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1. Welcome to Employment Training Specialist Orientation I Lesson 3: Individualizing Workplace Supports The content of this lesson was created by the Developmental Disabilities Services Division of the Department of Human Services in Oklahoma and formatted to resemble College of Direct Support lessons. You are required to read all information contained in the lesson, including linked information. Page 1 of 49

2. The Learning Objectives for this lesson are: • Identifying and using natural supports • Evaluating the worksite and work tasks using a Worksite Summary and Task Breakdown (Analysis) • Helping the individual build social relationships • Understanding the expectations of the Employment Training Specialist at the workplace • Providing advocacy for the supported worker • Implementing practical teaching techniques • Understanding the importance of data collection • Understanding the importance of fading Page 2 of 49

3. “An organization's ability to learn, and translate that learning into action rapidly, is the ultimate competitive advantage.” Quote by Jack Welch American businessman, author and former Chairman and CEO of the General ElectricCompany Page 3 of 49

4. Natural Supports As society has evolved, relatively few people are totally self sufficient, living independent of others. Most people, with or without disabilities, have become reliant on a variety of natural supports that exist in every community. Think about your own life – Does your Mom ever babysit your children? Do you have a friend who changes the oil in your car for you? Did your Dad teach you how to fix a broken fence? Do your kids have chores to complete around the house? Does your spouse balance the checkbook and pay the bills? When it comes to our own lives, don’t we usually try to think of a way to get support naturally, before we consider paying someone? On the next screen is an exercise for you to complete and print out for your agency’s files. Page 4 of 49

5. Name: ________________________________ Date: ______________________ • Exercise: List 5 things that you rely on other people to do or complete for you. • 1. _____________________________________________________________ • _____________________________________________________________ • _______________________________________________________ • ______________________________________________________ • _______________________________________________________ • Print this page, write out your answers, and retain in the agency’s files. Page 5 of 49

6. Did your list include things like the following? • “Ask a family member to pick up an item from the store on the way home” • “Get a ride with a co-worker to lunch” • “Have a friend take care of my pet when I go out of town” • “Ask a co-worker for change for the pop machine” • “Bounce an idea off my supervisor before starting a new project” • A natural support approach refers to linking individuals to existing social supports in the work environment that are available either informally (such as coworkers and peers on the job) or formally (supervisors and company sponsored employment programs). Page 6 of 49

7. The term “natural supports” is frequently used when designing supports and services for people with developmental disabilities. Remember this definition from Lesson 1? In relation to work, “natural supports” means any assistance, relationship, and interaction provided by a coworker or supervisor that allows a person to secure, maintain and advance in a community job of his or her choosing, corresponds to the typical work routines and social actions of other employees at the same work location and enhances the individual’s work related and non-work related social interactions with coworkers and other members of the community. • Types of Natural Supports • Four general types of natural support can be identified for the supported worker. These options are: • worksite supports, • transportation supports, • community supports, and • personal and residential supports Page 7 of 49

8. Mentoring by a coworker Company videotape training Training or monitoring by a coworker Company sponsored computer accommodation program Employee assistance programs Restructuring duties Examples of Worksite Supports • Flexible scheduling • Supervisor reminders or monitoring • Checklist provided by employer • Supervisor and coworker advocacy • Employer evaluations/reviews • Assistive technology– raised table, labels, counting • aids, etc. Page 8 of 49

9. Driving own vehicle Taxi Riding with a coworker Walking Riding a bicycle Driven by family Bus/Public transportation Examples of Transportation Supports Page 9 of 49

10. Examples of Community Supports • Workforce center • Faith-Based resources • College students as peer mentors/tutors • State assistive technology systems • Dial 211 (Helpline resources) • United Way-volunteer opportunities • Social Security Work Incentive Specialist/Consultant • City or county sponsored resources Page 10 of 49

