A Curriculum for Supported Employment
Dallas Center for Independent Living 8625 King George Dr. !ll10 Dallas lX 7523:, A CURRICULUM FOR SUPPORTED EMPLOYMENT
Patricia S. Lynch Research Associate Vocational Education
Shari Bevins Stanton Research Associate Educational Psychology
Linda H. Parrish, Ph. D. Project Director Vocational Special Needs Program Texas A&M University
June 1988
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This Curriculum for Supported Employment was developed. pursuant to a contract with the Texas Education Agency's vocational education program division. Contractors or grantees undertaking such projects under Agency sponsorship are encouraged to freely express their professional judgement in the conduct of the projects. Points of view or opinions stated do not, therefore, necessarily represent official Texas Education Agency position or policy.
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Additional copies may be ordered from:
THE UNIVERSITY OF TEXAS AT AUSTIN Extension lnstruction and Materials Center P. 0. Box 7218 Austin, TX 78713-7218 512-471-7716 or 1-800-252-3461 (within Texas)
Stock No. SN 109 I ABOUT THIS TRAINING MANUAL
This training manual is designed to prepare educators to implement supported employment programs in secondary public schools. An overv,i~w of supported employment can be presented in a two-day workshop. This manual contains materials to be used in such a workshop.
i .. . •, The training is divided 'into eight topics:
Introduction Setting Up Community-Based Programs Placement ., Training Advocacy Ongoing Assessment Transition Planning Follow-Up
Each topic is further divided according to the following scheme: • The first page of each section lists the objectives to be accomplished, materials and equipment needed, and suggested training activities.
• Each section also contains an outline of material to be presented. This outline can be used by the presenter to organize the training. It can also be given to participants to aid them in taking notes during the training.
• Overhead transparency masters are also included in each section. • Forms relevant to each topic are provided. These can be used as overhead transparency masters as well as participant handouts. • Some sections include handouts that can be given to participant. . Immediately following this page is a pre/post test that may be used if desired.
In addition to this training manual, there are many other resources available for training persons in the area of supported, employment. Many such resources are available through the Vocational Spe;cial Needs Lending Library at Texas A&M University. . , (
ACKNOWLEDGEl\fENTS
This curriculum was compiled by the staff of the Vocational Special Needs Program at Texas A&M University with funding received from the Texas Education Agency. We would like to thank Eleanor Milrulin for making this project pos.5ible. In addition, we would like to thank many others who helped make this curriculum a reality:
*The project staff, for their help in researching the supported employment area and in field testing the curriculum: Jean Kueker, Richard Muse, Donna Williams, Iris Woolley, Myong Ledesma, and Marie McLain.
*Kathryn Vansickle, administrative assistant for the Vocational Special Needs Pro gram, for her invaluable assistance in the management of the project and for ma.king sure we got everything we needed when we needed it.
*Our state advisory committee, whose input and support were very helpful: Ken Crow, Leticia Frausto, Elise Gutierrez, Darlene Kimbly, Gene Lenz, Eleanor Mikulin, Carol Reynolds, A. Scott Ross, Carl Risinger, R. A. Wade, Jerry Wircenski, and Karen Wolffe. ( *Our community advisory committee: Nancy Algert, Sondra Cooke, Nancy Fuchs, Donna Ray, Marty Shaner, and Gayle Todd from the Bryan Independent School District; Chris Blaundet from Job Training Partnership Act (JTPA); Joe Cox, Mike Owens, and Phyllis Perkins from the College Station Independent School District; Wendel Dickerson from the Texas Department of Mental Health Mental Retardation; Dan German from Juvenile Services, Brazos County Probation Office; Betty Giordano; Dr. Walter E. Haisler, parent; Brad Johnson; Steve Schoen from the Texas Rehabilitation Cororoi~ion; and Jim Thompson from the Brazos Valley Rehabilitation Center.
*Paul Wehman, who was instrumental in the development of this curriculum, and the staff of the Rehabilitation Research and Training Center, Virginia Commonwealth University for the work they have done, which has greatly influenced our curriculum.
*G. Thomas Bellamy, Barbara Wilcox, and the Specialized Training Program at the University of Oregon for their significant work in the field.
*Marty Shaner, coordinator for secondary special education for the Bryan Independent School District, and the personnel who helped in the field testing of the curriculum.
*Bill Thomas and the staff of Five-0-Five Employment Services for their input and help in field testing the curriculum.
*Nancy Mc Quistion for her skillful editing of the curriculum.
iii Finally we would like to express our extreme gratitude to the local employers and their representatives who made field testing of the curriculum possible: Carol Reynolds of Westinghouse; Clinton Burchart of Sbisa Food Services, Texas A&M University; the staff of Geranium Junction; and the staff of New Trends Industries.
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iv ABOUT THIS CURRICULUM (
This curriculum is designed to be used by teachers, paraprofessionals, and other per sonnel involved in supported employment programs in public schools. The fourteen chap ters described in the preface provide the user with necessary information about supported employment programs. Appendix A contains forms and guidelines that may be used in implementing the program.
Appendix B contains a glossary of terms used in this curriculum. Terms that are included in the glossary appear in boldface print throughout the curriculum.
Appendix C lists the references used in the development of this curriculum.
A resource guide and a training manual accompany this curriculum. The resource guide lists resources that might be helpful to persons implementing supported employment programs. The training manual outlines a training program for job coaches/ job trainers working in supported employment settings.
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V TABLE OF CONTENTS
Page
Preface XlV
Chapter 1 Rationale for Supported Employment 1 Federal fuitiative for Supported Employment 1 PL 94- 142 1 PL 98- 199 1 Transition of Youth with Disabilities Priority 2 Supported Employment Initiative 2 PL 98-524 3 PL 98-527 3 Employment Incentive 3 PL 99--506 3 State Resolutions 3 SCR 123 4 SCR 129 4 SCR 135 4 A Curriculum for Supported Employment 4 Who Curriculum Serves 4 Appropriateness in Public Schools 5
Chapter 2 Supported Employment: Background, Description, Principles 6 A New Approach 6 Principles of Supported Employment 7 Place, Then Train 7 Persons with Severe Disabilities 7 Real Pay for Real Work 7 Integration 8 Long-Term Support 8 Community-Based Instruction 9 Models of Supported Employment 9 Individual Placement Model 9 Enclave Model 9 Mobile Work Crew Model 9 Comparison of Models 10 Choosing Appropriate Models 10 Other Issues 11
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Communication Between Special and Vocational Education 11 Liability and Written Permission 11
Chapter 3 Individual Placement Model 13 Job Development 13 Community Job Market Screening 13 Number of Placements 14 Setting Up Training Sites 14 The Job Coach 14 Role of the Job Coach 16 Training Job Coaches 17
Chapter 4 Enclave Model 17 Setting Up an Enclave 18 Plan with Local Decision Makers 18 Enclave Location 18 Benefits to Employers 19 Working Agreement 19 Enclave Supervisor 19 ( Additional Personnel 20 Training Procedures 20 Advantages 20 Existing Programs 21
Chapter 5 Mobile Work Crew Model 22 Mobile Work Crews 22 Setting Up a Mobile Work Crew 22 Type of Service to Provide 22 Crew Manager 22 Supplies /Equipment 23 Sites 23 Contracts 24 Transportation 24 Work Schedule 25 Quality Control Checklist 25 Duty Roster 25 Customer Satisfaction 26 Wages 26
Chapter 6 School Preparation and Training 27 Curricula for Persons with Severe Disabilities 27
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Functional 27 Chronological Age-Appropriate 28 Reflective of Transition 28 School-Based Instruction 28 Integrated Setting 28 Community-Referenced Skills 28 Teaching "Survival" Skills 29 Essential Skills 29 Arranging Instructional Services 29 School-Based Personnel 29 Community-Based School Personnel 31 Related Service Personnel 31 Developing Staff and Student Schedules 31 Student Daily Schedule 31 Weekly Schedules 32 Master Schedule 32 Job Training Schedule 32 Guidelines for Making Schedules 32
Chapter 7 Job Analysis, Student Assessment, and Student Job Match 34 Ecological Analysis 34 Employer Interview 34 Observation 35 Job Task Performance 35 Ecological Analysis Form 36 Student Assessment/ IEP Development 36 Vocational Assessment 36 Assessment for Supported Employment 36 Referral 37 Assessment Techniques for Supported Employment 37 Incorporating Assessment Data into the IEP 38 Goals and Objectives 38 Activity-Based Objectives 39 Student Job Match 39 Community-Based Training 40
Chapter 8 Community-Based Instruction 41 Job Interview 41
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Orientation 42 First Day of Work 42 Orientation to Work Environment 42 Orientation Checklist 43 Developing a Training Program 43 Major Job Duties 44 Task Analysis 44 Training Schedule 44 Transportation Options 45 Public Transportation 45 Walking 46 Bicycle 46 Carpool with Co-Workers 46 Carpool Driven by Teachers, Parents, or Volunteers 46 Public School Vehicles 46 Training Transportation Skills 47 Safety Concerns 47 Identifying Hazards 47 Safety Training 48 ( Instructional Techniques 48 Shaping 48 Chaining 49 Modelling 49 Reinforcement 49 Reinforcement Procedures 49 Schedules of Reinforcement 50 Prompting Techniques 50 Contingency Contracts 51 Self Management 51
Chapter 9 Follow Along 54 Assessing Performance 54 Data Collection 55 Probe Data 55 Collecting Probe Data - Method 1 55 Collecting Probe Data - Method 2 56 Prompts Provided 57 Graphing Data 58
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Interpreting Data 58 Intervention Time Data 58 Improving Work Rate 59 Establish Standard 59 Length of Time 59 Number of Units 60 Student Production Rate 60 Methods of Improving Work Rate 61 Assessment of Work Rate 61 Attention to Task 61 Student Evaluation Schedules 62 Immediate Evaluation 62 Further Evaluations 62 Methods of Evaluation 63 Employer Evaluation 63 Parent Questionnaire 63 On-Site Visit 64 Telephone Contact 64 Trainer Response to Evaluation 64 Receipt of Evaluations 64- Summarize Evaluation Information 65 Problem Intervention Strategies 65 Progress Reports 65 Fading from the Job Site 65 Begin Fading 66 Gradual Fading 67
Chapter 10 Transition Planning 68 Transition 68 When to Begin Transition 68 Organizing the ITP Team 69 ITP Team Members 69 Cross Agency Information Sha.ring 70 Initial ITP Meeting 70 Time and Purpose 70 Conducting the Meeting 70 Implement the ITP 71 Update ITP & Follow-Up 71 Exit Meeting 74
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Interagency Cooperation 74 Developing Local Agreements 75 Local Committee 75 Community Needs Assessment 76 Local Interagency Agreement 76 Considerations of Interagency Agreements 76 Parent Involvement 78 Parent Education Activities 78
Chapter 11 Working with Employers and the Community 79 Meeting with Potential Employers 79 Present the Program 79 Benefits to Employers 81 Myths about Workers with Disabilities 82 Identify Jobs for Students 82 Modify Existing Positions 82 Quality Considerations 83 Interactions with Nondisabled Co-Workers 83 Wages 83 Benefits 83 Working Conditions 83 Long-Term Employment 84 Enhancing Features 84 Work Expectations 84 Internal Controls 84 In-House Training and Support 84 Transportation Availability 84 Marketable Experience Gained 85 Entry-Level Positions Available 85 Agreement by Employer to Procedural Expectations 85 Company Viewed Favorably 85 Employer Open to Innovation 85 Proximity to Community Resources 85 CerWorkers and Managers 85 Employer/Co-Worker Advocacy Program 86 Program Development 86 Training 86
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Follow Along 87 Community Public Relations/ Public Awareness 87
Chapter 12 Significant Others' Involvement 89 Working with Pa.rents 89 Orientation 90 Training and Follow Along 91 Transition 91 Parent Advocacy Training 92 Failure to Obtain Parental Support 93 Texas Rehabilitation Commission 93 ARD /ITP Planning 94 Case Management 94 Texas Department of Mental Health Mental Retardation 94 ARD /ITP Meetings 94 Case Management 94 The Social Security Administration 95 Supplemental Security Income 95 Social Security Disability Insurance 95 Effects of Employment on SSI/ SSDI 96 Loss of Benefits 96 Medic.aid 96
Chapter 13 Follow-Up 97 Why Conduct Follow-Up? 97 Types of Information to Collect 97 Follow-Up Techniques 98 Mail Questionnaire 98 Personal Interview 98 Telephone Interview 99 When and How Long to Follow Up 99 Student Follow-Up Program 99 Condition Students 99 Exit Form 99 Data Gathering 99 Interview Schedule 100 Analyzing Data 100 Reporting Results 100 Accountability 100 Public Relations 100
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Employer Follow- Up 101 Develop the Instrument 101 Administer the Questionnaire 101 Follow-Up of Nonrespondents 101 Summarize the Results 102 Using the Information 102
Chapter 14 Funding Supported Employment Programs 103 Funding 103 Short-Term Funding 103 Long-Term Funding 103 Commonly Asked Questions on Funding Time-Limited Services 104 Commonly Asked Questions on Funding Follow-Along 105 Sources of Funding 106 Texas Planning Council on Developmental Disabilities 107 Texas Education Agency 107 The Federal Government 108 Texas Rehabilitation Commission 109 The Association for Retarded Citizens 110 Job Training Partnership Act Programs 110 Private Foundations 112 Corporate Foundations 112 Community Foundations 113
Appendices
Appendix A: Forms
Appendix B: Glossary
Appendix C: References
xiii ( PREFACE
This curriculum was developed for secondary educators who work with students with severe disabilities. It is intended to provide them with guidelines for setting up a supported employment program to meet the needs of those students. Supported employment as defined by the Developmental Disabilities Act of 1984 is
Paid wort VJhwl {i) u for pmon, wiJh dcve~ntal disabilitie, /CK u,hom competitive e~ p/oVffll!nt at ur abotJt the minimum VXJJJe u unlihly and who, b«.awe of their duahilitiu, n«d ongoing ,upporl to perform in a work lttting; (u) U conducud in a 11amt11 of ,etting,, parlicu larl!I work ntu in which per,on, without ciJahi/iti.es Gr! employed, and (ii,) i, ,upporl,ul by any actitlit11 n,wJ,ed to ,tutain paid wcri by per,on, with duabilitie,, including nsperviflon, training, and tranaporlation. {FukraJ /le,gilur, 1984, Sepumbtr £5)
Students participating in this program are employed either part-time or full- time in the local community in integrated work settings. Teachers work with adult service agency representatives in developing job sites, follow-along (See Chapter 9) of students, and follow-up (See Chapter 13) services. Training at the job site and assessment of stu dents' performances are provided by teachers Qob trainers) until the student no longer requires direct supervision.
The supported employment program is not intended to replace existing public school programs for students with disabilities. Students currently functioning in regular or seir arate vocational programs or VAC (Vocational Adjustment Coordination) classes with minimal educational or employment obstacles are not candidates for supported employ ment. Supported employment is designed for students with severe disabilities who cannot be appropriately placed in any existing vocational program. These are most often students who a.re served by special education more than 50
This curriculum consists of fourteen chapters which are organized as follows:
Chapter 1 presents a rationale for supported employment and discusses state mandates for interagency agreements and the federal initiative for supported employment.
Chapter 2 defines and describes supported employment. The chapter includes the background of supported employment, description of the program, and discussion of the major principles of supported employment.
The next three chapters introduce models of supported employment programs: Chair ter 3 outlines the individual placement model; Chapter 4, the enclave model; and Chapter 5, the mobile work crew model.
Chapter 6 discusses aspects of school preparation and training that go a.long with supported employment. These include survival skills and basic job skills that a.re essential
xiv to successful performance of all jobs.
Chapter 7 describes the preparation necessary for initiating community-based in struction. These include conducting a job analysis, assessing the students, and matching students to individual jobs based on the analysis and assessment.
Chapter 8 focuses on aspects of on-the-job training in the community. Methods of training on the job site, assessing student progress, and providing support needed for successful placement of students are detailed.
Chapter 9 explains the program's long-term committment to students through the "follow along" concept. Students participating in supported employment are not placed and left to function by themselves; they receive support as long as they need it. Techniques for providing needed support are discussed.
Chapter 10 addresses transition planning as it relates to supported employment. A smooth transition from school to work in the local community is essential for students with severe disabilities. This chapter discusses working with adult service agencies, developing the individual transition pla.n (ITP), and involving parents in the transition process.
Chapter 11 discusses methods of working with employers and the community. Tech nique.s for approaching employers and incentives for participating in supported employment programs are presented. Public relations activities necessary to obtain public support for the program are also described.
Chapter 12 is concerned with the involvement of the students' significant others (such as parents, adult service providers, a.nd social security personnel) in the supported em ployment program. Their roles and the relationship of those roles to the public school a.re described.
Chapter 13 discusses the importance of follow- up after students leave the program. Former students are contacted in order to determine how successful the program was in preparing them for jobs/ life in the community. This information is then used for further development and improvement of the program.
Finally, Chapter 14 discusses methods of funding supported employment programs. Various sources of funds available to school districts are described.
xv Chapter 1 (
Rationale for Supported Employment
Supported employment, as defined in the preface, is a program to serve persons with severe disabilities. Its provisions include competitive work in integrated settings in the local community and on-going support services as needed. The purpose of this chapter is to present a rationale for implementing a supported employment program. The federal initiative for supported employment is described, followed by state resolutions relevant to supported employment. In conclusion, the rationale for supported employment and its implementation in the public schools is presented.
FEDERAL INITIATIVE FOR SUPPORTED EMPLOYMENT
The federal government has addressed the needs of persons with severe disabilities, including transition and supported employment, through several different legislative perspectives. Following are some of the major laws addressing these topics and a brief description of their implications for supported employment (Wehman, Moon, Everson, Wood, & Barcus, 1988).
Education for All Handicapped Children Act of 1975 (PL 94•142) (Amended 1983 and 1986)
Regardless of the severity of their disability, all children with disabilities have the right to a free, appropriate, public education. Individual Education Programs (IEP's) will be developed for each eligible child, precisely stating types of special education and related services the child will receive. Related services include recreation, industrial arts, vocational education, counseling~ transportation, and any other specific activities that meet individual needs, such as speech pathology, physical therapy, and/or occupational therapy.
Education of the Handicapped Act Amendments of 1983 (PL 9S.199)
This Act provides for secondary education and transition services for youth with disabilities, ages 12 - 22. Funding for research and training is authorized for develop ment of strategies and techniques for transition to independent living, establishment
1 of demonstration models emphasizing vocational, transitional, and job placement services. ( Funding is also provided for demographic studies on numbers of students with disabilities, types of disabling conditions affecting students, services required by these students, initi ation of collaborative models between education agencies and adult service agencies, a.nd development of procedures for evaluation of transition programs.
Transition of Youth with Disabilities Priority - Office of Special Education and Rehabilitation Services: U.S. Department of Education 1984
This initiative establishes as a national priority an increase in availability of services effecting transition from school to work for all individuals with disabilities. The goal of education and transition is established as sustained employment. Services available to help students achieve this goal include
( i) a high school foundation offering an integrated, community-based, functional curriculum,
( ii) coordinated efforts among school and adult service providers to assure a smooth transition, and
(iii) a combination of work options with the support necessary for successful job retention.
Supported Employment Initiative - Office of Special Education and Rehabili tation Services: U. S . Department of Education 1984
This document defines impported employment as a program:
( i) designed for individuals typically served in day activity programs who, because of the severity of their disabilities, a.re not served by vocational rehabilitation;
( ii) involving the continuing provision of training, supervision, and support services;
(iii) designed to produce the same benefits received by nondisabled workers as man ifested by indicators considered to be normal measures of employment quality (income level, quality of working life), and
( iv) incorporating flexibility in support strategies to assist individuals in obtaining and performing work.
Funding is provided to states to assist in converting traditional day activity programs to alternative supported employment programs.
2 ( Carl D. Perkins Vocational Education Act of 1984 (PL 98- 524)
This act provides for ten percent of the states' formula grant allotment under Part A of the law to be set aside to provide for additional costs over regualr vocational education expenditures for individuals with disabilities. Every student with disabilities and his/ her parents must be informed of vocational education opportunities available in the school one year prior to these services being provided, or by the time the student has reached the ninth grade. Students with disabilities must have equal access to vocational education services, when appropriate as indicated in the IEP. These include v6cational assessment, special services with adaptation of curriculum to meet needs, guidance counseling and career development, and staff and counseling services to facilitate transition.
Developmental Disabilities Act of 1984 (PL 98- 52'1) Employment Initiative - Administration on Developmental Disabilities, U. S . Department of Health and Human Services: Office of Human Development Services
"Employment related" activities are added as a new priority service for administering agencies of developmental disabilities funds. Nonvocational social developmental services are no longer of priority status. Funding is provided for activities related to raising public awareness of employment of persons with developmental disabilities.
Employment Incentive - Administration on Developmental Disabilities, U. S. Department of Health and Human Services: Office of Human Development Services
Employment of persons with developmental disabilities is established as a funding priority. The private sector is identified as the primary source of competitive jobs for persons with developmental disabilities. A national public awareness campaign to increase interest in employing persons with developmental disabilities is funded.
Rehabilitation Act (PL 99-506) 1986
Twenty-five million dollars is authorized to provide for supported employment services in all states. Supported employment is authorized as a viable rehabilitation option. A new emphasis on rehabilitation engineering for persons with severe physical disabilities is provided. Personnel preparation and demonstration activities in supported employment for persons with the most severe disabilities are expanded.
STATE RESOLUTIONS
A successful supported employment program includes a smooth transition from school to the local community facilitated through interagency cooperation. The state of Texas has passed legislation supporting interagency cooperation. Texas also has a state interagency agreement.
3 Senate Concurrent Resolution 123
Senate Concurrent Resolution 123 established a Transition Services Task Force to develop an interagency agreement. Members from statewide disability organizations and government agencies were encouraged to participate.
Senate Concurrent Resolution 129
This is a statewide interagency agreement among the Texas Rehabilitation Com mission (TRC), the Texas Education Agency (TEA), and the Texas Depa.rtment of Mental Health Mental Retardation Authority (TDMHMR) defining the specific responsibilities of each agency.
Senate Concurrent Resolution 135
Senate Concurrent Resolution 135 calls for continued cooperation among TDMHMR, TEA, and TRC in implementing the interagency agreement developed in SCR 129.
A CURRICULUM FOR SUPPORTED EMPLOYMENT
Who Does this Supported Employment Curriculum Serve?
This curriculum is designed to serve secondary school students with severe disabilities. These will most likely be students who may have been appropriately served in Vocational Education for the Handicapped (YEH) programs, but who need additional support, or students in self-contained special education classrooms. The curriculum is not for students in resource rooms or students with mild disabilities, who typically function in employment settings with minimal support or no support.
A decision as to whether or not supported employment is an appropriate place ment is made on an individual basis. The Admission, Review, a.nd Dismissal (ARD) committee should consider all options available to each student. Placement should be determined based on the committee's decision that the least restrictive environment for a student is supported employment. A student should not be placed in the supported employment program simply on the basis of a prior label or placement.
Supported employment is designed to serve persons with severe disabilities. Per sons with severe disabilities a.re those with mental or physical impairments that result in functional limitations in areas of major life activity, including self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, and economic self-sufficiency. These impairments demonstrate a need for services of life- long or extended duration which are individually planned and coordinated ( Adapted from
4 ( Developmental Disabilities Act, PL 98-527).
Why is Supported Employment Appropriate in the Public Schools?
Supported employment has been used as an adult service model, but it is also appropriately used in the public schools. There is increased federal emphasis on training persons with severe disabilities, transition from school to work, and preparing persons with severe disabilities for job placement in the community. For secondary age students, these tasks are the responsibility of the public schools.
The most effective program for students with severe disabilities is one which includes a functional curriculum, integration with nondisabled peers, and community- based in struction (Wehman, Kregel, & Barcus, 1985). Supported employment is a model that fits this description and is considered an appropriate program in the public school. It provides training in integrated settings in the local community and continuing support as needed. Through this intensive training and on-going support, students with severe disabilities are well prepared for employment when they leave high school.
5 Chapter 2 1
Supported Employment
A NEW APPROACH
Supported employment represents a significant departure from traditional train ing programs for persons with severe disabilities. The traditional approach has been to help students "get ready" for employment by teaching prevocational skills. However, by teaching within t.he confines of the public school, it is almost impossible for teachers to understand exactly what the employment environment will tolerate or demand of the stu dent. Upon graduation, such people were typically placed in a day / work activity center, where ideally they could work their way up to a competitive job. Unfortunately, people in traditional programs rarely moved from day / work activity centers to jobs. Because of the entirely school-based program, students remained unfamiliar with the demands of the workplace, and therefore unprepared for a competitive job.
The txaditional "get ready" approach involved a sequence of placements leading to competitive employment. A person with severe disabilities leaving high school was placed first in a day activity center, where training focused on leisure skill development and social skill training. This program was designed to prepare a person to enter a work activity center, which focused on prevocational skills. The next program in the sequence wa.s a workshop where work was done on a contract ha.sis. When there were no contracts, people worked on social and leisure skills. The person then progressed to a regular program workshop, where steady work was provided. Finally, the person would be "ready" for competitive employment ( R. Muse, personal communication, May 16, 1988).
"H an individual with a severe disability entered the continuum in a day-activity program and progressed through the continuum at the estimated average rate, he or she would spend 37 yea.rs preparing for a work-activity center, another 10 yea.rs in such a center before moving to a workshop or job, and 9 more years in a regular program workshop. In other words, an individual who entered thls continuum upon completing school at age 21 would begin his or her first job at age 77" (Bellamy, Rhodes, Mank, & Albin, 1988, p. 5).
6 ( PRINCIPLES OF SUPPORTED EMPLOYMENT
Principle 1: Place, Then Train
In the supported employment model, students are placed in jobs, then trained on the job site. Students do not have to attain a certain level of competency or meet certain prerequisites in order to be placed in a job. Students are assessed, matched with jobs, and placed. The job trainer then trains the students to perform the particular job. Instead of spending time learning prevocational skills, the student learns actual job skills.
Principle 2: Persons with Severe Disabilities
Supported employment is a program for persons with severe disabilities. These are persons whose disability has resulted in functional limitations that restrict daily living activities (Web.man, 1981). For example, such a person might be unable to use public transportation or to speak intelligiby. As a result, the person with severe disabilities typically requires multiple rehabilitative services and on-going support on the job site. He/she usually receives Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI) benefits from the Social Security Administration.
Principle 3: Real Pay for Real Work
Students with severe disabilities should have the same opportunities as their nondis abled peers to earn pay by working at a job. Earning money increases worker motivation and improves attendance and job performance. Students earning wages also have opportu nities to learn money management by opening bank accounts and depositing/withdrawing money and by using money for personal management and leisure activities.
In developing job sites, you may discover that some employers are unwilling to pay severely disabled students while they are being trained. Explain to the employers that even though students are being trained, the job will be completed. The job trainer is responsible for completing tasks the student cannot. At the beginning of training, the trainer may be performing 100% of the job. As the student is trained, she/he gradually takes on more responsibility until she/he is performing the job her/himself.
It should be noted, however, tha.t restricting work sites to those where wages are pa.id may limit the opportunities of the program. If you feel that the work site would provide valuable training even though wages are not pa.id, it can be used. Consider paying students stipends through the school to compensate them for their work. Regulations concerning employment without pay are specifically outlined by the U. S. Department of Labor. Before implementing a supported employment program, it is crucial to check with this office to ensure these regulations are met. Officials to contact are:
7 Ca.rl Bass ( (214) 767-6891 Sh.irley Gardner (214) 767-4538
Spuial Minimum Wage. If students are working a.t less than 50% of the rate of nondisabled workers, you ca.n suggest that the employer apply for a certificate enabling him/ her to pay a special minimum wage. People receiving a special minimum wage are paid according to their rate of work. If a person completes only 40% of the job a nondisabled worker completes, she/ he is paid 40% of the prevailing wage. Employees receiving special minimum wage must be evaluated every six months to see if their rate of pay should be increased or decreased based on their job performance.
If students are working a minimum of 4 hours a day, the employer can apply for a special worker certificate under the Fair Labor Standards Act. This act was amended on October 16, 1986 in order to make this process easier for employers. An employer is required to have one certificate for every location where students with severe disabilities are working. This certificate is good for all employees during a one year period.
The U. S. Department of Labor recommends that teachers involve employers as much as possible in the process of obtaining the special worker certificates and in evaluating the students. Often teachers are so anxious to find jobs for their students, that they offer to do the paperwork for employers. However, since the ultimate liability of paying special minimum wage rests on the employers, it is crucial that they are involved in the process and understand a.JI procedures. Teachers or job trainers can assist in establishing standards and conducting periodic evaluations, but the employer needs to pla.y an active role in the process.
Principle 4: Integration
Integration of persons with severe disabilities with nondisabled persons is a major tenet of supported employment. This is in sharp contrast with traditional programs, which kept persons with severe disabilities in segregated classrooms, workshops, and day work/activity centers. According to the U. S. Department of Education (1985), for a. job site to be considered integrated, the maximum number of persons with disabilities who can work together in a location is eight.
Principle 5: Long-Term Support
Unlike traditional programs, supported employment provides continuous support for persons with severe disabilities. The supported employment program recognizes that some students ma.y never achieve the skills needed to be considered "ready" for em-
8 ( ployment. Therefore, students are placed in jobs and provided with the support they need to perform the jobs. Such on-the-job support includes periodic supervision, assistance with personal care, retraining, and supervised transportation or transportation training (Bellamy et al., 1988).
Principle 6: Community- Based Instruction
Instruction in the supported employment program is community-based as opposed to the traditional model in which instruction is school-based. School-based instruction often does not generalize to other settings for students with severe disabilities. Training in supported employment occurs in the local community at selected job sites. This mode of instruction is effective since it provides training in skills that a.re used in specific jobs in the community.
MODELS OF SUPPORTED EMPLOYMENT
Three models of supported employment will be presented in this curriculum. They are described briefly below, and in detail in the next three chapters.
Individual Placement Model
In the individual placement model, jobs are located in the community and students are placed in these jobs, with only one student per job, even if there is more than one job at the training site. Persons with disabilities work in integrated environments with nondisabled persons. A job trainer goes to the site, trains the student, provides necessary support, and fades from the site as the student gains independence. The trainer continues to monitor the student even after fading, and is available for any kind of support or retraining the student may require.
Enclave Model
An enclave is a small group of persons (usuaUy 6-8) with severe disabilities who are working with special training or job support within a normal business or industry. '!raining and support services are constantly available to the students placed in an en clave. The supervisor remains on the job site rather than fading as in the individual placement model.
Mobile Work Crew Model
A mobile work crew is a business organized to provide a single service, typical
9 examples being groundskeeping or janitorial service, in the local community. The crew usually consists of 4 to 5 persons with a supervisor, who is with the crew constantly, as is the trainer in the enclave model, to provide support and training. The crew often operates from a van, which transports crew members, supplies, and equipment to the work site(s).
How Do the Models Compare?
The three models represent a continuum of service provision. The individual place ment model provides the least restrictive environment because of the level of integration with nondisabled workers and the provision for decreasing the amount of trainer support. While working one-on-one with a job trainer seems more restrictive than working in a group of five students with one supervisor, the end result of the individual placement model is for the student to function as independently as possible. The job trainer fades from the work site. The enclave and mobile work crew models are more restrictive in that they provide continuous support which is not faded. These models can be inte grated or segregated; for example, a mobile work crew that schedules its jobs during hours when nondisabled persons are at work experiences considerable integration while a mobile work crew whose jobs are after hours experiences little integration. Similarly, an enclave situated in the center of one industry facility integrates its members with nondisabled persons, but an enclave in an isolated location of the facility is segregated.
Which Model is Most Appropriate for Which Students?
One approach for determining which model is appropriate for students, according to Paul Wehman, is to place all students with severe disabilities in individual jobs, if their families give permission. If a student is unsuccessful in the placement, that is, if he/she needs more support than is available in the individual placement program, then he/she can be taken out of the program and returned to a more restricted environment. A student who is unsuccessful in one job placement can be placed in a second job in order to eliminate the possibility that the job itself, and not the student's abilities, was to blame for the unsuccessful attempt. Success is determined by employer, student, a.nd parent satisfaction. See Chapter 9 for discussion of student evaluation on the job site.
