TWO MODEL CASE STUDIES OF CALIFORNIA DEPARTMENT OF
REHABILITATION CONSUMERS
A Project
Presented to the faculty of the Department of Special Education, Rehabilitation,
School Psychology, and Deaf Studies
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF SCIENCE
in
Counseling
(Vocational Rehabilitation)
by
Zachary Nathan
FALL
2012
TWO MODEL CASE STUDIES OF CALIFORNIA DEPARTMENT OF
REHABILITATION CONSUMERS
A Project
by
Zachary Nathan
Approved by:
__________________________________, Committee Chair
Guy Deaner, Ph.D.,
____________________
Date
ii
Student: Zachary Nathan
I certify that this student has met the requirements for format contained in the
University format manual, and that this project is suitable for shelving in the Library
and credit is to be awarded for the project.
_____________________________, Graduate Coordinator
Susan M Heredia, Ph.D.
Department of Special Education, Rehabilitation,
School Psychology, and Deaf Studies
iii
______________
Date
Abstract
of
TWO MODEL CASE STUDIES OF CALIFORNIA DEPARTMENT OF
REHABILITATION CONSUMERS
by
Zachary Nathan
Statement of Problem
There are no case studies using California DOR reports that show the counselor
bringing a consumer through the California DOR process all the way from their initial
intake through a successful case closure.
Sources of Data
Data was gathered using scholarly journal articles, texts, websites and personal articles
with professionals in the field.
Conclusion Reached
Two case studies that use California DOR reports and show the counselor bringing a
consumer through the California DOR process all the way from their initial intake
through a successful case closure have been created.
, Committee Chair
Guy Deaner, Ph.D.
_______________________
Date
iv
TABLE OF CONTENTS
Page
List of Figures ………………………………………………… ....................... ……..vii
Chapter
1.
INTRODUCTION ........... ………………………………………………………..1
Background of the Problem ... …………………………………………….1
Statement of the Problem ............................................................................ 6
Purpose of Study.......................................................................................... 8
Definition of Terms ................................................................................... 10
Limitations ................................................................................................. 12
Organization of the Project ........................................................................ 13
2.
REVIEW OF RELATED LITERATURE........................................................... 15
Introduction .............................................................................................. 15
Theoretical Framework of Worked Examples .......................................... 16
Case Management .................................................................................... 18
Initial Intake Interview ............................................................................. 21
Eligibility and Severity of Disability ........................................................ 25
Vocational Exploration ............................................................................. 33
Individual Plan for Employment .............................................................. 36
Provision of Services ................................................................................ 39
Job Retention and Closures ...................................................................... 43
Summary................................................................................................... 44
3.
METHODOLOGY ............................................................................................. 46
Review of Sources .................................................................................... 46
Method ...................................................................................................... 47
4.
SUMMARY AND RECOMMENDATIONS ..................................................... 51
Summary.................................................................................................... 51
v
Recommendations ..................................................................................... 53
Appendix A: Department of Rehabilitation Consumer Case Studies ....................... 54
References ................................................................................................................. 170
vi
LIST OF FIGURES
Figures
1.
Page
Image of Page One of the California Department of Rehabilitation Vocational
Rehabilitation Services Application Form…………………………………... …….. 57
2.
Image of Page Two of the California Department of Rehabilitation Vocational
Rehabilitation Services Application Form ………………………………….. …….. 58
3.
Image of Page One of the State of California Individualized Plan for Employment
Form………………………………… ............................................................ …….. 88
4.
Image of Page Two of the State of California Individualized Plan for Employment
Form………………………………… ............................................................ …….. 89
5.
Image of Page Three of the State of California Individualized Plan for Employment
Form ………………………………… ........................................................... …….. 90
6.
Image of Page Four of the State of California Individualized Plan for Employment
Form ………………………………… ........................................................... …….. 91
7.
Image of Page Five of the State of California Individualized Plan for Employment
Form………………………………… ............................................................ …….. 92
8.
Image of Page one of a Completed Vocational Rehabilitation Services Application
Form ………………………………… ......................................................... …….. 110
9.
Image of Page Two of a Completed Vocational Rehabilitation Services Application
Form ………………………………… ..........................................................…….. 111
10.
Image of Page One of a Completed Individualized Plan for Employment
Form……………………………… .............................................................. …….. 135
11.
Image of Page Two of a Completed Individualized Plan for Employment
Form………………………………… .......................................................... …….. 136
12.
Image of Page Three of a Completed Individualized Plan for Employment
Form………………………………… .......................................................... …….. 137
13.