11. Examples of Personal and Residential Supports • Purchased support items - digital watch, alarm clock, timer, etc. • Assistance with housing needs • Housemates - shared work ethic, similar job interests, encouragement, more outside work options • Purchased items for security - cell phone, medical alert bracelet, keys, home security system, etc. • Residential support staff - help with transportation, work attire, lunches, etc. Page 11 of 49

12. Name: ________________________________ Date: ______________________ • Exercise: Identify three things you can do to improve the natural supports of a • person you support. • 1. ______________________________________________________ • ______________________________________________________ • ______________________________________________________ • ______________________________________________________ • ______________________________________________________ • ______________________________________________________ • Print this page, write out your answers, and retain in the agency’s files. Page 12 of 49

13. Evaluating Worksites: Recognizing the Difference between a Worksite Summary and Task Breakdown (Task Analysis) A worksite summary is completed by the Employment Training Specialist and takes into consideration the physical environment, the social culture, and the overall job description within the business. A task breakdown (analysis) is completed by the employment training specialist with the individual being served. It is a step by step description of each of the essential tasks of the job. The tasks are broken down into segments based upon the individual’s abilities. They can be general or specific. Both are needed for maintaining a successfuljob. Examples of both a Worksite Summary and a Task Breakdown are provided on the next few screens. Page 13 of 49

14. Evaluating Worksites: Example Job Summary Job Title:                 Supply Clerk IClassification:           Part Time Employee Department/Division:  DHS/DDSDLocation:                 Laura Dester Center, Tulsa Pay : $8.57 per hour              Job Requirements (Summary of Position): Under immediate supervision of Administrative Assistant II receives, stocks, distributes incoming materials and disposes of outgoing security destruction. Operates a variety of lifting equipment and delivery equipment as appropriate to the items being moved. Job Summary, page 1 Page 14 of 49

15. Example Job Summary (cont) • Essential Job Tasks: • Loads or unloads materials to or from trucks, vans and other delivery vehicles. • Delivers materials independently to specific rooms and people within the office complex (between 4 • buildings) using written routing and/or coding directions. • Stacks materials on pallets and places stock into storage cabinet or shelving. • Performs physical duties of moving office equipment including but not limited to furniture, filing cabinets • and bookcases as instructed. • Cleans, dusts, and arranges stock on shelves. • Performs related work as required, including providing back-up assistance to other temporary clerk • positions. • Job Summary, page 2 Page 15 of 49

16. Example Job Summary (cont) • Complexity of Skills and Abilities: • Physical: • Ability to independently lift 50 lbs manually such as a box of 8 reams of copy paper or full box of security • destruction documents. • Ability to stack, secure, and transport 49-200 lbs of supplies with the use of a dolly, stair climber or other • adaptive equipment. • Ability to climb multiple sets of stairs (49 steps) in two of three buildings several times during 4-5 hr shift. • Social: • Ability to communicate problems or issues to supervisor, as well as initiative to request more work as tasks are • completed ahead of time. • Knowledge of simple arithmetic, spelling and/ or color coding. • Ability to tell time or use a timing devise to remain on schedule. • Ability to perform basic e-mail functions to receive and respond to various requests including but not limited to • supply/moving requests. • Ability to briefly socially interact with coworkers during performance of duties without jeopardizing completion • Job Summary, page 3 Page 16 of 49

17. Example Job Summary (cont) • Tools/Equipment needed and supplied by employer: • Metal Dolly or Cart • Scissors for opening copy paper boxes • Box Knife for opening supplies • Desktop Computer to retrieve supply request by e-mail • Calculator for determining number of copy boxes to stock • Security code for front door • Workplace modifications: • 4 day work week 8:30-2:00 • 30 minute lunch 11:30-12:00 • 1 fifteen minute break (time optional) • Dress code exception: may wear athletic shoes • Checklist • Job Summary, page 4 Page 17 of 49

