Domain 4 and 5

Domain 4 and 5

This tool is designed to assist with determining whether the Community Employment Service Provider/Program best matches the descriptions provided under numbers 1-3. The descriptions may provide a general idea and not an exact description of the program’s competency. Choose which best fits. Note, it is not an evaluation of the program but a tool to help decide if training might be warranted.
Program staff serves as the point of contact between the employer/co-workers and the new employee and serves all functions of training and supervision at the onset. Provides job coaching as a matter of practice, without first determining if typical trainer, means and methods of the employment setting can be supportive of job training and on-going support of the employee. No attention is paid to the workplace culture or to facilitating common workplace interactions between co-workers. The new employee initially navigates the worksite with little connection to coworkers and may even sit with program staff during non-work times, such as lunch and breaks.Program staff usually serves as the point of contact between the employer/co-workers and the new employee and provides job coaching at the onset of employment as standard practice. Sometimes considers if typical trainer, means and methods of the employment setting can be supportive of the training and on-going support of the employee, and may include co-workers in training. May consider the workplace culture or facilitate common workplace interactions between co-workers, but does not do this as standard practice. Program staff may encourage interaction between the new employee and coworkers during non-work times but typically is directly involved in these interactions.Program staff, along with the employer implements a plan for providing training and supports, which is often typical supervisors and co-workers, with the employment program staff providing consultation on training and support issues. Program staff recognizes the critical importance of workplace culture and integration and actively enhances this by supporting the new employee to participate in company routines or events (i.e., “Pizza Friday” or ball teams) and in typical work-related interactions. Program staff recognizes that integrating into the company culture is a critical component for long-term workplace success and satisfaction, and assumes responsibility for supporting this along with the learning of specific job tasks.
Rating 1: Program staff is not familiar with the basic rules of key financial assistance and government benefit programs or the related work incentives and do not regard it as their role or responsibility to discuss benefits or provide a basic benefits analysis, nor do they consistently refer individuals served to a benefits planner. Staff may believe and reinforce inaccurate benefits information, such as that individuals can only work a limited number of hours “to protect their benefits”.Rating 2: Staff may provide basic information or refer individuals to a benefits planner, but this is not a policy or consistent practice. Staff may be aware of asset-development strategies, but does not consistently encourage individuals to explore these programs.Rating 3: Program staff consistently provides basic benefits information and/or refers all individuals who receive government benefits for a comprehensive benefits analysis. Staff is familiar with asset-development strategies and consistently supports individuals served to explore all possible options, such as IDAs or PASS. Staff has participated in the development of at least one PASS.
Rating 1: Program staff does not accept responsibility for supporting individuals to plan for or secure ongoing, reliable transportation to and from work. Initial employment planning/assessment does not include consideration of transportation options, and businesses targeted during job development often do not align with available transportation. Individuals supported by the program may frequently end up losing jobs because of transportation issues. Program staff regularly cites transportation as a primary issue in not being able to identify or develop sustainable employment for many of the individuals they serve.Rating 2: Program staff sometimes explores transportation options during employment planning, but this is not a standard practice. Job development may include businesses that the job seeker cannot reliably or consistently access. Some individuals supported by the program end up losing jobs because of transportation issues. Program staff sometimes identifies transportation as an issue in not being able to identify or develop sustainable employment for many of the individuals they serve.Rating 3: Program staff has developed standard practices to explore transportation options as a key part of employment planning. Job development is built around businesses within locations the job seeker can reliably and consistently access. Program staff accepts responsibility for coordination and/or ensuring that necessary transportation supports are in place prior to the start of employment. Individuals supported by the program do not lose jobs as a result of transportation issues.
Rating 1: On-the job support planning begins prior to the first day on the job and includes consideration of the workplace culture ensuring the new employee is fully integrated into the company. Program staff proactively plans, discuss roles and responsibilities, and answer employer questions. Program staff completes a job analysis and confirm details with the employer and/or supervisors. The new employee attends standard company orientation and is introduced to coworker in same manner as all other new employees.Rating 2: Program staff serves as the point of contact between the employer/co-workers and the new employee and serves all functions of training and supervision at the onset. Provides job coaching as a matter of practice, without first determining if typical trainer, means and methods of the employment setting can be supportive of job training and on-going support of the employee. No attention is paid to the workplace culture or to facilitating common workplace interactions between co-workers. The new employee initially navigates the worksite with little connection to coworkers and may even sit with program staff during non-work times, such as lunch and breaks.Rating 3: Program staff, along with the employer implements a plan for providing training and supports, which is often typical supervisors and co-workers, with the employment program staff providing consultation on training and support issues. Program staff recognizes the critical importance of workplace culture and integration and actively enhances this by supporting the new employee to participate in company routines or events (i.e., “Pizza Friday” or ball teams) and in typical work-related interactions. Program staff recognizes that integrating into the company culture is a critical component for long-term workplace success and satisfaction, and assumes responsibility for supporting this along with the learning of specific job tasks.
