Customized Employment Checklist I: Discovery



Certification Process for Discovery

Checklist I

|Date Completed: |I. Preliminary Steps |

| | | |Gather team |

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| | | |Assign roles to team members |

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| | | |Contact family and set-up meeting |

|Date Completed: |II. Initial Meeting |

| | | |Explain customized employment to job seeker and family |

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| | | |Explain the discovery process to the job seeker and family |

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| | | |Get permission to take pictures for profile and portfolio |

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| | | |If a student, give them the “Family Transition Guide” |

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| | | |Get releases (such as access to information, photo releases) signed |

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| | | |Ask job seeker and family about the identification information in Part I of the profile. (If this |

| | | |information exists in another format, it is not necessary to ask these questions. Instead, confirm that the|

| | | |information is complete and accurate.) |

| | | | |

| | | |Schedule initial meeting in the family’s home with job seeker and family: |

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| | | |Initial Meeting in Home Date: | |Time: | |

|Also ask:: |

| | |Does the individual receive SSI or SSDI? |

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| | |Does the job seeker (or family) have concerns, issues, or questions about SSA benefits? |

| | | |

| | |Would the job seeker or family like you to schedule a benefits analysis? |

| | | |

| | |What is the outcome for the discovery process? |

| | | |

| | |Call a work-incentive specialist & give contact info for family (if requested). |

|Date Completed: |III. Before the Visit to the Person’s Home |

| | | |Tour neighborhood |

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| | | |Note services in area |

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| | | |Note ease of walking to nearby areas |

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| | | |Make a list of businesses near the individual’s home |

|Date Completed: |IV. At the Initial Visit to the Person’s Home: |

| | |Chat with the job seeker and their family/loved ones (who they live with) |

| | | | |

| |Ask Questions—(It’s not necessary to ask all of these questions at the initial meeting. |

| |Also see “Suggested Questions for Discovery” document for a complete list of questions): |

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| | | |Weekday Daily Routines |

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| | | |Weekend Routines |

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| | | |About formal responsibilities, chores |

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| | | |About community activities |

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| | | |Volunteer work |

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| | | |Hobbies |

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| | | |What events or pivotal moments have most shaped the job seeker’s life? |

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| | | |What events and activities does the job seeker look forward to each year? |

| | | | |

| | | |What skill does the job seeker have that most people don’t know about them? |

| | | | |

| | | |Where/when are they at their best? |

| | | | |

| | | |Where/when do they need the most support? |

| | | |Other than immediate family members, whom does job seeker trust the most to give job developer information |

| | | |from a different perspective? |

| | | | | |

| | | | |Close and trusted friends |

| | | | | |

| | | | |Neighbors with good relationships |

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| | | | |Professionals who care |

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| | | | |Counselors |

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| | | | |Teachers |

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| | | | |Case managers |

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| | | | |Service providers |

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| | | | |Ethnic group/peer group |

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| | | | |School friends |

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| | | | |Church members |

|See: |

| | |Job seeker’s room (only if invited) |

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| | |How job seeker does chores |

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| | |How & what job seeker does for leisure |

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| | |Schedule next visit to the home: Date: | |Time: | |

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| | |Get details when job seeker is available for scheduled interactions/observations |

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| | |Where: | |Date: | |Time: | |

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| | |Where: | |Date: | |Time: | |

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| | |Where: | |Date: | |Time: | |

| |V. Interviews |

► Contact and interview trusted people (from family’s suggestions). This activity is accomplished throughout Discovery, as scheduling permits. Try to interview two to three people each – not paid to deliver service, and paid to deliver service. Also, see list of “Suggested Questions for Discovery” for additional ideas.

Ask:

• Describe your relationship with this person (how long you’ve known them, what context, etc.)

• When you think about this person, tell me what you see.

• Based on personal interactions with the job seeker, what would you say his or her interests are?

• Based on personal interactions with the job seeker, what conditions would you say are necessary for he or she to be successful?

• Have you had to modify tasks or activities for the job seeker? If so what did you do?

• What were you doing when you had the best time with the job seeker?