18. Example Job Summary (cont.) • Reporting/Training Structure • Reports to Supervisor of Central Supply • Has nobody directly reporting to this position • Required to participate in 12 hours of annual training • Employee Requirements - Education and Training • High school diploma or General Equivalency Diploma (GED) • Two years of employment history • Job Summary, page 5 Page 18 of 49

19. Example Job Summary (cont.) (Any additional issues/concerns not specified above) Comments:_________________________________________________________________________________________________________________________________________________________________________ HR Representative:____________________________ Department Manager:_______________________ Employment Training Specialist:__________ Date Completed:________________________________ Job Summary, page 6 Page 19 of 49

20. Evaluating Work sites: Example Task Breakdown (Task Analysis) Page 20 of 49

21. Task Breakdown (cont.) Additional Suggestions: Depending on the learning style of the individual, you may have to break the steps down even further. For example: If the individual does not know the direction “NW”, you would be more detailed and state: “Place empty boxes in the corner next to the loading dock, across from the drinking fountain.” Also, if the individual cannot count, he or she could stack items up to a certain taped line on the wall. Page 21 of 49

22. Physical Environment Size of building – Is the individual confused by a building or buildings that are too large or spaced far apart? Help the individual to identify landmarks and signs to follow. Size of workforce – Does the individual work better around a few people or a lot of people? Location – Is the building close to needed community resources such as eating places? Is the work area located close to bathrooms, the break room, other work areas? Lighting – Is the lighting bright enough for working? Too bright? Floor covering – Is the floor a hard surface? Are there rugs and obstacles that might trip the individual? Does the floor covering help with sound levels? Doors and windows – Does the individual have to be supervised more closely around exits? Do windows create a distraction? Noise levels – What is the noise level? Does the individual work better in a quiet environment? Does the noise serve as a distraction? Things to Consider Depending on the Individual’s Unique Needs Page 22 of 49

23. Things to Consider Depending on the Individual’s Unique Needs • Accessibility • For people who have visual impairments – Are there items/obstacles which could cause the person to trip? Are there dangerous items, such as machinery? Does the work pose any danger to an individual with visual problems? • For people who have hearing impairments – Is there a high noise level? Are there too many different sounds at one time? Can the individual hear the supervisor, approaching people, approaching equipment? • For people who utilize mobility assistance – Are doorways, bathrooms, etc. accessible for the person? Is the floor clear of items/obstacles which could cause the person to trip or would not allow for wheelchair access? • Other Accommodations as identified – Evaluate the work setting for individuals who are sensitive to varying temperatures, require frequent breaks, are sensitive to motion, etc. Page 23 of 49

24. Job interactions/Social Boundaries – Is it appropriate to talk on the job? When? Where? What about personal space, appropriate jokes, appropriate small talk? Communication methods – Does the person have a method of expressing himself/herself and of being understood by others? Do coworkers know how to communicate with the individual? Personal items at work site – Can you bring personal items to work? What kind of personal items? Can they be on display? Turnover rates – If the company experiences a lot of turnover in staff, what does this mean for the individual? Is consistency important? Chain of Command, both formal and informal – Who does the individual go to with questions and problems? Attendance Expectations – What are the business’s personnel rules? What kind of advance notice of an absence required? Does the person have to clock in? What happens if you are late? Participation in office activities - Fundraising activities, office parties, donating through the office blood drive, etc. Other Things to Consider Depending on the Individual’s Unique Needs Page 24 of 49

25. Other Things to Consider Depending on the Individual’s Unique Needs (cont.) • Proper work attire – Is a uniform required? Is there a dress code? • Safety equipment – Is safety equipment required by the business? What kind? When is it required? Does the individual need safety equipment, even if not required by the business? • Social Events during and after work time – What are the expectations for employees? Are there accessibility issues? Do the employees plan events, bring food, etc.? • Social responsibilities – Rotation of kitchen cleaning duties, bringing snacks, potluck lunch set up, participation on special committees, etc. • Where is it okay to eat/snack/take a break? Page 25 of 49

