PROGRAM DESIGN ADC 1:3

Transcription

1 Purpose: The Adult Development Center of Futures Explored is designed to support the consumer in his/her effort toward individual maximum independence. We support the individual who is planning for the future by accepting limitations and building on capabilities. This is achieved a variety of ways, first by providing assessment and evaluation. Barriers to competitive employment are identified. Remediation of barriers is accomplished in small group settings. Consumers who are ready to work in the community choose from a variety of paid work, such as our thrift stores, laundry business, landscape crew, or various community work sites. Other skills developed include building sustaining personal skills necessary to communicate, advocate, make choices, form relationships and develop good work and personal habits. Goals: The goal of our ADC program is the development and maintenance of functional skill necessary for successful integration into the least restrictive environment including a community work site. This is accomplished by working in small groups, using natural supports whenever possible and accessing the community independently as possible. General Outcomes: To eliminate employment barriers To have consumers earn income To have consumers enter community work Measures: Barriers per consumer Barriers eliminated per consumer Total consumers in paid work Consumers transferred to Supported Employment To maximize presence and participation in the community Community integration experiences per consumer To maximize consumers meeting their ISP objectives Consumers meeting one or more goals SPECIFIC OUTCOMES BY PROGRAM COMPONENT Work Component: To maintain or increase vocational skills To increase vocational skills as measured by the program assessment tool To make consumers aware of kinds of jobs they could pursue and the skills necessary to achieve that goal To make consumers aware of work behaviors and skills necessary to work with and around the public To evaluate and or remediate barriers to enable consumer to participate in Supported Employment To obtain community employment 1

2 Self-Help / Social Skills Component: To maintain or increase appropriate social behavior, as targeted by the Individual Service Plan established by the interdisciplinary team To increase social and community integration skills as measured by the assessment tool To independently display behaviors appropriate to an employment or social situation Community Integration Component: To maintain or increase community integration and safety skills, as targeted on the Individual Service Plan, and as measured by the program assessment tool To use community services and resources with minimal external support Self-Advocacy Component: To maintain or increase self-advocacy skills as targeted by the established Individual Service Plan objectives To assist the consumer in making informed choices and decisions. Program Curriculum: Curriculum follows a community-based instruction model designed to develop and maintain functional living and employment skills. All training materials will be chronologically age appropriate and similar to those used by individuals without disabilities. All components are taught using group instruction. Vocational Component: Work skills are taught in natural community-based employment settings. We have small work groups who work at Banana Republic, Round Table Pizza and Gap Kids. Consumers also work in a landscape/gardening crew and in our Thrift Shops. All consumers are paid for their work. Our vocational training component includes the following: Evaluation and Instruction: In areas such as physical capacities, psychomotor abilities, attendance, punctuality, safety, grooming, and dress. Communication and Interpersonal Skill Development: Situations that arise are used as opportunities to learn about how to get along with co-workers and supervisors. Instructors also use role-playing and small group discussions. Appropriate Work Behavior and Practices: Consumers learn skills and behaviors that will contribute to successful employment such as staying on task, following instructions, self-initiation, paying attention to quality, self-control, flexibility, appropriate work conversation, and so forth. 2