• When will job seeker and trusted person next be together? (possible observation time)

|Date Completed: | |

| | | |Contact 1: | |Time: | |to | |

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| | | |Call Notes: |

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|Date Completed: | | | |

| | | |Contact 2: | |Time: | |to | |

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| | | |Call Notes: |

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|Date Completed: | |

| | | |Contact 3: | |Time: | |to | |

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| | | |Call Notes: |

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|Date Completed: | | | |

| | | |Contact 4: | |Time: | |to | |

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| | | |Call Notes: |

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|Date Completed: | | | |

| | | |Contact 5: | |Time: | |to | |

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| | | |Call Notes: |

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► Follow up with job seeker and family, describing the interviews that are being held, and clarify any confusing aspects of the interviews.

|Date Completed: | VI. Home/Living Context Observation Time: | |to | |

| |These visits and observations occur throughout discovery, and may deviate from the planned sequence. |

| | | |Observe: |

| | | | |

| | | | |Typical Routines |

| | | | | |

| | | | |General Interactions/Relationships/Associations/Friendships |

| | | | | |

| | | | |Responsibilities/Tasks |

| | | | | |

| | | | |Challenges/Solutions |

| | | | |

| | | |Document Remarkable Moments (unplanned moments with behaviors/performances that merit documentation and |

| | | |description): |

| | | | |

| | | | |Motivation indicated |

| | | | | |

| | | | |Supports offered/used |

| | | | | |

| | | | |General Performance: Pace, correctness, consistency, stamina |

| | | | | |

| | | | |Specific Tasks: what is it; does performance vary with tasks? |

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| | | | |Connections |

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| | | | |Concerns |

| | | | | |

| | | | |If applicable, collect samples of the individual’s work. |

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| | | |Document Intentional Moments (occurring during a planned time of observation and described, even if they are |

| | | |seen as insignificant): |

| | | | | |

| | | | |Motivation indicated |

| | | | | |

| | | | |Supports offered/used |

| | | | | |

| | | | |General Performance: Pace, correctness, consistency, stamina |

| | | | | |

| | | | |Specific Tasks: what is it, doe performance vary with tasks? |

| | | | | |

| | | | |Connections |

| | | | | |

| | | | |concerns |

| | | | |

| | | |Continue formal and informal conversations |

|Date Completed: | VII. Observation of Typical Life Activities Time: | |to | |

| |Based on the previous interactions, target two to three typical life activities for observation throughout the remainder |

| |of Discovery. |

| | |Describe typical life activities in observation notes. |

| | | |

| | |Scheduled interaction or general interaction? |

| | | |

| | |For any observation of life activities, note if it is scheduled or general. If it is general, not if it is |

| | |an intentional or remarkable moment. |

| | | |

| | | |Document Remarkable Moments: |

| | | |Motivation indicated |

| | | | |

| | | |Supports offered/used |

| | | | |

| | | |General Performance: Pace, correctness, consistency, stamina |

| | | | |

| | | |Specific Tasks: what is it; does performance vary with tasks? |

| | | | |

| | | |Connections |

| | | | |

| | | |Concerns |

| | | | |

| | | |If applicable, collect samples of the individual’s work. |

| | | |

| | | |Document Intentional Moments: |

| | | |Motivation indicated |

| | | | |

| | | |Supports offered/used |

| | | | |

| | | |General Performance: Pace, correctness, consistency, stamina |

| | | | |

| | | |Specific Tasks: what is it; does performance vary with tasks? |

| | | | |

| | | |Connections |

| | | | |

| | | |Concerns |

| | | |

| | |Conduct Informal Interviews |

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| | |Document Focused Group Interactions |

|Date Completed: |VIII. Participation in Typical Life Activities Time: | |to | |

| |This activity is distinguished from observation of TLA in that the facilitator participates with the individual during the|

| |activity as a companion/observer, rather than a remote observer. |

| | |

| |These are scheduled interactions. Be careful to allow the individual to initiate the various decisions that are required |

| |to complete the activity. Be sure to intervene if negative consequences are likely to occur (fear, embarrassment, safety |

| |of individual). |

| | | | |

| | |Document Remarkable Moments: |

| | | |Motivation indicated |

| | | | |

| | | |Supports offered/used |

| | | | |

| | | |General Performance: Pace, correctness, consistency, stamina |

| | | | |

| | | |Specific Tasks: what is it; does performance vary with tasks? |

| | | | |

| | | |Connections |

| | | | |

| | | |Concerns |

| | | | |

| | | |If applicable, collect samples of the individual’s work. |

| | | | |

| | |Document Intentional Moments: |

| | | |Motivation indicated |

| | | | |

| | | |Supports offered/used |

| | | | |

| | | |General Performance: Pace, correctness, consistency, stamina |

| | | | |

| | | |Specific Tasks: what is it; does performance vary with tasks? |

| | | | |

| | | |Connections |

| | | | |

| | | |Concerns |

| | | | |

| | |Conduct Informal Interview |

| | | |

| | |Document Focused Group Interactions |

|Date Completed: |IX. Participation in Familiar Activity Time: | |to | |

| | |

| |This aspect of Discovery should reference an activity in which the person is most familiar, experienced, and competent. |

