Author: Patterson, Edward H
Company: Microsoft

Title Slide
Nancy Brooks-Lane: Welcome to the Employment First Collaborative Team Toolkit training series. Today’s training is focusing on Domain 2, Individualized Assessment and Employment Career Planning. My name is Nancy Brooks-Lane and I am a senior consultant with Griffin-Hammis Associates Center for Social Capital.
(Length of webinar - 129 minutes)
 Slide 2 
First of all, we want to let you know how much we appreciate that you recognize the importance of employment and that you’re committed to participate in this training. We have done the work that you’re doing and we know how difficult it can be to find time away from those busy days when you’re trying to get good outcomes and sometimes the plans of our days may change so that what we had intended to accomplish can really shift in a way that we did not plan. We are flexible and completely understand what it takes to commit the time to be a part of this series, and truly feel it will be worth your time in terms of professional development.
 Slide 3
The other piece that we want to make sure you know is that the toolkit is archived so you can access it as needed. And because so much of what we do as we’re learning new skill sets is dependent on practice, it may be beneficial to you to revisit the webinars as you become more and more familiar with how to utilize the toolkit and it begins to resonate. Please know that information will be available regarding how you can go back and re-review any one of the four webinars in this series.

Slide 4
 The webinar series is designed for individuals who have a fundamental knowledge of employment and disability. That’s critical to know because individuals who may have not had the opportunity to learn more about employment and disability may find the content a  bit more confusing. We want at the outset to make sure that it’s clear that these trainings are geared toward individuals who have as I’ve indicated this fundamental knowledge of employment and disability. During the trainings, you’re going to be utilizing the toolkit for exercises, so please make sure you have a copy. The final point that we want to share is that there will be one break during the webinar and this is for your convenience. We want you to have the option to listen to the webinar in increments should time not allow you to listen in its entirety.
Slide 5
 Let’s take a moment to look at the backstory of how the toolkit came about. It is based on the APSE, (APSE stands for the Association of People Supporting Employment First) Core Competencies which are actually standards. And that through the use of this toolkit that I said is grounded in those APSE standards, you can begin to analyze training needs for an organization, an individual, or a department. For purposes of simplicity as we are moving through this webinar, I’m going to look at it from the perspective of an organization. But know, as I just said, it can be utilized to help an individual identify the supports that they need to learn skillsets that they are currently lacking, as well as a department perspective to use the toolkit to analyze those training needs noted within the toolkit to address those needs. It’s a complete packet of what you need to move from where you are to where you want to be in terms of utilizing best practices. The other piece that’s pretty invaluable is that it can help an organization learn to assess where they are in terms of capacity. And what we mean by that is the ability to successfully increase the number of individuals they’re working with around employment in a way that does not overtax the organization.  To be able to build capacity, staff have to first have the best practices employment skillsets. So to look at it in a linear fashion, it starts with identifying what are the skillsets that the staff need to be supported in learning. Once the skillsets have been brought to a high level of implementation them, you can then begin to look at increasing capacity to support  individuals with disabilities to become employed.
Slide 6
 The toolkit training series is developed around four webinars with Domains 4 and 5 being combined. Each domain consists of those core standards from APSE. The beautiful piece of this aspect, of the toolkit, is that these standards establish best practices for how to provide quality employment services.  You now have a blueprint of how to work with individuals step-by-step and a description of how to implement that particular step in the process of moving from referral of a potential jobseeker all the way through post-employment supports.
Slide 7
 I want to really stress because I don’t want there to be a misunderstanding regarding the mission of the webinar series: Individuals who participate in this training need to understand that the training is focusing on standards and requirements. Much like you may have orientation to a policy and procedure structure at the organization where you work, these standards and requirements specifically lay out what constitutes employment best practices. It is not to teach webinar participants how to implement the methodology of employment best practices or how to use best practices. That’s a totally different set of trainings. So if you can think about the analogy of when you begin employment, you have to understand the policies and the standards that you work from—what constitutes good outcomes in the job task that you perform? This training series  is closest to that sort of training, simply teaching you what the standards are that constitute best practices and not teaching you how to implement those best practices.
Slide 8 - Domain Title Page
Slide 9 - Content of Domain
  The information in the  PowerPoint slides regarding the specific competencies/standards are not verbatim, copied and pasted information from the toolkit. That would be too tedious. It would be too lengthy. It would absolutely be boring for both you and me [chuckles]. So the information is really more of a summary.  Domain 2 content organization, and this is the same format  for each domain. It starts with the APSE standards and competencies.  You will find  the ratings of 1, 2, and 3 defined. Then you’ll find the employment first collaborative team toolkit proper and that’s the document you’ll be using as you begin to rate the competencies of the organization, individual or department. Remember the toolkit may be used in those various ways.   Next, after the toolkit section, there will be a section of Recommended Trainings to address the training needs that are identified after you analyze and synthesize the results of the ratings. And finally, we included within the toolkit  options for folks who are interested in independent study. There are web based Recommended Resources that individuals can refer to for continued independent learning about the particular topics of interest based on the toolkit.