Image of Page Four of a Completed Individualized Plan for Employment
Form………………………………… .......................................................... …….. 138
vii
1
Chapter 1
INTRODUCTION
Background of the Problem
The author, after having the experience of being a vocational rehabilitation
consumer, has found that vocational rehabilitation can be a valuable resource to people
with disabilities who are seeking employment. One of California’s main providers of
vocational rehabilitation services is the California Department of Rehabilitation (DOR)
(Rehabilitation and Developmental Services, 2012). The DOR factsheet says “with over
80 locations throughout California, the Department of Rehabilitation provides services to
increase the quality and quantity of employment outcomes for people with a full range of
physical and psychiatric disabilities" (DOR, 2012). The DOR Consumer Information
Handbook has a mission statement that says “The California Department of
Rehabilitation works in partnership with its consumers and other stakeholders to provide
services and advocacy resulting in employment, independent living and equality for
individuals with disabilities” (DOR, 2008). Furthermore, this handbook goes on to state
DOR is here to help people with disabilities achieve their employment goals. People
with disabilities are individuals that are at a large disadvantage compared to people who
do not have a disability.
Because of the disadvantages that people with disabilities face it is important to
have agencies such as DOR that can help them with challenges like finding employment
(Jenkins & Rigg, 2003). It is important to have resources such as DOR because their
counselors make an effort to help even the playing field within employment so that
2
people with disabilities have the ability to be competitive for employment alongside
people who do not have disabilities nor face the same obstacles as the people with
disabilities (J. Quick, personal communication, January 10, 2012).
There is importance in having well educated students with knowledge of the
vocational rehabilitation process graduating from the Vocational Rehabilitation Master’s
Degree Programs since many of the students are aspiring to be vocational rehabilitation
counselors (G. Shivu, personal communication, February 1, 2012). A desire and passion
to help people with disabilities is also a beneficial trait for the students because passion is
found to increases productivity in school and later on in the workplace
(http://learnthis.ca/2008/03/passion-enhances-productivity/). The California State
University, Sacramento (CSUS) Vocational Rehabilitation Counseling web site states the
need for educated students who will become counselors by stating “there is a critical
shortage of qualified rehabilitation counselors in the state of California and the nation and
seeks to increase the number of counselors available to meet an ever-growing need”
(http://edweb.csus.edu/eds/voca_rehab_counseling/ma-voa-rehab.html). This quote
indicates that there is a need a need for students who are going to school to become
rehabilitation counselors since there is a shortage of counselors. It would be helpful for
students who are in vocational rehabilitation programs to be able to develop an
understanding of what vocational rehabilitation counselors do in at DOR early their
program (G. Shivu, personal communication, February 1, 2012).
Being able to observe an example of an activity or situation, which is called
3
example based learning, is one way of learning something and is helpful in producing
well educated students (Gog & Rummel, 2010). Therefore, if a student wants to learn a
profession it is valuable to take a look at the work that professionals in the field are
currently performing. However, an obstacle that will be encountered for new students
without professional experience working in a DOR office is that DOR offices work with
consumers about sensitive, personal issues that cannot be shared with anyone outside of
the office (DOR, 2008). Since the information cannot be shared with students not
working in the DOR office, the students do not have the opportunity to look at the work
being done by professionals. DOR has strict rules in order to protect the privacy rights of
the consumers. The Consumer Informational Handbook, which is given to every
consumer that comes in to the DOR office, has a section that addresses the counselor’s
responsibilities while working with their consumers and it specifically states that a
counselor is always to keep the consumers information confidential. Therefore any
person who is not working in the office cannot legally view consumer’s files as
suggested.
Even though the Vocational Rehabilitation Program at CSUS has classes that do
provide information on the DOR process there is still more knowledge about how DOR
works that can be given to the students. Spencer Hoke, a student of the program at
CSUS, said in an interview “Even as a second-year rehabilitation graduate student, there
was a great deal knowledge regarding the DOR process that I had only limited knowledge
in” (personal communication, January 27, 2012). According to the authors experience as
4
a student in CSUS’s Vocational Rehabilitation Program some of the most informative
classes in providing knowledge of the vocational rehabilitation process would be Job
Placement, Work Evaluation and Case Practices. These are three classes that are
connected as the student works on the same project throughout the duration of the
classes. The content of each class represents a different part of the vocational
rehabilitation process. These are classes in which students have the opportunity to learn
how the DOR process works. In this class students are assigned to create a fictitious
person with a disability who is seeking employment services by coming to a DOR office.
