is this the best time to buy the item? |
Yes |
No |
4. If this is a bargain, is it a current model? |
Yes |
No |
5. If "on sale", is the price a true sale price? |
Yes |
No. |
6. Are you sure no less expensive item can be substituted? |
Yes |
No |
7. Are you sure there are no major disadvantages? |
Yes |
No |
8. If excessive in price, will it truly satisfy an inner need? |
Yes |
No. |
9. Have you checked and researched the item? |
Yes |
No |
10. Have you budgeted for this item? |
Yes |
No |
11. Do you know the retailer's reputation? |
Yes |
No. |
12. Does this retailer offer any special services with the item? |
Yes |
No |
Score your answers as follows:
9 - 11 yes -- consider buying the product.
6 - 8 yes --think again.
Fewer than 6 yes -- forget 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.
1=Poor 2=Fair 3=Good 4=Very good 5=Excellent
Was speaker knowledgeable? |
1 2 3 4 5 |
Was seminar informative? |
1 2 3 4 5 |
Was speaker receptive to your needs? |
1 2 3 4 5 |
How helpful was Client Choice Staff? |
1 2 3 4 5 |
Was topic essential to your career goal? |
1 2 3 4 5 |
Would you recommend the speaker? |
1 2 3 4 5 |
Would you attend similar workshops in the future? |
1 2 3 4 5 |
How do you rate the speaker overall? |
1 2 3 4 5 |
How do you rate the seminar overall? |
1 2 3 4 5 |
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 at Washington's PEP Choice project are training sessions for participants, offered monthly by the project. They address topics such as managing case service resources and establishing and working with a rehabilitation team. Some topics are offered more than once and have included:
Attendance at the workshop "How to Run Your Rehabilitation Team" is mandatory. Attendance is optional for all other meetings. Approximately 25% of participants attend these other sessions. Workshop topics are added or discontinued depending on the current interests and preferences of participants. For example, a series of workshops on self-employment was initiated in response to participants' interest in setting up small businesses.
While some workshops are presented by PEP staff, others are presented by consultants and volunteers external to PEP. Image consultants, a dispute resolution service, the local Human Rights Commission, schools, and others have been invited by PEP to offer workshops on topics of interest to participants. Usually, presenters offer these workshops on a volunteer basis.
PEP believes that its practice of eliciting input from participants on possible workshop topics is essential to maintaining a high level of attendance and engagement. PEP staff have also found that participants prefer workshops stressing practical exercises and class assignments rather than lecture formats, so PEP incorporates active learning techniques into its workshops.
The attached handouts are representative of those used in PEP's Empowerment Workshops. These include "What is a Vendor," "How to Choose a Vendor," "Examples of Strengths: Use This to Get Ideas of Your Own Strengths," "A Different Way to Frame Liabilities or Deficits," "When Thinking About or Looking at a Work Environment: Questions to Think About," and "Evaluating What Is Offered."
What Is a Vendor
A vendor is anyone you pay for services that will help you reach your vocational goal.
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
How do they present themselves?
How do they present other people they serve?
Examples of Strengths: Use This to Get Ideas of Your Own Strengths
PHYSICAL |
Communication |
putting things together |
ability to express yourself |
fixing or repairing |
ability to get across ideas |
building or constructing |
write well |
sports |
|
dance
|
|
SENSES |
ANALYTICAL |
visual |
organized |
observant |
systematizing |
intuitive |
making connections |
mathematical |
|
global thinker |
|
logical
|
|
CREATIVE |
SOCIAL |
problem solving |
pay attention to people |
inventing/creating |
draw people out |
designing/developing |
sensitive to others |
improvise/adaptive |
good sense of humor |
offer support |
|
Adapted from Richard Bolles, The Three Boxes of Life. 1984
A Different Way to Frame Liabilities or Deficits
Slow worker-- --Accurate worker
Sloppy worker Fast worker
Poor with details Good with Overview
ALWAYS USE POSITIVE OR NEUTRAL LANGUAGE
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
Evaluating What Is Offered
It is okay to say yes, no or may-be to what is offered, if you:
Common Problems in Decision Making
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)
At the beginning of their program, SWBIRA Client Choice Project participants must attend a five-day employability workshop conducted by the National Institute for the Disenfranchised, Inc. (NID), an employment services company that is a for-profit subsidiary of the non-profit SWBIRA. The cost of the workshop is $600 per person, a direct cost to the grant from each participant's budget. The purpose of the workshop is to assess the current level of job-seeking skills in order to make the participant a stronger applicant in the eyes of a potential employer.