3 Job Exploration: Individuals and small groups will visit existing Supported Employment work sites as well as community businesses in order to become familiar with the type of jobs available. Instructors can help consumers determine whether or not a job is of interest by analyzing the various duties in a given job. Situational Assessments: This service gives the consumer the opportunity to experience the job directly by receiving an assessment at the proposed work site. The assessment helps to establish whether or not the consumer is ready for Supported Employment. The Situational Assessment is valuable in determining the consumer s strength and areas needing improvement. The assessment may last three days to two weeks. Mobility Training: Consumers are taught how to get to and from work. Training includes the initial assessment, instruction on how to access public transportation. Job Readiness: For those individuals who have mastered the curriculum and are ready to go into Supported Employment, job readiness services will include assisting consumers with a resume or application and preparation for an interview, for example, role playing ad assistance with proper attire. Self-Help/Social Skills Component: Social integration training includes receptive and expressive communication, interpersonal skills, sexual appropriateness, problem solving, recreation and leisure activities and emotional maturity. Behaviors considered inappropriate for the specific environment will be addressed on an individual basis. Individualized behavior strategies will be developed if necessary. Community Integration Component: The instructors use every opportunity for a learning experience in the community. Our goal is that consumers understand the operation of the community and that their behavior within it is acceptable. They are taught how to follow laws as any other citizen. We access the community for field trips, for routine shopping such as buying supplies for the agency by visiting restaurants and coffee shops, by attending community events or walking to see a local tulip garden. We also do job exploration when out in the community. We do not go into the community without a planned destination or purpose. Consumer choice will sometimes determine community integration activities and skills training and at other times it will be by instructor choice. The skills to be developed include but are not limited to: street safety; appropriate social skills in the community; self-protection; awareness of public transportation; the development of natural supports reflecting the diversity of the neighborhood and community. Specific training objectives may be established, based on individualized assessment. Self-Advocacy Component: Since Futures Explored, Inc. began, we have been governed both by a Board of Directors and a Consumer Board. This consumer board has always been a major part of our self-advocacy training. Board meetings, held monthly and called Dynamics, provide a forum for consumers to practice self-advocacy. They learn how to speak in front of a group express ideas and opinions and to increase their confidence level. Skills acquired through participation at Dynamics enable consumers to feel comfortable in the community at meetings that may be of interest to them. We have consumers who attend regular Developmental Disabilities Council meetings or occasionally attend local Chamber of Commerce meetings. Any and all topics are discussed at Dynamics: travel; movies; local events; local and national elections; suggestions for changes at Futures and so on. The consumer board is nominated by consumers, campaigns for election and is voted on by peers. 3

4 Self-advocacy is also taught in other parts of the program. A pre IPP meeting is held with consumers to get their input for Futures plans and goals. Consumer choice and opinion is a factor in field trips and all community experiences. Assertiveness/self advocacy training will utilize a format of direct instruction, modeling and role-playing with instructional procedure guided by group and individual needs. Training will include skills needed for increased independence and offer opportunities to share common problems and solutions to the challenges of the community environment. Consumers will be encouraged to identify interests, make informed choices and decisions, understand personal rights and avoid exploitation. Sample Weekly Schedule: The enclosed weekly sample schedule may not reflect exactly any given day for any given consumer or group of consumers. TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 9:00 10:00 Round Table Pizza work crew Classroom Round Table Pizza work crew Community Integration Experience Round Table Pizza work crew 11:00 12:00 LUNCH LUNCH LUNCH LUNCH LUNCH 1:00 Adult Ed Class Community Integration Experience Vocational Class Small group work Laundry business Adult Ed Class 2:00 3:00 4

5 Location of Service: Our services take place in a variety of settings. Some of our on-site paid work settings include our thrift shop, our laundry room and our landscape maintenance group. Other off-site paid work settings include several Round Table Pizza businesses, Gap, Banana Republic and Villa Condos. We have a center-based component but access our local community regularly. We also access the community at large, using public transportation. Consumer Attendance Policy: Consumers are encouraged to attend the program every day unless they are ill or on prearranged vacation. Planned absences should be scheduled with the Program Coordinator. The Program Coordinator will review attendance and communicate with the consumer s home or board-and-care, if absence is excessive. The Regional Center s Service Coordinator will be notified of unscheduled absences over 5 days. Staffing Ratio: The ADC program will maintain a direct care staff to consumer ratio of 1:3. The staff to consumer ratio shall be sufficient to protect the health and safety of the consumer. Direct Service Operating Hours: Futures is open for program from 9:00 am to 3:00 pm, Monday through Friday, 12 months per year. Regional Center of the East Bay holidays are observed. Description of the Entrance/Exit Criteria, Including the Intake Procedure and Screening Process Entrance Criteria: The consumer: Is at least 18 years of age, with a primary diagnosis of mental retardation or developmental disability, and is no longer in public education Experiences identifiable barriers to competitive employment Is not physically harmful to self or others Expresses interest in paid work Is a client of Regional Center May wish to be employed or may have been employed but needs more intervention in order to benefit from long-term competitive employment Has parents/residential care/support people willing to support the objectives to achieve competitive employment Is able to benefit from our program design Demonstrates a willingness to cooperate Has an Individual Program Plan that includes an objective which can be met by program Is not eligible for the same or similar services from a generic agency Has acquired most basic self-care skills, such as dressing, grooming, good hygiene, toileting independently, and can eat independently Responds to instructions Is able to or has the potential to make needs known in the community-at-large without staff intervention Has the ability to interact with others Is able to or has the potential to travel independently on public transportation Would be able to be fully included in the variety of activities that are offered in the program design based on the level of behaviors in the emotional domain 5