Furthermore, students assume the role of a vocational rehabilitation counselor by taking
the fictitious person all the way from the initial intake, which is the counselor and
consumer’s first meeting, all the way through a successful case closure. The classes go
through how to create certain reports that vocational rehabilitation counselors complete in
the DOR process. Also, guest speakers such as DOR counselors and supervisors, visit
and speak to the students. The students spend a year working through a mock case by
taking this fictitious person through the DOR process while taking these three classes.
Although these classes are helpful for students, it only gives the student the experience of
going through one case. Student, Sandra Hamameh, of the Vocational Rehabilitation
Master’s Program at CSUS said “It would be great to work through a variety of cases.
Also, it would be helpful to see how different cases can be approached and handled.”
She agreed that these classes are valuable and that it is beneficial for students to take a
fictitious person through the vocational rehabilitation process. However, since
5
counselors will be dealing with a wide variety of situations it would be helpful for
students to have exposure to multiple DOR cases. The author’s final product of
containing two detailed case studies would help to provide this exposure. The case
studies would allow students to get a full view of the DOR process in more than one
situation since there are two case studies fictitious DOR consumers. According to
Spencer Hoke, developing additional training components, including a case studies of
DOR consumers would be a wonderful addition to resources we currently have (personal
Communication, January 27, 2012).
There is importance for students to see the process that employed vocational
rehabilitation counselors go through with their consumers. The question, however, is
“what is a good way to show a student the vocational rehabilitation process?" In an
interview the author asked this question to Senior Vocational Rehabilitation Counselor,
Jose Garcia, of DOR's Woodland office. His response was that one of the ways that a
student could learn the DOR process would be by having an employed counselor give the
student a consumer’s file. When given a file, a student can look through it seeing the
initial interview notes, eligibility determination papers, the individual plan for
employment, case notes, closure letters plus anything else that might be in there. Garcia
said he has given new interns files to look through and he has gotten positive feedback
that it helped them develop and understanding of the DOR process (J. Garcia, personal
communication, January 16, 2012). The problem with having students review files is that
files of real DOR consumers cannot be brought into classrooms and distributed to
6
students because this would break the DOR confidentially rules. The author’s case
studies would, however, contain all of the forms and reports that would be found in a
consumer file. The case studies would also be able to be distributed in a classroom
because they are only based on fictitious people. Dr. Koch, professor of the CSUS
Vocational Rehabilitation Maters Degree Program, agreed that this would be a good thing
for new students of the program to see and it would help them to understand the DOR
process of helping people with disabilities find jobs (personal communication, February
16, 2012).
Statement of the Problem
After conducting research the author did not find case studies that show
vocational rehabilitation consumers going through the California DOR process with
detailed examples of intake notes, eligibility forms, individual plans for employment
(IPE), authorizations for services and closure reports. The author only found generic case
studies of DOR consumers. For example, the author looked in Medical, Psychosocial
and Vocational Aspects of Disabilities (Brodwin, Siu, Howard, & Brodwin, 2009). In this
book there are case studies of people with disabilities seeking out vocational
rehabilitation services but they only give information on the background of a consumer
such as the person's disability, living situation, family situation and financial situation but
there are no California DOR reports like eligibility determinations and IPEs. The purpose
of these case studies are so readers can come up with the proper steps for the vocational
rehabilitation counselor to take as it is intended for classroom discussions. The case
7
studies in this book, however, do not show the DOR process like the author's case studies.
The author also looked at the book Case Management for Rehabilitation Health
Professionals 2nd edition Volume 2. This book provides information on how to work
through cases of consumers with different disabilities (Chan, Leahy, & Saunders, 2005).
Also, disabilities and their affects are discussed as well as subjects such as the functional
limitations of people with the disability. In this book there are also case studies but they
do not contain all of the key elements of the vocational rehabilitation process such as
intake interviews, eligibility determinations and individualized plans for employment
(IPE) that the author is including in his case studies. Next, the author looked at the DOR
Case Recording Handbook provided by DOR supervisor Almon Holmes of the Woodland
Branch (DOR, 2001). This resource has information about different steps in the rehab
process such as how to complete eligibilities, IPEs, closure, and other official DOR
reports but it does not actually show completed examples of these reports. Another
resource that was viewed by the author was the National Clearinghouse of Rehabilitation
Training Materials (NCRTM). According to the NCRTM website "The mission of the
NCRTM is to advocate for the advancement of best practice in rehabilitation counseling
through the development, collection, dissemination, and utilization of professional
information, knowledge and skill” (https://ncrtm.org/mission.htm). The NCRTM has a
library search component to their web site. When conducting searches for vocational
rehabilitation case studies and other similar searches the findings included information on
vocational rehabilitation counseling which would be helpful for any student aspiring to
8
work for DOR in the future. One valuable article found was “Characteristics of Effective
Employment Services” which would also be helpful but case studies showing DOR
consumer intake reports, eligibility determinations and the other elements that will be
included in the author's case studies were not found while reviewing NCRTM materials.