Some schools may be unable to implement a supported employment program using all three programs. Determination of types and numbers of supported employment op tions in each school district should be based on individual student needs, availability of jobs in the local community, and school/ community attitude toward supported employment.
Students should have the opportunity to work in two to three training sites a year. These sites could be different individual placements or an individual placement and a mobile work crew or enclave placement. Students should experience a variety of jobs before they leave high school to help in determining appropriate placements for students
10 { in transition from school to work.
OTHER ISSUES
Communication Between Special and Vocational Education Programs
Communication between teachers and administrators of special education and voca tional education departments is vital to the supported employment program. In order for the program to be successful, all the individuals involved must have a working knowl edge of the program and must share a. commitment to the philosophy of community based training for students with severe disabilities.
In many schools there tends to be little or no communication between special educators and vocational educators. Vocational educators are often not trained to teach students with severe disabilities,so these students are seldom placed in vocational education. When they are placed in vocational education, they rarely achieve their potential. Vocational and special education departments will both benefit if teachers work together to develop ways of teaching vocational skills to these students. For example, special education teachers can
1. meet with their vocational counterparts,
2. suggest ways to break down tasks within the vocational curriculum,
3. suggest ways to adapt class activities/ assignments, and
4. share their own experiences and successes with special needs students (Wehman, Moon, Everson, Wood, & Barcus, 1988).
Liability and Written Permission
Some school systems may be reluctant to allow training in the community because of concerns regarding liability in the case of injury to students or teachers. Schools generally have teacher liability insurance to cover all instructional activities. Job trainers would be covered under such policies (Web.man et al., 1988).
Students participating in supported employment programs should be required to purchase insurance that schools offer covering students during the school day. H students are being paid for their work, their insurance should be provided by the employer. Before training begins, verify that insurance coverage is active for all students through school, family, or employer policies (Web.man et al., 1988).
Written permission from the parent/ guardian of each student must be obtained before a student is placed in a community job site. A signed release form meets this requirement.
11 It is essential that written agreements between schools, families, and employers con- ( cerning liability be in place before community placement.
12 ( Chapter 3 Individual Placement Model
The individual placement model of supported employment is the least restricted a.nd most integrated model. Students are matched to jobs in the community, placed in those jobs, and trained on the job site. Training, advocacy, and on- going support are provided by a job coach who is trained to work with persons with severe disabilities in a supported employment setting. The job coach begins by training one-on-one, then gradually fades as the student becomes independently able to perform the job.
The employer is guaranteed that the job will get done, even during the training phase of the job placement. ff the student is not able to complete all tasks of the job initially, the job coach is responsible for doing so. Thus, at the beginning of the program, the job coach may be doing 90% of the job and the student 10%. Training involves gradually increasing the responsibility of the student until she/ he is performing 100% of the job. The job coach then systematically fades from the job site {See Chapter 9 for discussion of fading).
JOB DEVELOPMENT
Community Job Market Screening
The first step in setting up a community-based program consisting of individual placements is to conduct a community job market screening, in order to determine potential jobs within the local community. A screening form, such as form 3.1 in Appendix A, can be used to gather information about
1. the company's willingness to hire students with severe disabilities,
2. types of jobs that may become available,
3. characteristics of the jobs, a.nd
4. requirements of the jobs.
13 Screening of the community's job market should be conducted every six to twelve months to maintain an accurate record of employment opportunities. Try to include training sites in all job clusters that are represented in the community {See Table 3.1). Keep in mind that the goal of supported employment in secondary schools is to train students for the realities of post-high school adult life. Do not encourage employers to artificially create jobs, since such a practice distorts the actual employment situation in the community. By the same token, do not train students to perform jobs that a.re unavailable in the community. For example, you would not want to train the students to pump gas when all the stations in the community were self-serve stations.
Determining Number of Placements Needed
Before employers a.re contacted to set up individual placements, determine how many placements are needed. Each student should be placed in two to three training sites a year. An ideal job pool would be three jobs for every two students (Wilcox, McDonnell, Bellamy, & Rose, in press). This allows enough flexibility to match jobs with students and provides alternative training sites if some placements a.re unsuccessful.
After determining the number of placements needed, begin contacting employers to set up training sites. Chapter 11 discusses methods of working with employers.
Setting Up Training Sites
Use the information gathered on the community job market screening to identify prospective training sites. Then meet with potential employers to determine how many individual supported jobs he/she can accomodate and in what job areas. Remember, try to set up training sites representing all job clusters in the community.
THE JOB COACH
Persons in individual placements receive training and support from a job coach. The primary function of the job coach is to provide the student with on-the-job training, while maintaining people relationships and resolving personal, educational, and vocational problems. Job coaches can be teachers or paraprofessionals and can come from any background. They should be energetic, enthusiastic, and able to think quickly.
Job coach positions are most effective when they are paid positions. A job coach needs a special incentive and needs to be consistent and reliable. Chapter 14 discusses various funding options available to schools.
14 Table 3.1 t
Job Cluster Jobs 1. Agriculture/Natural Propagating, growing, ca.ring for, and gathering plant/ Resources animal life and products. Caring for parks, gardens, and grounds.
2. Construction Fabricating, erecting, installing, paving, painting, and repairing structures, such as buildings or roads.
3. Distribution Handling, processing, or retailing materials. Machin ery may be involved in handling or processing operations.
4. Domestic and Build Providing domestic services in private households or ing Services lodging establishments, maintaining and cleaning cloth ing/ apparel in a commercial establishment, and per forming cleaning or maintenance services to the inte riors of buildings.
5. Food Preparation Preparing food and beverages and serving them to pa and Services trons of such establishments as hotels, clubs, or restau rants. Maintaining kitchen work areas and equipment or customer eating areas.
6. Health Occupations Maintaining the health, comfort, or safety of individ uals. Handling of medicine or materials that are used in hospital care.
7. Manufacturing/ Ma Using tools and machines to fabricate, inspect, or re chine Operation pair products.
8. Office and Build Recording, transcribing, reproducing, organizing, and ing Services shipping goods and materials from an office or business.
1 From SupfJO'f"Ud Ernplcvment: .A Communq /mpkmcntation G.w by G. T. Bellamy, L. E. Rhodes, D. M . Mani, &t J. A. Albin.
15 (
Role of the Job Coach
Following is a list of the specific skills required of people who represent and train persons with severe disabilities (Adapted from Mcloughlin, Garner, & Callahan, 1987).
1. Job coaches need to be able to respond to the unique components ( dress codes, behavior, jargon, wor.ksite "culture") of a variety of community-based work settings and must not expect community worksites to be similar to sheltered programs.
2. Depending upon the structure of the supported employment program, the job coach may be responsible for developing the worksites at which training will occur. Therefore, she/ he must be able to function in the role of public relations representa tive/ student advocate when negotiating with employers for supported work positions and sites. This type of relationship is quite different from the more typical subcon tractor relationship common in sheltered programs.
3. Job coaches must be able to capture all the requirements and needs of a particular job in an ecological analysis. In addition to obvious work skills, such as operating equipment, the analysis must include related and subtle skills that affect the student is success in that job, such as getting to work on time and personal appearance.
4. Job coaches might be required to restructure jobs to facilitate the success of individ ual students with severe disabilities. This task requires negotiation with the employer for approval of a.ny restructuring of work routines.
5. Job coaches must possess systematic training skills sufficient to assist persons with severe disabilities, including persons with inappropriate behaviors a.nd/ or accompany ing physical limitations, to perform their jobs successfully. These skills must include effective strategies for fading assistance to the least degree possible while maintaining acceptable worker output.
6. Job coaches must be willing to participate actively at the worksite whenever nec essary to ensure the meeting of the production criterion, to relieve the worker in emergencies, a.nd to encourage the employee with disabilities to gradually assume increasing job responsibilities.
7. Job coaches mWlt be able to facilitate relationships between the student with dis abilities and his/her co-workers and supervisors. This activity is vital for ensuring the student's lasting success in the job.
8. Job coaches are expected to implement strategies for involving co-workers and super visors in the provision of training a.nd support. Job coaches must strike a balance between the needs of the student with disabilities and the amount of cooperation and assistance available in each worksite.
16 9. Job coaches must provide services on an on-going basis for as long as necessary for each assigned worker. To do so, they must reach agreements with employers regarding the form of the on-going support for each assigned worker.
10. Job coaches must be prepared to offer assistance and training for the student's needs and skills outside the work.site. These skills might include transportation, financial management, resolution of family / personal problems, and similar non-workplace con cerns.
11. Job coaches must communicate regularly with the student and his/ her family or residential provider and promote communication between the employer and the stu dent's family. Effective job coaches recognize that a student's work life and home life are inextricably connected. Traditional services have often ignored this connection.
12. Job coaches must be able to "troubleshoot" problems that students may encounter on the job, such as productivity problems, problems in performing particular tasks, and problems with co-workers, as well as boredom, frustration, attendance, etc.
Training Job Coaches
Training of job coaches usually can be accomplished in a 1-2 day training workshop. A training manual which outlines training activities accompanies this curriculum. Topics in the manual include setting up the programs, placement of students, training, advocacy, on-going assessment, transition, and follow- up. The training session should provide a good foundation of knowledge which will be supplemented by the job coaches' own experiences in working with students.
17 Chapter 4 1
Enclave Model
An enclave, sometimes referred to as an "enclave in industry", is a small group of persons (usually 6-8) with severe disabilities working with a. f~ll•time supervisor who provides special training or job support within a business or industry. The employees and/ or supervisor are employed by either the business/industry or by an adult service provider. The success of this type of program depends greatly upon the expectations of the host company.
An enclave is a group model of supported employment, as is the mobile work crew model discussed in the following chapter. The difference between the two group models is that employees of the enclave work for one company or business, while mobile work crews work for many different companies/businesses.
SETTING UP AN ENCLAVE
Plan with Local Decision Makers
Involve local decision makers such as advocates, funders (Private Industry Council, Developmental Disabilities Council, etc.), and case managers in the planning of the enclave. Participation of such people/ groups will broaden community support for the enclave and possible make fund-raising for the program easier. Meet with the decision makers to discuss possible settings for enclaves and to establish contacts in the business community. Solicit the advice and suggestions of this influential group during all phases of setting up and implementing the supported employment program.
Enclave Location
Suitable settings for enclaves include large businesses/ industries that employ many people, such as restaurants/cafeterias, factories/ plants, hospitals, grocery stores, and con struction companies. A community job market screening {See Chapter 3) can be used to pinpoint potential settings. Meet with employers to determine the feasibility of imple menting an enclave in their business.
18 ( Benefits to Employers
In negotiating the establishment of an enclave, point out the benefits of the program. Such benefits, described in detail in Chapter 11, include
1. Federal Targeted Jobs Tax Credit,
2. Reduction of turnover in certain jobs,
3. Positive public relations, and
4. Eligibiljty for the Special Minimum Wage.
Setting Up a Non-Profit Organization. Another benefit available when developing an enclave is to set up a non-profit organization. A company might choose this alternative to establish and maintain support for individuals with disabilities. This support organization acts as the service provider and has responsibility for the overall program quality, individ ual program planning, and advocacy for program employment. For complete details of implementing such a program, see Rhodes & Valenta, 1985.
Establish a Working Agreement
A working agreement should be established with the business or industry in which the enclave is created. This agreement should include the following:
1. number of students to be placed,
2. type of work to be performed,
3. level of integration with nondisabled workers,
4. environmental attributes,
5. equipment needed,
6. stability and duration of work, and
7. positive employee relationships ( team members).
The Enclave Supervisor
The enclave supervisor may be a teacher, a para.professional, or an employee of the host company. The role of the supervisor is similar to that of a job coach (See Chapter 3). Duties include securing work assignments for enclave members, organizing the work to help enable job performance, training and supervising employees, managing workflow, and
19 supporting the integration of enclave employees with other company employees. A 1- 2 day training workshop is necessary for the supervisor. The training manual that accom panies this curriculum provides training in the areas of setting up programs, placement of students, job training, advocacy, on-going assessment, transition, a.nd follow-up.
Additional Personnel
The initial cost of setting up an enclave, a.nd in providing initial training to stu dents placed in the enclave can be significant. However, the end result is that students become productive citizens with increased self-worth, instead of people sitting at home with nothing to do, being supported by the public.
There are situations in which it may be necessary to include additional personnel (other than the enclave supervisor) in the enclave program, such as
1. When the enclave is first implemented, some or all members may need constant training and support that the supervisor a.lone cannot provide, or
2. When a new member joins an existing enclave, that person may also need one- on-one support until she/ he becomwes familiar with the responsibilities and rou tines of the job.
At these times, additional personnel, who may be teachers, job coaches, paraprofessionals, or therapists should be hired to provide necessary training and support. These people can be gradually faded from the enclave as the new members gain confidence and proficiency.
Training Procedures
When students are placed, the supervisor begins training according to the procedures and techniques discussed in Chapter 7. Training is based on the needs of each individual in the enclave. It must be systematic, and continuous on-going supervision must be provided by the enclave supervisor.
ADVANTAGES OF THE ENCLAVE MODEL
The -bf enclave is a.n appropriate setting for a person needing more guidance a.nd sup port than the individual placement model of supported employment provides. For persons who require intervention on a daily basis and whose needs a.re less predictable, the enclave provides an alternative to traditional day programs. Advantages over traditional programs include the opportunity to earn wages and receive benefits and the opportunity for integration with nondisabled peers.
Enclaves - Existing Programs
20 Several enclaves are currently operating in the United States. Two are listed below. ( School districts interested in setting up enclaves might contact these or other enclave programs for further information.
Trillium Employment Services Larry Rhodes/Lee Valenta Specialized Training Program 135 Education Boulevard University of Oregon Eugene, Oregon 97 403
Star Center 186 Wolfpit A venue Norwalk, Connecticut 06851
21 Chapter 5 (
Mobile Work Crew Model
WHAT ARE MOBILE WORK CREWS?
A mobile work crew is a business organized to provide a single service, such as janitorial service. This type of program is designed to serve those students who need more supervision than an individual placement setting provides. The crew usually operates from a van which transports students, supplies, and equipment to work.sites. This model is ideal for rural or smaller school districts where there may abe no existing businesses to provide such services.
SETTING UP A MOBILE WORK CREW
Determine Type of Service to Provide
The primary types of services provided by mobile crews are cleaning/ janitorial services and lawn maintenance/ landscaping. However, there are other possibilities; in CaJifornia, the Stepping Stones program runs a mobile work crew called Boatsweep that cleans and maintains boats. Conduct a community job market screening (See Chapter 3) to see what businesses and industries exist in your community. Investigate the types of services the businesses might need, and also consider types of services that the community lacks. Always keep in mind that the primary purpose of the high school based mobile work crew is to train students to obtain and hold a job after high school. Make sure that the crews you set up will achieve this purpose. Don't set up a lawn maintenance crew if there is no possibility of students obtaining jobs in that field in the community when they graduate.
Select a Manager
The crew manager may be any teacher or paraprofessional with a valid driver's license. Some knowledge related to the type of service the mobile work crew will perform would be helpful. As in the case of the job coach, training can be accomplished in a 1- 2 day training workshop. A training manual accompanies this curriculum which covers setting up supported employment programs, placement, training, advocacy, on going assessment, transition, and follow-up.
22 ( Obtain Necessary Supplies/Equipment
In some cases, the supplies and equipment necessary for a mobile work crew a.re provided by the businesses being served. Lawn maintenance crews are generally expected to have their own equipment. The Texas Rehabilitation Commission (TRC), Private Industry Council (PIC), or some private foundation may assist in purchasing needed equipment. Occasionally businesses will donate new or used equipment to be used by the crew.
Select Sites
Consider the following when looking for potential work sites:
1. Number of jobs of and levt.ls of difficulty. There should be a variety of jobs of various levels of difficulty for students to perform.
2. Travt.l distance from the school. The work site ideally should be no further away than a 10-15 minute drive from the school so that travel time does not signifi cantly decrease training time.
3. Materials provided. H the employer provides the materials, this will save you the trouble of buying them and making sure they are easily transported and taken to the site when needed.
4. Work schedule. The work should be able to be perf0rmed during school hours, and on a regular schedule so students learn to establish a routine. Training time should also be able to be scheduled at times other tha.n peak activity times.
5. Co-worker receptivity. Co-workers should have a positive attitude about persons with severe disabilities a.nd should be receptive to having students work with them.
6. Employer contact. The employer should be willing to communicate regularly with the crew manager to d,iscuss the perform.ance of the crew and to resolve any problems that arise.
1. Job expansion. The site should allow for increased difficulty of tasks and levels of independence for students who are ready.
These considerations can be investigated during meetings with potential employers. Form 5.1 in Appendix A is designed to gather information to be used in determining the suit ability of a work site.
23 Negotiate Contracts (
When the training site(s) have been selected, a contract is drawn up between the school a.nd the employer. The contra.ct should describe what the employer expects from the crew and what the crew manager expects from the employer. Any matters on which there is disagreement should be negotiated before beginning training and outlined in the contract. Both employer and crew manager sign the contract and retain a copy.
Transportation
Students must have some means of transportation from the school to the job sites the mobile work crew serves. Table 5.1 lists different means of transportation and the advantages and shortcomings of each (adapted from Sprague, Paeth, & Wilcox, 1984).
Table 5.1 Transportation Options
Option Advantages Shortcomings I Public Crew can travel together May not be available Transportation Fast form of travel Scheduling difficulties Access to nondisabled persons Difficult to transport equipment Travel training opportunities Wal.king No cost Limits distance of work Access to nondisabled persons Slower than other options Travel training opportunities Difficult to transport equipment Blcycle No cost Difficult to train many students Travel training opportunities Not all students can ride bicycles Access to nondisabled persons Not all students will have bicycles Difficult to transport equipment Va.nor Fast form of travel Expensive school bus Allows for more flexible scheduling No travel training opportunities Crew travels together No access to nondisabled persons Easy transport of equipment Staff Fast form of travel Expensive vehicles Allows for more flexible scheduling No travel training opportunities Crew travels together No access to nondisabled persons Volunteer Fast forms of travel Recruitment/ scheduling drivers Can provide flexibility of scheduling will take extra time Liability concerns Problems with expense reimbursement
24 The decision regarding the type of transportation chosen for each mobile work crew ( should be based on these three essential considerations:
Equipment. H the crew provides its own materials/ equipment, a van would be the preferred means of transportation since supplies and equipment could be stored in the van. This eliminates the time necessary for students to load a vehicle each time they go to a work site.
Cost. Obviously funds available will to a degree dictate the type of transportation chosen. ff public transportation is used, the school or parents might supply bus fare for students. Students might also be required to u.se their own money in order to learn money management skills. Vans could be purchased for the program with funds solicited from service clubs, advocacy groups, or private foundations. ff personal vehicles are used, mileage reimbursement should be provided.
Individual differences. Some students might be able to travel independently to the job site and others might need extensive training in order to be able to do so. The skill level of each student in the crew needs to be taken into consideration.
Prepare Work Schedule
During the first few weeks of training, the crew manager should experiment with dif ferent work schedules to determine the most efficient schedule for the mobile work crew. (Chapter 6 discusses scheduling in greater detail.) Once you find a work schedule that maximizes the productivity of the crew, seek the employer's approval. Then implement that schedule. Remain sensitive to individual student needs and be flexible in altering the schedule to meet these needs.
Develop Quality Control Checklist
The crew manager is also responsible for making sure the mobile work crew meets the expectations laid out in the contract between the crew and the employer. The crew manager should develop a quality control checklist to ensure that tasks are performed correctly and in a timely manner. See Chapter 11 for discussion of one type of checklist. Also see Form 5.2 in Appendix A.
Develop Duty Roster
In developing the duty roster, the crew manager should first assign students to tasks they do best. This will ensure that the work gets done correctly and will increase the self-confidence of the students by providing them with early successes. AB training pro gresses, rotate duties periodically (every 3--4 weeks), so that students are trained in all skill areas. This rotation method keeps crew members interested in their work, avoiding job dissatisfaction, and keeps productivity high as well.
25 Keep the Customer Satisfied ( At first, the crew manager should communicate with the employer on a daily basis to make sure that she/ he is satisfied with the performance of the crew. Try to ask key questions to discover how the employer feels about the work quality. Ask for specifics if the employer is not satisfied. It is important to deal with problems while they are small and manageable. As the program progresses, meet with the employer on a regular basis to discuss all aspects of the mobile work crew's performance and of supported employment in general.
Paying the Crew Wages
ff the crew is working for wages (See Chapter 2 for discussion of paid employment vs voluntary training), send the employer(s) a bill at the end of each month. When you receive payment for the bill, send the employer(s) a receipt and record the payment. A checking account should be established for the mobile work crew and crew members should be paid by check from the account. Check with school administrators for policies regarding this.
Part of the crew's monthly earnings are used to cover any expenses incurred. The rest is distributed to the students. The following procedures for paying students were designed by the Specialized Training Program, University of Oregon (Sprague, Paeth, & Wilcox, 1984). 1. Each student is assigned a "share" for each day worked and one share a day is given to the company. For example, 6 students worked 20 days (120 shares) plus 20 for the company = 140 shares. 2. The total revenue for the month is added (i.e. 20 days x $10 = $200.00). 3. Any expenses are subtracted ($200 - $20 for cleaning supplies = $180). 4. Income is divided by the total number of shares to determine the value per share ($180 + 140 shares= $1.28 per share). 5. Each share value is multiplied by the number of days the student worked (Sl.28 x 20 days = $25.60). Taxes and Withholding. Students on the crew who are enrolled in high school are con sidered employees of the school district and can be paid at less than minimum wage. They are also exempt from paying social security (FICA) and Federal and State Unemployment Taxes. Students will be subject to paying Federal Income Tax if their earnings exceed the limit stated by the Internal Revenue Service (ffiS). Stay in contact with this office to keep apprised of changes in the system. Students should fill out a W-4 form to determine their exemption status. At the end of each calendar year, the school should issue a W-2 form to each student.
26 ( Chapter 6
School Preparation and Training
In many cases, students pa.rticipating in the supported employment program will be on the job site for only part of the day. The rest of their day will be spent in the public school. It is important that the school-based curriculum is functional and complements the community-based training.
This chapter discusses aspects of curricula appropriate for students with severe dis abilities. Essential skills for work and home (survival skills) are identified, arranging instructional services is discussed, and guidelines for development of staff and student schedules are be presented.
Curricula fo.r Persons with Severe Disabilities
A curriculum for persons with severe disabilities should be functional, chronological age-appropriate, and reflective of the transition process (Falvey, 1986). Descriptions of these three characteristics follow.
Functional
Curricula for students with severe disabilities must be functional; that is, they should "facilitate the development of skills essentiaJ to participate within a diversity of integrated environments" (Falvey, 1986, p.4). Traditionally, curricula for these students has been developmentaJ in nature. An 18 year old who is reading on the second grade level is placed in a reading book written at that grade level. These are often referred to as high interest low reading textbooks. Recent literature (Wicox & Bellamy, 1982) indicates a current emphasis on a functional approach to teaching persons with severe disabilities.
What ia *FunctionaJ-? The following question is used to determine whether or not a curriculum activity is functiona.l: IT the student does not learn to perform a particular activity, will someone else have to do it for him or her (Brown, Bra.nston, Hamre-Nietupski, Pumpian, Certo, & Greunewald, 1979)? The activity is genera.Hy functional if the answer to the question is yes. For example, a 16 year old student is sorting blocks according to colors and shapes. IT she does not learn to do this, no one will have to do it for her. However, if she is not trained to properly groom a.nd clothe herself, someone will have to do
27 it for her. Training in personal gTooming and dressing a.re, t herefore, functional activities. (
Chronological Age-Appropriate
A curriculum that is chronological age-appropriate includes teaching of activities that a.re performed by nondisabled peers of the same age as the students with disabilities, regardless of the mental ability of the latter. Reading a first gTade reading text is not an age-appropriate task for a high school student; selecting what he/ she wants from a menu at McDonald's is.
Reflective of the Transition Process
Curricula should prepare the students for future environments. A junior high school curriculum should prepare students for the high school environment. High school curricula should prepare students to function in jobs and other environments in the community.
SCHOOL-BASED INSTRUCTION
School-based instruction for students with severe disabilities should occur in inte grated settings and should emphasize skills needed to function in the community.
The Integrated Setting
Students with severe disabilities need to have contact with peers to learn behaviors appropriate for their age. Therefore, instruction for these students should occur in settings that allow for integTation with nondisabled peers. For example, classrooms for high school age students with severe disabilities should be located on the high school campus so that students can take breaks and have lunch with their peers.
Community-Referenced
Teachers cannot expect specific skills learned by students with severe disabilities to generalize to other areas. A student might recognize the vocabulary appearing on a menu in a restaurant, yet still may not be able to order her/ his own food. Skills need to be taught in the context in which they will be used. For example, teachers can get copies of menus from local restaruants for students to study in the classroom. Then students can be taken to the restaurants for lunch to give them practice in ordering from the menu.
Students need to learn to correctly perform activities that a.re both meaningful and that they will need to know after they leave high school. Providing instruction that is both
28 ( meaningful and referencing it to the community will help students be ready for life after high school.
TEACHING "SURVIVAL" SKILLS
In addition to on-the-job training, students with severe disabilities need to be trained in survival skills, that is social, communication, domestic, and work-related skills nec essary to hold any job. Examples of survival skills include riding a bus, using a vending ma.chine, depositing a paycheck in the bank, staying well- groomed, dressing appropriately, communicating basic needs, following a one-step command, and displaying no disruptive behaviors (Wehman, Moon, Everson, Wood, & Barcus, 1988). Table 6.1 gives examples of various types of survival skills that students with severe disabilities should be taught.
Ask Employers/Employees What Skills are Essential
The best way to determine what skills are essential for succeeding in a community based setting is to survey employers. Question employers where training sites are set up as well as employers with whom students might get jobs after high school to state the skills they consider essential in prospective employees. This can be done informally in the context of a short visit or telephone conversation, or a questionnaire can be developed and sent to them. Also, ask employees currently performing various jobs what skills they consider essential. Often employees are more realistic about necessary skills than employers. Checklists of essential work skills can be developed and used to assess students periodically (See Form 6.1, Appendix A).
ARRANGING INSTRUCTIONAL SERVICES
The supported employment program should be coordinated with all other as pects of the students' education. For the program to be succe~ful, cooperation among school-based a.nd community-based personnel should exist. Administrators, teachers, job coaches, and other related service personnel need to work together with parents and students themselves to plan and implement the educational programs for the students. This will result in a. smooth flow of services and a. meaningful and comprehensive educa tion for the students.
School- Based Personnel
Administrators need to involve teachers in the planning and development of the sup ported employment program so that everyone involved feels a sense of ownership in the
29 Table 6.1
SURVIVAL SKILLS
Domain Examples Community community mobility -travel independently environmental awareness -recognize weather conditions -respect community rules use public services -restrooms -Mental Health Mental Rehabilitation use commercial services -eat in restaurant -use laundromat safety in the community Communication use a language system -spoken language, manual signs, pictures, objects social interaction message delivery -speech, pointing, gesturing, eye blinking vocabulary -eommunicative context Domestic communication personal health/hygiene human sexuality financial management home care and management family relationships home leisure activities Work-Related transportation telling time safety dressing appropriately interviewing skills using vending machines filing out job applications
30 ( program and is committed to its success. Teachers' suggestions are also valuable because they a.re the people who have the most contact with the students and who are therefore most aware of their needs, abilities, and interests.
Community- Based School Personnel
Personnel most directly involved in the community- based training (such as job coaches, enclave supervisors, and crew managers) should also be involved in the program development and implementation. They will usually be the ones developing the programs and meeting with employers. It is important for community- based personnel to have regular contact with school-based personnel so that everyone involved understands the methods and goals of each part of the curriculum. The job coach can tell the classroom teacher particular skills in which a student is weak. The teacher can provide feedback to the job coach regarding student progress in other areas.
Related Service Personnel
Many students with severe disabilities participating in the supported employment program will also be receiving related services, such as speech therapy, occupational ther apy, or physical therapy, and adaptive physical education. Whenever possible, services should be arranged so that they a.re provided on the job site. The therapists can then focus on aspects of the student's case that directly relate to job skills. For example, a speech therapist could work with the student on communication skills needed for his/ her job.
DEVELOPING STAFF AND STUDENT SCHEDULES
An important aspect of managing the supported employment program is develop- ing and maintaining staff and student schedules like those listed below. Schedules define responsibilities for everyone in the program and set timelines for accomplishing goals.
Student Daily Schedule
All students should be given a daily schedule that they can understand easily. They will need to be able to follow a schedule independently to function in the work environment. The schedule should indicate assigned tasks a.nd time periods in which to work on the tasks. Schedules should contain enough information so that they ca.n be followed, but not so much as to cause confusion. A small flip card, pictorial sequence of activities can enhance the ability of a person with severe disabilities to maintain her/ his schedule.
31 Weekly Schedules (
Weekly schedules need to contain the information listed in the guidelines below. These schedules can help the teacher/ job trainer organize his/ her week and plan accordingly. Weekly schedules include students' names, instructional activities, job training activities, and staff responsible.
Master Schedule
The master schedule reflects all program activities and goals for the school year {Wilcox & Bellamy, 1982). This schedule can be used to determine the amount of non instructional staff and teacher ti.me needed to implement the program. It also clearly delineates staff responsibilities.
The master schedule should include approximate dates for accomplishing routine tasks, such as employer evaluations, parent questionnaires, on-site visits, progress re ports, etc. The teacher/ job trainer can estimate a start date for such periodic tasks, and then indicate future dates based on the initial date.
Job Training Schedule
At the beginning of each school year a schedule for job training should be established. Ideally, each student should have two to four different placements a year. These can be indicated on the schedule, but the schedule should be flexible enough to be modified if necessary during the school year. This schedule should indicate the names of all students in the program, ti.me periods, and placements for each ti.me period. The primary purpose of this schedule is to monitor job rotation.
Guidelines for Making Schedules
1. Spell out spuific tasks for which student and staff mtmhtrs art rtspomiblt. Everyone involved in the program should know who is responsible for what and when activi ties/ tasks will be completed.
2. Reflect Individual Education Program {IEP}/Individual Ttansition Plan (lTP) goals 6~ priorit~. For training to be effective, the goals and objectives stated on the IEP and ITP need to he addressed. The IEP is discussed in Chapter 7 and the ITP in Chapter 10.
3. Schul.ult community-based program first. Since these programs are often dependent on job availability, they should be scheduled first. Next, schedule inflexible school activities, such as art or other mainstreamed classes.
32 ( 4. Schedule activities to occur at their natural time. H students receive a 15 minute break each day, schedule the student's break at the same time co-workers at the job site have theirs.
5. Schedule related service activities to occur during the students' working hours. Therapy can enhance a student's job-related skills. For example, a student requiring therapy in fine motor control could effectively receive this training on the job, working on an actual job task, such as sorting nuts and bolts.
6. Schedule time for teachers to conduct the necessary training and supervision. Teach ers should have time set aside especially for administrative, training, and other duties.
33 Chapter 7 1
Job Analysis, Student Assessment, and
Job-Student Match
This chapter discusses how to conduct an ecological analysis, assess students, and match students to jobs in the community.
ECOLOGICAL ANALYSIS
An ecological analysis involves a thorough examination of the work environment. This includes a detailed description of the job requirements, the characteristics of the work environment, and other features that might influence a student's ability to perform the job. An ecological analysis is necessary to make an appropriate match between available jobs and students. It is also used to develop a program to train students to perform the job.
Employer Interview
The first part of an ecological analysis is done by interviewing the employer and persons currently performing the specific job (See Form 7.1, Appendix A) in order to determine the requirements of the job in which a student is to be placed. This is referred to as a job analysis. The job analysis indicates skills that are ultimately required to per/orm the job, not prerequisite to being employed.
A thorough job analysis can identify potential problems a worker with disabilities might encounter so that accommodations can be made before a problem develops. For example, a job analysis of a job at a bicycle shop might reveal that one task involves stocking different sized spokes in bins. To prevent a. forseeable problem, the boxes of spokes could be color coded to match the bins, thus reducing the chance of errors. The interviewer should stress to the employer that job skills will be taught during the training phase of the program.