6 Exit Criteria: That the program may no longer meet the consumer s needs is indicated when the consumer: Cannot be maintained in the current staff-to-client ratio; needs staff-to-client ratio level of 1:1 Wishes to leave program Moves into Supported Employment or one of our other programs Leaves area Exhibits excessive, unexcused absenteeism Is a threat to health and safety of others Program cannot serve the consumer in fulfilling Individual Program Plan goals Health issues render the program ineffective for the consumer The entry criteria for each program indicates eligibility, including age, limitation in and behavioral criteria, so that a purely objective decision can be made regarding a criteria, so that a purely objective decision can be made regarding a candidate s qualifications or services. Applicants for each program come primarily from regional centers. The decision as to whether the consumer may benefit from services is made using all referral material, including a psychological report which clearly indicates functional level and prognosis, a medical report which indicates physical capabilities and limitation, specialist reports, reports from former programs, and a verbal and written history from the client s Regional Center service coordinator. The candidate and significant others are expected to come to the facility for a tour and if interested, schedule a complementary evaluation and / or an intake interview to obtain and share additional information and to further assess needs and expectations of the prospective consumer. In some cases, the candidate may come for a complementary evaluation order to further increase the likelihood of a beneficial and appropriate service delivery. The evaluations are designed to make a cursory determination of what program the prospective consumer is most likely to benefit from and to evaluate if there are any major behavioral obstacles to success or likelihood of an appropriate referral. In all cases, as much information as possible is accumulated and assessed before an individual is accepted for services. In some cases it is obvious at the initial contact between the candidate (or representative) and facility that the individual does not meet the admission criteria for any of our programs. In this case, Futures Explored will refer the candidate back to their Regional Center service coordinator. At the end of the intake process, the Consumer Manual is read to the new consumer by the Intake Coordinator or appropriate staff person. It describes the program or programs, discloses the consumer s rights, briefly explains the consumer s grievance procedure, and lists rules and regulations of the program. The new consumer will be introduced to the other consumers and staff at the Dynamics meeting. In addition, a peer buddy can be assigned to the new consumer if he / she chooses. The Intake Coordinator or appropriate staff will check in with the family or Care Provider periodically for the first three months. After the first three months, the instructor will begin initiating contact with family or Care Provider. We also use an Orientation Checklist to ensure that all pertinent items are covered when orienting a consumer, which is later filed in the Consumer File. 6

7 Intake Procedures: 1. A phone call is received from the referral source. 2. A tour of the program is set up. Guest(s) are presented with a slide show. Guest(s) are given a tour of Futures facilities and program sites. Guest(s) are given a brochure. A description of the services and entry requirements for all programs is also available. Prospective consumer and/or family members are consulted as to what they would like to accomplish and where they would most benefit in the program. 3. After the tour, information is collected and a complementary evaluation is set up. 4. The prospective consumer s referral information packet is requested from Regional Center, including: Current medical evaluation (within past 12 months) Current psychological evaluation (within past 5 years) Current IPP Previous program/work history Social history 5. Complementary evaluation is conducted. The prospective consumer should experience a typical day at the facility or worksite, including exposure to paid work, if feasible. Floor staff and intake coordinator make observations. Forms used center around the following areas: Ability to follow instructions Ability to stay on task Initiative and productivity Physical coordination and endurance Communication skills Socialization skills Grooming and hygiene (independent toileting, other self-care skills) Safety awareness Behavior Flexibility to change Observations are made during both structured program time and supervised breaks/lunches. 6. After the evaluation, a placement review form is sent to prospective consumer and significant others as notification of whether or not the program can meet the prospective consumer s needs. One or more of the management staff makes the decision with input from the supervisor(s) and observer(s). If the prospective consumer s needs can be met, the prospective consumer will be placed on a waiting list. If the prospective consumer s needs cannot be met, the prospective consumer, family and service coordinator will be notified. 7. A prospective consumer from the waiting list is selected when opening is beneficial for that consumer. The analyzing of our program s current instructor-to-consumer ratio and distribution of challenging behaviors is one consideration, which determines if an opening is beneficial for prospective consumer. 8. Appropriate paperwork is sent to family and/or an appointment is set up to help family with paperwork for entry into program. 9. Finished paperwork is sent to Regional Center to start funding. The consumer cannot start until the authorization has been received by Futures. 10. When the funding source finishes its process, program receives a start date. 7