The problem, therefore, is that there are no case studies using California DOR reports that
show the counselor bringing a consumer through the California DOR process all the way
from their initial intake through a successful case closure.
Purpose of Study
The purpose of this project is to have a series of case studies that Vocational
Rehabilitation Counseling students would be able to see as model cases. A student will
be able to view the case studies and get a sense of how to complete a specific form or
report rather than reading a set of instructions. The students will have a visual of how a
case should look by using two detailed case studies of varying disabilities. The case
studies will start with example consumer intake interview reports and continue by
including eligibility determination, level of significance of disability (LSOD), IPEs,
service authorization reports and case closures. There will also be case notes included
throughout the case studies which provide documentation of interactions with the
consumer. With these two case studies it is envisioned that there will be circumstances,
for instance, where students might be contemplating how to manage a case of a consumer
that has a severe disability such as schizophrenia. In order to get a basic understanding of
how a counselor might approach working on a case like this the student could look at the
9
author's case study on a schizophrenic consumer. First of all, he or she would be able to
look at the initial interview. This would be educational because the interview will have
questions specifically for a consumer with schizophrenia. These case studies could help
the student see appropriate questions to ask a person with that specific disability that is
applied in whichever case study they are viewing.
With these case studies a student who is curious how to proceed with a typical
DOR case will be able to reference a case study and see the steps taken by the counselor
to get a successful outcome with the consumer that results in employment. One of these
steps might involve collaboration with other community resources which the counselor
may work with in order to have an external situational assessment (ESA). This
assessment is conducted to help show the clients unique strengths and abilities which
would help assess employment eligibility. Furthermore, the case studies will convey to
students the importance for case notes as they are frequent and thorough throughout the
case study. The case notes will be included from the beginning with the initial intake
interview all the way through the temporary job retention after the consumer has
successfully found a job. These are a few examples of ways that these case studies will
be beneficial to students and future students interested in a career working for DOR.
Keeping in mind that these case studies can be a valuable educational tool, the overall
purpose of these two case studies is to assist students in the CSUS Vocational
Rehabilitation Counseling Program to understand the DOR process of how to find
employment for people with disabilities.
10
Definition of Terms
Comparable benefits
Comparable benefits are benefits that are required to be sought out by the DOR
consumer are provided or paid for by other public agencies than DOR (DOR, 2001)
Competitive Employment
Competitive employment is work in the competitive labor market that is
performed on full time or part time basis in an integrated setting; and for which an
individual is compensated at or above the minimum wage, but not less than the
customary or usual wage paid by the employer for the same or similar work performed by
individuals who are not disabled (http://ocfs.ny.gov/main/cbvh/vocrehab_manual/1000_CompetitiveEmployment.htm).
Employment Service Provider
An employment service provider is an agency or independent contractor who
assists individuals with disabilities to participate in vocational rehabilitation and to
achieve an employment outcome (http://www.rehab.cahwnet.gov/eps/defofpro.htm).
External Situational Assessment (ESA)
An ESA identifies an individual’s level of functioning using a variety of work
environments in the community where barriers to employment are identified, and
recommendations are made for services that will assist in the identification of
accommodations, supports, and services that will address barriers to employment. An
ESA may be provided for persons whether they are in supported employment or not
11
(http://nciaffiliates.org/vocational/external-situation-assessment.html).
Individual Plan for Employment (IPE)
An IPE is a plan for the services that the consumer needs to help reach their work
goal which includes ones work goal, the steps one will need to take to reach their goal,
services one will need to reach the goal, who will provide the consumer with the services,
the cost of those services plus who will pay for the costs and the consumers
responsibilities in carrying out the plan (http://www.acces.nysed.gov/vr/do/ipeguide.htm).
Job Coaching
Job Coaching is the training of an employee by an approved specialist, who uses
structured intervention techniques to help the employee learn to perform job tasks to the
employer's specifications and to learn the interpersonal skills necessary to be accepted as
a worker at the job site and in related community contacts. In addition to job-site training,
job coaching includes related assessment, job development, counseling, advocacy, travel
training and other services needed to maintain the employment
(http://fiscal.ca.gov/glossary/index.html).