34 ( Observation After the employer/ current employee interview, observe the job site to determine the atmospheric, architectural, and physical aspects of the environment. Determine which, if any, of these aspects might affect worker behavior or efficiency. For example, a great deal of noise in the work place might affect concentration. Is the work site accessible for the person with physical disabilities? Observe all work areas in which job duties are performed. All of the employee's work activities should be written down in sequence (See Form 7.2, Appendix A). Indicate the approximate time required to accomplish each duty and length of time required to move from one job area to another.
Within each job area, note major duties and critical skills (See Form 7.3, Appendix A). According to the U. S. Office of Personnel Management, factors to note are
1. how the tasks are accomplished,
2. physical movements/mental processes involved in the work activity,
3. the degree of physical effort/complexity of mental processes involved,
4. the time involved in performing each task, and
5. the frequency with which each task is performed ( cited in Chadsey-Rusch, Hanley Maxwell, Phelps, & Rusch, 1986).
Also record any work-related communication between employees, to note the type of verbal communication, if any, that will be required of the student. H the employer has given you permission, ask current employees about aspects of their jobs.
Observe the area where employees take breaks. Is there a central area in which all workers take breaks or are there multiple areas in various locations? Are the chairs arranged to encoUl'age interactions among employees? These aspects will in part determine the social skills needed for the job, as well as give some indication of the level of integration to expect. It is very important for students to be trained in the appropriate social skills to help them be accepted by their co-workers and not to stand out as being "different".
H possible, have the employer and current employee review the environmental anal ysis. Point out aspects of the job that could be modified to better accommodate the student with disabilities without decreasing responsibility or productivity.
Job Task Performance
It will sometimes be helpful for a trainer to actually perform the job tasks of the job being analyzed. For example, if a student is to be placed in a fast food restaurant and the trainer is not familiar with what goes on in that kind of business, she/ he will better
35 understand the demands of the job by actually doing the job. The trainer will a.lso be better a.ble to train the student and to suggest ways to modify the job tasks if needed.
Ecological Analysis Form
Using the information recorded or the Employer Interview Form (Form 7.1, Appendix A), the Sequence of Job Duties Form (Form 7.2, Appendix A), and the Environmental Analysis Form (Form 7.3, Appendix A), fill out the Ecological Analysis Form (Form 7.4, Appendix A). When students have been assessed, this form will be used to match students to jobs. Aspects of the job noted on this form will be matched to student characteristics.
STUDENT ASSESSMENT/IEP DEVELOPMENT
Vocational Assessment
The Texas model of vocational assessment has three levels. Level I includes infor mation acquired from special education data; interviews with the student, parents, and teachers; and from review of cumulative school records. Level II consists of Level I in formation and information from vocational aptitude tests, vocational interests and values inventories, and work adjustment competencies measures. Level III consists of Levels I and Il information plus information from work samples, vocational course tryout, and job tryout (Kapes, Parrish, Vansickle, & Vansickle, 1988).
Prior to participating in vocational education programs, all students with disabilities must have Level I and Level Il assessment. Instruments to conduct these assessments should be chosen based on the individual needs of the students. Guidelines for vocational assessment are discussed in the Texas Education Agency document, Serving Sptcial Needs Students in Vocational Education (1985, August) and the Vocational Assessment Hand book {1988). Refer to these sources to ensure that assessments administered meet TEA regulations.
Assessment for Supported Employment
The purpose of assessment in the supported employment program is to gather information that can be used to match the student to a job in the community. This information will come from the student, the parents, and the teachers. While most people think of assessment as intelligence tests and standardized achievement tests, assessment for supported employment consists primarily of checklists, structured interviews, and observation. Results of the checklists, interviews, and observations a.re used to determine the student's present level of performance and the goals and objectives to be achieved through supported employment. These goals and objectives are developed with input from the student, parents, and teachers, and are used for Individual Education Program
36 (IEP) development.
Using the assessment information gathered, A vocational profile is created using the assessment information gathered. Refer to TEA documents listed above to determine whether or not measures used to decide placement in supported employment jobs are appropriately used as Level I and Level II assessments.
Referral
Students who apparently do not benefit from other vocational programs in the school system should be referred to the supported employment program. A referral form should be filled out and submitted to the director of the supported employment program (See Form 7.5, Appendix A). A file will be started for the student, and after pa.rental or student permission is obtained, he/ she will be assessed.
Assessment Techniques for Supported Employment
Checklists. Checklists consist of lists of general employment skills, survival skills, transportation skills, skills specific to a particular job, and so on. Checklists can be developed to meet individual student needs or existing checklists can be used (See Form 6.1, Appendix A).
Structured Interviews. Another form of assessment is the structured interview. Students (when appropriate), parents, and teachers should be interviewed to determine strengths and limitations the student may have in a vocational setting.
Student - The student is interviewed, when appropriate, to de termine his/her interests and occupational and career awareness. Placements made without considering stu dent interests a.re more likely to be unsuccessful. The student's interests and preferred working conditions should be determined in the interview. Students for whom an interview is inappropriate may be shown pictures of various community- based options and told to select jobs they would like to do. These students may also be observed in different settings to determine likes/dislikes.
37 Pa.rents - Pa.rents are interviewed about the expectations they ( have for their child (See Form 7.6, Appendix A). Par ents are active participants in the supported em ployment program and their expectations must be considered in order to ensure parental support for the placement. If pa.rental expectations a.re unrealistic, program personnel should counsel pa.rents and help them understand the program goals.
Teachers - Teachers should be interviewed about the work atti tudes, interpersonal skills, and communication skills of the student (See Form 7.7, Appendix A) . Only teach ers who have worked closely with the student and who have a good idea of the student.'s abilities should be interviewed. Related services personnel may also be interviewed. For example, if a student has a speech im pairment, it might be appropriate to interview his/ her speech therapist to further assess communication skills and potential.
Information gathered from the interviews can then be compiled into a student profile (See Form 7.8, Appendix A).
Employment Screening Form. Based on the information gathered from checklists, interviews, and observation, a student employment screening form should be completed (See Form 7.9, Appendix A). This form summarizes all the data, and creates a vocational profile of the student. The profile includes such skills as time awareness, appearance, and initiative, as .well as a work history and medical history. This is the form that will be used to match the student with an appropriate community- based job.
Incorporating Assessment Data into the IEP
After a student is assessed, data obtained should be incorporated into the student's Individualized Education Program (IEP). In the state of Texas, this is done at the Admis sion, Referral, and Dismissal (ARD) meeting, which brings together the student; pa.rents; school personnel from vocational, special, and regular education, if appropriate; and adult service agency representatives. Transition from school to work will also be addressed at this meeting (See Chapter 10 for further details on transition).
Goals and Objectives
Goals and objectives for each student a.re developed based on input from all members
38 of the ARD committee. Pa.rents should develop a list of goals they want to pursue for their child and bring this list to the meeting. Teachers, also, should come to the meeting with a list of goals they feel appropriate for the student. During the ARD meeting, committee members will aiscuss and negotiate goals for the student. Once the committee members reach agreement, the goals selected will be listed and prioritized.
Activity-based Objectives
JEP objectives should be activity-based, rather than the traditional skill- based objectives. The activity at which the student will be working needs to be stressed instead of the area of curriculum on which he/she is working. Table 7 .1 contains some examples of skill-based objectives that have been rewritten to be activity-based.
Skill-Based Objectives Activity-Based Objectives 1. The student will recognized basic vo The student will select what he/ she cabulary on a menu with 80% accuracy. wants from a menu at McDonald's.
2. The student will perform basic ad The student will play dominoes as a dition problems with 80% accuracy leisure activity.
3. The student will state proper groom The student will dress and groom ing techniques with 95% accuracy. him/ herself properly every day.
STUDENT JOB MATCH
When it has been determined that supported employment is the best option for the student, student assessment data is compared to ecological analyses from different community job sites (See Form 7.4, Appendix A). A student job match is made with the job that seems potentially successful for the student. Information on the student's Employment Screening Form (Form 7. 9, Appendix A) is compared to the requirements of available jobs, as delineated on the Ecological Analysis Forms. The results of this comparison are recorded on the Job/ Worker Compatability Form (Form 7.10, Appendix A). It is important to stress that prerequisite skills are not required in order for a student to be placed on a job; this is just a matching process to target the stude.nt 's strengths and limitations and the viable compatibility to a given job. For example, if a job requires greeting customers, it may not be appropriate job placement for a student who possesses no verbal communication skills.
39 Community- Based Training (
Once the student has been matched to a job, she/ he is ready to begin training. The next chapter discusses training issues a.nd techniques and developing a.n individual training program for the student with severe disabilities.
40 ( Chapter 8
Community-Based Instruction
Community-based instruction provides training for students on job sites in the local community. This chapter discusses various aspects of community-based instruc tion, such as the job interview, job orientation, and instructional, reinforcement, and prompting techniques used in the program. Transportation options, contingency con tracts, a.nd self-management techniques are also discussed.
JOB INTERVIEW
Once a student has been matched to a job, arrangements are made for the student to interview with the employer. Contact the employer, schedule the interview, and notify the student's family so that they can ensure that she/ he is appropriately dressed and ready at the arranged date a.nd time. Transportation should be provided for the student.
The job trainer should become familiar with the student's past work history and experiences prior to the interview. H the student is unable to communicate information or when there is a miscommunication between the student and the employer, the job trainer should a.ct as a go-between. For example, paraphrasing the employer's question(s) might help the student communicate her/his answer. H the student is confused by the employer's question: "What wage were you earning on your previous job?" , the trainer could paraphrase the question to, "How much money did you make when you were cleaning the school?"
During the interview, topics such as pay rate, hours, benefits, and breaks should be discussed. Make sure that schedules and job duties have not changed since initial contact with the employer. If no problems arise during the interview, a starting date should be determined. When the employer and student agree upon a starting date, inform the student's family, related service personnel, and cooperating adult service agencies {Texas Rehabilitation Commission, Texas Department of Menta] Health and Mental Retardation) so that necessary arrangements, such as transportation, work clothes, lunches, etc., may be started.
41 ORIENTATION (
The first part of training is orientation, or acquainting the student with the new work environment . In this phase, the job trainer becomes familiar with the general requirements of the job and identifies training needs, including those that might occur both before a.nd after scheduled work hours. For example, the student might need training in depositing a paycheck, or in dressing appropriately for work. During orientation, the job trainer takes the job analysis (See Forms 7.1, 7.2, and 7.3, Appendix A) and adjusts it to the specific duties of the student. He/ she also plans training strategies for the student and develops an individual training program.
The First Day of Work
The first day of work can be an anxious time for both the student and the job trainer. On the first day of work, the job trainer should
1. Drive the student to work. Training for the type of travel the student will be using can begin on the second day (See Transportation Options below).
2. Arrive at the job site 30 minutes early so the student can become familiar with the new environment and be more comfortable and confident.
3. Show the student the location of the restroom, telephone, employee lounge, su pervisor's office, etc.
4. Assign the student to a job task that she/ he can complete independently or without total assistance in order to begin the day on a positive note. This gives the student confidence and can give her/ him a sense of ownership of the new job.
5. Reinforce the student frequently for "hanging in there" and performing the job duties. This will encourage the student and create a positive feeling about the new job (Barcus, Brooke, Inge, Moon, & Goodall, 1987).
Orientation to the Work Environment
The student also needs to be oriented to the work environment. She/ he needs to become independent in getting around the work place. The environmental analysis will give the trainer an idea of difficulties the student might face. The following suggestions can be helpful in orienting the student to the work environment:
1. Instruct the student to follow the same route from home or school to the job site each day {if the student is responsible for his/ her own transportation).
42 2. Instruct the student to enter and exit the building using the same doors each day. Use employee entrance/exit when applicable.
3. Encourage the student to follow the same path from the entrance of the building to the time clock, employee locker, and/ or supply room each day.
4. Help the student place her/ his primary work station in relation to the other work environments (restroom, work supplies, break a.rea, lunchroom, supervisor's office, emergency exits). For example, while in the break area, ask the student to show the way to the primary work station).
5. Similarly, have the student locate other work environments (restroom, work sup plies, etc.) in relation to the primary work station. For example, while in the primary work station, ask the student to show where the emergency exits are.
6. Go through a sequence of movements from area to area which follows the sequence of the student's job duties (Barcus et al., 1987).
Orientation Checklist
An orientation checklist can be developed to identify and train students in essential skills specific to a particular work site. As the student masters ea.ch particular skill, it should be checked off and the date recorded.
DEVELOPING A TRAINING PROGRAM
An Individual Training Program {See Form 8.1, Appendix A) needs to be devel oped for each student based on his/her individual training needs. This program should contain
1) a training schedule,
2) an individualized job duty task analysis,
3) specific instructional techniques including reinforcement procedures and prompt ing methods, and
4) data collection procedures and schedule.
Following are the steps to developing this training program.
43 Identify Major Job Duties
The first step in designing a training program is to review the sequence of job duties and environmental analysis (Forms 7.2 and 7.3, Appendix A) . From these, identify ma jor job duties the student must be trained to do. Using this information, develop terminal objectives. A terminal objective consists of the task the student is to learn and the criteria which the student's performance must meet in order to successfully complete the objective. A terminal objective might be written like this:
When told to sweep the floor, James will go to the broom closet, get the proper broom, and sweep the floor. He will do this independently for 4 consecutive training days with 100% accuracy.
Task Analysis
It is often recommended that a. task analysis be conducted for ea.ch task a student must be trained to do, but this is not always necessary. First, see if the student can perform the task. Some tasks are simple enough for the trainer to show the student how to perform them without conducting a task analysis. H the student has no problems learning the job duty eliminate the task analysis. On the other hand, if the student seems to be having difficulty in mastering a skill, a task analysis would not only be appropriate, but probably necessary for the job trainer to successfully teach the skill.
To conduct a task analysis, observe a co-worker performing the duty and identify ea.ch step the co-worker takes in performing the duty. Record ea.ch step in sequence on a task analysis recording sheet (See Forms 8.2 a.nd 8.3, Appendix A). It is also helpful to note the amount of time needed for each step. Check the accuracy of your list of steps by performing the duty yourself using the list. Revise the task analysis, if needed, by either adding or deleting steps. The task analysis can be used both for instruction and for assessment. Each step of the duty can be examined and the point at which the student encounters a problem identified. The trainer then knows where to focus instruction.
Establish Training Schedule
Develop a training schedule to be followed that lists job duties to be taught, and times of day each will be taught (See Table 8.1). By reviewing the sequence of job duties and the job duty analysis forms, you can determine how much time to spend on each duty to be taught. For example, if a large portion of the job is sweeping floors, you would spend more time training the student to perform this task than you would spend teaching an infrequently performed task such as taking out the garbage. Choose one or two main duties to concentrate on as you begin training. As the student masters these, add more duties to the training schedule.
44 Critical Skills. Although you should begin the training with skills that are used most ( frequently, it as also important to tea.ch skills that are used less often, but are critical to the job. For example, grease fires in a kitchen are infrequent occurrences, but it is critical for the worker to learn how to put them out.
Time of Day. Next determine the time of day that training will occur. Choose training times when the work flow is low and there is a minimum level of confusion in the student's immediate work area. For example, if the training site is a restaurant, do not train the student to sweep the floor during the lunch rush. When the student is a.hie to perform the task at a relatively fast rate, then training can occur during busy or high production times. In addition to regularly scheduled training time, training should occur whenever feasible during the work shift.
Table 8.1
Approximate Time of
Job Duty Job Duty Training Time 1. Sweeping the floor 2:00 - 3:00 2:00 - 2:30 5:00 - 6:00 9:00 - 10:00
2. Clean countertops 12:00 - 10:00 3:00 - 3:30
TRANSPORTATION OPTIONS
Tra.ns_portation is a critical consideration in supported employment programs. Without dependable transportation, programs cannot be effective. Transportation ar rangements for students without disabilities should be examined, and the same options should be available for students with severe disabilities. If possible, the student should be independent of school-provided transportation; the mode of choice is the one the student would use if not in high school. Discussed below are transportation options for individual placement and enclave models. Transportation issues related to mobile work crews are presented in Chapter 5.
Public Transportation
Public transportation, if available, is the option of choice. It is a fast, dependable means of transportation that also provides integration with nondisabled persons. Learning to use public transportation will be helpful since, it is an option that will be available to the student after she/be leaves high school.
45 Walking (
If the job site is close by, the student may walk there and back. There is no cost involved and the student has access to nondisabled persons. However, walking is slower than other means of transportation and more time will need to be allowed for the student to get to and from work.
Bicycle
H the student has a bicycle, cycling is a feasible option. There is little cost involved, and there is access to nondisabled persons. This option is probably not feasible unless the student owns a bicycle and knows how to ride it safely.
Carpool with Co-Workers
The student may be able to join a carpool with co-workers. This would be an option only if the student had the same work hours as co-workers in the carpool. It would be low cost and provide a good opportunity for integration with nondisabled peers.
Carpool Driven by Teachers, Parents, or Volunteers
If the above options are not feasible, a carpool driven by teacheTS, parents, or vol unteers is the another possible transportation option. It is more restricting than other options, but is preferable to going to and from the work site in a public school bus.
Liability issues would need to be resolved prior to establishing carpools driven by teachers, parents, or volunteers, but do not allow the issue of liability to eliminate this transportation option.
Public School Vehicles
Public school vehicles should only be used if other transportation options are not available. If used, it is recommended that their use be as unobtrusive as possible to eliminate the stereotyping that could occur as a result of their visibility.
46 TRAINING TRANSPORTATION SKILLS
Students need to become oriented to the community as well as to the work site in order to use the selected means of transportation confidently and independently.
Before the student's first day of work, arrangements for student transportation should have been made. This involves considering all possible alternatives and choosing the al ternative most appropriate for the individual student. The student may already be ex perienced in the transportation option chosen. However, in some cases a transportation training program will need to be developed to train the student to get to and from the work site. For example, if the student is to ride a bicycle from school to the job, he/ she will need to be trained to get there and back and shown where to pa.rk the bicycle.
A transportation training program can be developed using a Task Analysis Recording Sheet. A task analysis of the travel plan is conducted by writing down steps in the process. The student is trained using methods described below (See Instructional Tech niques) . Training should begin on the second day of work, as the job trainer should drive the student to work on the first day.
SAFETY CONCERNS
Identifying Hazards at Training Sites
Almost all environments a.re potentially dangerous. Students should not be excluded from job sites that are potentially dangerous, but rather should be taught safety rules for the job site. Potential hazards should be noted when the' job site is being surveyed so that students can be trained to avoid the hazards and to understand what to do if dangerous situations occur. Areas to address with regard to safety include:
1. fire prevention,
2. use and maintenance of machinery and tools,
3. handling of chemicals,
4. condition of the general environment (lighting, housekeeping, etc.),
5. material handling (lifting and moving of supplies, machinery, etc.),
6. vehicles (for mobile work crews), and
7. appropriate dress for the job and safety devices.
47 Safety Training (
Safety training should begin as soon as the student is placed. A safety checklist can be developed listing the safety measures students should take. The following a.re general safety objectives for all students.
1. Carrying a.n identification ca.rd with pa.rents'names, home address, telephone number, school name, school phone number, and school address.
2. Locating alarms and fire extinguishers and knowing when a.nd how to use them.
3. Participating in fire drills.
4. Participating in safety drills.
5. Knowledge of traffic and street safety.
6. Knowledge of safety equipment, such as goggles, gloves, etc., on the job.
INSTRUCTIONAL TECHNIQUES
Determine Initial Job Performance
Before the training program is developed, the student's initial job performance must be evaluated. Ask the student to perform ea.ch job duty, and observe his/ her performance. No prompts or reinforcement should be given. Then note duties the student can and cannot do. This assessment will indicate where training should begin. The next step is to determine appropriate instructional techniques, reinforcement, a.nd prompts.
There are three commonly used instructional techniques for training persons with severe disabilities: shaping, chaining, and modelling. A brief discussion of ea.ch follows.
Shaping
Shaping involves reinforcing successive approximations of better performance of the task being trained. For example, if you a.re training a student to set a place at a table, you would first reinforce the student for just putting all utensils, dishes, and the napkin on the table. You would then work on getting the student to put all items in the proper place, systematically reinforcing closer approximations to the desired result. Eventually, the student would not be reinforced until all iteIIl8 were in the proper place on the table.
48 ( Chaining
Chaining begins with a task analysis, in which a task is broken into steps a.nd the ~steps a.re sequenced. Next the job trainer performs the task and brew it down into a logical number of parts. The trainer should then prompt the student through the task using the listed sequence of steps and reanalyze the steps task which gave the student difficulties. For example, suppose you a.re training a student to wash windows, and one of the steps is to dilute the cleaner. H the student has difficulty doing this step, you might modify your training program by breaking this step down further into measuring cleaner, measuring water, putting cleaner into container, putting water into container, putting lid on container, and shaking container. Forward chaining means teaching the student the first unlearned step in the sequence and moving on to consecutive steps until the task is mastered. Backward chaining means the steps of the task are taught in reverse. Backward chaining is not effective in all situations, but may be the best model in others.
Modelling
Modelling simply means that the job trainer models the correct performance for the student. Hone job duty is to make a bed in a motel room, the trainer makes the bed U6ing the correct procedure while the student watches. Then the student should perform the task. H the student has difficulty, the correct performance is demonstrated again.
REINFORCEMENT
Another important aspect of training is reinforcement. Reinforcement proce dures must be developed for each student, as does a schedule of reinforcement.
Determine Appropriate Reinforcement Procedures
The most effective reinforcers for individual students a.re those that a.re natural to the behavior or to the environment in which the behavior takes place. H nondisabled co workers get extra break time for finishing their work quickly, this would be an appropriate reinforcer for the student as well. Ask people familiar with the student and the student her/himself what they feel would be reinforcing. A Reinforcement Questionnaire (Form 8.4) is provided in Appendix A. For some students it will be necessary to observe them in various settings to discover what is reinforcing to them. Note which reinforcers could be used appropriately at the training site. H the list of reinforcers includes praise, money, hugs, candy, and stickers, you could use praise and a pat on the back as reinforcers on the training site. The other reinforcers would be inappropriate on a job site.
In many cases, students with severe disabilities are dependent on external reinforce ment to perform job tasks. For example, a student may pause after each step of a task for
49 a pat on the back and not continue the task without it. Or a trainer may be using tokens which the student can later exchange for a magazine to reinforce the student. If extrinsic reinforcers are used, they should be faded as soon as possible so that the student is not dependent on the job trainer to provide reinforcement.
Developing a Schedule of Reinforcement A schedule delineating how often the student should be reinforced must be set up. Reinforcement can be continuous, in which case the student receives reinforcement for each step of task correctly completed, or intermittent, so that reinforcement is given according to a set period of time or number of correct responses. When training first be gins, reinforcement is usually continuous, becoming intermittent as the student becomes more independent in his/ her job. There are four types of intermittent reinforcement schedules:
Fixed Interval. With a fixed interval schedule, reinforcement is given to the student after a fixed period of time. For example, a student might be given a pat on the back every three minutes if she/ he is on task. The job trainer sets the time period, but it should be set so that there is a great chance for the student to be reinforced at first. The length of the time period can be increased as the student's independence increases. Variable Interval. A va.ria.ble interval schedule is similar to the fixed interval schedule, except that an average time period is used to provide reinforcement. For example, instead of getting a pat on the back every three minutes, the student might get one after one minute, then after five, etc. The average period of time would be three minutes. Fixed Ratio. A fixed ratio schedule provides reinforcement after a set number of correct responses. The ratio should be small when training first begins, gradually increas ing until reinforcement can be faded. For example, a student who is folding napkins might be reinforced after each one folded correctly. The ratio would be increased to every two or three napkins folded correctly, then increased further until reinforcement was no longer used. Variable Ratio. A variable ratio schedule provides reinforcement after an average number of correct responses. The student might be reinforced for an average of every three responses, gradually increasing the number of responses needed until reinforcement was faded.
PROMPTING TECHNIQUES
If the student is unable to perform a task with cues, the job trainer should offer either verbal or nonverbal assistance. Give the student the least amount of assistance needed to perform the task. Different techniques are used to prompt students to perform job tasks correctly.
50 Verbal prompts or directions consist of statements to the student, such a.s "Get the ( dustpan now." Model prompts are gestures, such as pointing, nodding, or waving. For example, if the student is ready for the dustpan and is looking a.round as if to find it, the trainer would point to it. Physical prompts occur when the job trainer physically helps the student perform the task, perhaps by guiding the student's hand to the dustpan.
Other methods of assistance include modelling, in which the job trainer demonstrates the correct way to perform the task or skill, and use of graphic/ pictorial cues, which a.re written lists of tasks, pictures, or drawings that will cue the student to the correct procedure or sequence of tasks.
CONTINGENCY CONTRACTS
Another training technique that is effective for persons with severe disabilities is the contingency contract. This technique calls for the student to enter an agreement with the job trainer to solve a specific problem. A contract is written and signed by both the student and the job trainer. Components of the contingency contract include:
1. reinforcement that will be earned if contract is fulfilled,
2. specific behavior that is required by the student,
3. specific behavior required of other involved individuals, and
4. a data collection procedure.
SELF MANAGEMENT
Self-management procedures, such as self-instruction, labels, picture cues, check lists, pictorial job duty booklets, pretaped instructions, and tactile cues, a.re external prompts used by the student to monitor his/ her own work performance (See Table 8.2). These procedures are commonly used to help persons with severe disabilities cope with situations like following the daily job duty sequence, operating machinery, or determining the supplies needed for a task.
Following a.re guidelines for using self-management (Barcus et al., 1987).
1. Review the student's progress. H the student is experiencing difficulties in se quencing or discriminating, consider using self-management procedures.
2. Self-instruction may not be appropriate for student employees who are in frequent contact with the public, as some procedures will be stigmatizing to the student.
51 Table 8.2 (
Self-Management Procedures
External Prompt Example Self Instruction This procedure involves saying,then doing. For exam ple, a student who is a kitchen helper must sweep the floor as one duty. The student walks to the closet and says, "Get the broom" and then gets it. Labels A student's job includes sorting laundry into white a.nd colors. As he/ she sorts, he/ she verbaily labels each piece of laundry, "white" and "colored". This procedure allows the student to organize his/ her work area independently. Picture Cues A student has a drawing which indicates the correct sequence of assembling a bird feeder. Checklist A list of steps needed to perform the job duty is devel oped using one picture for each step. As the student completes each step, he/ she checks that step off on the list. Pictorial Job Duty Pictures of the student performing all steps of the job Booklet and are placed in sequence in a notebook. The student then looks. at the pictures to see what to do next. Pretaped Instruction Instructions for performing job duties ca.n be prere corded on a. cassette tape. Using a "Walkman" tape player, the student can tum the tape player on, listen to the next step, tum the player off, perform the step, a.nd repeat this process until the job is through. Tactile Cue A student has to select the correct bottle of cleaner to mp the floors. The floor cleaner has a trip of sandpaper glued to it so the student can identify it by feeling the rough surface.
52 3. Get the supervisor's approval for the procedure before using it.
4. Design and implement a systematic instructional program to assist the student in learning to use the self-management procedure. Involve the supervisor in this process if appropriate.
5. Monitor the procedure and make revisions if necessary.
6. Fade the self-management procedure as soon as possible.
53 Chapter 9 (
Follow Along
After a student has been placed in a supported employment setting (individual placement, enclave, or mobile work crew), she/ he needs to be evaluated on an on going basis in order to provide needed support and to develop problem intervention strategies if needed. This periodic on-going assessment is referred to as follow along. Since the job coach/job trainer follows the student along as he/ she works at the job.
In the individual placement model, the job coach visits the site periodically, and addresses any problems/needs the student might have. For enclave a.nd mobile work crew models, follow along is daily, since the supervisor is always present at the job site. This what distinguishes supported employment from other service models which place a student in a job and leave him/ her without further support services. Follow along is continuous for the student with severe disabilities, and after leaving high school, these follow along services are continued by adult service agencies (TRC, TDMHMR). This part of the program requires extensive cooperation among agencies and individuals receiving services.
ASSESSING PERFORMANCE
Student performance needs to be assessed continually. Periodic checks of student performance are necessary to determine the effectiveness of training and to decide whether new training strategies are needed. Assessment of student performance is also necessary for improving work rate and for deciding when fading can begin.
Student job performance can be assessed by observation. The trainer should observe the student at ea.ch part of the job and keep records of tasks mastered and skills needing further development. The trainer should also note whether reinforcement is necessary to motivate the student and if so, what type of prompts a.re most effective.
IT a task analysis has been conducted and is being used for training, assessment involves collecting probe data and recording it on the Task Analysis Recording Sheet (Form 8.2, Appendix A). Probe data is a measure of how well a student performs a task without any prompting or non- naturally occurring reinforcements, such as a piece of
54 ( candy or a promise of extra break time.
DATA COLLECTION
Data collection is important for documenting student progress. This data allows the job trainer to monitor the student's progress and determine if the training program is working or if it needs to be modified.
Probe Data
Probe data should be collected once a week on several tasks of each student's job. If a task analysis has been conducted, the Task Analysis Recording Sheet (Form 8.2, Appendix A} will be used to record probe data. There are two ways of collecting probe data. The first method tests the student on every step of the task analysis. With the second method, the probe is discontinued after the student makes an error. Below are the guidelines for conducting the two types of probes (Barcus, Brooke, Inge, Moon, & Goodall, 1987}. This data can be compiled on the Task Analysis Recording Sheet (Form 8.2, Appendix A).
Guidelines for Collecting Probe Data - Method 1
L Have the worker move to the appropriate work area unless movement to the area is part of the task analysis.
2. Stand beside or behind the worker so that data collection does not interfere with the work flow.
3. Tell the worker that he or she is going to work without assistance to see how much he or she can do independently.
4. Give the work cue (i.e. "scrub the pots").
5. Do not prompt the student or give a.ny reinforcement.
6. Wait 3-5 seconds for the student to initiate a response.
7. Record a {+) for correct performance or a (-) for incorrect performance in the top left corner of each box on the task analysis recording sheet.
8. If the student performs a step incorrectly, go to the next step in the task anal ysis. Repeat until the entire task has been completed.
9. Discontinue the probe and begin training for observed inadequate performance
55 areas. (
Guidelines for Collecting Probe Data - Method 2
1. Have the worker move to the appropriate work area unless movement to the area is part of the task analysis.
2. Stand beside or behind the worker so that data collection does not interfere with the work flow.
3. Tell the worker that he or she is going to work without assistance to see how much he or she can do independently.
4. Give the work cue (i.e. "scrub the pots").
5. Do not prompt the student or give any reinforcement.
6. Wait 3-5 seconds for the student to make a response.
7. If the student does not begin to work, discontinue the probe and score a (-) for incorrect performance in the top left-hand corner of each box on the Task Analysis Recording Sheet.
8. If the student begins to work, allow him or her to continue working as long as correct responses are being made. Score a ( +) for correct performance in the top left-hand corner of each box on the Task Analysis Recording Sheet.
9. As soon as an error is made, discontinue the probe and score a (-) for the re maining steps in the task analysis.
Probes conducted with either of these methods will indicate what the student can and cannot do, and will suggest a starting point for training. Probes should be conducted regularly to keep track of each student's progress.
If a task analysis has not been conducted, the trainer should assess the student's performance by observation, keeping records of tasks mastered and skills needing further development. Also keep track of cues the student needs and uses as well as types and numbers of prompts needed. Note effective reinforcer& used and the schedule of rein forcement.
After three probes in which the student performs with 100% accuracy, the job trainer should begin to fade. Probe data collection should continue periodically even after the job trainer has faded in order to monitor maintenance of skills. If the student makes any errors during periodic probes, retrain in that specific task.
56 ( Prompts Provided
Data also needs to be collected on the number of prompts given to the student during performance of a task. Th.is data is also recorded on the Task Analy.sis Recording Sheet (Form 8.2, Appendix A) if a task analysis has been conducted. The number of prompts provided should be recorded for one or two tasks every day.
Collecting data on prompts given helps the job coach/job trainer determine when to begin fading from the training site in order to reduce the student's dependency on his/ her physical proximity. By studying the number and types of prompts the student required over a period of time, the job trainer can decide if the student is ready for more independence.
The following steps should be followed to collect prompt data (Barcus et al., 1987).