8 11. The new consumer, the referral source, and significant others (if applicable) are called to arrange a start date. 12. The new consumer begins program and orientation process. Orientation Policies and Procedures: Orientation is provided prior to, at, or shortly after entrance admission. New consumer is welcomed to Futures Explored. Orientation checklist is reviewed with new consumer. Checklist consists of: Consumer Handbook Assignment/Introduction to Staff and Coworkers Personal Rights Entrance / Exit Criteria Holiday Schedule Consumer Grievance Procedure Telephone In/Out Policy Health & Safety Standards Meal Breaks Disaster Drill Procedure Tour of Facility Pay Schedule / Rates Consumer Photograph Emergency Information Verification Orientation Video Consumer signs orientation checklist and Consumer Handbook Acknowledgment page. After orientation video, consumer is shown where s/he can put personal belongings and lunch if applicable. New consumer is introduced to the program supervisor and instructor(s). A peer buddy shows him/her where the bathrooms are located. Demitting Procedures: If a person served needs services that are not available through the organization, the consumer s service coordinator is notified to find services. The records of each person who has been referred to other agencies for additional or concurrent services is handled by the Regional Center of the East Bay. Information and/or materials to be transmitted to other individuals or agencies are requested through the inquiring agency in written form with an authorization attached. If an authorization is not attached, Futures will request one. Persons served, program representatives, and necessary others meet (when possible) to begin disclosure report. The form used is the discharge / follow-up report. If follow-up is authorized by the exiting consumer, a card will be sent to them asking for their present activities in which they are participating. Individual Program Plan Objectives: The consumer shall be formally assessed within the first 90 days of enrollment by the Futures Explored established curriculum tool. Skill areas requiring more assistance for the consumer shall be incorporated into the initial individual Service Plan. (ISP). 8

9 Individual Service Plan Documentation: Targeted objectives shall be determined by consumer need and choice, assessment data, observation and case note documentation. Data collection takes place daily on the ISP form, in the grid section on bottom front. Monthly, these totals are compiled on the computer, providing data month to month. Consumer s needs, choices and input will be included in the case notes. The initial ISP shall be developed within the first 90 days of placement in the program. The consumer s ISP will be reviewed annually to determine performance and progress in meeting ISP objectives. Progress will be discussed with consumer at the end of each month. At any time, the consumer and instructor may determine that a goal has been met, at which point, the ISP will be adjusted and case management will be notified. Progress will also be reviewed with the interdisciplinary team at the annual meeting. Program Evaluation: Futures shall conduct a semi-annual review of program objectives. Consumer progress toward achieving ISP objectives shall be included in the program evaluation design, as well as administrative goals for the agency. Consumer Grievance Procedure: If a consumer has a complaint or problem that cannot be solved without help, the following steps should be taken: The individual should tell a staff member immediately. If not solved by the staff person, the individual should ask to speak to any of the Program Administrators. If still not solved, the Program Administrator will present the problem in writing to the Executive Director, who will take the problem under consideration. The problem and steps towards solving the problem will be recorded and kept in the case file. If the problem cannot be satisfactorily resolved by the Executive Director, an interdisciplinary (ID) team meeting will be called to resolve the issue. 9