Personal Vocational Social Adjustment Services (PVSA)
PVSA are services from a DOR vendor (ex: Pride Industries) that works with
clients in areas such as appropriate interaction in the workplace, grooming and hygiene
as related to work, mobility training in use of public transportation, work habits and
attitudes such as; attendance, punctuality, phoning in if ill, and returning promptly from
breaks and lunch (http://fiscal.ca.gov/glossary/index.html).
12
Level Significance of Disability (SOD)
SOD is a rating scale putting consumers in three categories that determine priority
of services given by the DOR according to how much their work life is affected by their
impairment from the disability. The categories are: (1) disabled, (2) significantly
disabled, and (3) most significantly disabled (DOR, 2001).
Worked Example
A worked example is a written out step-by-step description of how to perform a
task used to help novice learners find a solution to a given problem (Gog & Rummel,
2010)
Vocational Rehabilitation CounselorA vocational rehabilitation counselor is a professional who counsels individuals to
maximize the independence and employability of persons coping with personal, social,
and vocational difficulties that result from birth defects, illness, disease, accidents, or the
stress of daily life. Coordinate activities for residents of care and treatment facilities.
Assess client needs and design and implement rehabilitation programs that may include
personal and vocational counseling, training, and job placement
(http://www.onetonline.org).
Limitations
There are certain limitations to this project. One of the limitations to this project
is that no two vocational rehabilitation consumers are exactly alike. There are no specific
case studies that can explain to a future vocational rehabilitation counselor exactly what
13
to expect when working with consumers. Another limitation is the passage of time
because rules, regulations and forms have the possibility of being updated and changed as
time goes on. Also, this projected has a limited population that it can benefit since it is
only directed to students that want to work for a California DOR office. One other
limitation is that the case studies are specifically based on California DOR guidelines and
therefore cannot be used by students who want to work for another states' DOR office.
The final limitation is that this project is subject to the author’s bias and each case is
written according to the way that he thinks it should realistically proceed while it is
unknown how accurate his case studies are reflective of actual DOR cases.
Organization of the Project
The remainder of this project is divided into three additional chapters and one
appendix. Chapter 2 is the, Review of Literature, includes theoretical framework of
worked examples, case management, consumer intakes, eligibility and severity of
disability, vocational exploration, individual plan for employment, provision of services,
job retention and closure. This will be followed by a short summary to conclude chapter
two. Chapter 3 is the Methodology and it includes the process of the design. This is how
the resources were collected and specifically what type of resources they are. This
chapter also talks about the inspiration of the project and the rationale for creating the
case studies. In Chapter 4, Summary and Recommendations, the entire project will be
summarized based on the major findings related to the design of the case studies. Also,
the recommendations will be given for future revisions of the case studies. The appendix
14
will present the actual case studies for vocational rehabilitation counseling students. The
Project concludes with a list of References.
15
Chapter 2
REVIEW OF RELATED LITERATURE
Introduction
The Review of Literature will be divided into seven different sections. The first
two are the theoretical framework of worked examples and case management. The
theoretical framework of worked examples conveys why this type of project will be good
for the target audience that will make use of it. The next section, case management, is
significant because it is important not only to know the proper steps to take in the DOR
process but also to know to efficient strategies to stay in control of a caseload. The last
six sections are the main steps of the rehabilitation process including intake interviews,
eligibility and severity of disability, Individual Plan for Employment, DOR Services and
finally Job Retention and Closure. The steps represent the process a counselor goes
through with a consumer that comes to DOR asking for services in the order that they
would actually occur in a realistic setting. These are the same steps that each consumer in
these case studies will be seen going through as well. Each of these sub headings in the
review of literature are important because they provide the student that reads this with
general instructions on how to go about working through the steps of the DOR process.
This project serves as a crucial part of student’s professional preparation to be a
vocational rehabilitation counselor in a DOR office because it directly applies what
students will be working through if they choose a career working for DOR (Crist &
Scaffa, 2004). The steps are DOR intakes, eligibility and severity of disability, vocational
16
exploration, individual plan for employment, DOR services, and job placement (DOR,
2001). Case notes is the last section because instead of being in a certain place within the
DOR process they are a necessary part of the counselor’s work that takes place
throughout the entire DOR process (J. Quick, personal communication, January 10,
2012).