Over five days, the Job Search Skills Assessment Workshop covers the following topics: (1) Resume preparation; (2) Employment applications; (3) Job lead development; (4) Interviewing techniques; (5) Thank you letters; (6) Transferring present skills; (7) Understanding the local job market; (8) How job developers help you job search; (9) Cover letters; (10) Telephone use; (11) The ADA; (12) Follow-up; (13) References; and (14) Motivation. The curriculum and approach of the Workshop series has remained quite consistent over the life of the Client Choice Project.
The Workshop aims to enable participants to find and retain competitive jobs that do not require extensive training before job placement. SWBIRA and NID staff believe that the Workshop is most successful for clients who are certain about returning to work, want to pursue short-term job placement efforts, and are capable of meeting the Workshop's five-day attendance requirements. Self-employment is not a component of the Workshop curriculum, and SWBIRA's Client Choice Project does not encourage participants to undertake self-employment.
SWBIRA's Client Choice Project offers Employability Assessment Workshops aimed at preparing individuals for competitive, full-time wage employment with a minimum of pre-placement training or education. State Vocational Rehabilitation Agencies, however, are mandated to serve a broader range of participants with a greater range of vocational options.
The "Employability Assessment Workshop Student Workbook" developed by National Institute for the Disenfranchised, Inc. (NID) is used by all participants in SWBIRA's Client Choice Project. The "Letter to Participants" and "Table of Contents" are excerpted from this workbook.
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
Transferrable Skills |
CLASS DISCUSSION |
PAGE: 1 |
Checklist of Skills |
ASSESSMENT AID |
PAGE: 2 |
Personal Intro./assessment |
CLASS EXERCISE [1] |
PAGE: 3 |
Prior employment |
|
|
Life Skills to Work |
|
|
Life Skills to Work |
|
|
Preliminary Employment Goals |
CLASS DISCUSSION |
PAGE: 7 |
Preliminary Employment Goals |
CLASS EXERCISE [4] |
PAGE: 8 |
Why I want to return to work |
CLASS DISCUSSION |
PAGE: 9 |
Why I want to return to work |
CLASS EXERCISE [5] |
PAGE: 10 |
Application Skills |
CLASS DISCUSSION |
PAGE: 11 |
Application Skills |
CLASS EXERCISE [6] |
PAGE: 12 |
Interview Questions |
CLASS DISCUSSION |
PAGE: 13 |
Interview Questions |
CLASS EXERCISE [7] |
PAGES: 14-17 |
OTHER ISSUES |
CLASS DISCUSSIONS |
PAGES FOLLOW |
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 refers to the formal and informal roles assigned to designated individuals by the participant and the Choice program for the express purpose of empowering and supporting the participant in the choice process. These practices may include assisting participants with choosing goals and services, and in assuming a more empowered consumer role.
Arkansas Choice project Consumer Connectors are private providers who are experienced in case management, have satisfactorily completed a competency-based training, and are certified by project staff based on the results of the training and established guidelines. The competency-based training is conducted by experts in the area of facilitating participant choice, and includes an overview of the Client Choice project and the Arkansas Rehabilitation Services system, effective communication skills, decision-making and empowerment, quality assurance, and many other topics. Connectors are paid as independent contractors--$45 per hour out-of-County and $30 per hour in-County which covers all costs, including driving time and gas. They are discouraged from viewing their role as a full-time job.
Participants select their Connector at their initial meeting with the Client Choice Counselor, or shortly thereafter. A listing of Consumer Connectors, with descriptive information, is provided to assist in their selection process. The participant and his/her family, if involved, are encouraged to contact and talk with several Consumer Connectors before making a selection. The selection is made prior to the determination of eligibility. Participants have the right to change Connectors and may choose not to have contact with any Consumer Connector once the career planning process/provider selection process is completed.
Connectors work with participants in ways that complement and supplement counselors. Connectors assist participants in arranging transportation for their evaluations, facilitate the career planning process, and provide job development and placement services. They are also valuable as models of empowered individuals who can share advocacy, problem-solving skills and information.
The role of Consumer Connectors is to assist the individual with severe disabilities to accomplish, at a minimum, the following:
Effective December 15, 1995, Connectors were asked to provide job development and placement services for project customers. Subsequently, this has become their most time-consuming activity.
Almost every participant uses a Consumer Connector; less than 5% of Choice participants choose not to. The average per-participant expenditure is about $500, ranging from $0 to $2,000. These costs do not include bonuses of $500 for finding jobs for participants.
Early in the project, several Consumer Connectors became associated with Independent Case Management (ICM), a Little Rock non-profit organization that serves approximately 400 - 500 children and working-aged adults with disabilities under contract to the state Medicaid agency. Roughly one-third of Choice participants were served by ICM-based Connectors. ICM also provided training and administrative support. However, ICM could not afford to sustain the Connectors on the $30-per-hour fee. To ensure continuity of care, the Connectors working for ICM then contracted directly with ARS's Choice project.