1. Have the student move to the appropriate work area unless movement to the area is part of the task analysis (task).
2. Stand behind or beside the worker so that prompts can be provided quickly if necessary.
3. Give the worker a general cue to begin the task, such as "Start the dishwasher."
4. Wait 3-5 seconds for the student to begin Step 1 of the task analysis (task).
5. If correct, record ( +) and proceed to Step 2.
6. If no response is given, provide a verbal prompt specific to the step.
7. If correct, record (v) by the step and proceed to Step 2.
8. If no response is given after a verbal prompt, provide a model or gestural prompt specific to Step 1, with same verbal prompt.
9. If correct response is given, record (m) by the step and proceed to Step 2.
10. If no response is given after the model prompt, provide a physical prompt to complete the step.
11. Record a (p) by the step and proceed to Step 2.
12. Repeat this procedure for ea.ch step until the employee completes the task.
13. Always immediately interrupt an error with the next prompt in the least prompt system.
57 Graphing Data
Improvement in student perform.a.nee is easier to see when prompt and probe data a.re presented graphically. The horizontal axis of the graph represents days and the vertical axis is used to chart prompt or probe information. Probe information can be recorded in terms of percentage of steps done correctly or total correct number of steps. Prompt data can indicate number or percentage of steps completed with a verbal, model, or physical prompt, or independent responses.
Interpreting Data
The job trainer can gauge how fast the student is lea.ming tasks by studying the probe data. H the percentage of steps performed correctly and independently increases, the program is working and should be continued until all skills a.re learned. If there is no significant increase over a two-week period, review the prompt data. If the number of prompts has decreased, some improvement is occurring and the program should be continued. However, if the number of prompts has not decreased, a new training program should be developed. Below a.re guidelines for analyzing probe and prompt data (Barcus et al., 1987).
1. Collect probe data on the first day of work before initial training is provided.
2. Collect probe data an additional 1- 2 days during the first week of training.
3. Collect probe data two days during the second week of training.
4. Review probe data at the end of two weeks.
5. If the data show an increase in the percentage of steps being completed, continue the program. If not, modify the training program.
6. Continue to take probe data once a week.
7. Review data weekly.
Intervention Time Data
The intervention time of the job trainer should also be assessed and data recorded (Form 9.1, Appendix A). Intervention time includes time spent in the following:
- training the student,
- travel/transportation,
- program development,
58 ( - advocacy, etc. By studying the amount of time the job trainer spends in each of these areas, some strengths and weaknesses of the student's program can be identified. For example, if the trainer spends a great deal of time working with parents, he/ she may need to find other sources of parent support, such as an advocacy group.
Intervention ti.me data ca.n also help the job trainer decide when to begin fading from the job site by making her/ him aware of how much time is being spent on various activities. If very little ti.me is being spent in active training, it may be time to leave the job site. If the amount of time spent on training is not decreasing, the trainer may need to reevaluate the student's training program.
IMPROVING WORK RATE
Once the student can perform several job duties correctly and independently, the job trainer then should begin working with the student to increase his/ her work rate. The first step in increasing work rate is to arrive at a company standard based on the work rate of nondisabled employees. The student's work rate can then be measured against the standard to give the student a goal toward which to work.
Establish Standard
Some companies provide job trainers with a production rate standard; if they do, this rate needs to be verified through observation of nondisabled workers. If not, establish one by observing several workers performing a specific task over a period of several days to obtain an average rate of performance for the task. Production rates can be de~ned by either length of time to perform a duty or number of units completed. Following are steps for figuring both types of production rates (Barcus et al., 1987).
Length of Time
1. Note the time the nondisabled employee begins the job duty.
2. Observe the employee performing the task.
3. Note the time the employee completes the task.
4. Subtract the beginning time from the ending time to determine the amount of time taken to complete the task.
5. Calculate the average production rate a.cross several days to verify an existing company standard or to establish a new one.
59 Number of Units (
1. Select two short time periods during the day to observe a nondisabled employee performing a job duty.
2. Count and record the number of units completed (i.e., number of dishes washed) during the identified sample time period (i.e., 10 minutes).
3. Keep the time period constant over all observation periods.
4. Calculate the average of the employee's production rate to verify an existing company standard or to establish a new one.
Determine Student's Production Rate
Once the company standard has been established, determine the student's produc ~ion rate. If the production standard is determined by length of time use the following steps:
1. Note the time the student employee begins the job duty.
2. Observe the student performing the task.
3. Note the time the student completes the task.
4. Subtract the beginning time from the ending time to determine the amount of time it takes to complete the task.
5. Divide the company standard by the time it takes your student to complete the job to get a production rate (percentage).
6. Record on data sheet.
If the production standard is determined by number of units, use the following steps:
1. Select two short time periods during the day to sample and record the student's production rate.
2. Count and record the number of units completed (i.e., number of pots scrubbed) during the identified sample time period (i.e., 10 minutes).
3. Divide the number of units the student completes by the company standard to determine the production rate (percentage).
4. Record rate on data sheet.
60 5. Observe and record the student's work rate at lea.st two times dUiing the day for two consecutive days.
Methods of Improving Work Rate
The following methods can be used to increase student work rate (Wehman, Moon, Everson, Wood, & Barcus, 1988).
Changing criterion reinforcement program. Have the student work progressively faster to receive the particular reinforcement he/ she receives.
Using a timer. Set a timer to go off a few minutes prior to the time it usually takes the student to perform the task. Instruct the student to try to complete the task before the buzzer goes off.
Charting performance. Have the student chart his/ her own work performance (probe data) and see his/her own rate of improvement. Seeing the figures charted sometimes encourages the student to improve her/ his performance further.
Discussing ways to improve performance. Discuss ways to improve job performance before before the student begins performing a task. After the task has been completed, talk again. Praise the student if the performance showed improvement and encourage further efforts if it did not.
Assessment of Work Rate
Continue to monitor and record student work rate throughout the training even after the student has achieved the standard production rate to make sure the standard rate is being maintained. The student's work rate should also be assessed during follow along visits after the job trainer has faded from the job site. This assessment can alert the trainer to various kinds of problems occurring and can help the trainer determine if interve.ntion is necessary.
ATTENTION TO TASK
Along with work rate, it is important to monitor the student's on- task behavior. A student's on-task behavior can help the trainer determine when to begin fading from the training site. H the student has difficulty attending to task, work rate can be affected as can relationships with the supervisor and co-workers.
The consistency of the student's on- task behavior is measured according to an in terval recording method during three short time periods a day. To use this method, first
61 define what behavior is on-task and what is off- task. For example, sweeping the floor is on- task, and standing watching other employees is off-task. Observe the student for a short time period (5 minutes) and note every 10 seconds whether or not the student is on or off task (See Form 9.2, Appendix A). During observation do not prompt or reinforce the student in any way. At the end of the time period, calculate the percentage of time on task by dividing the number of (+ ) 's recorded by the total number of observations. In a 5 minute observation period, the number of observations would be 30.
time on task . . b f b . = attention to task ratio tota1 num er o o servat1ons
STUDENT EVALUATION SCHEDULES
An important part of the follow along process is setting up a student evaluation schedule. Each student should be evaluated periodically based on his/ her individual needs as well as the needs of the business for which she/ he is working.
Immediate Evaluation
The employer's initial perception of the student's performance may prove to be a crucial factor in developing a strong employer/ employee relationship for both the student currently employed and for the students to be placed in the future. The first evaluation of the student should occur after the first week of employment, when the student has had some time to adjust to the job and develop a routine. Any problems that might be occurring can be addressed in this early evaluation, and any devleoping misconceptions can also be cleared up.
The first evaluation should consist of supervisor evaluation data and performance data, both of which are important indicators of the student worker's performance (Wehman, 1981). The employer should evaluate the student by observing the student perform the job and by soliciting verbal feedback from the student. These methods will be discussed fully in the section on methods of evaluation below.
Further Evaluations
Students placed in community settings need to be evaluated regularly to ensure that problems that develop are addressed and support given as needed. A schedule for student evaluation should be developed and adhered to according to the following guidelines.
Employer Evaluation. The employer should evaluate the student twice monthly during the first two months of a job placement, monthly for the second two months, and quarterly thereafter as long as the individual is working for the company.
62 Parent Quutionnaire. Pa.rent questionnaires should be sent to the pa.rents/ guardian ( for completion on the same schedule as employer evaluations: twice monthly during the first two months of job placement, monthly for the second two months, a.nd quarterly thereafter.
On-Site Visit. The student should be observed a.nd evaluated at the job site with the same schedule: twice monthly during the first two months of job placement, monthly for the second two months, and quarterly thereafter. This does not mean that the trainer is not on the job site on a daily basis. It means the student is evaluated while on the job according to this schedule.
Telephone Contact. Telephone contacts between the trainer and pa.rents/employers should be ma.de as needed. They should not take the place of in-person evaluations, but ca.n be used when regular evaluation methods are not possible. .
METHODS OF EVALUATION
Employer Evaluation
The employer should be given an employer evaluation form according to the evalu ation schedule described above (Form 9.3, Appendix A). Someone who has observed the student at work, such as the employer or designated employee, should fill out the form. Subsequent observation and evaluation of the student worker should be done by the same employee to ensure consistency in rating the student's performance. ff the student's super visor (employer or designated employee) changes, visit the job site and meet with the new supervisor. Make sure that he/she understands the supported employment program a.nd the importance of periodically evaluating the student's performance.
Parent Questionnaire
Send parent questionnaires to the student's parent(s)/guardian{s) according to the evaluation schedule established in order to monitor the student's behavior a.t home (See Form 9.5, Appendix A). A change in behavior at home or indications of problems at home could potentially interfere with the student's job performance.
H the information reported by the parent/guardian on the questionnaire suggests a problem, the job trainer should consult the parent/guardian by telephone or arrange an in-home visit to discuss possible solutions to the problem. Early detection of the problem may keep it from escalating to a job threatening level.
63 On-Site Visit ( The on-site visit is an important form of evaluation for two reasons. First, the visits maintain the personal contact and rapport with supervisors, co-workers, and the student worker that was established before the job trainer faded from the site. While co-workers are not involved in the actual evaluation, valuable information can be obtained from their comments. If any change in management has occurred, the job trainer should meet with the new manager to make sure she/he understands the supported employment program and has realistic expectations regarding the student's performance. In this way potential problems between the student and the new manager can be avoided.
Second, on-site evaluation enables the job trainer to personally observe the student's performance. If several steps in any particular job are not being completed, or if the stude.nt is deviating from the trained sequence of job duties, the job trainer should retrain. The student's rate of production and on-task behavior should also be recorded. If these are not up to company standards, the job trainer needs to improve performance. It is important, however, that job site evaluations not interrupt the production of the student employee or co-workers.
Telephone Contact
When on-site visits are not feasible, telephone contact may be an adequate way to obtain the information necessary to monitor any problems arising at the job site. Though telephone contacts cannot entirely replace on-site visits, they can help maintain open and and honest communication among the job trainer, employer, and parents.
TRAINER RESPONSE TO EVALUATION
Receipt of Evaluations
When the job trainer receives evaluations from the employer or parents, prompt acknowledgement by letter or telephone call is neces.,ary. Contact the employer or the employee who completed the evaluation to acknowledge receipt of the evaluation and to assure him/ her that immediate action will be taken to solve any problems that are occurring. This process is particularly important when the job trainer has faded from the job site. Similarly, contact the parent(s)/ guardian(s) to acknowledge receipt of their questionnaire and to discuss any problems the parent/ guardian perceives om the program. As with the employer, support for the parent(s)/ guardian(s) is important to the overall success of the program.
64 ( Summarlle Evaluation Information Information collected from all sources (employer evaluation, parent questionnaire, on-site visit, telephone contact) is then combined and summarized. The various evalua tions are compared for consistency in order to single out specific problems. For example, if only the parent reports a problem, parent advocacy might be needed. Or if the student perceives a problem, but the employer reports no problems, there might not be a real concern. For example, the student might worry that she/ he is making too many mistakes if the employer watches him/her often. The job trainer might investigate the situation and find that the employer is pleased with the student's work and is simply interested in observing the successful worker.
Careful analysis of the information will show if a problem exists or is developing. If there is no problem, continue with the on-going assessment schedule. If a problem exists or is developing, further assessment of the problem is needed. The nature, circumstances, and frequency of the problem should be investigated. Any previous attempts to solve the problem should be studied, and an intervention strategy devised.
PROBLEM INTERVENTION STRATEGIES
The first step in problem intervention is to collect additional information regarding the nature of the problem, when the problem occurs, with what frequency, and for what duration. This information can be obtained by talking to the employer, co-workers, par ents, or by observing the student. An incident report should be completed, summarizing the specific problem and the intervention used to remediate the situation.
PROGRESS REPORTS
Progress reports are sent to the student's parent(s)/guardia.n(s) once a month to keep them informed regarding the student's performance (See Form 9.6, Appendix A). The report includes the results of the employer evaluation and assures the parents that the job trainer is actively monitoring, and intervening when necessary, in the student's training.
FADING FROM THE JOB SITE
The process of fading can take weeks or months. H a student is only on a particular job site for one semester, the job trainer may never fade completely. In the individual placement model, fading involves the gradual elimination of the job coach's presence from
65 the job site. Fading in the group placement models (enclave a.nd mobile work crew) ( may occur the same way. An enclave consisting of 8 students might have a. supervisor, a job coach, a.nd two paraprofessionals from the school working with the students. The presence of the job coach and paraprofessionals would be faded. The supervisor, however, remains on site at all times.
In a.11 cases, fading is systematic and gradual. For example, if a student is a kitchen helper, fading steps might include giving fewer prompts and reinforcers, standing back from the student, spending less time in the work area, spending fewer. days at the job site, coming once a week to the job site, coming every two weeks to the job site, and so on. In group placement models, extra personnel a.re faded similarly. The end result in a.II cases is that students become more independent on the job.
When Should Fading Begin?
Fading should begin when the student is performing a specific job duty at the stan dard production rate and under natural conditions (without prompts or reinforcers) for three consecutive data collection sessions. When the level of performance is reached, the job trainer should leave the work area while that duty is being performed. She/ he will still need to be at the job site to train other duties not yet mastered. As ea.ch of the other duties are mastered, the trainer can leave the work area when they are being performed. In this way the trainer gradually fades his/ her presence from the job site as the student becomes more confident and independent.
Criteria used to determine whether or not to begin fading are on/off task behavior, prompting assistance, quality of work, and production rate. During training these are measured and recorded regularly and provide an objective measure of the student's performance. The actual fading schedule is determined by the following considerations:
1. The .tudent 11 job performance. Fading can proceed smoothly as long as the student continues to function well without the job trainer. However, any negative change in the student's performance necessitates increased intervention by the trainer.
2. The needs and personalities of the emplot,er and co-workers. Some employers a.re less comfortable with the fading process than others and will require reassurance and a more gradual fading of the trainer from the work site.
3. The characteristics of the job and the job site. A student who works in a highly visible position, such 83 line server or bus person, will require a more gradual and systematic fading process. The trainer should not attempt to fade from any job site until he or she feels comfortable that the student can maintain a satisfactory job performance (Barcus et al., 1987).
66 Gradual Fading ( When fading begins, the job coach leaves the student alone at the job site for short periods. The job coach should explain clearly to the employer, <:~workers, and the student that he/she will not be there but can be contacted and will return if needed. Give them a phone number to call if a problem arises. If the student continues to perform well without the trainer's presence, stay away from the job site for a longer period of time each day. It is best to remain on-site during peak work periods, such as the noon rush hour, in case the student requires assistance.
When the student performs all job duties successfully under natural conditions (with out prompts or reinforcers), the job coach should remain away from the job site an entire day, returning to check on the student's performance at the end of the day. Following are additional guidelines for fading from the job site (Barcus et al., 1987}.
1. Discuss the fading schedule with the employer.
2. Mutually agree on a day to begin fading the trainer's presence.
3. Inform the student and co-workers (if appropriate) that you are leaving the work site.
4. Give the employer a phone number where you can be reached.
5. Leave for no more than 1-2 hours the first time.
6. Continue to collect performance, on-off task behavior, and production data on the established schedule.
7. Increase your time off the job site as the student continues to show independence, until he or she can work for the entire work period without assistance.
67 Chapter 10 (
Transition Planning
What is Transition?
The term, transition, as used in this curriculum, refers to the movement of students from the school setting into the community. Transition implies more than simply gradu ating the students from high school. Madeline Will (1984), Assistant Secretary for Special Education and Rehabilitative Services, defined transition as "an outcome-oriented prer cess encompassing a broad array of services and experiences that lead to employment." Transition involves defining desirable outcomes for the student and delineating support services needed to achieve those outcomes. The focus during transition is on the individ ual needs and potential of each student.
Both federal and state legislation have stressed the importance of interagency co operation in achieving transition. Local agencies, too, should draw up interagency agreements outlining the responsibilities of each agency. This will ensure smooth and successful transitions, without needless duplication of services.
When Does Transition Begin?
Transition begins when a student is 12 years old, or at a.bout the sixth or seventh grade. Early planning is essential for ensuring a smooth and successful transition. The admission, review, and dismissal (ARD) committee is responsible for transition planning. At this time, planning includes the following:
1. contacting adult service agencies
2. determining appropriate transition options, and
3. encouraging parent training and involvement.
68 Adult service agencies will act as consultants for transition planning at this time. ( Their participation might include defining eligibility for their program, providing a list of services available when the student reaches the appropriate age, and providing family support.
Pa.rents should be trained to be active participants in the transition process. They also need to know what options are available for their child after high school. Schools can provide parent training or can arrange for training by local advocacy groups. Parents should be ma.de aware of advocacy groups and agencies available for help and support.
Quarterly and annual reviews a.re conducted to evaluate the student's progress toward attainment of the skills necessary for transition. Necessary changes and/ or adjustments to the individual education program (IEP) are made as the result of these reviews.
ORGANIZING THE ITP TEAM
The Individual Transition Plan (ITP) team is a group formed to plan the transition of each student. The team is formed when the student is approximately 14 to 16 yea.rs of age, depending on the her/ his individual needs and projected graduation date. A transi tion planning coordinator should be designated to oversee the forming of this team and the rest of the ITP process.
Who Are the Members of the ITP Team?
The ITP team should be limited to people who have recently had meaningful contact with the student. The team should include the student and parent(s)/ gua.rdian(s), all of whom a.re encouraged to take an active part in the transition planning. School personnel on the team shouid include the special education teacher who has worked with the student, relevant related service personnel (counselors, therapists), a special education administra tor, and, if applicable, the vocational education teacher who has worked with the student (Wehman, Moon, Everson, Wood, & Barcus, 1988).
Adult service agency representatives who have served as consultants from the ti.me transition planning was initiated (at age 12) a.re also part of the ITP team. While pub lic schools have the primary responsibility for students with disabilities until they reach the age of 22, adult agencies are involved in the planning from the beginning to ensure a smooth, successful transition. Representatives might include a Texas Rehabilitation Commission (TRC) representative, a Texas Department of Mental Health/ Mental Retar dation (TDMHMR) case manager, or a TDI\flIMR employment specialist.
Other possible team members might include a school employment specialist, a physi cian, or a past or current employer of the student. All members should be well informed regarding transition a.nd take an active part in the transition planning.
69 SECURE PERMISSION FOR CROSS-AGENCY INFORMATION SHARINGt
Public schools cannot release confidential information about students without parental permission. Before the initial ITP meeting is held, the school transition planning co ordinator should secure parental permission to share confidential information about the student with adult service agency representatives. A permission form should be devel oped requiring the signatures of all parties (See Form 10.1, Appendix A).
INITIAL ITP MEETING
Time and Purpose of the Meeting
The Individual Transition Plan (ITP) meeting should be held before the official Ad mission, Referral, and Dismissal (ARD) meeting so that the Individual Education Pro gram (IEP) goals and objectives can be written to reflect the ITP goals and objectives. Forms 10.2 and 10.3 in Appendix A are examples of ITP's. The IEP consists of functional skills that need to be developed and strategies for doing so. In the ITP, the specific strate gies and behavioral objectives of the IEP are matched with employment, residential, and community goals that lead to independent living. The ITP will include
1. clearly defined outcomes,
2. appropriate services needed to achieve these outcomes, and
3. objectives that must be met to arrive at outcomes.
Conducting the Meeting
Atmosphere. The atmosphere of the meeting should be informal. Everyone should be introduced and encouraged to openly participate. The purpose of the ITP should be explained. Avoid the use of educational jargon and acronyms.
Outcomes. Desired outcomes and available support services should be discussed. The student should be asked what he/she would like to do after high school in terms of living arrangements and employment. The parents should be asked what they envision for their child. Any fears or uncertainties on the part of the student or parents should be addressed. School personnel should realistically discuss the post-school outcomes the student should be able to achieve, given certain support services. The adult agencies should provide all ITP members with a list of the services their agencies provide. ITP members should disucss available services.
Goals. Transition goals for the student should be identified, based on the desired
70 outcomes. Goals should be w.ritten in the areas of employment, residential activities, recreation activities, and community access (See Figure 10.1). Each goal should include
1. projected date of achievement,
2. whether the goal will be achieved before/ after graduation,
3. agencies involved, and
4. person responsible.
Objectives. Once goals have been established, specific objectives to be achieved in order to meet the goals should be identified. Objectives should be written as a sequence of steps needed to accomplish each goal (See Figure 10.1).
Servi"cts Referral Checklist. A services referral checklist then needs to be devised (See Form 10.4, Appendix A). This is a list of items representing the steps necessary to begin the formal referral and application process for appropriate adult services needed by the student. The checklist should designate the person responsible for each action to be taken. At the time this checklist is devised, the adult service agency representatives will fill out the appropriate application and referral forms.
Cast Manager. A case manager should be appointed to oversee the administration of the ITP. The public school system provides the case manager until the student reaches age 22. At that time, based on the ITP team's decision, either TRC or TDMHMR will provide the case manager.
Concluding the Meeting. Have a.ll team members sign the ITP. The case manager is responsible for sending copies of the ITP to all members as soon as possible. The parents and student should be given information describing adult services available in the community. The information might be in the form of lists prepared by the school or adult service agencies, community service booklets, pamphlets, or brochures.
Il\,IPLEMENTING THE ITP
The next step in the transition process is to implement the ITP. Persons responsible for specific goals should carry out the plans a.s prescribed. Moet of the goals, however, will necessitate the involvement and cooperation of all agencies involved.
Update ITP Annually k Implement Follow-Up
Update. Following initial ITP implementation, the ITP should be reviewed and updated annually. This ca.n most easity be done immediately preceding the annual ARD
71 Figure 10.1 ( Individual Transition Plan 1
INDIVIDUALIZED TRANSITION PLAN GOALS1
Name: Ji\\ lhO"""d!> Date: 9- \0 -~J SS#: 43:l- \C\- ~O'·\'·\ Date of Graduation: HAI( l'IY&Current Age: \C\ D.0 .B.: 2-\\-1-OM;U::
Projected date of completion:J Projected date of completion: 111 /h BEFORE AFTER Graduation Agency(s) involved: School VR MR/ DD Person Responsible: ______Recreation/ Leisure (see List of adult services): __.:B~o""'"'w-=....,,\,:.io...,~..._.._----- C'ht o.\\ k~uc.- Projected date of completion: l)o:.. \9,11 @FORE) AFTER Graduation Agency(s) involved: (Schoaj} VR MR/ DD Person Responsible: S'?'do\ f,\ . :Tmd,,.u::, '?-t-me.bee Community Acc~s (see List of adult services): Ric\« i¥>s:ozos. ,~~ .Jo Jon tiik. · l~o OS),t(.C M.y.(A.\,~wl\\ Qt:\"'=~)' c:..-c hr :ttlll\SfO.:::\.s.yOf\, Projected date of completion: (BEFORE) AFTER Graduation Agency(s) involved: ~choo_O VR MR/ DD Person Responsible: :Schoo\ '.'.\e'o CCMl!Lh, 'S>civU: ~.l. ~ac..h« Other notes: . lr 1 From Rehabilitation, Research &t Training Center, Virginia Commonwealth University. 72 ( SEQUENCE OF STEPS TO ACCOMPLISH GOALS Student: 3\ \\ \hoP'DS Date: °'-\O -g:z Comp Comp. Comp. Lia.son: Sc"oo\ Date Liason: T~ Date Liason:~\\~R Date \~~o\o ' · 1)~.l'O& c1c;\.;t ID /,7 I. ~~;"~ to/,; ~ v~ iuvtu.s. 'ht f"'U1'- -h. c.\ijib;li½ 'h,r ~~~1, ~t-,.._\- •f~om. ~- f\w-~ ..;¼ uU,a.~j~~\- '-\A~\- ~c.c...t, ~ $,14'"~~- .2. \>\4',C. "' "·I,, ,,,, '""'~ J;,,1-..-~ t "-"' .,_.\,t.A..~•\J i~Cf'v\CLS,. _,f~ ~k- ~~,-..\.~~..... r "3. 1'n,w1k }-b sik 1/rt ~' E ~";"'~· LW 't ~\>ick ~'~ in~~ \TIU\.,_..\- 'Ju ~... ~~- 5 . ~ ...J..~. ~W\~~ .. ~,,, ,...,... ,..1 • \.0~ S~4\ \,.,...._ .4., ._,~,_'IIIL \0 ,~, -~«.\A.,.\- '"""j~-- ~ ~-Jl\u\-.~~~\ \0/11 1....r.-,"f-+• ~? ~~ ""'~ ~--· ~-'\>.. vik \-6..rda-\ ,,~i ~ \~ ~\c,;\\~ ~."'~- ,. "P~ck ~"5~ ,,,, '0 b6w\i~• (f.£.) .1 . \ea.. I..>~~---''c. i/ts 3. .. I\ "f hoc-\<~- 12./11 l'\.'t.~.\-....u- i.. •• it,, \. Ot...-i~ %-~s l).J 11 J" 'T~ ~le.. :t. '\>.,w,..l.4 ~l..cr ~/tf ~\.1-.\. I 'J. l•Q.11'\ 1-> 1&1,,&- ~ "-"~·\-- ,...,c.'-<-... <4/ 'll 73 meeting. All ITP team members should be present and should participate. Annual ( meetings should: 1. summarize the student,s current functioning level in vocational settings in whkh he/she ha.s participated, 2. determine change in vocational setting, if needed, based on summary, 3. develop goals and objectives for the student's IEP, a.nd 4. if necessary, adjust ITP goals and objectives to reflect student progress. As the student nea.rs graduation, adult agencies will increase their involvement with the student, and the school will focus on the transfer of information a.nd service provision responsibilities. Follow-Up. The progress of the ITP should also be reviewed at least quarterly to confirm that goals and objectives a.re being met according to schedule. ff the student's progress differs significantly from the ITP, another meeting should be scheduled to revise the ITP. Exit Meeting Toward the end of the student's last year in school, the ITP team should meet to finalize the transition plans. Goals should be examined to determine which have been achieved, which have not, and remain to be achieved by graduation. ff goals have not been achieved, they should be studied to determine whether or not they a.re still relevant. Any final transition needs should be addressed at this time. One transition option that should be considered is allowing the student to "graduate" with his/her same-age peers, but continuing her/hi.s access to services provided by the public school until she/he reaches age 22. The student can receive a diploma, but not have it signed until he/she is no longer receiving services from the public school. This reduces some of the stigma associated with being in high school until age 22. INTERAGENCY COOPERATION To ensure a smooth and successful transition, public schools need to work closely with other service agencies that a.re presently or at some future time may provide services to the student with disabilities. lnteragency cooperation benefits all involved in transition planning by: 1. identifying potential clients of adult agencies, 74 ( 2. familiarizing ITP members with the array of services available, a.nd 3. providing information regarding eligibility for services a.nd procedures for access ing those services. Through interagency cooperation, the student is gradually integrated into the main stream of community life. DEVELOPING LOCAL AGREEMENTS Local agencies need to follow the lead state agencies have provided a.nd create their own interagency agreements. Local agreements greatly enhance transition and a.re not difficult to draw up. Such agreements are necessary to 1. prevent duplication of services, 2. provide a continuum of services, 3. provide continuity between services that are related or dependent on one another, 4. save resources, 5. identify gaps in the system, 6. develop a unity of approach among service providers, and 7. provide a reliable mechanism for sharing information (Kelker & Hagen, 1986b, · pp. 48-49). Steps for developing a local interagency agreement follow. Form Local Committee A local committee with members from all key agencies in the community should be formed. Include representatives of both special education and vocational education depart ments of the public schools, TRC, TDMHMR, local advocacy groups, and any other relevant agencies. Parents of students with severe disabilities should also be represented. Initial actions of this committee should be to: 1. define the purpose of the committee, 2. list the goals of the committee, 3. list and rank activities required to accomplish each goal, 75 4. designate persons responsible for each activity, and ( 5. establish ti.m.elines for completion. Conduct Community Needs Assessment The needs of the local community must be assessed. What existing services are be ing duplicated? What additional services are needed? A committee member should be designated responsible for conducting the needs assessment. Develop Local Interagency Agreement The results of the community needs assessment can be used to develop a local inter agency agreement can be developed that lists the _participating agencies and the specific responsibilities of each within the local community. Considerations of Interagency Agreements ITP Meetings. Representatives from TRC and TDMHMR should attend ITP meet ings and incorporate ITP goals into their own documents (Individualized Written Rehabilitation Plan, Individual Program Plan) so that all four documents are co ordinated and can be used together. The school liason is responsible for securing permission to share information among agencies. The liason should give adult service agencies at least 5 days notice of ARD and ITP meetings. Agency representatives are responsible for the referral and delivery of services required by the student for successful transition and for bringing referral/service application forms, brochures, and information on eligibility for their programs to the meetings to share with other ITP team members. Supported Employment Services. Supported employment services to be provided for persons with severe disabilities should be delineated in the agreement. Data Collection. The committee should determine which agencies will collect data, a.nd what kinds of data will be collected. For example, schools should collect data con cerning numbers of students leaving the program. Interagency In.service. Local agencies should make arrangements for interagency in service. Each agency needs to provide other local agencies with information about services offered. Exchange of Information. Local agencies should agree to exchange certain types of 76 ( information, such as the following: 1. Li1Jt of Upcoming Graduates. This list should be provided by the school as long as parental permission has been obtained. 