Theoretical Framework of Worked Examples
Gog, Kester, and Paas (2011) say that a worked example is a tool that is used in
example based learning and it provides people with written instructions on ways which a
problem should or can be solved. The authors go on to state that a worked example is
described as a written out step-by-step description of how to perform a task. It is used to
help novice learners find a solution to a given problem. Gog and Rummel expand on
worked examples by saying that they are effective tools for learning because they lead to
positive learning outcomes by enabling the learner to obtain information with a better
learning outcome that is reached with less investment of time and effort during the
process of acquiring the information. Because worked examples have positive learning
outcomes with less time and effort in the learning process the practice of using worked
examples in a learning environment is an efficient way for a teacher to provide
instruction. Research states that using worked examples while teaching is particularly
valuable for learners with minimal prior knowledge in the subject (Atkinson & Renkal,
2007). Further research indicates that “for novice learner’s instruction that relies more
heavily on studying worked examples than on problem solving is more effective for
17
learning, as well as more efficient in that better learning outcomes are often reached with
less effort of time and effort during acquisition.” (Gog & Rummel, 2010, p. 156)
Boekhout, Gog, Wiel, Gerards-Last, and Geraets (2010) state that in many
learning situations people believe that the best way to learn is “learning by doing."
Boekhout el al. (2010) go on to convey that despite what some people might think
“research has shown that for students who have a lack of prior knowledge of a task,
problem solving is not the most effective or efficient way of knowledge acquisition and it
is far more efficient and effective for novice learners when instruction relies more heavily
on example study” (p. 558). It is, however, indicated that further in a student’s education
on a subject that they will then want to transition from learning through worked examples
to learning through problem solving. Once a student has an adequate foundation of
knowledge in a particular subject work examples become less effective while problem
solving becomes more effective. Worked examples would be effective for students
beginning to learn about a subject or who are just starting out in a particular school
program however once they have acquired the basic knowledge of that subject the
process of going through a worked example that shows how to solve a problem can
become redundant (Boekhout et al., 2010). The reason a worked example can become
redundant for an advanced student is because at this point in their education they already
know what the proper steps are in working towards a solution. A worked example is
effective for novice learners because they describe how to go about working through a
problem. Only once they know the proper steps of how to work through a problem they
18
will then become more effective when they need to start working through problems to
find a solution.
Worked examples, however, usually are used in a math or science class as an
instructor writes down example equations on the board using a step by step approach of
how to obtain the correct solution (Gog, Kester, & Paas, 2010). The definition of worked
example does not limit it to math and science learning environments. Past research has
shown that worked examples have been used in classes such as algebra, statistics,
geometry and physics but more current studies have shown worked examples to be
effective in learning less structured tasks and also in collaborative learning styles as well
(Boekhout et al., 2010). Worked examples are positive tools for learning situations
involving a step by step process of information that needs to be comprehended by the
learner.
Case Management
Time management is key to successfully providing the necessary services to each
consumer when a counselor has a full caseload. One way of maintaining effective time
management is having a to do list (Grubbs, Cassell, & Mulkney, 2006). This list should
be on one piece of paper and not be made up of multiple notes on the counselors desk.
There should be a priority system on the list indicating what should be done first. Often
this is done by putting stars or marks next to high priority tasks. It is important that the
counselor attempts to work on larger tasks on the list rather than just do the smaller ones
in order to feel accomplished. Another habit the counselor can form in order to maintain
19
good time management is to take instant action (Chan, Leahy, & Saunders, 2005).
Taking instant action means that a counselor should do a task immediately instead of
procrastinating which helps tasks get done faster since the counselor is not wasting time
but also helps the counselor’s organization by insuring that a certain task does not get
forgotten (Martin, 2007). Also, it is important in time management to have a second
option task to complete. Sometimes a counselor may have a meeting with a consumer
scheduled and the consumer may be late or not show up at all, which is generally called a
no show (Akabas, Gates, & Oran-Sabia, 2006). No shows happen particularly with
mental health consumers as it is not uncommon for them to forget meetings (Martin,
2007). Since counselors often have no shows it is important that the time set aside for the
meeting does not go to waste. The counselor can be doing other tasks on his or her list
that he or she might have originally planned to do later on. The counselor should always
plan for the unexpected. In a DOR office there are always interruptions that may slow
down the counselor’s progress such as phone calls or unexpected visits from consumers.
If a counselor does not allow time for interruptions his or her time management will not
be effective (Martin, 2007).