Slide 10 - Ratings Explained
#3: Effectively demonstrates this standard/competency.
#2: Does not demonstrate this standard/competency with effectiveness. Suggestions: a focused topical training, a webinar, or other short-term training module.
#1: Does not demonstrate this standard/competency. Needs intensive training.
 Let’s spend just a moment looking at the ratings and what they mean? A rating of 3 is the highest score. A rating of 1 is the lowest score. Now that is not a value judgment. It does not indicate that organizations or individuals  rating a 3 are good and organizations or individuals that rate 1 or a 2 are bad. Absolutely that is not what this is about! It is simply being able to identify the supports an organization/individual needs to move forward, to shift from more of a traditional model to a model that utilizes best practice and is grounded in data to show that these are the most effective methods to achieve high quality outcomes. As we look at a rating of 3, this organization/individual effectively demonstrates the standard and competency. And in a slang way we could say that they “get it”. This organization/individual is doing well utilizing and embedding best practices. They’ve put time, effort, resources into training staff. The leadership are utilizing strategic planning to align policy, practice and funding. They exemplify what’s possible when we utilize what we know works to create good employment outcomes.
A rating of 2 indicates the organization/individual does not demonstrate the specific standard with effectiveness. It might result from the fact that  some staff who have had training and mentoring and  utilize  best practices and they “get it”. There may be other staff who have not had that same training. Maybe they are utilizing a more traditional approach. There’s an inconsistency in embedding best practices into the organization/individuals work.  Jobseekers who are working with employment specialists that have the skillsets are going to get better outcomes than staff who are not as knowledgeable, and that’s where that inconsistency may arise. With a rating of 2 what we’re looking at is identifying the areas where the organization is struggling—areas where they may get aspects of  the competency, but it’s not consistently practiced and there may be aspects of the competency or the standard that has not been included in policy. So with number 2, we’re not looking at an overall holistic intensive training, we’re actually developing a training plan that identifies the specific areas, the specific topics that the organization/individual needs to focus on to bring the quality of staff skillsets and the outcomes that the organization is able to achieve to a higher level. And then, the rating number 1 demonstrates that the standard is not being implemented and that the organization needs intensive training.
Slide 11 Before we move deeper into actually utilizing and practicing with the toolkit, just a couple of things I want to demonstrate as part of the process of the toolkit. And I’m going to use the slide which we’re going to come back to after I highlight a couple of things. When you’re looking at the toolkit, you’re going to see some numbers, maybe one number, a couple of numbers, or several numbers. These numbers correspond to the equivalent APSE standards. In other words, the numbers that you see that are on the section of the toolkit proper are the numbers that correspond to the APSE document. This provides a schema crosswalk between the two document. Many people are interested in looking at how information from various sources equate. 
Slide 12 - Disclosure The first standard of the Employment First Collaborative Team Toolkit, we have combined the APSE standards of #13 and #14 under this one heading because they interrelate. We felt in those areas where information was connected and was relevant to a holistic rating, it was better to combine them. Otherwise, you may have duplicate scoring of similar information which can be frustrating.  We’ve tried to do away with repetition and combine standards from the APSE document so that they make sense when combined in the toolkit.  Under this particular standard we’re talking about the rights, responsibilities related to disclosure and how that impacts employment. In summary, we’re looking for evidence that jobseekers are provided with counseling about disclosure of their disability and how it relates to employment. And there’s some really key points that tie into this being a best practice. 
 What we’re looking for when we think about disclosure of disability at the highest level of competency (#3) is that counseling is provided that includes information and guidance, and support about disability disclosure.  That the choice to disclosure has to logically tie to the need for accommodation. So you wouldn’t just disclose to be disclosing. It has to be tied to a rational regarding why disclosing makes sense for that individual jobseeker. Under a rating of 1, at the other extreme, counseling is not provided, and the information regarding the jobseeker having a disability is generally shared with employers during the job development process. So it’s just a universal part of the practice to let potential employers know that the job seeker has a disability. And there is no understanding that the decision to disclosed is linked to accommodation needs.
 Slides 13 - 15 Disclosure Exercise  - 3 Scenarios for Participant to Rate Closure Policies and Practices
We’re going to practice rating. And what I want you to do is as we look at these scenarios, is consider if it’s a rating of 1, 2, or 3. I’m going to give you a moment to read the scenario and then I want you to write down if you think this particular organization based on their practice exemplifies a rating of 1, a rating of 2, or a rating of 3. Once you’ve gone through the three scenarios, we’re going to go back and analyze what the correct rating is and then what components of the scenario result in the rating. el is an appropriate rating.
Slide 16 - Disclosure Exercise - Scenario 1
“There is no policy or procedure on “Disclosure of Disability”. Staff indicate during job search the organizational practice includes always sharing with potential employers that the job seeker has a disability.” 