2. Projected Graduates Ouer a 5- Year Period. This is also provided by the school to help agencies project the need for services in the future. This list should be updated annually. 3. Adult Service Programs. TDMHMR a.nd TRC should provide a list of ser vices/ programs currently available. Include service/program capacity and pro jected number of slots that will be available by July 1 of each year. 4. Adult Sertn"ces Selected for Graduating Youth. The school liaison should com pile a report for TRC and TDMHMR listing students eligible for each pro gram/ service. The report should include services available (as reported by TRC a.nd TDMHMR). H there is a discrepancy between services needed and services available, agencies will be aware of the need for additional services. 5. Post-Graduation Follow-Up Data. TDMHMR and TRC should provide the school follow-up data on graduates for at least 2 years after graduation. This will assist schools in program evaluation. Administrative Considerations. Certain administrative details should also be consid ered in developing the interagency agreement. 1. Staff Competency. Staff in all agencies need training on supported employ ment a.nd transition planning. The agreement should state who will provide this training. 2. Liability. A statement of liability should be a pa.rt of the agreement. Employ ment specialists working in community-based settings will be covered by their employing agency (school, TRC, TDMHMR), unless gross negligence occurs on the training sites. 3. Office Space. Determine which agencies will provide office space for staff members participating in transition activities for students with severe disabilities . 4. Ttansportation. Mileage reimbursement will be provided by each agency for their staff. This includes travel expenses incurred during community job-site training. 5. Dissemination of Agreement. Copies of the interagency agreement developed should be provided to all team members, agency liaisons, service delivery admin istrators, and other relevant agency personnel. Responsibility for distribution of these copies can be determined by vote, volunteer, or by rotation among partici pating agencies. 77 6. Review and Modification. The team should meet quarterly to review and make necessary modifications to the agreement. Written reports, program outcome reports, a.nd a yearly needs assessment will be considered in this evaluation. 7. Development of New Services. Discussions should be held during quarterly meet ings to determine if there is a need to develop any new services to meet the needs of the students a.nd the community. 8. Dissemination of Servicu. The committee should compile a booklet describing all community a.nd adult services available in the community within 60 days after signing the interagency agreement. This booklet will be distributed to parents, a.nd service delivery a.nd agency personnel. PARENT INVOLVEMENT Parent involvement is a critical component of transition. After the student leaves school, the student and her/his family will be responsible for carrying out the remaining transition goals and objectives. Therefore, parents need to be active participants in the transition process and need to acquire the necessary skills and knowledge to do so effectively. Parent Education Activities Organization. Parent education activities should be initiated by the public school. Parents should be encouraged to attend these activities at least by the time their child is 16, if not earlier. The school can arrange and conduct these activities or request that local parent advocacy groups conduct them. The activities should be based on problems and concerns of the parents as identified by a needs assessment instrument. Meetings. Parents should attend meetings that present an overview of transition issues. These meetings should 1. acquaint parents with adult service agencies, 2. detail the specific responsibilities of special education, vocational education, vo cational rehabilitation, and adult services in the transition process, and 3. prepare parents to work with the various agencies involved to develop a transi tion plan for their children and to apply for services in the future. Visitations. The school can also arrange for parents to visit adult service facilities. Such visits can be used to familiarize parents with the services available and thus will help them make informed decisions regarding the future of their child. 78 ( Chapter 11 Working with Employers and the Community Without the support of employers and the community at large, a supported em ployment program will not be successful. The program director/ job trainer must work with employers and the com.munjty to present a positive picture of the program. If the community understands the purpose and goals of the program and feels involved in it, the program will receive more support. This chapter discusses methods of approaching and working with employers. The benefits and selling points of supported employment will be addressed as well as quality considerations for selecting training sites. Job site advocacy activities wiJl be introduced and suggestions will be offered for public relations and public awareness activities. MEETING WITH POTENTIAL EMPLOYERS Program personnel usually meet with employers for the first time when locating train ing sites for the supported employment program are being investigated. It is very important to make a good impression on employers at this time so that they are willing to join the program. Table 11.1 gives general guidelines to be followed when contacting employers (Moon, Goodall, Barcus, & Brooke, 1986). Present the Program When you meet with the potential employer, present a.n overview of the supported employment program. Include the following information: 1. Brief description and background of the program. Distinguish supported employ ment from traditional training programs for persons with severe disabilities (See Chapter 2). 2. An explanation of how hiring a student with severe disabilities will benefit the em ployer and his/her company. 79 ( Table 11.1 GUIDELINES FOR EMPLOYER CONTACTS1 - Approach employers in a friendly, positive way. Show your interest in helping the employer as well as the prospective worker. Enthusiasm is a powerful persuader. - Visit the employer at a convenient ti.me. Offer to come back later if the employer is very busy. - Dress in a business- like manner and always conduct yourself in a polite and pro fessional way. (An employer may say "no" on the first visit, but depending on the impression you make, may be interested at a later time). - Use terms that will be of interest to the employer when describing your program and your consumers. A void rehabilitation jargon. - Explain your role as a job trainer and your presence on the job site to train the worker and insure task completion. - Encourage the employer to ask questions and be prepared to give functional, work related information about persons with severe disabilities. Talk about the successful job retention and performance of workers with severe disabilities and emphasize the positive characteristics of these workers. If you have placed other workers in the vicin ity, ask for permission to use the supervisors as references during employer contacts. - Tell the employer about the financial incentives to hiring a worker who is handicapped such as the Federal Targeted Jobs Tax Credit (T JTC) and the availability of National Association for Retarded Citizens On-Th~Job Training (NARC-OJT) funds. - Ask for specific information about any job openings and record all information, using the Employer Interview Form and Sequence of Job Duties Form. - Arrange to observe the work area so that you can analyze the job duties and skills required. 1 From Moon, Goodall, Barcus, & Brooke (Ech.). {1986). Tm Supported Work M~I of Compet:il.ive Emplo!lfTUnt for Citizeru with Severe Handicap,: A Guuk for Job '.lh:wier,. 80 3. Types of work in the company that students with severe disabilities could perform ( well. 4. How you will go about identifying suitable for students with severe disabilities in the company. 5. Services that will be provided to facilitate hiring students with severe disabilities. It is a good idea to prepare handouts to give potential employers covering the above topics. When the employer has agreed to provide a training site or sites, arrange to meet with the appropriate person to identify jobs for the student(s). Benefits to Employers Always emphasize the ways supported employment will benefit employers. Benefits include: 1. Federal Targeted Jobs Tax Credit. Public Law 95-6000, The Revenue Act of 1978, Subtitle C, Section 321, stipulates that a company will be compensated (with no government paperwork or contract forms other than ffiS- related forms) for 40% of the first $6000 paid in wages to a handicapped adult or youth for the first year in which he or she is employed. Further information may be obtained by contacting the local IRS office or Texas Employment Commission. Program personnel must check on this information periodically to ensure that regulations have not changed. 2. Reducing Turnover in Certain Jobs. For various reasons, certain jobs in the community have a high turnover rate. Often such jobs are repetitive or boring. These kinds of jobs may be suitable for persons with severe disabilities. If employers hire and train persons with severe disabilities for these p06itions, the turnover rate can be reduced. 3. Public Relations. Hiring persons with severe disabilities provides them access to com petitive work and increases their productivity, thus decreasesing public costs. 4. Special Minimum Wage. If the students are working a minimum of 4 hours a day, the employer can apply for a special worker certificate. See Chapter 2 for further discussion of the Special Minimum Wage. When employers pay a special minimum wage, a standard rate is established (See Chapter 9), and employers pay $0 to Sl.34 commensurate wages. Employees must be evaluated every six months to see if their rate of pay needs to be changed. 81 Expel Myths about Workers with Disabilities ( There are many myths about hiring persons with disabilities. When meeting with employers, point out the truth regarding misconceptions such as those following. t. •Worker 'a eompensation and insurance easts will go up. • Worker's compensation rates do not rise if a person with disabilities is hired. Rates are determined by previous work records of the industry. In fact, employees with disabilities have excellent work records with fewer accidents than average workers. H employers have further questions, direct them to any Texas Worker's Compensation Board. 2. "Persons with disabilities are less dependable.• A study conducted by E. I. du Pont de Nemours and Company, America's sixteenth largest employer, found that 79% of workers with disabilities rated average or better in attendance. The absentee rate for persons with disabilities is no greater than that of nondisabled persons. 3. "Persons with disabilities are less productive. 9 The supported employment pro gram assures the employer that the job will get done; the job coach is responsible for completing the job if the student cannot. Students who, when training is complete, still perform at less than standard production rates may be paid a Special Minimum Wage (See discussion above). 4. "Adjustments in the work area will have to be made to acccmmodate persons with disabilities. This can be expensive." Few or no adjustments need to be made to ac commodate workers with disabilities. They will need more initial training, but a job trainer will be on the job site during this time to make sure the job gets done. The job trainer does not cost the company anything. 5. "Workers un·th disabilities un'll want spuial privileges.• Workers with disabilities do not want special privileges; they want to be treated like other workers. One of the goals of this program is to see that workers with disabilities are treated like nondisabled employees. Identify Jobs for Students Examine the company's existing job descriptions. Determine which of the jobs (if any) are appropriate for students with severe disabilities. H the company does not have any suitable job descriptions, work with a representative of the company to develop job descriptions that meet the needs of students while also meeting company needs. Modifying Existing Positions Some existing job descriptions might be made suitable for students with severe disabil ities with only minor modifications. For example, a job description for stocking groceries 82 might include reading the name of the product on the box, carrying the box to the a~ ( propriate aisle, and putting the product on the shelf. This job might be modified for a student who is a non-reader by having shelves labeled "pictorially," so that non-reading workers, as well as customers, ca.n identify the appropriate placement. QUALITY CONSIDERATIONS The quality of a training site should be considered before entering into any agreement with the employers. The philosophy of the supported employment program should be taken into account, along with the training requirements of the job and the needs of the individual students. The following quality considerations should be assessed both before setting up a job training site a.nd during training (See Form 11.1, Appendix A) . Work with employers to determine the suitability of their business as a training site for persons with severe disabilities. If sites do not meet the standards set for the supported employment program, they should be rejected (Mcloughlin, Garner, & Callahan, 1987). Interactions with Nondisabled CerWorkers The job site should be well integrated, allowing students to interact with nondisabled employees. Wages H wages are being paid, a.re they reasonable? Consider how well the company pays in relation to similar companies. Even if students are not being paid, or are receiving subminimum wage, the wages paid to nondisabled employees will be an indication of the quality of the work site. Benefits What benefits does the company offer its employees? If students wilJ lose government benefits, such as SSI (Supplemental Security Income) a.nd Medicaid by taking the job, will the company replace them? Working Conditions Make sure the working environment is safe. Also consider comfort of the job site, accessibility, and the friendliness of nondisabled employees. 83 Long-Term Employment ( This is an important consideration for students in transition. If students are leaving school and the placement is for employment pUiposes instead of training, the longevity of the job is important. Is the job seasonal? Is the company deteriorating, stable or growing? Does the student have a good chance of remaining employed by the company for a long period of time? Enhancing Features This consideration is especially important for transition students. Enhancing fea tures include opportunities for increased responsibility, pay raises, opportunity for upward mobility in the company, and job status. Work Expectations Does the job have a regular routine that will be easy to teach a student? If there is no specific routine, it might be too difficult to train a student. Are the employer's expectations clear? If a written job description is not available, one should be developed and approved by the employer. Is the employer flexible enough to make certain training alJowances for the person with disabilities? Internal Controls Signs of good internal controls include written job descriptions, established standards for productivity, clear quality expectations, consistent information from various managers, open channels of communication, regular performance feedback given to employees, and a. clear company policy understood by all employees concerning expectations of employee performance. In-House Training and Support Although the job trainer provides training and support, the potential for a successful training site and for long-term success for transition students is greatly increased if employers are willing to allow nondisabled employees to supervise and train workers with severe disabilities. Transportation A vailabllity Some employers will assist in making transportation arrangements such as providing information about car pools or public transportation routes. 84 ( Marketable Experience Gained Look for training sites that have the potential for growth and sites that train for jobs that will be available or in demand in the future. Entry- Level Positions Available Some companies hire only experienced workers. If there is no potential for hiring students after they have been trained, the job site generally should not be considered for training. If training is available and jobs for which persons are trained are available elsewhere in the community, the site can be used for training. Agreement by Employer to "Procedural Expectations" The employer needs to agree to conditions that the job coach/job trainer feels are necessary for training persons with severe disabilities. For example, a student with a vision impairment might need an extra light above her/ his work bench. If the employer will not agree to the conditions, the job trainer can negotiate with the employer or turn down the training site. Company Viewed Favorably The company in which a training site is set up should be viewed favorably by both its employees and the community. Training sites should not be set up in companies whose employees are stressed and unhappy or companies that are generally regarded as bad places to work. Employer Open to Innovation It is important for students with severe disabilities that the employer be amenable to trying new and different ways to perform tasks. Proximity to Community Resources For persons with limited mobility, the job site needs to be close to the community resources needed in other aspects of their lives. Students who are being trained need to be either close to the school or their home if at all possible. CerWorkers and Managers Consider the turnover rate in the company. Will students have to adjust constantly 85 to working with new people because of a. high turnover rate? Also consider whether c:o- ( workers and managers might become advocates for the person with severe disabilities. E:MPLOYER/CO-WORKER ADVOCACY PROGRAM The supported employment program cannot succeed unless employers and co workers understand the purpose of the porgram and voluntarily lend their support. Co workers must accept the students with severe disabilities as equals in the workplace. Many people harbor false ideas about persons with severe disabilities, but if the trainer works with the nondisabled employees and makes them realize how important they are to the program, these individuals can become strong advocates of both the student and the sup ported employment program. The following activities can strengthen the supported employment program (Barcus, Brooke, Inge, Moon, &. Goodall, 1987). Program Development 1. Allow time to talk to the employer informally either before or after work hours. 2. Have the employer check the job duty analysis and give her/ him a copy for the company files. 3. Learn the "unwritten" rules of the job site. 4. Make sure the employer and co-workers understand all aspects of the supported employment program and trainer responsibilities. Training 1. Identify student's personal strengths to employers and co-workers. 2. Model appropriate interactions for employers and co-workers. 3. Identify persons(s) who might become advocates on the job site. 4. Learn the names of the co-workers in the immediate work area. 5. Talk with the co-workers while on the job site. 6. Explain the behavioral characteristics of the student (can't read, but can recog nize signs). 86 ( Follow Along 1. Involve the employer and co-workers in the training process. 2. Discuss possible job modifications (if needed) with the employer and co-workers. 3. Sha.re instructional data with employer. 4. Identify instructional procedures that are effective with the student . 5. Socialize with co-workers at break times. 6. Recognize co-workers who promote employment of the disabled (certifi cat e, civic presentation) . 7. Give job site advocates your business ca.rd. 8. Request advocates to call you if they think the student is having problems. COMMUNITY PUBLIC RELATIONS/PUBLIC AWARENESS Although the legislature supports the supported employment concept, community support is needed to develop the program further. Experts in the field stress that "an assertive effort must be made to educate the entrepreneur, taxpayer, potential worker with disabilities, human service agencies, and pa.rents concerning the potential for improvement in the adult life-styles of individuals with severe disabilities" (Wehman, Everson, Wood, & Barcus, 1988, p. 23). Federal and state legislation prohibit discrimination against persons with disabilities, but the laws are difficult to enforce. Reasons other than the specific disability are used as justification for not hiring a person. Many people feel uncomfortable around persons who are disabled, and some employers have doubts about the capabilities and training potential of persons with severe disabilities. The best way to fight these attitudes is to make the general public aware of the truth concerning the employment potential of these persons. Public school systems can help in this effort by providing the public with information about good training programs in existence, success stories of student who have completed the programs, and general information about persons with disabilities (Wehman et al., 1988). School activities should include 1. having potential employers observe a good training program in operation, 2. staging competitions of vocational skills a.nd having local business persons serve as judges, and 3. having students volunteer their services for the sake of training opportunities. 87 There a.re ma.ny other ways the public can be informed about the supported em- ( ployment program and facts about persons with severe disabilities. Table 11.2 describes methods for disseminating information. Table 11.2 Media Examples Newspapers letters to the editor, press releases, columns, editorials Radio public service announcements, talk shows, news stories, public interest stories Television public service announcements, request for film coverage, talk shows Public Speaking service clubs, community groups, professional associations Printed Materials pamphlets, posters, newsletters, articles Personal Contacts community agencies, social organizatons, business/ industry 88 Chapter 12 ( S.ignificant Others' Involvement The significant others in the lives of students with severe disabilities play a crucial role in the success of the supported employment program. In this chapter, significant others refers to parents or guardians and representatives from adult service agencies such as, the Texas Rehabilitation Commission (TRC), the Texas Department of Mental Health Mental Retardation (TDMHMR), and the Social Security Administration. Program personnel must work together with these persons to ensure that students with severe disabilities receive the training necessary to successfully make the transition from high school to adult life in the community. WORKING WITH PARENTS Parental support and advocacy for the supported employment program are crit ical to the program's success. Having a parent that is not involved can result in an unsuccessful work experience for the student. For example, the student might need help initially in selecting clothing appropriate for the work site. H the parent is not supportive of the program, he/she might not offer the student the assistance he/ she needs, resulting in the student arriving at school inappropriately dressed. The parent is a "constant" in the student's life. Teachers, agency personnel, and employers will change, but the parent remains a bridge between the past and the present. With a realistic, rational, and informed approach, the parent can act as a positive catalyst for his/ her child's success. Program personnel should try to do the following when working with parents (Barcus, Brooke, Inge, Moon, & Goodall, 1987; Hayes, k Stevenson, 1980). 1. Be sensitive and empathetic. 2. Listen carefully to parents' opinions and concerns. 3. Emphasize the benefits of the supported employment program. 4. Provide information concerning how employment will affect SSI, SSDI, and Medicaid. 89 5. Assist the parents in dealing with troublesome bureaucracy. 6. Assist in working out transportation. 7. Eliminate professional jargon. 8. Take advantage of the fact that parents have lived with the student and probably know her/ him as well as anyone. 9. Approach parents with an open mind. 10. Keep the lines of communication open. 11. Help parents set realistic expectations for the student. 12. Don't be judgemental or try to change parents' values. Parents commonly voice two concerns regarding their disabled child's employment (Inge, Hill, Shafer, & Wehman, 1987). First, the parents may not believe their child is competent to hold a job. Second, they may be concerned about how having a job will affect the SSI and Medicaid their child receives. These concerns need to be addressed realistically. The best way to gain the parent's confidence and support is to demonstrate that adults with severe disabilities are able to hold jobs and be successfully integrated into the community and to answer all of their questions regarding benefits from other programs. A study by Inge, Hill Shafer, & Wehman (1987) compared mentally retarded persons working in a sheltered work.shop to a matched sample who moved from the sheltered workshop to competitive employment. Persons in competitive employment demonstrated improved community participation, improved self~teem and confidence, and improved financial activity (saving, budgeting, paying bills). Although there may be a reduction or loss of SSI/Medicaid, competitive employment often offers alternatives like annual leave, sick leave, and medical insurance. The job trainer is responsible for maintaining contact with significant others during each phase of the supported employment program. Orientation During a student's orientation period, the job trainer should: 1. Contact parents early in the school year to establish a positive link between home and school. 2. Explain the job benefit package. 90 3. Make parents aware of parent advocacy training programs available. 4. Put parents in touch with support groups. 5. Give the name, address, and phone number of employer to parents. 6. Discuss the rules of the job site. 7. Tell the parents the names of co-workers who have established friendships with the student. 8. Point out the positive aspects of the student's job performance. 9. Invite parents to visit the training site. 10. Meet often with the family to discuss their concerns and answer questions. 11. Establish a log for recording all parent contacts. Training and Follow Along During training and subsequent follow along, the job trainer should: 1. Keep the parent informed of the student's progress on the job. 2. Give written feedback on the employer's perception of training. 3. Identify skills the student could practice at home. 4. Solicit parent feedback on any aspect of the program. 5. Explain the fading process. 6. Keep in touch with the parents by phoning them periodically. 7. Give your office telephone number and hours to parents. Transition During transition, the job trainer should: 1. Provide the parents specific details regarding the transition phase of supported employment. 2. Explain such things as 91 - when the ITP is developed, ( - who is on the decision-making team, - how transition from school to the community is expected to take place, and - what other agencies a.re involved. 3. Give parents examples of well written and poorly written ITP's so they will be able to judge the quality of their child's ITP. 4. Provide the names/addresses of local and statewide resources and agencies which offer assistance (See Resource Guide that accompanies this curriculum). Parent Advocacy Training The public schools are responsible for training the parents to become advocates. This benefits the program as well as the parents since informed parents can better support the program and contribute to its success. Parent training can be conducted by school personnel, or by personnel of local advocacy groups. Some effective training activities are described below. Films. There are films available showing persons with severe disabilities integrated into the community and working in supported employment programs. These can be shown to parents as a group, with time for discussion after viewing the films. See the Resource Guide for a list of films. Slides. Slide presentations can be developed showing students from the local school participating in supported employment programs. The parents can get an idea of how the program works and what options are available for their child. Again, allow ti.me for discussion after the presentation. Community Resource Personnel. Community resource personnel can be brought in to speak to parents and to answer questions. Guest speakers might include representa tives from the Texas Rehabilitation Commission (TRC), the Texas Department of Mental Health Mental Retardation (TDMHMR), or from local advocacy groups. A parent of a child with severe disabilities might also be asked to speak. Other topics that can be addressed in parent training include: 1. community resources available, 2. adult service agencies and the services they provide, 3. advocacy and support groups, 92 ( 4. the supported employment program, 5. IEP and ITP, 6. transition planning, 7. housing alternatives, 8. SSI, SSDI, and Medicaid eligibility, 9. t.ransportation options, 10. legal issues, and 11. case management services. Failure to Obtain Parental Support If parents are unwilling for their child to become involved in the supported em ployment program, it is usually because they a.re concerned for the welfare of thei.r child. Program personnel should try to appreciate the fears and doubts the parents a.re experi encing. Try to assure them that the school has the child's best interests in mind. Parent education is usually the best strategy in dealing with such situations. Provide training in the areas listed above, and give the parents positive input regarding the work potential of their child. Tell them about successful placements, particularly of students who have characteristics similar to those of thei.r child. Other strategies include 1. having the family visit training centers and job sites where their child might be placed, 2. putting parents in touch with parents of students who have been successfully placed or who have successfully completed the program, and 3. incorporating vocational goals in the student's IEP to show the importance of vocational planning {Wehman, Moon, Everson, Wood, & Barcus, 1988). TEXAS REHABILITATION COMMISSION The Texas Rehabilitation Commission (TRC) should be involved in transition plan ning for students with severe disabilities. They provide both time-limited and long-term support se.rvices. Contact your local TRC office for information about specific services they provide. TRC will work with public schools in general planning for younger students and will become actively involved in planning for specific students ages 16 to 17. 93 ARD /ITP Planning ( The TRC representative attends Admission, Review, and Dismissal (ARD) and In dividual Transition Plan (ITP) meetings as a consultant. He/ she is a non-voting member of.the committee who assists in planning and discussing available services for the student. Case Management ff the student requires long-term support, the public school is responsible for providing that support until the student reaches age 22. IT the ITP team decides that TRC will be the adult service provider, TRC ta.kes over the support for that student. TEXAS DEPARTMENT OF MENTAL HEALTH MENTAL RETARDATION The Texas Department of Mental Health Mental Retardation (TDMH:MR) works with public schools in transition planning for students with severe disabilities. Local programs may differ since ea.ch local authority sets up a steering committee to determine the procedures for interagency cooperation. Check with your local TDMBMR for information about services they provide. It is important that these agencies work well together for the benefit of the stu dent/ worker. It is not acceptable for these agencies to cooperate only when their personnel are friends. Territorial attitudes can no longer be tolerated between and among agencies designed to serve persons with disabilities. ARD/ITP Meetings The TDMHMR caseworker is a non-voting member of the student's Admission, Review, and Dismissal (ARD) committee. She/ he should be invited to ARD / ITP (Individual Transition Plan) meetings approximately two years prior to the completion of school. The TDMllldR caseworker's role is that of consultant in helping develop transition services. He/ she is not involved in direct service provision until after the student leaves high school. Case Management After a. student leaves high school, TDMHMR may provide case management ser vices. This and provision of other services will be decided a.t the student's ARD/ ITP meeting. 94 THE SOCIAL SECURITY ADMINISTRATION Social Security administ~rs assistance programs for persons with disabilities. Most students in supported employment programs will have been receiving assistance, and employment will affect their eligibility. It is therefore critical that school personnel con sider the effect participation in supported employment will have on the student's benefits a.nd discuss the facts of the situation with the student's parents. Brief explanations of the Social Security assistance programs a.nd ramifications of supported employment on those programs are presented below. Contact the Social Security Administration for further details and make a habit of keeping in touch, as regulations change periodically. Supplemental Security Income (SSI) Supplemental. Security Income (SSI) is an assistance program separate from social security income that pays monthly benefits to persons who are aged, disabled, or blind and who do not have a great deal of resources and income. The basic SSI payment for an eligible single adult or child is $340 a month. The basic payment for a.n eligible couple is $510 a month. A person may get less than the basic amount if he/ she has other income (U.S. Department of Health and Human Services-Social Security Administration, 1987b). Additional Services. Anyone who applies for SSI because of disability or blindness may receive other services offered by the state, such as counseling, teaching work skills, job placement, and training for independent living. Social Security personnel help disabled or blind persons get in touch with community organizations that can provide additional assistance. The SSI program does not include a trial work period or extended period of eligibility since work activity does not affect continuing disability status for re cipients on the SSI rolls (U.S. Department of Health and Human Services-Social Security Administration, 1987c). Social Security Disability Income (SSDI) Social Security Disability Insurance (SSDI) is an assistance program that offers dis abled persons the incentive of a trial work period to test their ability to work without losing benefits. If impairment severity continues, the first month after the trial work period is the first month of what is called the extended period of eligibility. Within the extended period of eligibility is a reinstatement period during which benefits can be reinstated for any month in whkh earnings fall below the substantial gainful activity level. Regular benefit eligibility is terminated in the month following the first month of substantial gain ful activity after the reinstatement period. After this point, the individual must file an application to be considered for reentitlement. Another incentive provides for extension of Medicaid benefits to SSDI beneficiaries 95 for 24 months after the month in which SSDI benefit eligibility is terminated (U. S. Department of Health a.nd Human Services-Social Security Administration, 1987c). W:hat must be done about SSI/SSDI when the student with disabilities is employed? The student or the student's family is responsible for notifying the local Social Security office immediately when the student is hired. The easiest way to do this is to obtain a statement from the employer how many hours per week the student will work a.nd the rate of pay per week. This statement must be taken or mailed to the Social Security Administration so that the student's existing benefits ca.n be reexamined. It may take up to three months for benefits to be reduced or stopped. Trainers should caution students a.nd their families not to spend any checks received after employment begins. The Social Security office may have "overpaid" him/ her, and if so, it will be necessary to return the overpaid amount (U. S. Department of Health and Human Services-Social Security Administration, 1987a). Will the student lose all SSI benefits due to employment? SSI benefits are reduced according to a person's income. Persons with disabilities can earn income without losing all benefits ($65 per month is allowed before any reductionin benefits). However, if the person holds a full-time job at minimum wage, the benefits will probably be reduced to zero for as long as the person holds the job. ff the person earns more than $65 per month, half of the amount over $65 does not count. For example, if a person ea.ms $250 a month, the first $65 would not count and half of the remaining $185, or $92.50, would not count. When the Social Security office receives the statement from the employer regarding earnings, a reviewer will figure the necessary reductions to the current SSI payment. Benefits can automatically be reinstated if the job is terminated within an extended period of eligibility (approximately 24 months) by simply notifying the local Social Security Administration (U. S. Department of Health and Human Services-Social Security Administration, 1987c). How does employment affect Medicaid? As long as the student remains eligible for some reduced portion of SSI payments, even if only a few dollars a month, he/ she will still receive Medicaid benefits. The student who is no longer eligible for SSI will probably no longer be eligible for Medicaid either for as long as she/ he holds the job. However, many employers offer good medical insurance plans that provide equal or better medical coverage for the working individual. Medicaid benefits can be regained if the person leaves or is terminated from the job (U. S. Department of Health and Human Services-Social Security Ad.ministration, 1987c). 