Another case management principle that is valuable for a counselor to have is
continuous communication with the consumer (Dyck, 2006). Poor communication is
costly to caseload managers because without communication the counselor has no way of
knowing what kind of progress the consumer is making towards his goal and what
services he or she might need (Rubbin & Roessler, 2006). Vocational rehabilitation
20
counselors need to remain in continuous communication with the consumer to make sure
that they are moving along at a productive pace in order to achieve their employment
goal. With frequent communication the counselor can not only monitor the consumer’s
progress but can also be there to provide support, counseling and guidance that would not
be established otherwise. It is important for the counselor to have effective
communication with the consumer as well to reinforce that it is necessary to the
consumer as it is one of the consumer’s responsibilities listed in the Consumer
Informational Handbook (DOR, 2008). Poor communication, at times, can be a source of
an unsuccessful case closure if the counselor has made multiple efforts to contact the
consumer and is not able to reach them.
One other key element in case management is documentation and case recording.
According to Grubbs et al. (2006) case recording helps provide effective service delivery
by its provision of a case progression and direction. The authors go on to state that case
recording can help the counselor better understand the consumer and his or her case.
When counselors need to remember what occurred during the last meeting with the
consumer they can view previous case notes that will help them recall the content of the
that meeting. According to Martin (2007) case notes are essential for a counselor who
has a large caseload.
The Review of Literature will be the main six steps that a California DOR
counselor will use in order to reach a successful employment outcome with one of their
consumers. Every case with a DOR consumer is different but these six stages are listed
21
in the Department of Rehabilitation Case Recording Handbook as the stages that
counselors take in order to lead their consumers to a successful consumer outcome. The
information in these sections comes from books and scholarly articles on vocational
rehabilitation counseling, as well as the DOR California Code and Regulations
Handbook, DOR Case Recording Handbook and the DOR Consumer Handbook.
Initial Intake Interview
The intake, otherwise known as the initial interview, is the counselor’s
opportunity to find out valuable information about the consumer that will help the
counselor in guiding them through the vocational rehabilitation process (Rubin &
Roessler, 2008). According to Brodwin (2009), the factors that play a role in the
consumer’s employability include medical, psychological and social aspects of the
consumer’s disability. A significant portion of this information is information that is
gathered during the initial intake (Rubin & Roessler, 2008). The information gathered in
the initial intake will assist the counselor come up with a reasonable employment goal for
each consumer (Rubin & Roessler, 2008).
Once the consumer has attended an orientation and completed all the forms as
required they can then request to make an appointment with a DOR counselor. This is
the point at which the counselor contacts the consumer to schedule the initial intake.
According to the California Code of Regulations, the counselor has two weeks in order to
meet with the applicant for the intake upon receipt of their application into the office
(Rehabilitative and Developmental Services, 2012). The counselor should set up a
22
meeting as soon as possible to help the consumer get services and employed in a timely
manner (Grubbs et al., 2006). Furthermore, the sudden contact also helps keep the
applicant’s interest.
It is important to let the consumer know that they have the right to make choices
on their employment goal and services when starting the intake. A counselor does not
make the consumer’s choices for him or her. The counselor should indicate that
throughout the process of selecting employment goals and services the consumer is
entitled to informed choice meaning that the counselor will inform the consumer about
the specific details of their choices so that they can make decisions based on
knowledgeable insight (Kosciuklek, 2007). According to Kosciuklek (2007), if people
with disabilities want to have personal satisfaction and quality of life, they need to take
an active role in choosing the employment goals and rehabilitation service delivery that
are central to their empowering them.
The next step after discussing informed choice is to make sure that the consumer
has completed the necessary DOR forms that need to be submitted by the time of the
intake. These are the application, health questionnaire and employment records sheet.
The counselor should go over them to review that everything on these forms is completed
and correct because according to DOR the information on these forms such as disability,
employment history and personal information help the counselor determine eligibility and
provides the counselor knowledge as to what will be an appropriate vocational goal for
the consumer (Rehabilitative and Developmental Services, 2012). If contact has an error
23
the counselor will experience difficulty as they may not be able to get in touch with the
applicant when needed. Incorrect information on a DOR form can also compromise the
counselor’s judgment when helping the consumer decide on an appropriate vocational
goal (Grubbs et al., 2006).
After confirming that the information on the DOR application, health
questionnaire and employment record sheet is correct, the counselor moves on to obtain
information regarding the consumer’s social and financial situations because it affects a
person’s readiness for services as well as what type of job that they should apply for.