 Let’s look at number 1. “There is no policy or procedure on disclosure of disability. Staff indicate during the job search the organization practice includes always sharing with the potential employer that the jobseeker has a disability.”  This violates the jobseekers rights, correct? So this is obviously a 1. 
Slide 17 - Disclosure Exercise - Scenario 2
“Disclosure is a personal decision.Typically one discloses a disability only as necessary and only to those who need to know, such as a supervisor, to ensure accurate and fair understanding of the job seeker. The organizations’ practice regarding  Disclosure of Disability involves reading the policy to each job seeker during Employment Services Orientation.  The job seeker is provided with the opportunity to ask questions. Each job seeker signs that they have been given a copy of the policy which was read to them and that they understand it.  The policy indicates that this is a  blanket approval to discuss their disability with whomever is involved in the employment process, including employers, at the professional discretion of the employment specialist or other designated staff.”

 The organization’s policy states “disclosure is a personal decision. Typically, one discloses a disability only as necessary and only to those who need to know.  The purpose is to make sure that there’s an accurate and fair understanding by the jobseeker.”  The organization’s “practice regarding disclosure involves reading the policy to each jobseeker and this occurs during the employment services orientation.” The policy notes there’s “an opportunity for the jobseeker to ask questions”. Then “the jobseeker signs that they have been given a copy of the form and that it was read to them and that they understand it.” Additionally, it is explained that “this signed document serves as a blanket approval to discuss their disability with whomever is involved in the employment process, including employers, at the professional discretion of the employment specialist or other designated staff”. The area that moves this particular organization’s policy and practice into an area of concern is that it involves reading the policy to the jobseeker and then having them sign that they understand when in fact we need to do due diligence to ensure that they understand what Disclosure means—  for some individuals we may need to include their advocate, their family member, or other champions in the individuals life. In other words there needs to be thought put  into how best to ensure the jobseeker/ supports in their life has understood informed consent if that additional support is indicated. The policy states the jobseeker signs the policy which includes the statement that it serves as a blanket approval so that the employment specialists or other designated staff can talk to whomever they feel necessary to. And again, that’s clearly a violation of client rights. So hopefully you noted that this was a rating of 2. The initial part of the policy had best practices processes outlined but the later part of the policy violates rights.
 Slide 18 - Disclosure Exercise - Scenario 3
“Disclosure is a personal decision. It starts by choosing job duties or a career path that matches the job seeker’s preferences, interests, skills, and desired workplace culture. Typically one discloses a disability only as necessary and only to those who need to know, such as a supervisor, to ensure accurate and fair understanding of the job seeker. However, this is always the job seeker’s decision, not the decision of the employment specialist. The role of the employment specialist is to support the job seeker in developing the plan regarding whether or not to disclose. When disclosing, information should be shared so that it is clear, understandable, and does not misrepresent the job seeker’s ability to work. When information is handled correctly, disclosure can drive the discussion surrounding accommodation. The Americans with Disabilities Act (ADA) protects against discrimination of persons with disabilities but it does not guarantee hiring. The ADA requires employers to make reasonable accommodations for individuals who disclose that they have a disability. A Plan to Determine Whether or Not to Disclosure is developed with each job seeker.”
OK, the final example for rating. “Disclosure is a personal decision.” Again, an excellent part of the policy that is best practices and client rights. And it includes the information “by choosing job duties or a career path that matches the jobseekers preferences, interests, skills, and desired workplace culture”… this is beginning to link with whether or not there is a rational to disclose.And you’ll see how that comes together shortly as we continue to read the example.  The policy pointed out that “disclosure only occurs with those who have a need to know. And that it is always the jobseeker’s decision, not that of the employment specialist or any other staff. The role of the employment specialist is clearly to support the jobseeker in developing the plan regarding whether or not to disclose.” The policy goes on to point out that “when the decision to disclose is made, the information is shared clearly, understandably, and  it does not misrepresent the jobseeker’s ability to do their work, and that  the decision to disclose  ties to accommodation needs.”  So hopefully you noted that this example deserves a rating of 3.
Slide 19 - Example of Person Centered Disclosure Plan
The final piece that is an excellent example of quality in this organization is that they actually develop a formal plan to go through a systematic process to determine whether or not to disclose. And I thought it might be helpful just to show you what an example of such a document  may  look like. It begins with the jobseeker and includes any other individuals the jobseeker wants to include. During that first step listing any situations where accommodations may be needed because that’s the rational that determines whether or not to disclose. So thinking about behavior, task, and relevant job duties would be tied into the process of whether or not to disclose. And there’s no need to disclose information that does not impact employment. So we want to not disclose anything that’s not tied to employment. This is the format that they go through with the jobseeker and any significant others that the job seeker wants to include in the process. So when the decision is made to disclose, because there is an impact upon employment, and the need for accommodation, we want to start by looking at low-tech solutions. Think about in the day within which we live, we all use assistive technology: computers, smart phones, technology around exercise apps that you can wear that can give you so much more information and there are so many app that provide the ability to use information to cue the person during their day e.g.when  tasks are due, going on break, and so many more. We’re all using assistive technology in the work that we do through, as I said, computers, smart phones, and other technology and apps.  This has become normalized and is no longer stigmatizing.