Stakeholders in the Arkansas public rehabilitation system perceive both advantages and disadvantages to Consumer Connectors. Counselors find them helpful in doing the legwork of getting three bids for all purchase items as required by state law. Counselors also think that the Connectors help participants see the reality of their vocational plans in terms of the barriers participants must face to achieve their goals. Thus, the Choice counselors are apt to view the Connector as enhancing their own roles rather than as an added supervisory burden. The line between counselors and Connectors has varied, with some Connectors being involved in "client assessments" and counseling during the plan process. Rather than causing friction, such involvement has been viewed as useful given the Connector's unique knowledge of community resources.
From an administrative perspective, disadvantages include the costs and difficulties of recruiting, training, and supporting the Connectors. ARS currently spends about $1,500 per customer in its Section 110 program. The added cost of $500 per customer for a Consumer Connector is a formidable problem. Counselors and administrators both cite problems in finding skilled and knowledgeable individuals in the more rural areas of the state. Finding just the right combination of skill, knowledge of community resources, and commitment to serving people with disabilities has been a constant problem. When ICM withdrew its support of the Consumer Connector, the project ensured continuity of care by contracting directly with the Connectors. Nevertheless, the Choice project lost a useful recruitment, training, and administrative resource.
Consumers like the Connectors because they are accessible during non-business hours, are supportive during the planning process, and have unique knowledge of local community resources. The latter is particularly important in locating alternative vendors and job placements.
For this manual, we provide Client Choice documents, including "ARS's Consumer Connector System," "Consumer Connector Process," and a participant handout entitled "Consumer Connectors."
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 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
What is the Consumer Connector program?
Consumer Connectors are provided by the Commitment to Client Choice project to make sure that your choices are heard, loud and clear!
What is a Consumer Connector?
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.
Is the Connector an employee of the Client Choice Program?
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.
Am I required to have a Connector?
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.
When do I select my Connector?
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!
Can I Change Connectors?
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.
How Can I Change My Connector?
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.
Can I Have More than One Connector Helping Me?
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.
More Questions?
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)
The PEP Rehabilitation Team consists of the participant and people who are part of the participant's support network, including family members, friends, and helping professionals such as a rehabilitation engineer or community service provider. Each participant decides who will be on his or her Rehabilitation Team, including his or her PEP counselor. Many participants request staff assistance in forming and directing their Rehabilitation Teams, learning the resources and strengths needed on the Team, deciding what the participant wants from the Team, and using the Team as a resource.
Typically, the Team has three to seven members; participants are encouraged to include a mix of professionals and non-professionals. In general, Team members participate on a volunteer basis. The Team meets as a group for about five hours over the course of the participant's connection with the program, including an initial meeting of one hour. Members brainstorm together, generating ideas for further consideration, and often maintain telephone contact with each other.
A major goal of the Team is to help the participant gain control of decision-making during the rehabilitation process. This approach is based on the "person-centered planning" technique originally used in the developmental disabilities field. Enabling participants to take control of the rehabilitation process is integral to the Rehabilitation Team approach. Processes used to help participants become empowered include self-assessment, strategizing and problem-solving, advocacy, guidance, and resource expansion.
Another goal of the Rehabilitation Team is to complete a substantive assessment and profile of the participant's needs, allowing participants to provide job developers and other service providers with high-quality information they can use to deliver more effective services, e.g., appropriate job matches. A third goal of the Team is to provide information and support in developing the participant's vocational goal leading to an employment outcome. A final Team goal is to offer information and support to the participant regarding goods and services that may be purchased to implement the vocational plan.
Before the first Rehabilitation Team meeting, the participant meets with a PEP counselor, who helps the participant set the agenda for the first Team meeting, discusses the Team approach, and advises the participant on selecting Team members. Typically, at the first meeting of the Rehabilitation Team, the counselor will facilitate a brainstorming session with Team members, and the main elements of the participant's vocational needs are written down on butcher paper. Team members are encouraged to determine how much time they can dedicate to assisting the participant, help the participant identify past accomplishments and present strengths and skills, and help the participant articulate what "works" and doesn't work for him or her in a job situation. With the Team's help, the participant identifies short- and long-term goals and develops a short-term action plan of concrete steps that specifies what type of assistance each Team member will provide, along with timelines for completion.
Sometimes, another staff member may be invited to facilitate this meeting so that the counselor and participant can participate equally in the brainstorming process. During person-centered planning, issues are brought up in a positive or neutral framework. The participant is responsible for deciding when to hold subsequent Team meetings and ensuring that Team members can attend.