26. Exercise: Complete a Job Summary on your current position as an Employment Training Specialist within your own agency using the Job Summary format attached below and the previous Job Summary example (screens 14-19) as a guide. Include the physical and social environment where you work. (If you work in multiple locations, choose one) Print the Job Summary, write or type your answers and give a copy to your agency for the files. Then resume training. Click here for Job Summary format : Job Summary Exercise Page 26 of 49

27. Building Social Relationships • When you are being paid to teach skills there is a tendency to use the giving of directions (“Do this”, “Do that”) and correction (“That is not right”) as your major forms of communication. It has been proven that the lack of social appropriateness is what loses people jobs, not their work performance. • So what really helps individuals be accepted in the workplace? Teaching and modeling. Some important areas where you can teach and model appropriate social skills and behavior are: • Casual conversations with coworkers and supervisors • Common interests, recreation, school • Family, children, pets • Holiday traditions, vacations • Complimenting others, accepting compliments Page 27 of 49

28. Examples of Conversation Starters with Specific coworkers: To Supervisor Sandy (loves gardening, exercising, walking. Is married and has grandchildren) “Did you get a chance to work in your garden this weekend?” “Do you know a nice park to go walking that is nearby?” “That is such a cute picture of your grandson. How old is he?” To Coworker Bill (single, loves action movies, loves to eat Mexican food, mother is in hospital) “Have you seen the new James Bond movie? I saw it Friday night.” “How is your Mom doing? “I found an extra coupon for El Chico in Sunday’s paper, would you like to have it?” Examples of Casual Comments with Customers or General Public: To Fed-X Delivery Person: “ Do you have a busy route today? Drive safe.” “Are you looking for someone in particular?” To Customer: “Thanks for stopping in. Enjoy the rest of your day.” Come back and see us!” “What can I do for you today?” Page 28 of 49

29. Important Points about Workplace Interactions Employer Expectations - What the Employment Training Specialist (ETS) is expected do and not do: Encourage coworkers and supervisors to interact directly with the individual and not “through” you. Be there for clarification only. You are not there in the role of supervisor. Social role vs. training role Don’t get so involved in the social atmosphere that you forget you are not a co-worker, but a consultant. Some Employment Training Specialists (ETS) have wanted to be included so much that they took over social interactions the individual should have been engaged in. Page 29 of 49

30. Important Points about Workplace Interactions (cont.) Role modeling vs. taking over and creating dependence Make sure you encourage the individual to do each aspect of the job to the best of his or her ability. Don’t take over and create the appearance of giving the employer “two employees”. How do you “fade” and let the individual take over without being obvious? Take data on the progress of the individual. Conduct another job summary which involves different tasks or that might fit another individual your agency serves. Be observant for additional responsibilities. Write notes about appropriate topics you overhear between coworkers so you can give the individual additional casual conversation ideas. Don’t talk on your personal cell phone or read a book while working. This does not model appropriate work behavior. Don’t engage in any activity with the individual’s coworkers that could keep them away from their duties. Page 30 of 49

31. Expectations of Your Agency/ Program Manager • Be professional/accountable • Respect the individual and his or her relationship to the workplace • Collect data based on the outcomes and action steps/methods in the Individual Plan • Know and implement Protective Intervention Plan (PIP) strategies if applicable • Know the overall employment vision of the agency • Report incidents/issues Page 31 of 49

32. Additional Expectations of your Agency/Program Manager • Demonstrate appropriate dress for the worksite so you blend in with the workforce. • Look for networking opportunities - Who are the vendors that support the business? Examples • include the companies that clean the carpet, deliver office supplies or supply the raw materials for • production. • Share new job leads with your agency’s Marketing Specialist or Program Manager. Those leads • could mean jobs for other individuals at the agency. • Maintain a relationship with the business/employer even if the Individual loses or changes jobs. • Another good job may become available for another individual your agency supports. Page 32 of 49