We also want to then look at how the jobseeker strengths are focused upon—how they relate to the workplace in performing the duties. We also want to take responsibility in working with a potential employer to develop solutions to share with the employer that these accommodation strategies will work for the jobseeker. That they are the solution to the accommodation needs that the individual has. So the discussion should be brief, clear, to the point, identifying what the concern is, how it may impact performance and how it moves a concern or an area of potential struggle to a strength and being able to effectively perform their job duties because the accommodation shifts the concern, the struggle, the possible weakness into a strength because the accommodation supports the job seeker’s  ability to be effective in performing their job.
 Slide 20 - Transition
OK, now we want to shift into the area of transition, moving from school to work. And in this particular competency, you’ll see that we’re focusing on best practices around transitioning youth. And it’s got to include planning, collaboration, and strategies for the goal of employment. Additional, the pinnacle organization utilizes best practices and working collaboratively with the school system, VR and other systems that have increasing employment for people with disabilities as a mission, and as a result exiting school is a smooth process and includes paid employment.
So again let’s look at moving from the  toolkit standard to what  it looks like with best implementation (rating of 3)  and what does it look like in terms of an organization that needs the greatest support to bring its skill level and its ability to provide high quality outcomes to a higher level (rating of 1). For an organization that would rate a 3, we find that it works with transitioning youth, their policies and practices are formal focusing on planning, collaboration, and strategies for transition through both  practice and the policy. And  the organization utilizes  specific employment best practices for transitioning youth. They’ve invested resources and training so that staff have the knowledge, skills, and abilities needed to achieve good outcomes for transitioning individuals.
A rating of 2 may indicate that the organization obtains and utilizes information regarding school-based work experiences, for example, but  there is no formal process or policy. There’s a disconnect between the organization and the  school community based work experience  that is part of  the school’s transition program to help the individual with a disability exit school and become employed. And all that valuable information is inconsistently included by the organization as part of person centered planning.  
 With a rating of 1* there’s no understanding that there exists best practices for transitioning youth, that the processes for students leaving school and entering the adult system are different than the process for adults. There is no collaboration between the organization with the school system, or vocation rehabilitation. The organization is working independently and not in partnership with other organizations that may have the same mission of supporting individuals to become employed.
(*During the recording I mistakenly stated rating 3 when this should be rating 1.  I am in the process of trying to amend this with in put from Ted.)
Slides 21 - 23  Transition Exercise  - 3 Scenarios for Participants to Rate Transition Services 
Let’s again practice rating an organization utilizing 1, 2, or 3. As before, I’m going to allow you a moment to read the scenarios and determine if you think  a rating of a 1, 2, or a 3 is correct, then we’ll go back and analyze the three examples.
Slide 24 - Transition Exercise - Scenario 1
“Marketing materials identify transitioning from school to work as one of the organization’s services.  Referrals are accepted from the local school system.  Staff attend student transition meetings during the students’ senior year.  Direct engagement with the student occurs after he/she has exited school.  Processes are identical for students who have graduated as those provided for adults. The organization,  VR and the school system work collaboratively, but do not have formal collaborative agreement.”

OK, hopefully I’ve given you enough time. Let’s look at the first example. So transitioning from school to work is one of the organization’s services. Referrals are accepted from the local school system. There is an aware of the school system and adult providers in the community  and maybe some level of partnership. Staff do attend student transition meetings during the student’s senior year. Direct engagement, face to face engagement begins with the student after they’ve exited school. And then the processes are identical for those who have graduated in the same manner as those provided for adults. The organization, VR, and the school system, work collaboratively but have no formal collaborative agreement. So hopefully you were able to see that there are some things that are moving in the right direction, but still some areas of concern. organization  This is a rating of 2. They’re marketing to the school-to-work students, receiving the referrals and so there is some connection, the beginning of a level of partnership. They attend the transition meetings. Of concern is that there is no direct contact or engagement with the student until after they’ve left school.  And then the processes become identical for transitioning youth as those for adults. That is not transition best practices. And while the various organizations that have the mission of helping youth become employed are working collaboratively, there’s no formal collaborative agreement. There needs to be developed a process by which they work together in a way that has expectations, clear roles, and an effective means of supporting individuals transitioning from the school system by braiding and working together with resources and funding to create efficiencies and achieve employment/inclusive outcomes.
 Slide 25 - Transition Exercise - Scenario 2
“Referrals are accepted from local schools and staff sometime attend transition planning sessions.  The information received from the school system is filed in the individuals record, but not utilized by the organization for person centered planning with the student who has been referred. Once the referral is received the process is the same as for adult referrals. Staff have no knowledge of  Transition Employment Best Practices.”