Rating 1: Program staff takes full responsibility for training/coaching assuming the new employee will require specialized, more intensive training by program staff, and natural trainers and/or training protocols are bypassed. Program staff is not familiar with principles of learning or systematic instruction and rely heavily on verbal prompts and praise as the predominant teaching strategies. Teaching strategies are applied universally and do not reflect individual learning style or preference. Program staff does not collect data to assess skill acquisition or drive instructional decisions.Rating 2: Program staff works with the employer to identify a training plan and may defer to natural trainers and training processes some of the time. Yet, program staff still assumes the role of the primary trainer in the majority of cases and bypasses natural trainers and training protocols, initially. Program staff may have a basic understanding of systematic instruction but still rely heavily on verbal prompts and praise as their predominant teaching methods. Program staff typically believes that specialized training processes will be more effective than the standard training program in the workplace. Program staff frequently experiences difficulty fading to natural workplace supports. Employees sometimes have difficulties once supports are faded.Rating 3: Program staff serves as a consultant; onsite training and instruction defaults to the natural trainer with program staff facilitating and supporting only when additional support is needed. Program staff is adept at applying principles of learning and systematic instruction and use appropriate techniques to support skill acquisition. Program staff demonstrates flexibility with adapting teaching techniques to align with individual learning styles and preferences. Program staff uses data to assess progress with skill acquisition and to drive teaching and instructional decisions. Program staff is consistently able to efficiently fade supports to natural supports within the workplace.
Rating 1: Program typically cites challenging behaviors as a reason for declining referrals, terminating employment services, or as a justification for segregated employment services. Program staff is not familiar with Positive Behavioral Supports (PBS) and does not have the necessary knowledge or skills to develop or implement comprehensive behavioral support plans. Strategies for addressing behavioral challenges are primarily reactive, versus proactive or preventive, and rely heavily on removal to reduce or eliminate undesired behavior.Rating 2: Program sometimes cite challenging behaviors as a reason for declining referrals, terminating employment services, or as a justification for segregated employment services. Program assists some individuals with mild-moderately challenging behaviors to secure employment, often in traditional industries and for a limited number of hours each week. Program staff may be aware of Positive Behavioral Supports and programs or specialists who can assist with PBS plans but does not have formal relationships established with these entities.Rating 3: Program staff proactively addresses all anticipated behavioral issues and develops appropriate and effective positive behavioral interventions as issues arise. Program consistently secures quality employment outcomes for individuals who exhibit challenging behaviors, often locating work environments that are flexible and supportive. Program and staff are familiar with positive behavior supports as well as emerging technological supports, has established relationships with programs or specialists who can assist with PBS plans in community employment, and are included as members of the employment support team.
Rating 1: Program and staff are familiar with only the most common sources for long-term funding (e.g., Medicaid-waiver or private pay) and do not seek or secure funding outside of these sources (i.e., Ticket to Work, PASS). The organization does not include planning for long-term supports in their standard practices. Individuals without long-term funding do not receive on-going supports.Rating 2: Program and staff is familiar with alternative sources for long-term funding, such as PASS or Ticket to Work payments, but does not regularly use these. The organization relies most heavily on the more common sources for long-term funding. The organization may conduct a basic analysis of possible alternative sources for long-term funding but do not use these sources Individuals without long-term funding do not receive on-going supports.Rating 3: Program staff is adept at exploring individualized alternative funding sources and regularly uses options such as PASS, grants, and EN (Ticket to Work) payments to enhance long-term support funding. The organization has a standard policy or practice for exploring long-term funding sources as a part of employment planning for all individuals served. The organization does not refuse referrals for individuals who do not have an identified source of long-term funding
Rating 1: The organization does not regularly support job or career enhancement. Once the individual secures a job and fading is complete, program staff may check in with the employer a few times a month to maintain the status quo. Lack of funding sources is cited as a barrier to career enhancement or changing jobs to promote career development. All resources are devoted to ensuring the individual maintains their existing job.Rating 2: The organization supports job or career enhancement but does not have a standard policy or practice for doing so. Follow-along support predominantly involves checking in with the employer once or twice a month. When career development opportunities are sought, they are generally explored only within the individual’s current place of employment.Rating 3: The organization recognizes that career enhancement may involve changing jobs and has a policy or practice for supporting individuals who are working but wish to pursue other opportunities. Program staff actively works with individuals and their employers to explore and pursue advancement opportunities within their current workplace. Program staff is aware of individuals’ job satisfaction and advancement within a company and begin job development with other businesses when necessary for career change, advancement, increase in pay, hours, etc.
Rating 1: Program staff does not include employers or coworkers in determining when and how to fade supports. Program staff remains the primary point of contact for performance issues or concerns. Employers regularly call program staff to come back to the job site for additional onsite coaching and support. May find that many individuals supported by the organization may lose jobs once fading begins.Rating 2: The organization staff may discuss plans for fading and transitioning to natural supports with employers or coworkers. Fading determinations come primarily from program staff and may be based on performance considerations, but are often not data-driven. Employers may address some training or performance issues directly with the employee but may still rely on program staff to discuss performance concerns directly with the employee and for additional onsite coaching and support. Some individuals supported by the organization may lose jobs once fading begins.Rating 3: The organization has a standard policy or practice for including employers and coworkers in the development of all training and support-related decisions, including fading and transitioning to natural supports. Natural trainers and training mechanisms are utilized to the maximum extent possible from the first day on the job to prevent artificial reliance on program staff. Employers and coworkers establish a direct line of communication with the new employee and address most issues directly. Employers call program staff only when additional consultation is required. The organization rarely reports issues related to fading, and individuals supported by the organization do not lose jobs once fading begins.
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