33. Advocacy - At the Worksite • Advocate for the same evaluation system used with coworkers. Also the same raises, privileges, responsibilities and recognition/awards. • Advocate for orientation and other trainings to occur with coworkers, not segregated and separate. • Advocate for the individual to participate in social functions within and outside of work hours. Page 33 of 49

34. Advocacy - Outside the Worksite • Address team/guardian fears. • Example: The team insists on permanent, one-on-one staffing at the workplace when it is unnecessary and • too restrictive. Find out what the fear is and reassure that needed support can be obtained through the use • of natural supports in the workplace. Be specific how this will occur. • Example: A guardian is concerned about seizures at work. Maybe the individual can work in a hospital or • clinic where medical care is available. • Example: Parents fear their son or daughter will be teased or taken advantage of at work. Talk to the • workplace supervisor. In-service coworkers on diversity issues. • Example: The individual is fearful about the ETS fading from the job site. Suggest a trial period with • gradual increments of fading. Can the person clock-in by himself and start the first task without ETS • support? Can a co-worker be the support during the last hour of the shift? Page 34 of 49

35. Advocacy - Outside the Worksite (cont.) • Address Inappropriate clothing/ personal care - model correct clothing/personal care, point out coworkers who • are good examples, address issues directly with the individual, enlist the support of family/residential staff. • Advocate for medical and other appointments/meetings to occur outside of work hours whenever possible. • Employers like workers they can count on to be there, not workers who constantly take off work unnecessarily. • Make sure that residential staff and the individual’s case manager have the work schedule and know the • employer expectations. • Include the individual in the planning process. There is a well known phrase used by self-advocates- • “Not about me without me” • When the individual is ready for a career change, encourage him or her to express that desire to the team • and family. At the same time, explain to the individual about the benefits of staying in the current job until a • new job is found. Get as much information as possible about what the individual would like to do and why. The • more information you have, the better the new job match will be and you will lessen the possibility that the • individual is leaving an existing, stable job for one that will not last. Page 35 of 49

36. Advocacy: Handling Sensitive Issues • You may have to assist the individual to deal with coworker comments which come across as teasing, critical or judgmental. Such comments can cause the individual to be uncomfortable at work and to respond negatively to coworkers or want to quit the job. • Know the individual and his or her history. This will help you determine the best solution. • If the individual is upset, try some specific calming techniques - encourage to take a break, use a calm voice, • be open to support from coworkers. • You may also have to deal with the opposite situation – the individual makes comments to coworkers which are interpreted by those coworkers as teasing, critical or judging. This can quickly alienate coworkers. • Model acceptable topics and comments for the individual. Practice simple conversation techniques with the • individual. • Enlist family members, residential staff and friends to reinforce appropriate conversation topics for the • workplace. Sex, physical appearance, religion, politics and race are typically inappropriate topics. • Important: If an individual has a Protective intervention Plan (PIP) that addresses workplace issues, follow the PIP guidelines. Page 36 of 49

37. Advocacy: Assistive Technology and Accommodations • If the individual needs some type of assistive technology or adaptation in the workplace, here are some things to consider, not only to ensure that the right technology or adaptation is put in place, but that the individual will still fit in with the environment and culture of the workplace. • Function. Before requesting a change in the work environment or investing in some type of technology, • ensure that the requested item will function in the work environment, that it will do the job it is required to do. • For example, the individual’s workstation does not accommodate a wheelchair. Can the existing workstation • be modified? If it is raised or moved, will that fix the problem? What kind of space do you have to work in? • What changes will the employer allow? Do not guess at the changes needed. This can waste not only the • employer’s time and money but that of the supported worker as well. • Cost consideration. Is it worth it? No one wants to pay for an expensive workplace modification or piece of • equipment only to find that it is not giving any “bang for the buck.” Think carefully and involve others before • preparing a proposal to take to the employer. Always look for the most cost effective and simplest solution • first. Page 37 of 49