 Hopefully as you begin to utilize the process of identifying what might equate to a 3, 2, and 1, you can identify that this is a rating of  1. Comprehensive training for staff in Transition best practices is needed,  developing policies and procedures and expectations for practice are also needed. 
 Slide 26 - Transition Exercise - Scenario 3
“The organization has formal policies and practices regarding transition of students from school to adult supports and services which include the outcome expectation of competitive integrated employment and may additionally include postsecondary education. Active student involvement, family engagement, as well as coordination and collaboration between the Vocational Rehabilitation agency, the Local Education Agency (LEA),  employers,  American Jobs Centers (AJC), workforce development boards, social service agencies, provider organizations are essential to the creation of a process that results in no undue delay or disruption in service delivery for the transitioning student from school to work. School based community work experiences, such as internships, apprenticeships, and other on-the-job training experiences are included in the  community assessment process and  job development.”
This organization actually has formal policies and procedures and practices regarding transition of students from school to work. The expectation is of competitive integrated employment. And there’s also a focus on identifying whether postsecondary education might be a possible outcome of the goals that the individual wants to engage in once they leave school. So there is activity and engagement with families, vocational rehabilitation, the local education agency. And that means the local public school system, employers, American job centers which are the one-stops, work force development board, social service agencies, and provider organizations—that these are all coming together to work collaboratively so that there is smooth movement from transitioning out of school into the world of work.
The other piece that’s critical is that with this organization there’s a strong basis on including the valuable information learned during school based community work experiences. These may include internships or apprenticeships, job training experiences—all community based. And this information is incorporated in that community based assessment and history of any work experiences and how successful the person was in those experiences, what they liked, what they didn’t like, and that becomes incorporated into the assessment process and person centered planning. And as I said, provides rich, rich information that is critical as the assessment is completed. So I think it’s pretty obvious that this particular organization would earn a rating of 3.
 Slide 27 - Rapid Engagement
It’s going to take practice utilizing the toolkit to develop comfort with the process.  move through this practice more quickly. One thing that we know that is very much tied to more of a traditional model is that there if often the use of  readiness. Jobseekers are expected to change in certain area of their skills or behaviors before they can  be referred for employment, and that the traditional assessment process may take months. With best practices, what we’re looking for is  engagement with the jobseeker to occur quickly and that the relationship between the jobseeker and the employment staff is collaborative. Let’s look at what constitutes a rating of 3. The employment process begins quickly once referred. Jobseekers are active participants in all aspects of the employment process. It’s a partnership. There’s a seamlessness and timely process that moves from assessment to job development to job hire and post-employment support. 
A rating of 1 would entail an assessment process that is not community based. It often involves traditional evaluation tools and inventories which are not individualized so they may not tap into “who the person is” and what their interests are and they’re not that helpful in being able to move forward to match a person well regarding who the individual is regarding interests, skills, preferences, supports needs, learning styles with where in the community the type of work occurs that they have an interest in. Another aspect, (and we’re going to spend just a minute on readiness after we complete the next couple of slides because that can be confusing) may be a   philosophy that the person has to get ready for employment and this usually involves them having to participate in non-employment programs first, such as a day program, and that the jobseekers are not included as active participants. The services are process-focused so that you move from one component of the services and graduate to the next component of the program as opposed to being outcomes-driven. 
Slides 28 - 29  Exercise  - Rapid Engagement - 2 Scenarios for Participant to Rate 
As noted in the toolkit and as we have discussed when rating competencies/standards you will need to gather as much information as you can to be fair to the organization which will include reviewing documents, talking to job seekers, staff and leadership.  
Slide 30 - Exercise - Rapid Engagement Scenario 1
“John was referred for employment services.   Documentation and staff interview indicate the program staff determined John was not ready for employment.  The recommendation was for John to attend the day program because he hugs staff, leaves his assigned area without permission, and at times refuses to go on group outings. Once he stops doing those behaviors he can be referred to the employment staff for work.  The initial referral for employment was made two years ago. This is representative of the organizations’ practice for all individuals referred for employment.
 Ok, let’s dig into the first scenario and see what makes sense in terms of a rating of a 1, 2, or 3.  It’s a rating of 1. So first of all, John was referred for employment. Best practices indicate that individuals who are matched well to a job can work, and it begins by getting to know the person. The team made the decision for John that he was not ready for employment. So this is that readiness model; he has to get ready before he will be referred for employment.  John is required to change who he is, and many times those behaviors that are identified that teams may say keep the person from being appropriate for employment, don’t occur in the community. They are a part of more of a segregated environment where maybe a less than normal culture has developed because it’s a less than normal environment. 
Slide 31 - Exercise - Rapid Engagement Scenario 2
“Upon referral the organization began supporting Sara to identify her interests, preferences, support needs, personality attributes, and skills.  The culture of the organization is based on the belief that anyone can work, if they are well matched to the job.  The job seeker is an active partner in the job search and is involved in all aspects of the process from  the community based assessment, the job search, job development and post-employment supports. This practice is followed for all job seekers referred.”