PEP program staff are highly invested in the success of the Rehabilitation Team. Staff report that early meetings are useful for the counselor and participant to get to know each other and for establishing a style of future interaction. Counselors also report that running a Team meeting is a constant challenge. Some participants are not experienced in setting goals and making decisions for themselves, and some Team members have difficulty relinquishing the role of making decisions for participants. Thus, a key to the success of the Team is building the capacity of the participant to lead Team meetings, especially those sessions dealing with goal setting. Person-centered planning assumes each individual will go through a process of learning and using choice-making skills that will mature into a process that works for him or her. Project staff are flexible in giving participants sufficient time to develop preferences and coping skills.
Project staff and others also note that the success of the PEP Rehabilitation Team is highly dependent on proactive participation by all members of the team. Problems arise when the participant really does not want to work with all members of the group or, as happens more frequently, does not have reliable friends and relatives who are willing to participate in each session. A small percentage of participants has requested a waiver of the Rehabilitation Team requirement but, because the program believes strongly in the merit of the Rehabilitation Team, participants are encouraged to try the team at least once before requesting a waiver from PEP's Advisory Board.
Program vendors such as job developers rarely belong to the participant's original Team. Their involvement with the participant's Rehabilitation Team occurs once the vocational plan has been developed and the participant is selecting a service provider. Often, the provider is interviewed by the participant and other members of the Team. The provider's subsequent involvement in the Team varies according to the complexity of the vocational plan. In complex cases where, for example, coordination between job development and assistive technology advisors is necessary, the provider is likely to interact with all members of the team. In simpler situations where, for example, job development is the only service being provided, the provider is not likely to have contact with family, friends, and other outside professionals who are members of the participant's Team.
Originally intended as a cornerstone of PEP's Choice approach, the Rehabilitation Team is perceived as a promising practice by participants and service agencies throughout the Seattle area and other parts of the state. Consequently, the state Division of Vocational Rehabilitation (DVR) has encouraged the use of a modified form of the rehabilitation team approach. The Division does not mandate the use of teams but encourages rehabilitation counselors to utilize them as a service option. The Division has modified PEP's approach by integrating "solution-focused planning" into its counseling technique.
The Division has also redesignated a significant number of clerical staff and other non-professional positions as paraprofessional "counselor aides." Counselor aides are integrated into the VR process by advising participants on basic job-seeking skills such as resume preparation and dressing for job interviews, helping alleviate participants' fears about returning to work, and participating as rehabilitation team members.
"How to Run Your Team" advises participants how to take control of the decision-making process within the Team. "Evaluation of Your Team Meeting" is meant to help participants articulate how well the Team is helping them meet their goals and respecting their choices.
How to Run Your Team
THE TEAM'S ROLE
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.
YOUR ROLE
THE MORE ACCURATE THE INFORMATION YOU GIVE YOUR TEAM; THE BETTER THE SERVICE; THE MORE YOU BENEFIT.
WHY???
WHO SHOULD BE ON YOUR TEAM
SET AN AGENDA FOR EACH TEAM MEETING
ESTABLISHING A PARTNERSHIP WITH YOUR TEAM
COMMUNICATION SKILLS
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
POSSIBLE JOBS |
WORK HISTORY |
FEARS/ISSUES |
OPPORTUNITIES |
WHERE TO LOOK IN THE COMMUNITY WHO KNOWS PEOPLE WHO CAN HELP |
OTHER |
ACTION PLAN
STRATEGIES WHO WHEN
TASKS DOES DONE
ALL TOPICS NOT NECESSARILY COVERED FOR EACH INDIVIDUAL
EXAMPLES OF STRENGTHS
USE THIS TO GET IDEAS OF YOUR OWN STRENGTHS
PHYSICAL |
Communication |
putting things together |
ability to express yourself |
fixing or repairing |
ability to get across ideas |
building or constructing |
write well |
sports |
|
dance |
|
SENSES |
ANALYTICAL |
visual |
organized |
observant |
systematizing |
intuitive |
making connections |
mathematical |
|
global thinker |
|
logical |
|
CREATIVE |
SOCIAL |
problem solving |
pay attention to people |
inventing/creating |
draw people out |
designing/developing |
sensitive to others |
improvise/adaptive |
good sense of humor |
offer support |
Adapted from Richard Bolles, The Three Boxes of Life. 1984.
Information You May Want to Give Your Team
VOCATIONAL
Work History
Vocational Interest
Vocational Aptitude
SOCIAL
What are your independent living needs?
DISABILITY
How your disability impacts your ability to work--