96 ( Chapter 13 ~ollow-Up High schools must make a concerted effort to follow- up their special education stu dents who drop out of school or graduate. Follow- up provides information about the employment status of graduating studentsand assesses student's adaptive behavior and adjustment to life as an adult member of the community. Most importantly, follow- up helps educators evaluate the effectiveness of the vocational training and transition pro grams in the school as well as pointing out areas of the programs that need improvement. Program personnel should also survey the employers of students leaving the program, since they, too, can give feedback on the quality of the training programs. Surveys can also determine whether the employers are willing to have students placed in their business again in the following year. WHY CONDUCT FOLLOW- UP? Accountability. The school's responsibility does not end when students graduate or drop out of school. Schools are increasingly being held accountable for what happens to students after they leave school. They must account for monies received by demonstra.iing that the supported employment program has been both successful and cost-effective. Feedback. Program personnel should follow-up on both graduates and dropouts, discover any weak points in their programs, and improve them so that they more adequately meet the needs of the students. Public Relatiom. Program personnel need to remain aware of public attitude toward the supported employment program. The quality of forms used, the tone of letters sent, and the results of information obtained a.re public relations ~ues that indicate the quality of the school program. TYPES OF INFORMATION TO COLLECT Various kinds of information can be collected when conducting student follow-up. 97 Below are some types of information relevant to the 1upported employment program I that can be collected (Wehma.n, Moon, Everson, Wood, & Barcus, 1988). * Number of school leavers vs. school complete rs. Identifying the number of students who leave school at what ages is very helpful to adult service agencies since they can better plan their budget if they know bow many students will be leaving school and how many they will need to serve. In addition, the 1983 Education for Handicapped Children Amendments require that this information be reported annually to the Texas Education Agency. * Employment status of graduating students. Find out how many students are currently employed, how many plan to work, what type of work experiences they have had since leaving school, how the supported employment program was/ was not helpful, and how helpful/not helpful the adult service providers have been. *Adaptive behavior competence. The facility with which students are adjusting to life after high school is an indicator of the effectiveness of the program. Adaptive behavior includes the level of community integration the students have achieved, satisfaction with their personal lifestyles, and living arrangements (independent living, residential, etc.). *Ejf ectiveness of school program. Although other information will reflect the effective ness of the school program, the students and employers should be asked for their personal views on the effectiveness of the program. *Amount of community adjustment. Such things as civic responsibility, participa tion in community groups, criminal behavior, and anti-social actions can be surveyed as indicators of integration and adjustment to the community. FOLLOW-UP TECHNIQUES Mail Questionnaire The most common method of follow-up is a mailed questionnaire. This method is effective for surveying employers, but is not really appropriate for surveying students with severe disabilities. A package containing a cover letter, questionnaire, a self-addressed stamped return envelope, instructions, and incentives (optional) is mailed to the person being surveyed. Personal Interview A personal interview is the most appropriate way to follow-up students with se vere disabilities. Although this method is time-consuming, the relatively low number of students in the program makes interviews feasible. 98 Telephone Interview Interviews may also be conducted over the telephone. Some persons may prefer this type of interview to a personal interview. Sometimes families do not want school personnel to come to their homes; they can be interviewed by telephone. Employers who a.re busy an'd do not want to fill out a survey might respond to questions asked over the telephone. WHEN AND HOW LONG TO FOLLOW-UP The best time to follow-up students is one yea.r after they leave high school. This will give them time to adjust and to integrate themselves into the community. Adult service agencies should have established services by then, too. After the first survey, students should be surveyed yearly for a minimum of 1-2 more years in order to indicate long-term effects of the program. Employers should be surveyed on a yea.rly basis. Schools may be working with them regularly to place other students, so it is important to ensure that employers are pleased with the results of the program. STUDENT FOLLOW-UP PROGRAM Condition Students Before students leave school, both they and their parents should be told that they will be contacted a year after leaving to find out how they a.re getting along. Students and pa.rents should be encouraged to offer suggestions for improving the program. · Exit Form When the students leave high school, they should complete an exit form containing preliminary data such as name, address, permanent address, employment information, and information about the type(s) of training received in the supported employment program. Data Gathering The most effective method for gathering data from students is a personal interview, although telephone interviews might be conducted in some cases. When it is not be air propriate to interview students with severe disabilities, for example when a student is nonverbal, the pa.rent(s)/gua.rdian(s) should be interviewed. Interviews allow program 99 personnel to get answers to all questions, and to explain any questions that are not un derstood. Be sure to set up a. convenient time for the student to be interviewed, whether l in person or by phone. Do not conduct the interveiw during the first phone call. Interview Schedule An interview schedule should either be developed or adapted from an existing sched ule. It is beneficial in most cases to tailor the questions to your particular students and community. A comprehensive follow-up survey has been developed by Paul Wehman, John Kregel, and Kate Marshall at The Rehabilitation Research and Training Center, Virginia Commonwealth University (Form 13.1, Appendix A) . Any requests to use this survey should be directed to Dr. Paul Wehman. By looking at this and other instruments and determining the types of information you want to gather, it should not be difficult to develop an instrument. ANALYZING DATA When all interviews have been conducted, the data should be compiled and analyzed. A summary sheet can be developed on which to compile the data. In studying data, look for areas in the program that might need improvement. For example, if a significant number of parents complain about the transition process, this area warrants further study. Parent satisfaction can also indicate whether support and advocacy activities are sufficient. Examine the negative responses of the students and t_ry to determine how the program could better address problems resported by students. REPORTING RESULTS Accountability For accountability, results should be reported by filling out any state or federal forms required. A similar report should be written and presented to the school board to become a matter of public record. Public Relations Follow-up results are very effective in public relations. A newsletter might be sent to everyone involved in the program and other interested people. A successful program can help get more support, more placements, more employers willing to cooperate, and in some cases, more funding. 100 EMPLOYER FOLLOW-UP Employers can be surveyed by either a. mailed questionnaire, a personal interview, or a telephone interview. The lea.st expensive and most ·efficient method is the mailed questionnaire, and procedures for that method are outlined below (Wentling, 1980). Develop the Instrument The employer questionnaire should consist of a series of questions with categories for the employers' responses. The questions should reflect the purpose of the survey. {Refer to "Why Follow Up?" above.) The questionnaire should idea.Uy be no longer than one page, front and back. Hit is longer than a. page, many employers will not have the time or inclination to fill it out and return it. Directions for answering the questions should be at the top of the page and should be clear and concise. After developing the questionnaire, it is beneficial to mail it to a. few employers and get feedback on the instrument itself. For example: Is it too long? Are the directions clear? Should any questions be deleted/added? Modify the questionnaire based on the feedback you receive. Administer the Questionnaire Once your instrument is developed and revised, it should be sent out to all employers participating in the supported employment program and employers who have hired graduates of the program. This should be done on a yearly basis. The questionnaire should be mailed with a. cover letter explaining the purpose of the questionnaire and how the results will be used. Incentives, such as printing the questionnaire on colored paper or enclosing a free pencil can also be used. Follow-Up of Nonrespondents You probably will not receive responses from all employers to whom you send the questionnaire the first time. You may choose to send a second mailing with a different cover letter, that stresses the importance of their response. Another alternative is to contact those who did not respond by telephone. You might ask them if they have received the questionnaire and explain how important their feedback is to the development of the supported employment program. If they want to respond, but do not have time, ask them if they would mind if you interviewed them either in person or over the telephone. 101 SummariJ'.e the Results ( When you have obtained all of the results of the survey, the data needs to be summa rized. This can be done on a summary sheet developed to accompany your questionnaire. Using the Information A detailed report concerning follow-up results should be made and given to all persons involved in the program. Any problems with the program should be identified and addressed. 102 Chapter 14 Funding Supported Employment Programs Supported employment programs can be more expensive than traditional programs for students with severe disabilities. However, funding for these programs is available from several different sources. This chapter discusses funding issues and list programs and funding sources available to assist public schools in the implementation of supported employment programs. FUNDING School districts implementing supported employment programs can either bud get monies for the supported employment program, obtain outside funding, or both. Funding can be either long-term or short-term. Most agencies, such as TRC provide time-limited funding. Programs supported by schools can provide for long-term funding in their budgets. A discussion of long-term and short-term funding folJows. Short-Term Funding Short-term funding is needed to cover initial costs of the program. For example, mobile work crews are expensive to start up if equipment or a van needs to be purchased. :Job coaches and supervisors must receive training, and the cost of training, as well as their salaries, must be funded. Funding will also be needed to place and train students. Several agencies provide funding for placement and training of a certain number of students. This is short-term funding. Long-Term Funding Long-term funding is needed for job retention purposes. Many students, after being placed, need continuous on-going support. Funds will be needed to provide this support. Long-term funding is usually the hardest type of funding to secure. Typically agencies are interested in results, defined in a very rigid manner. The initial placement and training of students provides results, but results of on-going support for job retention are not as 103 dramatic. Long-term funding can include setting aside funds in the local school budget for supported employment programs. Rea.JIO(!Q.tion of fund.a is one way schools can provide long- term support. Funds that have been spent previously on t;aditional educational programs for persons with severe disabilities can be reallocated to the supported employment program. Teachers and paraprof~iona.ls who were assigned to working with these students can be trained to be job coaches. Short-term funding can then be used to pay for additional costs. COMMONLY ASKED QUESTIONS ON FUNDING TIME-LIMITED SERVICES FOR SUPPORTED EMPLOYMENT Following is an excerpt of a newsletter (Vol. 4, No. 1) from the Rehabilitation Re search and Training Center at Virginia Commonwealth University that presents questions and answers about funding for supported employment programs. In this excerpt, the term "consumer" refers to the person with severe disabilities. The focus is not on programs for secondary schools, but on all programs of supported employment. Q: What are time-limited services? A: Traditionally, vocational rehabilitation agencies have purchased services for disabled individuals with the assumption that they would be independently employed within a limited amount of time. These services could include pre-employment services, such as work adjustment, adaptive equipment, or limited assistance on the job site. Q: How could vocational rehabilitation time-limited funds ~ used for supported employ ment'/ A: State Rehabilitation agencies can use case service dollars to fund initial training and advocacy efforts of supported employment. Q: What kind of programs can be funded'? A: An expanded service array is a major avenue to greater integration and pay for persons with severe disabilities. These may include - enclaves - mobile work crews - entrepreneurial business - competitive jobs, etc. 104 Q: How can the initial training be financed? A: The state rehabilitation agency can provide the service with its own staff; provide a vendor fee for services rendered; or provide a. contract for the service. Q: Who ia a vendor? A: A vendor is a service agency that has developed a program to provide services to individuals with disabilities (i.e. supported employment) and has been approved by vocational rehabilitation. Q: How long can the vocational rehabilitation counselor fund supported employment? A: The agency can provide the resources for initial site training until a.n individual is stabilized in a position. That is, training needs level off and become static. Each locale must establish the parameters for stabilization a.nd transition into the follow up maintenance phase. Q: How manv training hour, are required before an individual is stable in a position? (i.e. hours associated with time- limited funds} A: That depends on each individual's needs in a particular job. However, at the RRTC, we have found that approximately 120 hours of intervention time are required before a consumer is stable in a position regardless of severity of disability. Q: What is a "closure" and can a case be re-opened after it ~ been closed? A: After a.n individual stabilizes in a position, the case is "closed" by vocational re habilitation, and funding ceases. The individual is referred to a.not her agency for follow-along funding. However, some consumers may need significant help at a later point if they change positions. Hence, their cases may be re-opened for additional time-limited funds. COMMONLY ASKED QUESTIONS ON FUNDING FOLLOW-ALONG SERVICES FOR SUPPORTED EMPLOYMENT Q: What are follow-along aervicu? A : Follow-along services are regular on-going assessments of a consumer's progress af ter the employment specialist is no longer on the job site on a daily basis. Methods of evaluation include written reports, periodic on-site visits, a.nd telephone contacts. Follow-along a$Ures both the employer and consumer that help is available if a prob lem arises. 105 Q: When does the on-going follow-along/maintenance phase begin? A: In the RRTC model, this phase begins when staff time required to maintain the individual in the job falls below 20% of the individual's working hours for 8 weeks. Q: Who can provide long-term, follow-along funds? A: Funding can be provided by any agency, such as state and local departments of mental health and mental retardation, state and local developmental ag~ncies, and any other organization which typically supported on-going facility programs. Q: How long must follow- along funding be provided'? A: Follow- along funding is needed for an indefinite period of time or as long as the consumer is maintained in a position. Q: How can this funding be provided on an indefinite basis'? A: Individuals requiring follow-along services would likely be attending a day program if they were not employed. Funds for day programs could be used for long- term maintenance of supported employment. Q: What is the cost of indefinite follow-along services'? A: Supported employment may be more costly initially, but as the consumer stabilizes on the job, costs decrease significantly. Cost of maintaining the same individual in a day program, however, would continue to rise and exceed the cost of supported employment follow-along/ maintenance. Discussion Although the above questions pertain to supported employment programs in gen eral, not to secondary models, there are implications for programs in the public schools. The Texas Rehabilitation Commission can provide the time-limited funds referred to above, and they a.re available for supported employment programs. Public schools can be ~endors" if they have developed supported employment programs. Public schools typically will not provide long-term support of students. This support instead is assumed by an adult service agency, either TRC or TDMBMR when the student leaves the school system at age 22. SOURCES OF FUNDING There are ma.ny sources of funding available. Following is a list of agencies/ programs 106 that have funding available for supported employment programs. Texas Planning Council on Developmental Disabilities The Texas Planning Council on Developmental Disabilities provides funding for pro gram options for persons with developmental disabilities. This agency can provide funding for 1) start-up activities, 2) model supported employment demonstration projects, 3) training grants, or 4) evaluation projects. The Texas Planning Council is best used by public schools as a resource through which needs of the schools can be expressed. This will help the council in future planning. The council does put out Requests for Proposals (RFP's) from time to time, and school districts may apply for funds by submitting a proposal (R. Webb, personal communication, May 26, 1988). For information contact: Roger Webb, Executive Director 118 E. Riverside Drive Austin, TX 78704-9982 (512) 445-8867 Texas Education Agency Education of the Handicapped Act-Part B {EHA-B). TEA receives federal money through this act and distributes it to special education programs based on a specified amount per child served. This money can be used to fund supported employment programs for students with severe disabilities who are currently being served in special education. Examples of ways funds may be used include - paying a job coach, and - paying stipends to students who are receiving training but no wages at a com- munity work site. There are limits to what aspects of supported employment programs may be funded. Each Educational Service Center (ESC) Region has a specific funding consultant 107 who can provide more information about how these funds may be used for supported employment programs (G. Lenz, personal communication, May 26, 1988). Information may also be obtained by contacting: Special Education Programs Texas Education Agency 1701 N. Congress Austin, TX 78701 (512) 463-9362 Carl D. Perkina Vocational Education Ad. The Texas Education Agency also receives monies through the Carl Perkim Act. These funds are distributed to the local school districts based on a formula. To use these funds, schools must have a vocational program. The federal funds must be matched on a 50% federal/ SO% non-federal basis. The funds may be used to supply supplemental or additional services to students with disabilities enrolled in vocational programs (E. Mikulin, personal communication, June 3, 1988). Contact Texas Education Agency officials for more information and to determine what type of programs can be funded through the Perkins Act. Vocational Education Programs Texas Education Agency 1701 N. Congress Austin, TX 463-9362 (512) 463-9443 The Federal Government There are various sources of federal funds available for supported employment programs. The following federal agencies have such funds. Office of Special Education and Rehabilitation Services {OSERS}, U. S. Department of Education. OSERS is responsible for distributing EHA-B funds, described above. In addition there is a Discretionary Grant Program which provides funds for research and demonstration projects. Announcements are made in the Federal Register and different agencies compete for funds (J. Champagne, personal communication, May 26, 1988). For more information contact: Bill Hallaran (202) 732-1112 108 Department of Elementar11 and Secondar11 Education, Diwion of Educational Sup port, U. S. Department of Education. Funds in the form of a Chapter 2 Grant are avail able through the Education Consolidation and Improvement Act of 1981. The funds a.re distributed to the states as block grants and are used a.t the discretion of the state and local education agencies. Funds may be used to hire new staff for new programs developed by the local school that differ from any existing programs in the school (W. E . Steidle, personal communication, May 26, 1988). Contact your school superintendent for further information. Administration on Developmtntal .Disabilitits, U. S. Dtpartmtnt of Health and Human Strvicts. Each year the Administration on Developmental Disabilities publishes priority fllilding areas for that fiscal year in the Federal Register. The availability of funds is announced and applications are solicited in various topic areas. Any eligible organization, including a public school, is encouraged to reply (K. Smith, persona] communication, June 13, 1988). For additional information, contact: Administration on Developmental Disabilities Ray Sanchez (202) 245-1961 Texas Rehabilitation Commission (TRC) The Rehabilitation Act Amendments of 1986 provides funding which can be used for supported employment programs. Section 110 of this act provides for the Basic Vocational Rehabilitation State Grant Program, and Title VI C, the new Supported Em• ployment State Grant, provides each state funds to be used specifically for supported employment. In Texas, these fund3 a.re ad.ministered through the Texas Rehabilitation Commission (C. Risinger, personal communication, May 26, 1988). Interagency transition fund3 a.re available through TRC for transition services. TRC contracts with local TDMH?dR.s to provide funds for job coaching and sup ported employment services. Public schools should refer students to TDMHMR for employment opportunities. This funding is short-term, usually providing service for the student for one year, to get the program started. Funding for subsequent years for the student comes through TEA in the form of average daily attendance (ADA) support until the student reaches age 22 (C. Risinger, personal communication, May 20, 1988) . Contact your local TRC for more information about funds available. You can also contact the state office. Texas Rehabilitation Commission 118 E. Riverside Dr. 109 Austin, TX 78704-9982 1-800-252-9627 The Association for Retarded Citizens (ARC) The Association for Retarded Citizens has a National Employment and Training pro gram, local on-the-job training programs, and local supported employment programs. Regional directors of the National Employment and Training Program are also available for technical assistance. ARC supported employment services include providing job coaches and job coach training for students who are mentally retarded. Funding is time-limited and there are certain requirements. For students to be eligible for this program, they must be - mentally retarded with a full-scale IQ of 70 or below, - at least 16 years old, and - unemployed for at least 7 consecutive days or officially enrolled in school, or - working part-time but seeking full-time competitive employment. For more information about funding and requirements, contact David T. Hill Regional Director National Employment & Training Program 2501 A venue J Arlington, TX 76006 {817) 640-0204 Job Training Partnership Act (JTPA) Programs Funds a.re available through JTPA for job placement programs, job-site training, and follow-along services. These funds may be accessed by public schools who develop programs such as supported employment. In Texas, an average of 40% of JTPA funds must be spent on youths age 14 to 21. Funds are time-limited. There are 34 Private Industry Councils {PICs) in Texas, and each determines funding priorities for its area. Contact your local Private Industry Council for more information. 110 PRIVATE INDUSTRY COUNCIL Alamo Austin Brazos Valley Belvin Steward Bill Demestihas Dale Marisico (512) 299-8080 (512) 458-3313 {409) 77~791 Pat Lombrano (512) 299-8161 Cameron County Central Texas Concho Valley Wanda Garza Jenny Jacob James W. Ledbetter (512) 542-4351 (817) 939-3771 {915) 944-9666 Corpus Christi Dallas Deep East Texas Irma Caballero Frank Barza( City) Martha Milian (512) 880-3170 (214) 670-8421 (214) 920-7843 Betty Brown(County) {409) 634- 2247 East Texas Fort Worth Consortium Golden Crescent Wendell Holcombe Richard L. Sapp Cleva. Schoener (214) 984- 8641 (817) 870-7530 (512) 578--0341 Gulf Coast Harris County Heart of Texas Rodney Bradshaw Dea.nie M. Diamond Bobbie Affleck (713) 627-3200 (713) 451-4257 {817) 756-6631 Hidalgo/Willacy Co. Houston Lubbock/Garza Ramon Cantu Terry Hudson James Latimer (512) 383-0181 (713) 654-1919 {806) 763-6416 Middle Rio Grande North Central North East Juan Pablo Velez Mike Gilmore James E. Goerke (512) 876-3533 (817) 640-3300 {214) 832-8636 North Texas Panhandle Permian Basin Beverly Larson Loretta Kindsfather WilHe Taylor {817) 322-5281 (806) 372-3381 (915) 563-1061 Rural Capital Area Rural Coastal Bend South East Texas Kathy Barrett Carlos Herrera Linda Brown {512) 863-6561 (512) 358-1676 (409) 727-2384 111 South Plain• South Texas Tarrant County W. D. Powell, Jr. Horacio Acevedo Judy McDonald (806)894-6104 (512) 722- 3973 (817) 334- 1464 Texoma Upper Rio Grande West Central Texas Siras Browning John Fuller Tom Smith (214) 786-3955 (915) 772-5627 {915) 682- 8544 Gerald Wright (817) 334-1188 Private Foundations Private foundations, such as United Way, are a good source of funds. Consult the Foundation Directory for a list of foundations and the programs each supports. The Tt:tas Foundation Directory is another resource to consult. Once you have identified a foundation that supports funding in the area in which you are interested, contact the appropriate person listed in the directory for information about submitting a proposal. Typically, you will write a two-page prospectus describing the program or activity you wish to have funded and send it to the person listed in the directory. H the foundation is interested, you will be asked to develop a proposal stating the purpose of the program/ activity and any products that will result. The proposal will be submitted and considered at the foundation's board meeting. The directory lists dates of board meetings and deadlines for submitting proposals. Information about procedures specific to individual foundations is available in the directories. Corporate Foundations Another possible source of funding is corporate foundations. Information about dif ferent corporate foundations and the programs they support can be found in Corporate Foundation Profiles. This publication is available &om The Foundation Center 79 Fifth A venue New York, NY 10003 Procedures for submitting proposals to corporate foundations are similar to those for private foundations. Consult Corporate Foundation Profiles for procedural information. 112 Community Foundations Your local community may have a foundation which can provide funding. Check with your local Chamber of Commerce for information about community foundations and how to apply for funding. 113 ( ( Appendix A Forms ( ( I r \ Fe COMMUNITY NEEDS SURVEY PART A Name Bueineu______Poeition ______Phone NOTE: ALL ITEMS PERTAIN TO ______ONLYi AND ALL ANSWERS WILL BE KEPT STRICTLY CONFIDENTIAL. ANY ANSWERS OR COMMENTS MADE WILL NOT PLACE ANY OBLIGATION ON YOUR BUSINESS. THlS IS FOR GENERAL INFORMATION ONLY. I. TOTAL NUMBER OF EMPLOYEES • · Number of full-time employee. (35 boun/week or moni) ______b. Number of pan-time employeea (lea than 35 hou.n/week) ______2. SEASONAL EMPLOYEES (Chrietmu, touri.em, etc.) YES ___ NO__ _ a. If •yea" plew indicate in the spaces provided the nomber(e) employed in each appropriate time period (i.e., 12 January - March}: ______January - March ______September - November ______April - May ______Chrietmu Season ______June - August 3. WHEN YOU HAVE A JOB OPENINGS(S), WHICH OF THE FOLLOWING SOURCES DO YOU USE TO HlRE WORKERS? {Mark the spaces which are most appropriate for each item -a. through g.): Sometlmea Never a. State Employment service b. Private Employment Agencies c. Advertising and Want Ade d. Friend• and Relatives e. Direct Company Application (walk- ins) f. School Cooperative Programs (DE, COE, etc.) g. Other (please describe)_ · ______4. WOULD HIGH SCHOOL VOCATIONAL SPECIAL NEEDS PROGRAMS BE ATTRACTIVE TO YOU IN OBTAINING ADDITIONAL QUALIFIED EMPLOYEES? YES ___ NO __ _ H above answer ia •no,• please identify changea/additions needed to make high school-trained special needs personnel an attractive source of qualified employees. 5. WOULD YOU CONSIDER PERMITTING A QUALIFIED HANDICAPPED SENIOR HIGH STUDENT ENTER YOUR PLACE OF BUSINESS OR AREA OF ACTIVITY AS A VOLUNTEER WORKER IN ORDER TO GET THE EXPERIENCE IN AN OCCUPATION? YES ___ NO __ _ 6. WOULD YOU BE WILLING TO HAVE YOURSELF OR AN EMPLOYEE VISIT A CLASS(ES) IN A PUBLIC SCHOOL TO EXPLAIN YOUR OCCUPATION? YES ___ NO __ _ 7. ARE THERE AREAS OF TRAINING EXPERIENCES NOT CURRENTLY IN THE PROGRAM THAT YOU FEEL THE PUBLIC SCHOOLS SHOULD PROVIDE? YES ___ NO __ _ Han answer ia •yes,• please explain: ------8. HOW MANY SPECIAL NEEDS EMPLOYEES DO YOU HAVE WORKING IN YOUR BUSINESS?------9. DOES YOUR FIRM PROVIDE TRAINING FOR YOUR EMPLOYEES? YES ___ NO __ _ 10. HAVE YOU WITHIN THE LAST TWO YEARS EXPERIENCED DIFFICULTY IN OBTAINING CAPABLE EMPLOYEES? YES ___ NO __ _ 11. DO YOU PLAN TO EXPAND YOUR BUSINESS BY INCREASING YOUR STAFF? YES __ NO __ _ 12. WHAT IS YOUR AVERAGE NUMBER OF ANNUAL REPLACEMENTS?------13. WHAT IS YOUR ANTICIPATED EMPLOYMENT NEED FOR THE NEXT FIVE YEARS?------14. WHAT POSSIBLE JOB OPENINGS WILL YOU HAVE FOR VOCATIONAL SPECIAL NEEDS GRADUATES? 15. WHAT LEVELS OF TRAINING WILL YOU REQUIRE? ------16. WHAT ARE THE TYPES ANO AMOUNTS OF EDUCATIONAL PREPARATION YOU REQUIRE OF FUTURE EMPLOYEES? ACADEMIC______VOCATIONAL ______17. WHAT ARE SOME NEW OR EMERGING OCCUPATJONS THAT YOU FORESEE IN YOUR BUSINESS IN THE NEXT FIVE YEARS? 18. WOULD YOUR BUSINESS COOPERATE WITH A LOCAL SCHOOL IN PROVIDING ON- THE-JOB TRAINING FOR HANDICAPPED STU DENTS WITH SEVERE DISABILITIES? YES _ _ _ NO _ _ _ If •yea,• how many ,tudente will you accept? How many houn per day per student? How many day1 per week per student? Name 10me 1peci6c training areu you would provide: ------( COMMUNlTY NEEDS SURVEY PARTB NAME OF BUSINESS------TYPE OF BUSINESS ESTIMATED TRENDS IN TRAJNING JOB NUMBER OF AVE.ANNUAL EMPLOY- REQUIREMENTS FOR EMPLOYMENT 1adl c • u •l•l•u• -requln•cau for c:a.c.11 Job 1hh . DESCRIPTION EMPLOYEES NUMBER NEW MENT EDUCATIONAL LEVEL SP.ECIAL EXPER. High CommuJJi- ENTRANTS UP DOWN MINIMUM DESJRED TRAINING (YRS) School Readiug Writing c&lmg Mobility Otbu l. 2. 3. 4. s. 6. 7. 8. ~- 10. 11. 12. 13. u. JS. ( Form S.l Survey of Potential Site Site Name ------Phone ------Address ______Contact Person(s) ______ Primary activity/service: Distance from school: • Transportation alternatives: Operating hours/hours available for crew: Interested in serving as a crew site? D Yes (reservations, concerns, questions) D No (reasons) Types of jobs available: Possible adaptations: Site Qualities: Variety of jobs 10-15 travel time Materials provided Regular employer contact Low traffic Work during school hours Consistent workload Co-worker receptivity Job expansion .-f.a.terials and tools available: From Sprague, Paeth, & Wilson, 1984. Communitv Work Crew. for Severelv Handicapped High School Studenu ( \ Form 5.2 QUALITY CONTROL FORM1 Level of Customer Satisfaction Date ------ Please comple, using the following scale, and return so that we may better serve you and your needs. Y = Yes N= No S = Sometimes 1. Is the job getting done to contract specifications? y N s 2. Is the field supervisor maintaining adequate con- y N s tact with you? 3. Is the crew supervisor courteous? y N s 4. Are the workers trained and eager to work? y N s 5. Are the workers well supervised? y N s 6. Are the crews arriving on time? y N s 7. Are the crews completing the contra.ct in a timely y N s manner? 8. Are there any complaints that we should be aware y N s of? 9. Would you like our program director to contact y N s you? 10. Rate overall work performance: D Excellent D Very Good • Good • Poor PERFORMANCE ITEMS NEEDED TO RAISE RATING TO EXCELLENT _____ ADDITIONAL COMMENTS ______ Signature 1 From Spra.gue, Pa.eth, & Wilcox, Communil,; Work Ghw, for Stverdy Handicapped High School Studen.u ( \ Form 6.1 ASSOCIATED WORK SKILLS CHECKLIST1 Work Related Behavior D 1. Checks own work D 2. Corrects mistakes D 3. Works alone without disruptions for specified periods with no contact from supervisor/teacher D 4. Works continuously at a job station for specified amount of time 5. Safety: D a. uses appropriate safety gear D b. responds appropriately during fire drill D c. follows safety procedures specifid to classroom/shop D d . wears safe work clothing De. clea.ns work area D f. identifies and avoids dangerous areas D g. responds appropriately to emergency situation (sickness, injury, etc.) D 6. Participates in work environment for specified periods of time D 7. Works in group situation without being distracted D 8. Works faster when asked to do so D 9. Completes work by specified time when told to do so 10. Time Management: D a. comes to class/ work for designated number of times per week D b. arrives at class/ work on time D c. recognizes appropriate time to take break or lunch D d. recognizes appropriate time to change task e. returns promptly from: D 1. break D 2. restrooms D 3. lunch D f. uses time clock/ clock appropriately D 11. Observes classroom/shop rules D 12. Does not leave work station without permission Mobility/Transportation D 1. Takes appropriate transportation to and from school/ work D 2. Locates work station/desk D 3. Locates bathroom D 4. Locates break/ lunch area D 5. Locates locker or coat area 1 From A Manual on AHociatu.t Work Sltilu for tJu Sevcrtlv Handicapped, by I. Egan, B. Fredericks, K. Hend rickson, J. Peterson, ud W. Moore, published in 1983 by Teaching Research Publica,ions, 345 North Monmouth Avenue, Monmouth, Oregon 97361. D 6. Moves about class/ work environment independently Self- Help Grooming Independently: D 1. Dresses appropriately for school work D 2. Cleans self before coming to school/work D 3. Cleans self after using bath.room D 4. Cleans self after eating D 5. Shaves regularly D 6. Keeps hair combed D 7. Keeps nails clean D 8. Keeps teeth clean D 9. Uses deodorant D 10. Bathes regularly D 11. Cares for menstrual needs D 12. Cares for toileting needs D 13. Eats lunch and takes break D 14. Washes before eating D 15. Brings lunch/ snack independently D 16. Operates vending machine D 17. Uses napkin independently D 18. Displays appropriate table manners Social Communication 1. Communicates basic needs, such as: D a. thirst Db. hunger D c. sickness D d. toileting needs 2. Does not engage in: D a. self-stimulatory or self- abusive behavior Db. aggressive/ destructive behavior D c. self- indulgent (attention getting) behavior D 3. Engages in relevant, appropriate conversation D 4. Responds calmly to emotional outburst of others D 5. Talks about personal problems at appropriate times D 6. Refrains from exhibiting inappropriate emotions at school/ work D 7. Refrains from bringing inappropriate items to school/ work D 8. Refrains from tampering with or stealing other's property D 9. Responds appropriately to changes in supervisors/ teachers D 10. Interacts with coworkers/ students at appropriate times D 11. Responds appropriately to social contacts such as "hello" or "good morning" D 12. Initiates greetings appropriately D 13. Ignores inappropriate behaviors/ comments of coworkers/ students r::::J 14. Refrains from inappropriate sexual activity at school/ work D 15. Laughs, jokes and teases at appropriate times D 16. Responds appropriately to strangers ( I \ ' TRANSLATION OF COMMON TERMS1 Human Service Business Competitive Employment Work, jobs Supported employment Parts of a job, performance of partial job responsibilit ies Payment mechanism Subminimum wage certificate allowable Integration Working around regular workers on regular jobs Ongoing supports Long- term employ(er/ ee) assistance Reinforcements Things the employee likes Client Applicant, employee, trainee Sta.ff Supervisor, boss, co-workers IBP Employee training program, job analysis Remuneration Pay, wages, salary Service Business, product line Agreement Contract Placement Employment, work Evaluation/ assessment Employee appraisal Agency/ program Plant, restaurant, store Population to be served Segment of the labor force Administration Management Down-time Lay-off, recession, strike Behavioral out burst Employee gets mad Counsel Talk to Meaningful relationships Likes other workers, has friends Intake Application process, interview 1 From Mcloughlin, Garner, Ac Callah&n, 1987. Gettin,g Ernplc,vtd, Sta-y,'n,g Employed. Form 7.1 E:MPLOYER INTERVIEW FORM1 Company:______Date: Phone: ______Person Interviewed: Title: Job Title: ______Rate of Pay: Work Schedule: Company Benefits: Size of Company ( or Number of Employees): Volume and/or Pace of Work: Overall: ______This Position: Number of Employees in this Position: During the same hours: Written Job Description Available: Description of Job Duties: (Record on Sequence of Job Duties Form) Availability of Coworkers (Direct or Indirect): Nhat are Important Aspects of Position: Speed D vs Thoroughness D Judgment D vs. Routine D Teamwork D vs. Independence D Repetition D vs. Variability D Other: What are absolute "don'ts" for employee in this position (.e.g., manager's pet peeves, reason for dismissal, etc.)