 I think it’s pretty clear that this scenario, in contrast to the previous scenario, is respectful,  outcomes driven, and respects the individual. The person is in partnership of identifying what they want their life to be. This is a rating of 3.
Slide 32 - Demystifying the term Readiness
 I want to take a minute to look at the confusing use of the word “readiness” in our system.  Readiness, as it refers to a more traditional model of employment services for example, you may hear, this person’s not ready for employment, they have to get ready for employment. It pertains to the notion that the person, the jobseeker, the participant has to learn specific skills or change aspects of their behavior or who they are before they can be considered for referral to employment services. And that just doesn’t work. Again, we’re seeing behaviors that are occurring in an artificial, segregated environment that the majority of the time don’t occur when the person is in the real world. Readiness in this case is actually a notion that thwarts folks from being able to have a more typical life that brings quality, helps them move out of poverty, and helps them to have options that they don’t have when they’re stuck in a situation where it’s expected that you’ve got to change in some way before we’ll even thing about employment for you. So this use of the readiness model is very outdated. It doesn’t work, and in many ways it’s very demeaning.
The use of the term “readiness” in some of the best practices literature and models that you may see, such as WIOA, Career Paths, this is a totally different use of the word “readiness.” It’s based on the value that all individuals can work if matched well to the job, and it is during the support process with the jobseeker, where they have worked with their support team to identify person-centered goals and expectations for employment that this term may be used to support the person to develop some skill sets, some knowledge, some understanding as they’re working with the person to become employed.
 So this model is keeping the person from even moving into the system, or the support process to begin becoming employed. And this use of the term is part of the process of supporting the person, while they are in the process working with their person-centered team and supports toward employment.
 Slide 33 - Community Based Assessment and Discovery
Ok, so now lets move on to Community-Based Assessment and Discovery. Under this particular  standard, we’re talking about employment assessment practices that are not one size fits all. Many people talk about a cookie cutter approach. This is not a cookie cutter approach. We are so different in who we are as individuals, and so there’s not going to be one particular assessment process that’s going to fit everybody and  results in end person centered valid information that ties to understanding who the person is and matching them well to a potential job. Under this particular standard we also must recognize that traditional vocational evaluation methods. that does not work with individuals with the greatest support needs and the greater impact of disability. It has not meaning to dig into who the person is. So for persons with the most significant abilities, we’ve got to have practices that meets their needs in terms of how we get to know who they are and what their interest preference, conditions for success, et cetera are.
Slide 34 - Learning the qualities of a competency to ensure valid Ratings 
The common denominator—now I want to take moment to focus on this—the common denominator for the process of rating as you begin to use this toolkit is understanding the rating of 3. It’s hard to know what constitutes characteristics when you don’t know what the best of the best looks like. That’s why spending some time, understanding under each competency, what are the components of a rating of 3 will help you understand what a rating of 1 might look like and what a rating of 2 might look like. If you understand what constitutes a rating of 3 for a particular competency, you’re going to be able to identify when the standard is partially met, and you’re going to understand when that standard is not met.  Slide 35 - Community -Based Assessment Rating 3
 What constitutes a rating of 3, as we are thinking about the community-based assessments, and discovery practices, and the Individual Placement and Supports methodology as we are thinking about how we utilize methods to understand better, who this individual is. Through Discovery we are looking for assessment practices that are occurring in the community, not in a disability-specific building, we are not looking for  traditional assessments that are inventory-based or manipulating aspects of a work-related task. Such assessment for those with the greater support needs are not going to help us understand who the individual is, their interests, skills, preferences.  We are looking for community-based activities that are completed with the jobseeker  geared toward identifying their specific, unique interests, preferences, and conditions of employment. Additionally we are looking of the use of support teams. Alternative methods of assessment such as Discovery and the use of community-based teams arose from the fact that people were frustrated because traditional methods weren’t working. There was a disconnect between the assessment process and being able to understand who this individual is who is most impacted by their disability.
The other piece that’s important to recognize is that the organization is experienced and has some success in both the assessment process and job development for individuals with the most significant disabilities. So it’s not just that they’re following the methodology, but it’s resulting in integrated jobs in the community.
Slide 36 - Community-Based Assessment Rating 2
 This is what a rating of 2 for this competency would look like. The assessments may happen in the community, but the big difference is they are tied to existing assessment sites. These might be thrift stores, they might be recycling businesses or centers, businesses that either the organization owns and is using an assessment site or businesses they have some sort of cooperative agreement with. And that everybody spends time in those particular businesses for the assessment. They may have no connection with the interests of a particular jobseeker and the uniqueness of who they are.
A rating of 2 may also have situations where the use of discovery and community-based team approaches is being utilized, but is inconsistent. Some staff who have received best practices training  best practices maybe using those methodologies with fidelity and success. But there are other staff who have not received that training, and so they’re still using the more traditional approaches. This is where the inconsistency comes in. And the other area for consideration is how successful the organization is with achieving community based employment outcomes working with individuals with the most significant disabilities. 