38. Advocacy: Assistive Technology and Accommodations (cont.) • Employer/co-worker support of accommodation in the workplace: Will the requested accommodation or technology be intrusive or stigmatizing? • Reconsider requesting equipment or a change in the workplace that could separate or segregate the individual from his or her coworkers, call negative attention to the individual’s disability or intrude into common workspace or the workspace of coworkers. Look for other, more appropriate solutions. • Visual job aides or checklists. Consider if a visual guide or checklist could help the individual function better in the workplace. • Taking photos of the various steps in a job or having a written checklist the person can refer to is typically not intrusive or even noticed by coworkers or customers, but can help the individual perform his or job more independently and effectively. If the individual cannot read, a picture checklist or even an audio (recorded) checklist of job duties can be very effective. • Always ask this important question: “Will a particular accommodation or assistive technology decrease dependence on the Employment Training Specialist or coworkers?” • The purpose of any adaptation, device or accommodation should be to make the supported worker more independent and efficient in the job. Your goal is always to work yourself out of a job…..then move on to assist other workers who need support! Page 38 of 49

39. Confidentiality at the Worksite Be sure to protect the personal information of the individual or individuals you support, as well as the confidentiality of the employer’s business, whether it be personnel issues or operating procedures. Don’t discuss your own personal issues with the individual or his or her coworkers. Page 39 of 49

40. Gesture/Demonstration Learning Styles The individual you support learns in many different ways just like you and me. Modify your teaching techniques to best suit the person’s learning style. Verbal Physical Guidance Visual Page 40 of 49

41. Teaching Techniques and Tips • What can the individual already do? Build off the skills and strengths the person already has. • Involve the person in selecting the methods. There are a lot of ways to learn a task. • Observe how other workers do the task and teach the individual to complete the task in the same way. • Be consistent. Determine the most appropriate order/method for completing the task and teach the same way • each time. • Use the least intrusive level of assistance. Let the individual try a task or portion of a task independently • before providing assistance and then only provide the minimum amount of assistance necessary. For • example, if the person is learning to put TV components together, demonstrate the task one or more times, • then let the individual attempt it. If he or she has trouble, you can try pointing to the next step or giving a • verbal reminder. If the person is still having trouble, you might physically prompt the person or hand him or • her a component. The final alternative would be hand over hand assistance to complete the task. Page 41 of 49

42. Teaching Techniques and Tips (cont.) • Provide encouragement as needed. Everyone likes feedback to let them know they are doing • things the right way. • Encourage the individual to ask questions. Even better than asking you questions, encourage • the person to ask questions of his or her coworkers. Then the individual not only gets help with • the task, but social interaction is taking place. • Ask questions of the learner that lead to improved performance. As the person is learning the • task, ask questions that will help the person perform the task better, think about the task in • different ways –”Where could you put the bolts so they are ready when you need them?” Ask • questions that lead the person to the next step in the task - “What do you do after attaching the • wire?” • When a problem occurs, do not automatically solve the problem. Let the individual solve the • problem. Ask questions. Give options if necessary. “What do you do if you run out of • solvent?” “Where do you take the box when it is full?” “What do you think would work better, • clamping the pieces now or after you have attached the connectors?” Page 42 of 49

43. Teaching Techniques and Tips (cont.) • Use the employer’s methods for teaching the necessary job skills whenever possible. In fact, if the • business has company trainers who are responsible for teaching new employees, use them. • Advocate for the individual to work near other coworkers. Inclusion is one of the most important • factors in the success of individuals in the community. Remember that “being present” is not the • same as “being included”. • Step back as natural supports occur. If the individual asks a coworker a • question, or a coworker stops to help the individual with a task, don’t intervene • unless necessary. • Try not to interrupt the flow of work: Be considerate of coworkers’ productivity. Page 43 of 49