? Describe any reading or number work that is required: What machinery or equipment will the employee need to operate? OBSERVATIONAL INFORMATION: Appearance of employees: 1 Rehabilitation Research & Tr&ining Center, Yirgini& Commonwealth University Atmosphere: D Friendly, cheerful D Aloof, indifferent D Busy, relaxed D Busy, tense D Slow, relaxed D Slow, tense ( D Structured, orderly D Unstructured, disorderly Other:.______ Environmental characteristics (physical barriers, extremes in temperature, etc.): Comments: SIGNATURE/TITLE: Form 7.2 SEQUENCE OF JOB DUTIES FORM1 D Daily D Varies day to day ( Job duties remain the same from (If checked here, complete a day to day) separate form for each different sequence) If above box is checked, indicate day for which this form is completed: D D D D D D D Mon Tue Wed Thu Fri Sat Sun Approximate Time Job Duty Comments:·------ SIGNATURE/TITLE:.______DATE: ____ 1 From Rehabilitation Research & Training Center, Virginia. Commonwealth University Form 7.3 ENVIRONMENTAL ANA.LYSIS1 JOB: ______EVALUATOR: ______DATE:______1) WORK AREA; ______2) WORK AREA:______ MAJOR MAJOR DUTIES: DUTIES: CRITICAL CRITICAL SKILLS: SKILLS: WORK RATE EST:______WORK RATE EST:______ TIME {begin/ end) IN TIME (begin/ end) IN THIS AREA: THIS AREA: 3) WORK AREA:______4) WORK AREA: ______ MAJOR MAJOR DUTIES: DUTIES: CRITICAL CRITICAL SKILLS: SKILLS: WORK RATE EST:------WORK RATE EST:______TIME (begin/ end) IN TIME (begin/ end) IN THIS AREA: THIS AREA: 1 From Rehabilitaiion Research & Training Center, Virginia Commonwealth University Form 7.3 ENVIRONMENTAL ANALYSIS1 JOB:______EVALUATOR: ______DATE:______1) WORK AREA; ______2) WORK AREA:______ MAJOR MAJOR DUTIES: DUTIES: CRITICAL CRITICAL SKILLS: SKILLS: WORK RATE EST:______WORK RATE EST:______TIME (begin/ end) IN TIME (begin/ end) IN THIS AREA: THIS AREA: 3) WORK AREA:. ______4) WORK AREA: ______ MAJOR MAJOR DUTIES: DUTIES: CRITICAL CRITICAL SKILLS: SKILLS: WORK RATE EST:______WORK RATE EST:______TIME (begin/ end) IN TIME (begin/ end) IN THIS AREA: THIS AREA: 1 From Rehabilitation Research. & Training Cent er, Virginia Commonwealth. University Form 7.4 ECOLOGICAL ANALYSIS FORM1 Student:______ SSN: ______ Company: ______ Name of Person Completing Form: ______ Analysis Date_ _/_ _J_ _ (month/ day/ year) Type: Initial______On-going ______ Company's Address: ______Phone #: ______ Supervisor's Name: ______Title: ______ Job Title: ______Current Hourly Rate: ______ Number of Hours per Week:______Month.s Per Year: ______ General Directions: DO NOT LEAVE ANY ITEM UNANSWERED! Indicate the most appropriate response for each item based on observations of the job and interviews with employers, supervisors, and coworkers. For yes/ no items circle eit her yes or no for each item. • Indicate under each item whether it ia considered IMPORTANT {I) or N OT IMPORTANT {NI) in this particular job. 1. Schedule Weekend Evening Work Work Part-Time Full- Time I NI Required Required Job Job Yes/ No Yes/ No Yes/ No Yes/ N o Specifics/ Comments: 1 Rehabilitation Research & Training Center, Virginia Commonwealth Univer.sity 2. Travel On Public or Handicapped Off Public or Handicapped ( Location Transportation Route Transportation Route I NI Specifics/Comments: 3. Staff Will Initiation Initiation of Prompt to Volunteering of Work Work/Motivation Next Task Helpful Required I NI Specifics/Comments: 4. Strength: Very Light Average Heavy Lifting and Light Work Work Work Work Carrying (4-5 lbs) (10-20 lbs) (30-40 lbs) (>50 lbs) I NJ Specifics/Comments: 5. Endurance Work Required Work Required Work Required Work Required for <2 Hours; for 2-3 Hours; for 3-4 Hours; for > 4 Hours; No Breaks No Breaks No Breaks No Breaks I NI Specifics/Com.men ts: 6. Orienting Small Area One Several Building Only Room Room Wide and Grounds I NI Specifics/Comments: 7. Physical Poor Ambulation/ Fair Ambulation/ Full Mobility Sit/Stand Stairs/Minor Physical in One Area Obstacles Abilities I NI Specifics/Comments: 8. Work Above Average/ Rate Average Sometimes Continual Slow Steady Pace Fast Pace Fast Pace I NI Specifics/Comments: 9. Grooming Grooming Appearance of Little Cleanliness Neat and Very Importance Only Required Clean Required Important I NI Specifics/ Comments: 10. Clear Communication Communication Key Words/ Unclear in Sentences/ Required None/Minimal Signs Needed Accepted Signs Needed I NI Specifics/Comments: 11. Appropriate Social Responding Interactions Interactions Social Interactions Appropriately Required Required Interactions Not Required Required Infrequently Frequently I NI Specifics/Comments: 12. Behavior Many Unusual Few Unusual No Unusual Acceptance Behaviors Behaviors Behaviors Range Accepted Accepted Accepted I NI Specifics/Comments: 13. Attention to Frequent Intermittent Intermittent Infrequent TMk/ Prompts Prompts/High Prompts/Low Prompts/Low Perseverence Available Supervison Supervision Supervision Available Available Available I NI Specifics/Comments: 14. Only One 2-3 Tasks 4-6 Tasks 7 or More Sequencing of Task Performed Required in Required in Tasks Required Job Duties at a Time Sequence Sequence in Sequence I NI Specifics/ Comments: 15. Daily Changes No Task 2-3 Task 4-6Task 7 or More in Routine Changes Changes Changes Changes I NI Specifics/ Comments: 16. Frequent Minimal Reinforcement Reinforcement Reinforcement Reinforcement Reinforcement/ Available throughout Task Daily Weekly Pay Check Only I NI Specifics/Comments: 17. Employer Very Supportive Supportive Indifferent Negative towar Attitude of Workers with to Workers Workers with with Disabilities Reservations with Disabilities Disabilities l NI Specifics/Comments: Requires 18. Employer's Financial Tax Credit Financial Incentives or Incentive Requirements Not Necessary (e.g., TJTC, OJT) I NI Specifics/Comments: 19. Object Does Not Need Must Distinguish Must Distinguish ( Diacrimination to Distinguish Between Work Between Work Between Work Supplies with an Supplies Supplies External Cue I NI Specifica/ Comrnents: 20. Time Time Factors Must Identify Must Tell Time Must Tell Time Not Important Break/ Meals; to the Hour to the Minute Etc. I NI Specifica/ Comments: 21. Functional Sight Words/ Simple Fluent Reading None Symbols Reading Reading I NI Specifics/ Comments: 22. Complex Functional Simple Simple Addition/ Computation Math None Counting Subtraction Skills I NI Specifics/ Comments: 23. Benefits of Job: Yes No O=None Yes No l=Sick Leave Yes No 2=Medical/ Health Benefits Yes No 3=Paid VM:.ation/ Annual Leave Yes No 4=Dental Benefits Yes No S=Employee Discounts Yes No 6=Free or Reduced Meals 24. Croes 2 Cross 2 Cros.9 4 CroSB 4 Street Lane Street Lane Street Lane Street Lane Street Cr0S11ing None with Light W /0 Light With Light W / 0 Light I NI Specifics/Com.men ta: CHECK ALL THAT APPLY TO POSITION Bus Tables Restroom Cleaning Clerical Food Prep. Wasing Equipment Pot Scrubbing Buffing Dish Machine Use Other Du.sting Mopping(Indust.) Stocking Food Line Supply Sweeping Trash Dispoeal Assembly Food Serving Vacuuming "Keeping Busy" COM:MENTS: 1. Size of company ( or number of employees): ___ 2. Volume and/or pace of work (slow, medium, fast): Overall: --- This position: ___ 3. Rate of employee turnover (percentage): Overall:--- Thia position: ___ 4. Number of supervisors ______ Rate of turnover ______ S. Number of employees in thia position: ______ During the same hours: ______ 6. Number of non~bled employees in immediate area (50 ft. radius): ______ 7. Is this position viaible to the public? ______ 8. Written job description available? ______ 9. What are absolute "don't&" for employee in this position (e.g., manager's pet peeves, reasons for dismissal, etc.)? ______10. Environmental characteristics (physical barriers, extremes in temperature, etc.): ( 11. Level for Social Contact: (Circle one) (0) Employment in a segregated setting in which the majority of interactions with nonhand icapped persons are with caregivers or service providers. Example: Sheltered Workshop, Adult Activity Center. (1) Employment in an integrated environment on a shift or position which is isolated. Cont act with nonhandicapped coworkers or supervisors is minimal. Example: Night Janitor. (2) Employment in an integrated environment on a shift or position which is relatively iso lated. Contact with nonhandicapped coworkers or supervisors is available at lunch or break. Example: Pot Scrubber (3) Employment in an integrated environment in a position requireing a moderate level of task dependency and coworker interaction. Example: Dishwasher required to keep plate supply stacked for cooks. (4) Employment in an integrted environment in a position requiring a high degree of task de pendency and coworker interaction and/or high level of contact with customers. Example: Busperson/Porter. Additional Comments:,______Form 7.5 REFERRAL FORM1 ( Instructions: Please provide information on all items unless unavailable. Date of Referral: ______ 1. Social Security Number of Student: ______ 2. Name of Student:------'"""""------:--:--=--- Last First M.I. 3. Name of County or City of Residence: ______4. Sex of Student: ------5. Address and Phone Street Number of City State Zip (Area Code) Home Phone 6. Date of Birth------7. Please indicate name and department of the primary person responsible for this referral: ______Name ______School ______Dept. ------Phone No. ______Yrs./Mos. Known Student 8. Guardian Information Guardian Name: ______Last First Address: ______Street City State Zip Home Phone Work Phone Type of Relationship: 1 = Natural parent 2 = Legal Guardian/Relative 3 = Group Home or Other Service Provider 4 = None 5 = Other (Specify: ______) 1 From Rehabilitation Research & Training Center, Virginia Commonwea.lth University SERVICES ( 9. Has this individual ever received government financial aid in the following areas? SSI SSA Medicaid SSDI Other:______ Previous or current services Department of Rehabilitative Service 11. Student Disability Mental Retardation a. Level or range of retardation:______(Please give I. Q. score whenever possible.) Mental Health a. Diagnosis/ Describe: ______ 12. Please include with this referral the following records if they are available, Psychological ___, Medical ___, Vocational ___, Educational ___, Evaluations. Form 7.6 ( PARENT INTERVIEW VOCATIONAL ASSESS:MENT1 NAME OF STUDENT ______SCHOOL ______DATE_____ GRADE___ BIRTHDATE _____ TEACHER______FATHER'S OCCUPATION ______MOTHER'S OCCUPATION______NAME OF PARENT(S)______ADDRESS ______ I. EXPECTATIONS: 1. What do you see your child doing after high school? (Circle answer) College Employment- Type of Job?______Military Service Trade School Other______ 2. What kind of job or work does your child seem interested in at this time? 3. Has your child had any previous work training? (Training under parent, relative, friend} 4. What job skills would you like your child to learn in school? 5. What does your child like to do most when he/she is not working or going to school? 6. Are there vocational education courses you want your child to take while he/she is in school? 1 Parri.,h, Kapes & Kimmel, Vocational AHt11ment Handhook for Special Nwu U(lmtr8 7. Are you aware of any behaviors that might interfere with your child's getting and holding a job? ( II. STUDENT'S ATTITUDE: Check the ones that describe your child best. MOST OF THE TIME SOMETIMES NEVER Dependable On time for appointments Patient Even-Tempered Completes tasks Well-Groomed Likes to work with others Likes to work alone Likes to learn something new Does daily chores/ handles responsibilities at home COl\1:MENTS: Form 7.7 TEACHER INTERVIEW ( VOCATIONAL ASSESS?v!ENT1 STUDENT'S NAME ______SCHOOL ______TEACHER DATE______TAUGHT STUDENT ______IN GRADE ______(Subject) a, a, .§ .§...... a, a, . ..c ...... c::...... 0 0 ,.,. a, a, .....en I. PERSONAL CHARACTERISTICS - Related to work attitudes 5 a,> 0 0 ~ Cl) z A. Appearance - Cleanliness of body1 clothing, shoes; appro D D D priate grooming-hair, make-up, shave, etc. B. Personal Habits and Manners - Appropriate use of man D DD ners. Does not interrupt others. Does not use loud or profane language. C. Attitude - Shows interest and enthusiasm for an assigned D DD task. Accepts direction. Demonstrates a sense of loyalty. D. Industriousness - Demonstrates interest and initiative and D DD enthusiasm. Stays on Task. E. Effort - Works to the best of ability. Applies self to task at D DD hand. Is cooperative, interested. F. Self-criticism - Realistically views own ability to do task; D DD can see own shortcomings; makes effort to improve. G. Criticism from Others - Accepts realistic criticism from D DD peers and supervisors; attempts to improve. Wants to im prove on required tasks. H. Self-concept - Feels good about self. Is realistic about per D DD sonal strengths and weaknesses. Is self--confident; does not dwell on disabilities but tries to maximize strengths. I. Punctuality - Arrives on time for class and from breaks. Is D OD on time for appointments. J. Attendance - Has appropriate attendance record. D DD 1 Parrish, K11.pes & Kimmel, Vocational A.uea,~nt Handbook for Special Neeru ua.mer, Il. INTERPERSONAL - Skills Q) .§..., Q) ,.d..., ( 'o ,.. Q) s t 0 r:.n z A. Social Skills-Personal-Pleasant, outgoing, friendly; D D has characteristics which help the student to be more acceptable to fellow workers/students. B. Worker-Relationships - Ability to get along, fraternize, DD D converse, integrate with teacher/supervisor on a respectful plane. C. Cooperation-Attitude - Ability to work with others. Rec DD D ognizes necessity of cooperation. D. Cooperation- Performance - Able to perform as a member DD D of a team effort; works smoothly with others; cooperates with others. E. General Activity Level - Degree of excitability, motion, DD D tenseness obvious most of the time. Ability to control ac tions within normal limits. F. Calmness with Change - Ability to accept changes in sit DD D uation without becoming upset. Able to take directions, reprimands, suggestions without losing temper or showing emotional outburst or decrease in work production. G. Attention - Always pays close attention to work and di DD D rections. Ability to center attention toward the teacher or supervisor. COM:MUNICATION SKILLS {Check One) A. Speech - (Volume) Soft D Moderate D Loud D (Understandability) good D Poor: Covers mouth with hand D low volume D speech impediment D B. Eye Contact - generally present D occasionally D hardly ever D none D C. Comprehension of Language - ( understanding) good D average D poor D Form 7.8 PROFILE FOR SPECIAL NEEDS STUDENTS1 ( (Summary) Level I Name ______Birthdate ______Grade______Sex School ______Attendance Cumulative Data Academic Performance----- Grade Level----- Below Grade Level ----- Teams Test Math _ Reading __ Writing __ Composition __ Aggregate Percentile Rank Other Assessment Scores Interview and Observation STRENGTHS LIMITATIONS Personal Characteristics: Personal Characteristics: Interpersonal Skills: Interpersonal Skills Career Awareness: Career Awareness: Student Attitude: Student Attitude: Vocational Behaviors: Vocational Behaviors: Physical: Physical: Interests: Interests: 1 Parrish, Ka.pes & Kimmel, Vocational Auu•ment Handboolcfor Special Need, Leanier, ( Form 7.9 STUDENT EMPLOYMENT SCREENING FORM1 Student:______ SSN: ______ Company: ______ Name of Person Completing Form ______ Date of Screening __/ __/ __ (month/day/year) Type: Initial__ ___ Ongoing/Employed ____ Ongoing/Unemployed Number of hours Worked Per Week------Months Worked Per Year _____ Student's Address ------ Phone Number:--- General Directions: DO NOT LEAVE ANY ITEM UNANSWERED! Indicate the most appropriate response for each item based on observations of-the student and interviews with individuals who know the student (i.e., family members, adult service providers, school personnel, employers). For items with yes/no beneath them, circle either yes or no for every item. 1. Availability Will Work Will Work Will Work Will Work Weekends Evenings Part-Time Full-Time Yes/No Yes/No Yes/No Yes/No Specifics/ Comments: 1 From Rehabilitation Research&: Training Center, Virginia. Commonwealth University 2. Transpor- Not Access to Lives on Family Provide v~n tation Available Specialized Bus Route Transport (Moped, Bike, Travel Serv. Car, Walks, etc.) Yea/ No Yea/ No Yes/ No Yea/ No Yes/No Specifics/ Comments: 3. Initiative/ Avoids Waits for Sometimes Always Seeks Motivation Next Task Directions Volunteers Work Specifics/ Comments: 4. Strength: Lifting and Poor Fair Average Strong Carrying (4- 5 lbs) (10-20 lbs) (3G-40 lbs) (>50 lbs) Specifics/ Comments: 5. Endurance Works Works Works Works < 2 Hours 3-4 Hours > 4 Hours No Brea.ks No Brew No Breaks No Breaks Specifics/ Comments: 6. Orienting Small Area One Several Building Building Only Room Rooms Wide & Grounds Specifics/ Comments: ( Poor Fair 7. Physical Ambulation/ Amulation/ Full Mobility Sit/Stand Stairs/Minor Physical in One Area Obstacles Abilities Specifics/Comments: Above 8. Independent Average Average/ Work Rate Sometimes Continual (No Prompts) Slow Steady Pace Fast Pace Fast Pace Specifics/ Comments: 9. Appearance Unkempt/ Neat/Clean Neat/Clean Poor Hygiene Clean Unmatched Matched Specifics/ Comments: 10. Commun Uses Uses Key Speaks Communicates ication Sounds/ Words/ Unclearly Clearly in Gestures Signs Sentences/Signs Specifics/ Comments: 11. Appropriate Does Not Responds Initiates Initiates Social Interact Appropriately Social Social Interactions Interactions Interactions Infrequently Frequently Specifics/Comments: ( 12. Unusual Many Unusual Few Unusual No Unusual Behavior Behaviors Behaviors Behaviors Specifics/ Comments: 13. Attention Frequent Intermittent Intermittent Infrequent to Task/ Prompts Prompts /High Prompts/Low Prompts/ Low Perseverance Required Supervision Supervision Supervision Required Required Required Specifics/ Comments: 14. Independent Cannot Performs Performs Performs Sequencing Perform 2-3 Tasks 4--6 Tasks More Than of Job Tasks in m in 7 Tasks in Duties Sequency Sequence Sequence Sequence Specifics/Comments: 15 Adapting Rigid Adapts to Adapts to Adapts to to Routine · Change with Change with Changes Change Required Great Some Difficulty Difficulty Specifics/ Comments: 16. Reinforce Frequent Reinforce Reinforce Reinforce ment Reinforce ment ment ment/ Needs throughout Daily Weekly Pay Check Tasks Sufficient Specifics/ Comments: 17. Family Negative Indifferent Supportive of Very Support about about Work with Supportive Work Work Reservations of Work Specifics/Comments: 18. Student Unwilling Requires Part Requires Financial Financial to Give up Time Job to Job with Ramifications Situation Financial Avoid Loss Benefits No Obstacle Aid of Benefits Specifics/Comments: 19. Discrimi- Cannot Distinguishes Distinguishes nation Distinguish Among Work Among Work Skills Among Work Supplies with Supplies Supplies an External Cue Specifics/ Comments: 20. Time Unaware of Identifies Can Tell Can Tell Awareness Time & Clock Breaks and Time to Time in Lunch the Hour Hours and Function Minutes Specifics/Comments: 21. Functional Sight Words/ Simple Fluent Reading None Symbols Reading Reading Specifics/Comments: 22. Functional Simple Simple Complex ( Math None Counting Addition/ Computational Subtraction Skills Specifics/ Comments: 23. Benefits student needs or presently has: Yes D No D 0 = None Yes D No D 1 = Sick Leave Yes D No D 2 = Medical/ Health Benefits Yes D No D 3 = Paid Vacation/ Annual Leave Yes D No D 4 = Dental Benefits Yes D No D 5 = Employee Discounts Yes D No D 6 = Free or Reduced Meals 24. Independent Crosses 2 Crosses 2 Crosses 4 Crosses 4 Street Lane Lane Lane Lane Crossing None Street Street with Street Street with Skills with Light out Light with Light out Light Specifics/ Comments: ( 25. Handling Resistant/ Withdraws Accepts Accepts Criticism/ Argumen into Criticism/ Criticism/ Stress tative Silence Does Not Changes Change Behavior Behavior Specifics/ Comments: 26. Acts/Speaks Aggressively Hourly Daily Weekly Monthly Never Specifics/ Comments: 27. Travel Requires Uses Bus Uses Bus Able to Make Skills Bus Independently/ Independently/ Own Travel Training No Transfer Makes Transfer Arrangements Yes/No Yes/ No Yes/ No Yes/ No Specifics/ Comments: CHECK ALL THAT STUDENT HAS PERFORMED; Bus Tables D Restroom Cleaning D Clerical D Food Prep. D Washing Equipment D Pot Scrubbing D Buffing D Dish Machine Use D Other D Dusting D Mopping (lndust.) D D Stocking D Food Line Supply D D Sweeping D Trash Disposal D D ~sembly D Food Serving D D Vacuuming D "Keeping Busy" D D Medications?______-1 . Medical Complications/ Conditions?______ Additional Comments:------Form 7.10 JOB/WORKER COMPAT' --., ITY ANALYSIS FORM' Analysis Datt:. Company: Job Title: ______ •considered Employment Critical to •student •student •student. Fact.or: Position Name: Name: ______Name: ______(1) Availability (2) Transportation (3) Initiation/ Motivation ~ Strength (5) End11rance (6) Orienting (7) Ph)•skal Mobility (8) Work Rate (9) Appearance (10) Communication (11) Social Interacl.ion11 ( 12) Unusual Behavior ( 13} Attention to Task {14) Sequencing of Task11 (15) Adapting to Change (16) Reinforcement Need11 (17) Family Support (18) Financial Concerns (19) Object Discrimination (20) Time Awareness (21) Funct.ional Reading (22) Functional Math {23) Street Crossing ••TOTAL : Compatibility: (List students' names beginning with the one currently most compatible and ending with the one currently least compatible.) • Indicate by placing an "X" in the column. •• Number of "X" 's under student name that match a corresponding "X" under critical to position column. fr om Rehah1li t alinn n ..,. ~,u ch & Tr:iining Center , Virginia Commonwealth U~iveraity Form 8.1 1 ( INDIVIDUAL TRAINING PROGRAM Student Name: ______Date: ______ Training Site:______Trainer:______ Instructional Cue:______ TERMINAL OBJECTIVES: ENVffiONMENT: RATIONALE: MATERIALS: TEACHING PROCEDURES: 1. Assessment 1 From Rehabilitation Research & Training Center, Virginia Commonwealth University ( 2. Positioning of Materials 3. Position of Trainer 4. Sequence of Steps 5. Reinforcers 6. Teaching the Skill METHODS OF EVALUATION ' INDIVIDUALIZED TASK ANALYSIS1 ( Student: ______Job Site: ______ Job Trainer: ______Job Title: Approximate Task Task Analysis - Diagrams - Times Performed Special TrainingTechniques 1 From Rebabilitation Research & Training Center, Virginia Commonwealth University INSTRUCTIONAL FORMAT 1 Specific Skills: ------ ( Materials and Equipment Required: Instructional Objective: ------ Instructional Cue: ------ Type of Reinforcer: ------ Task Analysis Teaching Procedures/Modifications 1 From Rehabilitation Resea.rclt & Training Center, Virginia. Commonwealth University Form o.2 TASK ANALYSIS RECORDING SHEET 1 Trainer.______Student:______Job Site: ______Instructional Cue: ______ I Total Correct Steps i Percent Correct Steps Code: + = independent/correct V = verbal prompt = incorrect M = model prompt P = physical prompt 1 Rehabilitation Research & Training Center, Virginia Commonwealth Univenity Form 8.3 EMPLOYEE______SITE------( TASK ______TASK NO. ___ DATE STIMULUS RESPONSE CONDITION(S) 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 CRITERION Start RATE STOP TOT MIN ACC. UNITS RATE CONDITIONS REPEATED STEPS (STIMULUS/RESPONSE) ERRORS a 10 A b 9 B C 8 C d 7 D e 6 E f 5 F g 4 G h 3 H l 2 I J 1 J Form 8.4 ( REINFORCEMENT QUESTIONNAIRE1 Name ______D.O.B. ______,__ Job Coach/Trainer------ Do you enjoy a hand shake or a pat on the back for a job well done? yes D no D Do you like people to tell you how well you have done something? yes D no D What are some things you like to do when you a.re alone in your leisure time? What group activities do you enjoy doing in your free time? Please list hobbies or games you enjoy. Please list hobbies or games you would like to learn. Do you like listening to music? yes D no D List type of music you enjoy or two songs you enjoy. 1 From Reha.bilita.iion Research & Training Center, Virginia Commonwea.lth University Name two people you enjoy spending time with. ______Relationship ( ______Relationship If you had $.50 what would you buy? ______ $ 1.00 ______ $ 5.00 ______ $25.00______ What are some gifts you have given to friends and relatives? Signature______ Date ______ l ( The following questions/items may have to be asked of parents, teachers, or other people who know this individual. When the student is able to communicate verbally, it is a good idea to get this information from him/her as well as from significant others. 1. List activities that people familiar with this student have observed him/her enjoying. 2. List tangible items that people familiar with this individual have observed him/ her enjoy. 3. List any privileges that could be used with this student. 4. Does this student like verbal praise for good work? yes D no D 5. Does this student like a handshake or pat on the back? yes D no D 6. Would this student know the meaning of a paycheck? yes D no D Signature______ Date ______ Length of time you have known this student ______Form 9.1 ( STUDENT - SPECIFIC INTERVENTION TIME RECORDING SBEET11 Student Name:______Job Coach/Trainer:______ SSN: ______ RECORDING PERIOD (MONTH/YEAR): ____ REHAB. COUNSELOR ____ DATE Category YEAR: DAY/ MONTH: TOTAL JJ INTERVENTION TIME DIRECTLY RELATED TO JOB SKILLS TRAINING (Hours:Minutes) 1. ACTIVE (student and job co- ordinator at job site) 2. INACTIVE (between periods of active intervention) INTERVENTION TIME INDIRECTLY RELATED TO JOB SKILLS TRAINING (Hours:Minutes) 1. TRAVEL/ TRANSPORTING 2. STUDENT TRAINING 3. ftR~GR~ DEV~LOP~N1 tas analysis & be avior in- tervention programs) 4. ~MPLQYMfaN~ J\,DVOCACY work site re ate , mcludes stu- ent specific job development) 5. ~~&~PLOYrEfeTnon-wor s1 e re faDV? ated 6. i~~INGscreenmr AND stuaent EVALAf- or service e · gibility TOTAL (daily) 1 From Rehabilitation Research & Training Center, Virginia Commonwealth University Form 9.2 SAMPLE OF WORK REGULARITY1 PERCENT TIME ON- TASK ( Student: ______Job Site: ______ Trainer: ______Job Title: ______ Percent Observation Time Time 10 Second Intervals Time Job Date Period Start End + on-task; - off-task On-Task Duty 1. 2. 3. 14. L5. 6. 7. B. 9. 10. 11. 12. n3. ~4. 15. 16. 16 Session 16 Session Totals: Average: Definitions On-Task: ------,------ Off-Task: ------ 1 From Reha.bilita.tion Resea.rch & Tra.ining Center, Virginia. Commonwea.lth Unive~ity Form 9.3 SUPERVISOR'S EVALUATION FORM1 { Student: ______Job Trainer: ______ SSN: ______Company: ______ Date: ______Date of Hiring:_/_/_ Please circle the number that best represents your opinion about the student employee's present situation. 1. The employee arrives and leaves on time. 1 2 3 4 5 Much Too Not Often Undecided Usually Always Seldom Enough 2. The employee maintains good attendance. 1 2 3 4 5 Much Too Not Often Undecided Usually Always Seldom Enough 3. The employee takes meals and breaks appropriately. 1 2 3 4 5 Much Too Not Often Undecided Usually Always Seldom Enough 4. The employee maintains good appearance. 1 2 3 4 5 Much Too Not Often Undecided Usually Always Seldom Enough l From Rehabilitation Research & Training Center, Virginia. Commonwealth Univer3ity 1 5. The employee's performance compares favorably with the other worker's performance. ( 1 2 3 4 5 Much Too Not Often Undecided Usually Always Seldom Enough 6. Communication with the employee is not a problem. 1 2 3 4 5 Much Too Not Often Undecided Usually Always Seldom Enough 7. The employee attends to job tasks consistently. 1 2 3 4 5 Much Too Not Often Undecided Usually Always Seldom Enough 8. Your overall appraisal of the employee's proficiency at this time. 1 2 3 4 5 Needs Somewhat Satisfactory Somewhat Much Immediate Below Better Than Better Than Improvement Standard Required Required 9. Do you wish to meet with a representative from school? D Yes D No Additional Comments: ------ Signature: ______ 2 Form 9.4 ( SUPERVISOR'S EVALUATION RECORD SHEET1 Bi-Monthly 1at 2 Months Montly for 2nd 2 Months Quarterly Thereafter Student: ______Supervisor: ______ Job Site: ______Address: ______ Date Hired: ______City, State: ______ Zip Code: ______ Follow-Up Prompt Results of Follow-Up Prompt: Date Date ff Not Returned Returned? (Date) Presented Returned In 2 Weeks (Date) YES NO 1 From Rehabilitation Research &: Training Center, Virginia. Commonwealth University Form 9.5 1 ( PARENT/GUARDIAN QUESTIONNAIRE Please respond to each of the ten items.below by circling one of the words/phrashes under each item that best summarizes your opinion or feeling about that item. This information will be used io a strictly confidential manner to help insure ______continued success in working. 1. S/he behaves appropriately at home. 1 2 3 4 Always Most of the time Sometimes Never 2. S/he enjoys her job. 1 2 3 4 Always Most of the time Sometimes Never t S/he has difficulty getting ready for his/her job. 1 2 3 4 Always Most of the time Sometimes Never 4. S/he is motivated to earn money in his/her job. 1 2 3 4 Always Most of the time Sometimes Never 5. S/he is careful to maintain a neat appearance when reporting to work. 1 2 3 4 Always Most of the time Sometimes Never 6. S/he behaves appropriately when outside the home. 1 2 3 4 Always Most of the time Sometimes Never 1 From Rehabilitation Research and Training Center, Virginia Commonwealth University 7. S/ he complains about the job. 1 2 3 4 ( Always Most of the time Sometimes Never 8. His or her transporation to and from work is a problem for the family. 1 2 3 4 Always Most of the time Sometimes Never 9. S/he speaks positively about the job supervisors and co-workers. 1 2 3 4 Always Most of the time Sometimes Never 10. We are worried thats/he is going to lose the job for some reason. 1 2 3 4 Always Most of the time Sometimes Never 11. Do you wish to meet with a representative from the school. DYES D NO Comments: ------ Signature: ______ Date: ______Form 9.6 1 ( PROGRESS REPORT Student's Name: ______Date: ------ Job Trainer: ______Date of Hire: ______ All items which pertain to your performance are circled below. 1) The student (a) generally arrives and leaves on time (b) maintains good attendance ( c) takes meals and breaks appropriately {d) maintains a good appearance Comments on un-circled items: ______ 2) The student has (a) mastered all aspects of present job (b) mastered many, but not all aspects of job (specify): ------ (c) not mastered essential aspects of job to date (specify): ______ 3) In order for the student to follow directions regarding the job, the supervisor and job trainer (a) can just give verbal instructions (b) have to give many gestures as well as verbal instructons (c) have to show the employee exactly what to do before he/she knows what to do 4) The student is (a) fast-pace worker (b) regular-paced worker (c) sometimes a slow worker ( d) slow worker Aspects of job which your family or guardian could help you with at home to improve your per formance at work: Positive aspects of work performance: ______ JOB TRAINER'S SIGNATURE: ______ 1 From Rehabilita.tion Research & Training Center, Virginia Commonwealth University Form 10.1 BRAZOS COUNTY INTERAGENCY ( RELEASE OF INFORMATION AUTHORIZATION1 For the purpose of facilitating a smooth and uninterrupted transition from school to adult services, this form authorizes the agencies listed below to share confidential information on the student listed below for the time after age 14 that the student is enrolled in Bryan Independent School District. As a part of the interagency transition planning process, the agencies listed below will be working cooperatively du.ring this period to arrange for postschool services and outcomes that are most advantageous and desirable for the student and the student's family and/or primary caregiver. Care will be taken by all agencies involved to release only that information which is required for effective and efficient implementation of services. Confi dential information to be included in this interagency information release agreement may include educational, psychological, medical, social, and vocational information relevant to this student's needs as an adult in the community. Student Name: ______D.O.B. ______Social Security Number:______Date of Graduation:______Date information can be released: ______ Agencies to share access to confidential information. Bryan ISD Special Education Support Service 600 N. Congress Bryan, Texas 77801 Contact Person: ______"'elephone: ______ Texas Rehabilitation Commission Division of Vocation Rehabilitation 1706 East 29th Bryan, Texas 77801 Contact Person: ______Telephone: ______ Mental Health Mental Retardation Authority of Brazos Valley 707 Texas Avenue South College Station, Texas 77840 Contact Person: ______Telephone: ______Other: ______ Contact Person: ______Telephone: ______ Student Signature Parent/Guardian Signature Witness Date 1 Adapted from Rehabilitation Reseal'Cb & Training Center, Virginia Commonwealth University ( Form 10.2 Individual Transition Plan 1 INDIVIDUALIZED TRANSITION PLAN GOALS1 Name: ------Date: SS #: Date of Graduation: ____ Current Age: ___ D.O.B.: Employment (see List of adult services): ______ Projected date of completion: ____ BEFORE AFTER Graduation Agency(s) involved: School VR MR/DD Person Responsible: ______Residential/Domestic (see List of adult services): ______ Projected date of completion:____ BEFORE AFTER Graduation Agency(s) involved: School VR MR/ DD Person Responsible: ______Recreation/Leisure (see List of adult services): ______ Projected date of completion: ____ BEFORE AFTER Graduation Agency(s) involved: School VR MR/DD Person Responsible: ______Community Access (see List of adult services): ______ Projected date of completion: ____ BEFORE AFTER Graduation Agency(s) involved: School VR MR/DD Person Responsible: ______Other notes: 1 From Rehabilitation, Research & Training Center, Virginia Commonwealth University. SEQUENCE OF STEPS TO ACCOMPLISH GOALS ( Student:------Date:------ Comp Comp. Comp. Liason: Date Liason: Date Liason: Date I• I Form 10.3 TRANSITION PLAN 1 Date______Student's Name ______Age ___ Date of Graduation ______Participants ______ Responsibilities Transistion Student/Parent/Guardian School Adult Service Providers Recommendations Considera- Time Time Time Action Action Action tions Line Line Line 1. Life Skills 2. Income Support 3. . Work/ Vocational Placement/ Education 4. ' Residential Placement 1 From '.n-amilion: A Team Approiu:h, North Dakota TRANSITION PLAN Responsibilities Transistion Student/Parent/Guardian School AduJt Service Providers Recommendationa Considera- Time Time Time Action Action Action tioos Line Line Line 5. Community Leisure Options 6. Transpor- tation 7. Medical Needs 8. Long-Term ' Care TRANS.1 ...... 