 Slide 37 - Community-Based Assessment Rating 1
And a rating of 1* would result from only utilizing traditional vocational evaluations and inventories, and have limited experience and success in supporting jobseekers with the most significant disabilities. (*During the recording I mistakenly stated rating 3 when this should be rating 1.  I am in the process of trying to amend this with input from Ted.)
Break Option So at this point, we’re going to take a break. If you need to stop at this point in time and come back later to finish the Domain 2 webinar, this is the point in time when you can press that stop button and come back when it’s convenient, based on you schedule.
Slide 39 Variety of Community-Based Assessments
We are continuing with the topic of community-based assessment strategies and practices and the need for there to be a variety of such options, so that we can address the unique aspects of who an individual is. Let’s look at the toolkit components of this competency. When we look at interests, task skills, learning styles, and conditions of employment, there have to be a variety of ways that are community-based to specifically be able to learn who the jobseeker is by spending time with him or her is select activities. And specifically, using those diverse community based options, which includes interviewing the jobseeker, the family, and other significant individuals, it’s important, to also ensure that we have an understanding the cultural aspect of this person’s heritage, if there are social aspects to who this individual is we need to be mindful of those. If there are specific demographics, then we want to be informed. We want to be knowledgeable of, understand and honor the beautiful diversity of who we all are. So this is critical to make sure that you understand the specific aspects of the history of this individual’s culture, social aspects of who they are, the impact of disability on the individual, on the family; and spend time with the jobseeker in daily routines, novel experiences and emerging area of vocation themes utilizing  community-based strategies and assessments.
Slide 40 - Utilizing a Variety of Community-Based Assessment Strategies and Practices
 Community-based strategies enable us to get to  know the job seeker’s interests, tasks, skills, learning styles, conditions of employment. As noted above  it includes interviewing the jobseeker and people who are important to that person including family. We respect the demographics, cultural, social aspects of who the jobseeker is. We spend time with the jobseeker in the community and in community-based activities. For this exercise  jot down what you’re going to look for in an organization so that you can accurately rate it as a 1, 2, or 3 in the particular standard of utilizing a variety of community-based assessment strategies and practices.   
Slide 41 - Exercise - Utilizing a Variety of Community-Based Assessment Strategies and Practices
 Hopefully you were able to identify such functional information as— the assessment is occurring in real-life community environments, not disability programs or buildings. That during the assessment process, the support staff are spending time with the jobseeker in their daily routines to observe their skill sets, and also in the community, observing the job seeker in activities that are uniquely designed for that specific jobseeker. That the discovery steps that  form the discovery process, will result in identifying the interests, preferences, task, skills, learning style, and conditions of employment of the jobseeker. Interviews are completed with  folks who know and who are champions of the individuals, folks who are supportive of the person to have a working life. And that respect is demonstrated and consideration given based on  the cultural and social background, the demographics of the jobseeker and of his or her family. 
Slide 42 - Impact of work on Entitlement Benefits and Use of SSA incentives
This competency related to the connection between employment and entitlement benefits and the use of Social Security Administration work incentives—SSA incentives and ensuring  accurate information is provided to the job seeker as they are learning how work interrelates with their benefits, and how work incentives can be a benefit. We want to make sure that people understand work rules that allow people to maintain access to health insurance and benefits, while also financially getting ahead through work. We know that work is how we form our identity, how we develop a sense of confidence, how we move out of poverty, and how it brings meaning to our life. Work is one of the components of creating a quality life.
 So, as we mentioned, understanding what constitutes a rating, of 3 can help you know what equates to a rating of  2 and 1. An organization that would receive a rating of 3 would provide  accurate information regarding how employment may impact benefits. Referral is made to benefits specialists for further analysis if there is not someone within the organization who has earned the qualifications needed to be able to provide this information. And there is a focus on Social Security work incentives because those bring resources into the funding and the benefits process for the jobseeker, that can be invaluable as they are trying to reach employment goals.
 Slide 43 - Exercise - Impact of Employment on Entitlement Benefits and Use of SSA Work Incentives
“Staff are not skilled in or knowledgeable of benefits and work incentives. Utilizing the EFCT Toolkit, locate the Domain 2 Recommended Trainings section and identify the trainings that you can recommend to staff.” 
I want you to utilize the Domain 2 Recommended Trainings section of the toolkit to locate the recommended training that you can provide to an organization/individual to increase their knowledge and understanding of social security benefits and work incentives.
 Slide 44 - Exercise - Impact of work on Entitlement Benefits and Use of SSA incentives
Under Domain 2, the Entitlement/Public Benefits section has outlined trainings to provide to an organization, to staff, to a department to help them become more knowledgeable. In all sections of the training, it lists the name of the training, the entity that provides the training, the modules, the length of the training, and the cost. The trainings are tangible resources you can provide to the organization so that they can begin to develop their competency in the area of understanding Social Security benefits, entitlements, and work incentives.