44. Functional Outcomes and Action Steps • Now lets talk a little more about the individual plan and how to build employment into the plan. Remember the Sample IP you reviewed in lesson 1? You saw examples of outcome statements. Outcome statements are functional statements of what the individual or family/guardian/advocate wants to have happen or to achieve. An outcome is a statement of how the person’s life will be different when the services, action steps and/or methods are successful. Desired employment outcomes might address: • Work skills to be developed • New kinds of work opportunities or choices to be explored • Safety or health related issues as they apply to work such as stamina building or positive behavior support Page 44 of 49

45. Characteristics of an Outcome Statement • An outcome statement is: • Specific and measurable to the extent that you can answer the question "Did it occur, yes • or no?” • Example: Tom will work in a job where he can be outside much of the time. From month to month, we can • determine if this outcome occurs or not. The action steps needed to achieve the outcome can be made • even more specific and measurable, if needed. • Driven by the individual's needs and wants. Failure to take into account an individual’s desires and • strengths when developing employment outcomes can result in outcomes that will not succeed or that work • on skills and tasks that waste the individual’s (and ETS) time . In the example outcome above, if • Tom loves to be outside, how long will he last at a desk job? Think about yourself. If the thought of being a • salesperson makes you cringe, how long will stay at a job selling cars before you are looking for other work? • A logical progression from vocational assessments as well as information from the individual and the people • who know him or her best. For example, if Milo says he wants to find a different job, there should be an • outcome that supports that desire. If Kathryn’s vocational assessment indicates that she has very strong • people skills – communicates well, likes being around people, etc. wouldn’t you want to pursue a job that • builds off those strengths? Page 45 of 49

46. Characteristics of an Outcome Statement (cont.) • Employment outcomes developed simply to justify services are not appropriate. Avoid generic statements • that could apply to anyone such as “will participate”. An outcome statement should not be a statement of a • service or process. • Poor outcome: Warren will receive 20 units of job coaching support each week. (statement of a service) • Poor outcome: Maria will work at least 30 hours per week in the job of her choice. (generic statement to • justify services) • Employment outcomes focus on the development of skills. • Poor outcome: Lucia will reduce her screaming behavior to 0 incidents per month at the workshop. • (Focuses on the negative. Focuses on reducing something, not developing something) • Better outcome: Lucia will communicate when she needs to take a break at work.(This outcome focuses on • the same behavior as the poor outcome example, but presents a more positive, skill- • based image of Lucia) Page 46 of 49

47. Data Collection You are required to collect data, to keep documentation on the individual’s progress in meeting the employment outcomes identified in the individual plan. Documentation is required by OKDHS policy. Clink this link to view the policy http://www.okdhs.org/library/policy/oac317/040/07/0015000.htm An Employment Progress Report is required to be submitted to the individual’s case manager by the tenth of each month for the previous month's services. Click this link to access the Employment Progress Report form: http://www.okdhs.org/NR/rdonlyres/5979FC7E-F8F0-4736-AFA0-E6E2C8489D94/0/06WP066E.pdf The type of documentation or data collection needed will be determined by the outcome statements and/or action steps in the individual plan. For example, if an individual has an action step to package at least 100 battery packs per week, you would probably maintain a weekly sheet with a running count of packages. If the individual has an action step related to improving the time he stays on task, you might be recording the hours or minutes worked in a day or keep a schedule divided up by hours and record the amount of time the person worked each hour. Page 47 of 49

48. The Fading Plan For persons receiving individual job coaching/employment training specialist supports, the team is required to develop a plan to fade the service as the person’s independence increases. Remember, there is always someone else needing the support of a good ETS! Page 48 of 49

49. Congratulations! You have completed the third lesson in the Employment Training Specialist Orientation I course You may now take the test. Good luck! Page 49 of 49