| |The value of this activity is that it gives insight as to the supports needed and the competency of the individual in |

| |their employment setting, after familiarity and competence have been established 9time). Suggestions based on previous |

| |Discovery are welcome. One to two of these activities should be accomplished during Discovery. |

| | |

| | |Describe the activity step-by step through the process |

| | | |

| | |Schedule a familiar activity late in training |

| | | |

| | |Plan for the interaction by either visiting the context in advance, or reflecting on your knowledge of the |

| | |activity in advance by writing decision steps that are necessary to accomplish the activity. |

| | | |

| | |Motivation indicated |

| | | |

| | |Supports offered/used |

| | | |

| | |General Performance: Pace, correctness, consistency, stamina |

| | | |

| | |Specific Tasks: what is it; does performance vary with tasks? |

| | | |

| | |Connections |

| | | |

| | |Concerns |

| | | |

| | |If applicable, collect samples of the individual’s work. |

| | | |

|Date Completed: | X. Participation in Unfamiliar Activity Time: | |to | |

| | |

| |This aspect of Discovery should reference an activity that the individual has not yet participated in, but has shown |

| |interest in participating. The value of this activity is that it gives information for necessary supports early in |

| |employment. Be careful in selecting novel activities to match the individual’s conditions for success as closely as |

| |possible based on previous discovery. |

| | |

| | |Document Scheduled Interactions |

| | | |Document Remarkable Moments: |

| | | | |

| | | |Motivation indicated |

| | | | |

| | | |Supports offered/used |

| | | | |

| | | |General Performance: Pace, correctness, consistency, stamina |

| | | | |

| | | |Specific Tasks: what is it; does performance vary with tasks? |

| | | | |

| | | |Connections |

| | | | |

| | | |Concerns |

| | | | |

| | | |If applicable, collect samples of the individual’s work. |

| | | |

| | | |Document Intentional Moments: |

| | | | | |

| | | | |Motivation indicated |

| | | | | |

| | | | |Supports offered/used |

| | | | | |

| | | | |General Performance: Pace, correctness, consistency, stamina |

| | | | | |

| | | | |Specific Tasks: what is it; does performance vary with tasks? |

| | | | | |

| | | | |Connections |

| | | | | |

| | | | |Concerns |

| | | |

| | |Conduct Informal Interviews |

| | | |

| | |Document Focused Group Interactions |

|Date Completed: |XI. Return Visits to Individual’s Home Time: | |to | |

| | |

| |One to three additional visits are typically necessary to gather all remaining information about the individual. Continue|

| |to focus on information NOT captured on previous visits to the individual’s home. These return visits become more |

| |informal, more in-depth, and possible longer, as the relationship with the individual with the individual and their |

| |family deepens. Continue to refer to the “Questions for Discovery” as a source. |

| | |

| |Observe: |

| | | | |

| | | |Typical Routines |

| | | | |

| | | |General Interactions/Relationships/Associations/Friendships |

| | | |

| | |Challenges/Solutions |

|Date Completed: |XII. Review Records/Record information Time: | |to | |

| | |

| |This activity represents one of the final aspects of Discovery. Be sure to focus on the most positive aspects of existing|

| |records. If you find conflicts between what you see in the records, and what you know about the individual, lean toward |

| |what you know about the individual when writing the profile. If the written documents are available to you, it is not |

| |necessary to make additional notes. If the written records have to be returned, make notes about the contents of the |

| |record. |

| | |Files |

| | | |

| | |Newspaper |

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| | |Certificates/memorabilia |

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| | |Internet/social network sites |

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| | |Records of past and current activities |

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| | |School Records |

| | | |What was school Experience? |

| | | | |

| | | |Inclusion or self-contained classes? |

| | | | |

| | | |Same special education staff or moved to many schools? |

| | | | |

| | | |Good attendance? |

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| | | |Accommodations used? |

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| | |Prior vocational programming/performance: |

| | | |What type? |

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| | | |Instructions? |

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| | | |Performance-level? |

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| | | |Supports? |

| | | | |

| | | |Environmental conditions? |

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| | | |Job tasks? |

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| | |Cautions |

| | | | |

| | |Solutions |

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