 Slide 45 - Interrelated Competencies
Several of the competencies/standards are interrelated. As you gain experience with utilizing the toolkit and scoring you will be able to utilize the same forms of information to rate several of the competencies.
 Slide 46 - Vocational/Discovery Profile
Functional information learned during the community based assessment is captured through the vocational profile or the discovery profile.  It should be an accurate reflection of the jobseeker, their interests, goals, and aspirations that is utilized for developing an integrated employment plan. A rating of  3, would result from  community based assessments that consist of information that answer the question who is this individual?  The information is accurate, compiled   objective, and reflects the jobseeker’s skills, interests, goals, support needs, and learning style. The profile is reviewed with the jobseeker and her family and finalized once they approve of the document.  The organization’s policies and procedure reflect this practice. 
 Slide 47 - Community-Based Activities 
Related to the previous competency is this standard regarding the methodology of including a variety of community-based activities to obtain the information needed to complete a profile to identify tasks, skills, and interests based on who the person is, to identify employment likes, dislikes, skills, and qualifications. The community-based activities are identified based on the uniqueness of who the jobseeker is, and they occur in the community, not at agency sites. Activities may  include community-based situational assessments, paid work trials, job tryouts, volunteering, job shadowing, and informational interviews. 
Discovery is completed with job seekers utilizing community based activities personalized to the job seeker that identify interests, preferences, skills, accommodation and support needs.  The draft Discovery Profile is shared with the job seeker and significant others as determined by the job seeker.  Input from the job seeker/significant others can be added or amended at this time.  Job development begins with the job seekers’ active participation once the Discovery Profile is finalized based on the specific information learned during Discovery.  Job negotiation typically includes the job seeker unless the job seeker or person centered team identifies a reason beneficial to the job seeker for the employment specialist to meet with the potential employer first.  Once employed, the individual  receives post-employment support based on a person centered employment plan.

Slide 48 - Exercise - Discovery
“Discovery is completed with job seekers utilizing community based activities personalized to the job seeker that identify interests, preferences, skills, accommodation and support needs.  The draft Discovery Profile is shared with the job seeker and significant others as determined by the job seeker.  Input from the job seeker/significant others can be added or amended at this time.  Job development begins with the job seekers’ active participation once the Discovery Profile is finalized based on the specific information learned during Discovery.  Job negotiation typically includes the job seeker unless the job seeker or person centered team identifies a reason beneficial to the job seeker for the employment specialist to meet with the potential employer first.  Once employed, the individual  receives post-employment support based on a person centered employment plan.  Utilizing the previous two competencies that we reviewed in Slides 47 and 48 rate this scenario. It is a rating of 3.  
Slide 49 - Self-Employment
 It’s important to note that self-employment is absolutely a viable option as a quality employment outcomes. We always start with discovery/community-based assessment. It is through what we learn in Discovery that we being to identify that possibly self-employment is the best option for the individual. To rate an organization on this competency in addition to the documents, and the interviews, and the processes you’ve used to glean enough information to rate an organization on this particular competency, you should information ensure there is documentation of feasibility testing, business planning, funding, and benefits planning tied to self-employment. There are certain advantages in terms of Social Security regulations and rules that benefit an individual who is self-employed. 
 The organization received a rating of 1 for the standard/competency “Self-employment resources for job seekers”. Utilizing the Domain 2 Resource List, identify the Self-Employment/Microenterprise resources you can provide to the staff.
Slide 50 - Exercise - Self-Employment
“The organization received a rating of 1 for the standard/competency “Self-employment resources for job seekers”. Utilizing the Domain 2 Resource List, identify the Self-Employment/Microenterprise resources you can provide to the staff.”
Locate within the toolkit the information under Domain 2, Resource List, Self-Employment Resources for Jobseekers that you can provide to this particular organization that received a rating of 1 on the standard regarding self-employment. 

Slide 51 - Exercise - Self-Employment
Under the Self-Employment/Microenterprise section of the resource list, you should have found these four resources with the website that staff can utilize to learn more about self-employment:
 the Small Business Administration, the U.S. Department of Labor, Office of Disability and Employment Policy (ODEP), Choosing Self Employment, Transition Projects, Rural Institute, University of Montana, Choosing-SelfEmployment and  Griffin-Hammis Associates. 
Slide 52 - Referrals to appropriate agencies, organizations and networks And finally, we are at the last slide.  This last competency has been embedded in the work of human and social services since such supports began.  I’m sure that all of us have experience with this competency. We always look at what additional community resources are needed by the individual with whom we’re working whether it be medical health, transportation, counseling, food assistance, financial counseling, literacy, education, housing, training, and funding. This has been  the core of who we are as organizations that care about human beings having a quality life. Within the toolkit we identify this standard as it related to the Career Plan just as we provide such support noted in the competency for any person centered or individual plans.
 
We have completed the training for the webinar on Domain 2. I hope that it has been helpful.