0N PLAN Responsibilities Ttansistion Student/Parent/Guardian School Adult Service Providers Recommendations Considera- Time Time Time Action Action Action tions Line Line Line 9. Advocate/ Guardianship 10. Maintenance of Family Relation- ships 11. Insurance 12. Follow-Up 13. Others AP, Appropriate Form 10.4 1 ( SERVICES REFERRAL CHECKLIST Date to be Person Date Service Item Completed Responsible Completed Referral to Vocational Rehabilitation Referral to MHMR/DD Referral to Social Security Card Medicaid Application Medicare Application SSI SSDI Guardianship Welfare Food Stamps Medical Exam Psychological Exam Social History Educational Summary Special Transportation Residential Services Group Home Family Support Foster Care Respite Services Counseling Waiver for Minimum Competency Test 1 From Reha.bilitation Resea.rch & Tra.ining Center, Virginia. Commonwea.lth. University Form 11.1 ( E:MPLOY1\1ENT SITE QUALITY CONSIDERATION CHECKLIST Company Contact About Not Issue Average Acceptable Acceptable 1. Interactions available with nondisabled co-workers* D D D 2. Wages a. regular D D D b. subminimum allowable D D D c. no wages D D D 3. Benefits: a. workman's compensation D D D b. health insurance D D D c. vacation, sick days, etc. D D D d . comfortable D D D 4. Working Conditions: a. safe* D D D b. friendly D D D c. accessible D D D d. comfortable D D D 5. Long-Term Employment: a. nonseasonal D D D b. stable, growing industry D D D 6. Enhancing features: a. increasing responsibilities D D D b. raises D D D c.. upward mobility D D D d. status D D D 1. Work Expectations: a. clearly defined D D D b. stable D D D c. flexible D D D 8. Internal controls D D D 9. In-House Training & Support D D D * If these items are marked as not acceptable, &he site should not be used. From Mcloughlin, Garner & Callahan, 1987. Getting Employed, Sta.ying Employed About Not Issue Average Acceptable Accept able ( 10. Transportation availability D D D 11. Marketable experience is gained D D D 12. Entry- level positions available D D D 13. Employer agrees to "expectations"* D D D 14. Company viewed favorable: a. by employees D D D b . by community D D D 15. Employer open to innovation D D D 16. Proximity to community resources D D D 17. Co-workers a. turnover rate D D D b. potential for support D D D Filled out by Inclusive Dates * If these items are marked as not acceptable, the site should not be used. Form 11.1 El\1PLOYMENT SITE QUALITY CONSIDERATION CHECKLIST Company Contact About Not Issue Average Acceptable Acceptable 1. Interactions available with nondisabled co-workers* D D D 2. Wages a. regular D D D b. subminimum allowable D D D c. no wages D D D 3. Benefits: a. workman's compensation D D D b. health insurance D D D c. vacation, sick days, etc. D D D d. comfortable D D D 4. Working Conditions: a. safe* D D D b. friendly D D D c. accessible D D D d. comfortable D D D 5. Long-Term Employment: a. nonseasonal D D D b. stable, growing industry D D D 6. Enhancing features: a. increasing responsibilities D D D b. raises D D D c. upward mobility D D D d. status D D D 7. Work Expectations: a. clearly defined D D D b. stable D D D c. flexible D D D 8. lotemal controls D D D 9. In-House Training & Support D D D * If these items a.re marked as not accepta.ble, the site should not be used. From Mcloughlin, Garner & Callahan, 1987. Getting Emplo11ed, Staying Emplo11ed About Not Issue Average Acceptable Acceptable ( 10. Transportation availability D D D 11. Marketable experience is gained D D D 12. Entry-level positions available D D D 13. Employer agrees to "expectations"• D D D 14. Company viewed favorable: a. by employees D D D b. by community D D D 15. Employer open to innovation D D D 16. Proximity to community resources D D D 17. Co-workers a. turnover rate D D D b. potential for support D D D Filled out by Inclusive Dates * If these items are marked as not accepta.ble, the site should not be used. ( EMPLOYER CONTACT PROBLEMS 1 Problem: During initial contact, employer is reluctant to meet with job trainer. Response: Send or leave program information with employer; follow- up with phone contact at a later time. As a general rule, after two direct contacts (written and/ or phone), it is best to leave the employer with the option to respond. Problem: Employer holds stereotypical views of the characteristics and abilities of persons with mental retardation. Response: Provide examples of jobs which workers with mental retardation per form successfully and describe the varying personalities of the workers( e.g., alleviate unspoken fears about how to communicate with a worker who is handicapped, the possibility of violent or bizarre sexual behavior, occurrence of seizures, etc.). Reassure the employer of the long- term support of the program staff. Problem: Employer does not view persons with mental retardation as a feasible source of labor. Response: Provide factual information about the successful employment of workers with mental retardation which relates specifically to the employer's busi ness (e.g., the administrator of a nursing home may be interested in the fact that someone works in the housekeeping department of a local hos pital). Financial incentives may sway the employer to try a handicapped worker on a "trial" basis. Problem: Employer has unrealistic expectations concerning workers with disabilities. Response: Provide concrete examples of what can realistically be expected f:rom an employee who is handicapped (e.g., a person may be able to unload stock from a truck, but even after many months on the job he may not be able to drive a forklift or fill out inventory forms). Explain the individuality of each handicapped person - one worker may need a very structured routine on a permanent basis, while another may be able to adapt to minor changes in routine. Problem: Employer appears interested but vacillates in regard to setting up a job interview or specifying a work start date. 1 From Rehabilitation, Research&; Training Center, Virginia Commonwealth University. Response: Given the investment of time that has been made up to this point, the job trainer must determine whether the employer is genuinely interested or if an attempt is being made to avoid further involvement. IT there seems to be genuine interest, perseverance and patience usually lead to a placement. H the employer seems to be avoiding further involvement, leave future contact up to the employer. Problem: Employer provides only a vague description of duties or changes ;'ob du ties be/ore the starting date of employment. Response: A thorough description and analysis of job duties should be obtained prior to the job interview. The job trainer should also observe the job duties being performed prior to placement. H an agreement cannot be reached in terms of the worker's capabilities and the requirements of the job, some alternatives are: 1) arrange for another worker to be inter viewed; 2) suggest job modifications in which job duties could be traded and/ or shared with co-workers; 3) if arrangements cannot be made to place a worker into a position a this time, assure the employer of your continued interest and maintain periodic contact. Form 13.1 ( ADJUSTI\1ENT OF l\1ENTALLY RETARDED PERSONS1 Location ______Interviewer ______ Date______ I. Demographics l. Name of respondent------ 2. Relationship of respondent to graduate D a) Mother Db} Father D c) Legal Guardian D d) Other------ 3. Respondent or respondent's spouse has been employed D a) Constantly D b) Intermittently D c) Rarely 4. Combined income of respondent and/or respondent's spouse D a) under $15000 Db) $15,000 - $30,000 D c) $31,000 - $50,000 D d) Over $50,000 5. Name of graduate------ 6. a) Graduate's sex _ M _ F b) Date of birth_}_j_ c) Graduate's Race_Caucasian _Black _Oriental_ Other 7. Graduate's marital status D a) Single Db) Married D c) Separated/Divorced 1 This survey waa developed by Paul Wehman, John Kregel, and Kate Marshall at The Rehabilitation Research &: Training Center, Virginia Commonwealth Univenity. A:D.y requests to uae this survey should be directed to dr. Paul Wehman. 8. Graduate's home location D a) Rural Db) Urban ( D c) Suburban 9. School location D a) Rural Db) Urban D c) Suburban 10. a) Year that graduate left school ______b) Age when graduate left school ______ 11. Type of school program or arrangement graduate was in when left school: D a) Resource Room D b) Special School D c) Special class in regular school-trainable mentally retarded (TMR)/severely physically handicapped (SPH) D d) Special class in regular school-educable mentally retarded (EMR) De) Other------ 12. Does graduate have any medical problems that affect his or her daily life (heart conditions, seizures, etc.)? D Yes D No If so, what are they: ______ II. Vocational 13. Is your son or daughter currently employed in a real job? D a) Full time (32 hours per week or more) Db) Part-time D c) Not employed (IF NOT CURRENTLY EMPLOYED, SKIP TO QUESTION #21. QUESTIONS #15-20 APPLY ONLY TO CURRENTLY EMPLOYED PERSONS) 14. What is your son or daughter currently employed as? D a) Sheltered workshop employee D b) Food service worker D c) Janitorial or cleaning worker D d) Farm or agricultural worker D e) Office worker D f) Part of a crew of other handicapped workers D g) Other------15. How does your son or daughter most frequently travel to and from his/her job? D a) On foot ( Db) By car (parent drives) D c) By car (friend drives) D d) By public bus De) By facility bus D f) Carpool D g) Bicycle Oh) Other 16. How long has your .son or daughter been employed in his or her present job? D a) Q-6 mon tbs D b) 7 months to 1 year D c) More than 1 year 17. What are your son's or daughter's current gross monthly wages? D a) 0-$50/month Db) $51-$200/month D c) $201- $500/month D d) $501-$700/month De) Over $700/month 18. H your son or daughter is currently employed in regular or sheltered employment, what benefits does he or she receive? (Check all that apply.) D a) Meals D b) Sick Time D c) Vacation time D d) Insurance benefits De) Retirement D f) Profit sharing D g) No fringe benefits 19. Does you son or daughter seem: D a) Extremely happy with his or her job D b) Satisfied with his or her job D c) Bored with his or her job but not planning to quit D d) He or she would like to or plans to quit his or her job 20. Did your son or daughter find his or her current job with the help of: ( D a) Rehabilitation counselor Db) A friend De) A parent D d) School counselor/ teacher D e) A special outside program D f) Your son/ daughter found the job independently D g) Other------ (IF CUR.RENTLY EMPLOYED, SKIP TO QUESTION #23. QUESTIONS 21 AND 22 APPLY ONLY TO THOSE WHO ARE NOT CURRENTLY EMPLOYED.) 21. ff your son or daughter is not currently employed, has he or she ever: (Check all that apply.) D a) Worked.in a real job since leaving school and for at least 3 months D b) Worked in a sheltered workshop D c) Attended an adult activity or work activity center 22. ff your son or daughter is not currently employed, is it because of any of the following reasons? (Check all that apply.) D a) No job in the area that he or she can do D b) No one to help him or her get a job D c) No one to help provide training for a job D d) Doesn't want to give up Social Security Disability Insurance De) No transportation available D f) Other ------ 23. How many jobs has your son or daughter held since leaving school? D a) 0-1 jobs Db) 2-3 jobs D c) 4-5 jobs D d) more than 5 jobs 24. What amount has your son or daughter earned since leaving school? Da) 0-$999 Db) $1,000-$3,999 D c) $4,000-$7,999 D d) $8,000-$11,999 De) $12,000-$14,999 D f) Over $15,000 25. What amount of services has your son or daughter received from the local rehabilitation ( counselor? D a) Frequent training and job placement assistance Db) Occasional visits to discU5S job possibilities or other assistance D c) No rehabilitative services have been provided 26. Can you name the rehabilitation counselor responsible for your son or daughter? • Yes • No 27. What a.mount of services has your son or daughter received from local community mental retardation services ( Chapter 10 or ARC)? D a) Frequent training and job placement assistance Db) Participation in day programs for learning self-care, social, recreation, and academic skills D c) No community services have been provided 28. Has the Texas* Employment Commission been D a) Helpful in job placement for your son or daughter D b) Visited by your son or daughter in job placement assistance D c) Of no help to your son or daughter in job placement assistance D d) Don't know 29. Has your son or daughter ever lost/resigned from his or her job(s) because of any of the follow reasons? (Check all that apply.) D a) Problem with his or her supervisor D b) Lost transportation D c) Wanted Social Security payments instead of wages D d) Work rate or ability lacking D e) Job abolished D f) Never had job D g) Other------ 30. What type of school vocational program did your son or daughter most frequently participate in? D a) A structured skill training program in a regular vocational class D b) A special class with some practice vocational training (primarily on school grounds) D c) A special vocational training program with practice of work skills (primarily on school grounds) D d) A JTPA•• or Vocational Education subsidized work experience program which included some wage payment D e) No vocational education program • Originally CETA • * Originally Virginia. m. Independent Living 31. Where does yotll' son or daughter live? Da) At home D b) Group home D c) Residential facility D d} Supervised apartment De) House or apartment without supervision D f} Other 32. Does your son or daughter do any of the following? D a) Walle about the community D b) Ride a bicycle D c) Have a driver's license D d) Drive a car De) Use public transportation 33. Does your son or daughter do any of the following? (Check all that apply.) D a) Cook his or her own meals or snacks by him- or herself D b) Do his or her own laundry D c) Sew or mend his or her own clothes D d) Do household chores (dusting, vacuuming, etc.) by him- or herself D e) Clean entire house by him- or herself 34. Does your eon or daughter do any of the following? (Check all that apply.) D a) Purchase food for him-or herself (from restaurants, grocery st<;>res, or vending machines) D b) Purchase his or her own clothes for him- or herself D c) Select his or her own clothes for him- or herself 35. Which of the following community services does your son or daughter use regularly by him or herself? ( Check all that apply.) D a) Restaurants Db) Stores D c) Banks D d) Post offices De) Hair stylists 36. Does your eon or daughter do either of the following? D a) Attend church/synagogue services regularly • Yes • No Db) Participate in church/synagogue activities (choir, clubs, etc.) • Yes • No 37. Does your son or daughter do any of the following? {Check all that apply.) D a) Toilet independently D b) Dress independently D c) Bathe and groom independently D d) Eat independently 38. Does your son or daughter do any of the following? D a) Use money to make purchases D b) Make change by him- or herself D c) Write checks to make purchases by him- or herself D d) Balance bis or her own checkbook by him- or herself D e) Pay his or her own bills D f) Have his or her own savings account 39. Does your son or daughter do any of the following? {Check all that apply.) D a) Call his or her family or friends Db) Call for community information (i.e., stores, movie theaters) D c) Does not use telephone 40. Does your son or daughter D a) Tell time? D Yes D No Db) Set and use an alarm clock? D Yes D No 41. Did your son or daughter D a) Take a minimum competence test in high school • Yes • No Db) Pass t_he minimum competency D Yes D No 42. At which of these facilities does your son or daughter spend 1 or more hours each week? {Check all that apply.) D a) Shopping facilities D b) Homes of friends D c) Outdoor recreation facilitiet1 {swimming pool, parks, etc.) D d) Indoor recreation facilities (movies, video arcades, etc.) 43. Which of these activities doet1 your son or daughter regularly enjoy at home? (Check all that apply.) D a) Watching TV D b) Listening to records or tapes D c) Playing card games D d) Playing table games De) Crafts D f) Playing video games D g) Other------44. In which of these activities does your son or daughter participate regularly? (Check all that ( apply.) D a) Jogging D b) Swimming D c} Bicycling Dd) Bowling De} Other------ 45. To which of the following groups or clubs does your son or daughter belong? (Check all that apply.) D a) Church club Db} YMCA or YWCA D c) Scouts D d) Exercise Class De) Adult education class D f) Other------ 46. Which of the following events does your son or daughter regularly attend? D a) Sporting event D b) Concerts or plays D c) Movies D d) Fairs or festivals De) Other------ IV. Personal Life-Style/Quality of Life 47. Does your son or daughter spend most of his or her free time with D a) Family Db) Friends D c} With general public {for example: in a shopping mall or movie theater) Dd) Alone 48. Does your son or daughter spend his or her free time outside of the family with: D a) Nonhandicapped people D b) Handicapped people D c) Both handicapped and nonhandicapped people D d) Spends free time only with family 49. How often does your son or daughter spend his or her free time outside of the family with one person of the opposite sex? D a) Regularly D b) Occasionally D c) Seldom Dd) Never 50. Did your son or daughter receive sex eduction? D a) At Home D b) In school D c) Has not received sex education 51. Does your son or daughter know about birth control methods such as the pill, condoms, and so forth? D Yes D No 52. 18 your son or daughter registered to vote? D Yes D No 53. Does your son or daughter vote? D a) Yes, in all elections Db) Yes, in some elections De) No 54. Has your so or daughter ever been arrested? D Yes D No 55. H yes, for what reason? D a) Traffic offense D b) Shoplifting D c) Assault D d) Drug-related issue De) Other------ 56. How satisfied is your son or daughter with his or her life D a) Very satisfied D b) Satisfied D c) Somewhat satisfied D d) Very dissatisfied 57. Which of the following items are a problem for your son or daughter? (Check all that apply.) D a) Health Db) Behavior outburst/ emotional control D c) Transportation D d) Making friends D e) Loneliness D f) Lack of money D g) Lack of work skills D h) Not enough leisure activities Di) Other------ \. ( Appendix B Glossary ( GLOSSARY ADA. Average Daily Attendance. ARD. Admission, Referral, and Dismissal. This refers to meetings held at least annually to discuss the individual programs of students with disabilities. accessibility. Occurs when individuals a.re able to arrive at a facility, enter it, and move about inside the bwlding with little or no assistance. accountability. A program's responsibility to show positive results of monies spent. activity-based. Refers to goals and objectives that are written to stress the activities at which the student will be working (count the proper number of knives and forks needed t~ set a table) . adaptive behavior. An individual's ability to cope with the natural and social demands of his/her environment. adult service agencies. Agencies such as TRC or TDMHMR, which provide services for adults with severe disabilities after they finish high school. advocacy. The act of representing and fully supporting the interests and causes of a specific individual or group of people. advocate. A person who represents and fully supports the interests and causes of a specific individual or group of people. assessment. The process of determining the strengths, limitations, interests, aptitudes, sensory information, and learning styles of an individual. case manager. An individual who is accountable for and performs activities in the service to a client, ensuring to the maximum extent possible that the client has access to and receives all resources a.nd services which can help him/her reach a.nd maintain an optimal level of functioning. chaining. A procedure in which a task is analyzed and broken down into a logical number of parts. The student is taught the task by teaching the first unlearned step in the sequence and moving on to the next steps until the task is mastered. checklist. A type of assessment in which tasks or skills are presented in a list and checked either (+) or (-) during assessment, or checked off when the student accomplishes them. community adjustment. The ability of the student to function successfully in the local B-1 community. ( community-based. Training sites located in the local community as opposed to class room training. contingency contract. A contract made to address a specific problem that includes 1) reinforcement that will be earned if the contract is fulfilled, 2) specific behavior that is required by the student, 3) specific behavior required of other involved individuals, and 4) a data collection procedure. counseling. Goal oriented intervention that is responsive to the decision-making needs of the student with severe disabilities and hls/ her family. cue. A signal to perform a specific behavior. day activity center/program. A day program for persons with disabilities which focuses on leisure skill development and social skill training. enclave. A small group (usually 6-8) of persons with severe disabilities working with special training or job support within a local business or industry. environmental analysis. A thorough examination of a job site to determine the atmo spheric, architectural, and physical aspects of the environment, such as noise level, accessibility, etc. evaluation. The process of determining abilities and needs of an individual relative to a particular area which may include formal and informal procedures of assessment. fade, fading. The systematic removal of the presence of a job trainer from the job site, allowing student employees to become more independent. follow-along. The process of periodically monitoring students placed in community based job sites to provide necessary training and support. follow-up. The process of contacting former students and employers to obtain informa tion regarding the effectiveness of a supported employment program. Modifications to the program often come about as a result of follow-up. generalize. The ability to apply a skill in more than one area . goal. Indicates the general direction the student will follow during the year and describes the level of performance to be demonstrated at the end of the year. IEP. Individual Education Program. Mandated by Public Law 94-142, the Education for All Handicapped Children Act of 1975, this component requires that a written plan of instruction for each student with disabilities receiving special education services be developed. The IEP must include a statement of the student's present level B-2 ( of educational performance, annual goals, short-term objectives, specific services needed by the student, dates when these services will begin and end, and specific criteria for evaluation. ~ IPP. Individual Program Plan. Transition plan typically developed by MHMR. ITP. Individual Transition Plan. A plan developed for students with disabilities by the transition team made up of participants from the school, parent/guardian, and appropriate adult service providers. The ITP must focus on _those considerations which will have the most impact on the special needs student's successful indepen dence in the community. IWRP. Individualized Written Rehabilitation Plan. Transition plan developed by TRC. independent living. A living arrangement for individuals who can function in an essen tially unsupervised living situation. Participation in a community resource may be needed to sustain their level of inc,iependence. individual placements. Jobs available at training sites in the local community for in dividual students. A training site may have more than one placement, but place ments are separate jobs, not a group of workers together. Individual Training Program. A plan developed for each individual student which con sists of terminal objectives, materials needed, teaching procedures, and methods of evaluation. interagency agreement. A formal written agreement between two or more agencies stip ulating the responsibilities of each agency in relation to the cooperative program they are implementing. interagency cooperation. Two or more agencies, such as a school and an adult service agency, working together to meet the needs of individual students. intervention strategy. A strategy developed to decrease or eliminate undesired behavior. intervention time. The amount of time a. job trainer spends in supported employment activities such as student training, travel/transportation, program development, advocacy, etc. JTPA. Job Training Partnership Act. job analysis. The process of determining the requirements of a particular job. job cluster. A specific area of jobs, such as health occupations or construction. job coach. A person who provides training and support for persons with severe disabilities in supported employment settings. B-3 job market screening. A survey of the local community to discover the types of training ( sites available for persons in the supported employment program. job retention. Refers to a person's ability to remain and function successfully in a job. job/student match. Refers to comparing student assessment data and ecological anal yses to determine a placement for the student that is appropriate and potentially successful. maintenance. Refers to the students maintaining skills learned and production rate. Medicaid. A government assistance program for persons unable to afford regular medical service. mobile work crew. A business organized to provide a single service, usually groundskeep ing or janitorial service. The crew (usually 4-5 persons) most often operates from a van which transports crew members, supplies, and equipment to the work site. modelling. A training method in which the job trainer demonstrates a skill and the student watches; the student then performs the task. objective. Intermediate steps between the student's present level of educational perfor mance and her/his long-term goals. Objectives function as guidelines for accom plishing the goals. on-going assessment. Refers to evaluations of student job performance that occur on a periodic basis as long as the student remains on the job. on-task. Attending to the work at hand. PIC. Private Industry Council. probe data. Data indicating how well a student performs a task without prompting or any nonnaturally occurring reinforcement. problem intervention strategy. A strategy developed to decrease or remediate an undesired behavior exhibited by the student. production rate. The speed at which a student performs a job, either in units per length of time or length of time per task. prompt. A$Sistance given to students to help them perform a job task. Prompts can be verbal, modelling, or physical. public relations. Techniques used to induce the public to have understanding for and goodwill toward the supported employment program. B-4 ( quality considerations. Aspects of a training site which determine the appropriateness of using the site to train persons with severe disabilities. recreation. Non-work-related activities that are done purely for an individual's enjoy ment. reinforcement. Refers to either naturally or non-naturally occurring events that serve to increase a specific behavior. residential. The student's living situation. SSDI. A federal assistance program administered by Social Security that pays monthly benefits to persons who have paid in enough years for coverage (roughly half of the number of years since age 21), are medically disabled, and are either not working or working but earning less than the substantial gainful activity level. SSI. Supplemental Security Income. A federal assistance program administered by Social Security that pays monthly benefits to persons who are aged, disabled, or blind, and who do not have a great deal of resources and income. school completers. Students who have completed the requirements for and have gradu ated from high school. school leavers. Students who have left school ( dropped out) before completion of grad uation requirements. self- management. The ability of a student to monitor his or her work performance through the use of external prompts or procedures such as self-instruction, labels, picture cues, checklists, pictorial job duty booklets, pretaped instTuctions, and/or tactile cues. shaping. A training technique that involves reinforcing successive approximations of better performance of the task being trained. skill-based. Refers to goals and objectives that are written to stress a specific skill to be learned (count to 100) rather than an activity. · standard. Refers to the average production rate of non-disabled workers. supported employment. Competitive work in integrated work settings for individuals with severe disabilities for whom competitive employment has not traditionally occurred and who, because of their disability, need intensive, on-going supp'ort services to perform such work. survival skills. Skills not related to the job that are essential for students to "survive" in the community-based job setting (for example, getting on the right bus to get to work). B-5 TEA. Texa.s Education Agency. ( TDMHMR. Texa.s Department of Mental Health Mental Retardation. An adult ser vice agency that provides services to persons who are autistic, mentally retarded, or mentally ill. Services include counseling and guidance, family services, case management, and vocational/ day habilitation and independent living services. TRC. Texas Rehabilitation Commission. The primary resource for adult services during transition from school to work. Services include time-limited vocational rehabil itation services that lead to competitive employment and extended rehabilitation services which serve persons with more severe disabilities over an extended period of time leading to sheltered or supported employment. task analysis. Breaking down a job ta.sk into component steps and sequencing those steps. terminal objectives. Consists of the ta.sk the student is to learn and the criteria which the student's performance must meet in order to successfully achieve the objective. training. Systematic behavioral instruction in the natural setting. transition. Transition from school to work is an outcome-oriented process encompassing a broad array of services and experiences that lead to employment. Transition is a period that includes high school, the point of graduation, additional post secondary education or adult services, and the initial years in employment. It functions a.s a bridge between the security and structure offered by the school and the opportunities and risks of adult life. work activity center. A day program that provides training in prevocational skills. workshop. A sheltered work environment for persons with severe disabilities where work is typically done on a contract ha.sis. B-6 ( Appendix C References ( REFERENCES Association for Retarded Citizens. (1987). Creating clerical aide positions for workers with mental retardation in financial institutions: Job development handbook. Arlington, TX: author. Balser, R. (1985). Using hospitals as job training and employment sites for the develop mentally disabled. Portland, ME: Maine Medical Center, Department of Rehabilitation Medicine. Barcus, M., Brooke, V., Inge, K., Moon, S., & Goodall, P. (1987). An instructional guide for training on a job site: A supported employment resource. Richmond, VA: Rehabilitation Research and Training Center, Virginia Commonwealth University. Bellamy, G. T., Rhodes, L. E., Mank, D. M., & Albin, J. A. (1988). Supported employment: A community implementation guide. Baltimore, MD: Paul H. Brookes. Brown, L., Branston, M. B., Hamre-Nietupski, S., Johnson, S., Wilcox, B., & Gruenewald, L. (1979). A rationale for comprehensive longitudinal interactions between severely handicapped students a.nd nonha.ndicapped students and other citizens. AAESPH Re view, .,1(1), 3-14. Chadsey-Rusch, J., Hanley-Maxwell, C., Phelps, L. A. , & Rusch, F. (1986). School to-work transition issues and models. (OSERS Contra.ct No. 300-85-0160). Cham paign, IL: Illinois University, Secondary Transition Intervention Effectiveness Institu tion. (ERIC Document Reproduction Service No. ED 279 121) Division of Vocational Rehabilitation. (1987). A model for vocational transition: Bridging the gap between school 8 work. WA: Author. Everson, J. M., Barcus, M., Moon, S., & Morton, M. V. (Eds.). (1987). Achieving out comes: A guide to interagency training in transition and supported employment. Rich mond, VA: Virginia Commonwealth University, Rehabilitation Research and Training Center. Falvey, M. A. (1986). Community-based curriculum: Instructional strategies for students with severe handicaps. Baltimore, MD: Paul H. Brookes. Hayes, R. P., & Stevenson, M. G. {1980). Teaching the emotionally disturbed/learning disabled child: A practical guide (Vol. IV: PL 94-142 and the IEP: A practical guide for teachers, administrators, and parents). Washington, DC: Acropolis Books. Hensley, G., & Buck, D. P. (Eds.). (1968, February). Cooperative agreements between C-1 special education and rehabilitative services in the West. Papers from a conference on ( cooperative agreements, Las Vegas. (ERIC Reproduction Service No. ED 025 864) Inge, K. J ., Hill, J. W., Shafer, M. S., & Wehman, P. H. {1987). Positive outcomes of competitive employment: Focus on parental concerns. In P. Wehman, J . Kregel, M. S. Shafer, & M. L. Hill (Eds.), Competitive employment for persons with mentaJ retardation: From research to practice (Vol. IT) (pp. 233- 253). Richmond, VA: Virginia Commonwealth University, Rehabilitation Research and Training Center. Kapes, J. T., Parrish, L. H., Vansickle, T. R., & Vansickle, K. J. (1988). Vocational As sessment Handbook. College Station, TX: Texas A&M University and Texas Education Agency. Kelker, K., & Hagen, M. (1986a). Parents and transition: A self-teaching workbook. Billings, MT: The Montana Center for Handicapped Children. Kelker, K., & Hagen, M. (1986b). Planning for transition: An implementation guide for administrators and teachers. Billings, MT: The Montana Center for Handicapped Children. Mank, D. M., Rhodes, L. E., & Bellamy, G. T. (1986) . Four supported employment alternatives. In W. E. Kiernan & J . A. Stark (Eds.), Pathways to employment for adults with developmental disabilities (pp. 139-153). Baltimore, MD: Paul H. Brookes. McDonnell, J. (1987). The Utah community-based transition proiect {UCBT} vocational training manual. Unpublished manuscript, University of Utah, Salt Lake City. Mcloughlin, C., Gamer, J., & Callahan, M. (1987). Getting employed, staying employed. Baltimore, MD: Paul H. Brookes. Melwood Horticultural Training Center, Inc. (1987). The Melwood custodial manual: Achieving excellence in the custodial services industry. Upper Marlboro, MD: Author. Moon,· S., Goodall, P., Barcus, M., & Brooke, V. (1986). The supported work model of competitive .employment for citizens with severe handicaps: A guide for job train ers. Richmond, VA: Virginia Commonwealth University, Rehabilitation Research and Training Center. National Institute on Disability and Rehabilitation Research. (1987). Supported employ ment. Rehab Brief, X(l), 1-4. Rhodes, L. E., & Valenta, L. (1985). Industry-based supported employment: An enclave approach. Journal of the -Association for Persons with Severe Handicaps, 10(1), 12-20. Rhodes, S. R. (1986). lnteragency cooperative/collaborative agreements (Project No. 0090DDq Washington, DC: Administration on Developmental Disabilities. .:.. ., C-2 Shafer, M. S. (1987). Competitive employment for workers with mental retardation. In P. Wehman, J. Kregel, M. S. Shafer, & M. L. Hill (Eds.), Competitive employment for persons with mental retardation: From research to practice (Vol. II) (pp. 254- 287). Richmond, VA: Virginia Commonwealth University, Reha.bilita.tion Research and Training Center. Sheehan, M. (1987). The vocational preparation program. High School Program, Lane ESD. Sprague, J., Paeth, M.A., & Wilcox, B. (1984). Community work crews for severely hand icapped high school students. Eugene, OR: Specialized Training Program, University of Oregon. Texas Education Agency. (draft). Ttan.sition. Task Force on Transition. Texas Education Agency. {1985, August). Serving special needs students in vocational education. Austin, TX: Author. U. S. Department of Education. (1985). Special projects and demonstrations for providing vocational rehabilitation services to severely disabled i'ndividu.als (CFDA No. 84.128A.) Washington, DC: Office of Special Education and Rehabilitation Services. Watson, M. (1984). Employability Project: Boatworks and Clean Sweep. Oakland, CA: Stepping Stones Growth Center. Wehman, P. (1981). Competitive employment: New horizons for severely disabled individ uals. Baltimore, MD: Paul H. Brookes. Wehman, P., & Barcus, J. M. (1985). Unemployment among handicapped youth: What is the role of the public schools? Career Development for Exceptional Individuals, 8, 90-101. Wehman, P., Kregel, J., & Barcus, J. M. (1985). From school to work: A vocational transition model for handicapped students. Exceptional Children, -5.e(I); 25'-3.7. · 1 ~ .. f' • ', , , ' lt ~ 1..\) I Wehman, P., Moon., M. S., Everson, J .M., Wood, W., &-Barcus, J . M. (1988)-~ TI-ansition from school to work: New challenges for youth with severe disabi-Zitiea, :B~ltimore, MD: Paul H. Brookes. f Wentling, T. L. (1980). Evaluating occupational education an~1training programs (2nd Ed.). Urbana, IL: Griffon Press. ..,1. ,. • • .> .. West, L., Gritzma.cher, H., Johnson, J., Boyer-Stephens, .A,, & Dunafon, D .. fl98~). Mis souri tran.sition guide: Procedures 8 resources. Missouri Department of Elementary and Secondary Education: Arthur L. Mallory, Commissioner of Educat«m·. · : · '. Wilcox, B., & Bellamy, G. T. (1982). Design of high school programs for severely handi- C-3 capped students. Baltimore, MD: Paul H. Brookes. ( Wilcox, B., & Bellamy, G. T. (1987). A comprehensive guide to the activities catalog: An alternative curriculum for you.th and adults with severe disabilities. Baltimore, MD: Paul H. Brookes. Wilcox, B., McDonnell, J., Bellamy, G. T ., & Rose, H. (in press). Preparing for sup ported employment: The role of secondary special education. In G. T. Bellamy, L. E. Rhodes, D. M. Mank, & J. A. Albin (Eds.), Supported employment: A community implementation guide. Baltimore, MD: Paul H. Brookes. Will, M. C. (1984). OSERS programming for the transition of youth with disabilities: Bridges from school to working Ii/e. Washington, DC: Office of Special Education and Rehabilitation Services, U. S. Department of Education. ( C- 4 ( ..- •· "' • iL ., ,, . . \ ' I -. • ,.J , 'I, ,_.. , \, . ( Dallas Center for Independent Living 8625 Krng George Dr #:?10 Dallas, TX 7r>2~:.i ( ( SN 109 I