Examples of the information needed would be the consumer’s living situation, marital
status, number in family and number of dependents and income. The counselor needs to
know about income amount as well as source. The source can be public such as
Supplemental Security Income (SSI) or Social Security Disability Income (SSDI). The
consumer may also have no income or be supported by family (DOR, 2001). These
details can have big implications on the appropriate job and IPE goal that the applicant
has in mind. All of these factors affect the consumers “readiness for change” as stated
by (Akabas et al., 2006). An example of how information obtained in the intake could
affect a consumer’s employment goal would be if the consumer’s financial situation
would indicate that they need income soon because of a possible eviction. This
information would help the counselor realize at an early stage that it would be better to go
with an employment goal that would require minimal education or training and could be
achieved quickly.
24
The counselor also needs information that is needed is about the consumer’s
disability. In many circumstances consumers may have more than one disability so it is
important to ask the consumer about additional medical or psychological problems after
they state their main diagnosis (Brodwin et al., 2009). Also, not only is it important to
know the applicant’s disability or disabilities but it is also important to know the severity
of their diagnosis by asking about their specific symptoms and limitations. The counselor
should specifically ask about symptoms because a certain diagnosis can have a wide
range of severity. One example is that having a traumatic brain injury (TBI) can result in
a wide range of symptoms depending which part of the brain was damaged and how
much damage there is (Cifu & Caruso, 2010). The counselor can take an opportunity to
make base assessments, which is when the counselor has a firsthand chance to observe
the consumer’s disabilities including visual, behavioral and physical condition
observations (Rubin & Roessler, 2008). This is important as the person’s information
about themselves may contradict what is apparent to the counselors base assessment.
One example could be in an intake of a consumer with schizophrenia. According to
Meyer and Nasrallah (2009), authors of a book on mental illness and schizophrenia, a
person with schizophrenia may be taking medications that often cause obesity and
diabetes (p. 3). Therefore, the counselor may make a visual assessment as to whether this
is true about the particular consumer. After making a base assessment of the consumer’s
obesity the counselor can then ask additional questions that may be a concern of obesity.
The question could be about diabetes or even stamina. Because of the visual assessment
25
the counselor can go on to ask necessary questions about non documented factors that
might affect employability.
The counselor needs to explain certain expectations that he has for the consumer
as he or she concludes the intake (DOR, 2008). One of the expectations is participating
in the employment goal which may include meetings with the counselor, meetings with
job developers, keeping in contact with the counselor, keeping the counselor updated on
training and other things that will be agreed upon in the consumer’s employment plan.
Finally, the counselor fills out medical release forms that will be faxed or mailed to the
consumer’s primary physician if he or she did not already bring medical records with him
or her. The doctor will fax or mail back the consumer’s medical records in response
which will help the counselor proceed with eligibility (Rehabilitation and Developmental
Services, 2012).
Eligibility and Severity of Disability
After the initial intake has been done the next step in the DOR process is
eligibility determination. This is where the counselor reviews the consumers provided
information to see if they qualify for services. The eligibility determination must be
completed within 60 days of the day that the consumer turned in the application although
there is a possibility of an extension if the counselor is having trouble obtaining all the
needed information to make someone eligible (DOR, 2008). The eligibility stage of the
DOR process is an important stage because DOR services are only available to people
with disabilities that need assistance in order to gain employment or maintain it
26
(Rehabilitation and Developmental Services, 2012). If a person comes in to the office
and requests services for finding a job but does not have a disability they will be denied
services and at the same time if the person comes into the office and requests services and
has a legitimate disability yet has no trouble getting a job based on passed employment
they will also be denied services. According to the Department of Rehabilitation (2008)
there are three main requirements for becoming eligible for DOR services. The first
requirement is that the person must have a physical or mental impairment. Second, the
person’s impairment results in an impediment to employment. Finally, the person
requires vocational rehabilitation services to prepare them to secure retain or regain
employment.
In most cases the consumer needs to be able to verify with the counselor that they
do have a disability and that it does cause an impediment to employment which DOR
services can help them overcome (DOR, 2008). Verification of their disability is often
necessary to complete the eligibility determination because certain disabilities are visible.
An example is of someone with a visual disability would be a consumer in a wheel chair.
Other disabilities such as mental impairments or learning disabilities might not be so
noticeable to the counselor (Brodwin et al., 2009). Once the disability has been verified
through medical records or an individual educational plan (IEP) the consumer can be
found eligible. In some circumstances where the disability is visible to the counselor a
base assessment can be made to help determine eligibility but medical records still need
to be obtained for the counselors further understanding of the consumers situation (Rubin
27
& Roessler, 2008).
Another way that a counselor can determine a consumer eligible for services is
called presumptive eligibility. Presumptive eligibility means that a consumer is eligible
because they are a recipient of Supplemental Security Income (SSI) or a beneficiary of
SSDI (Rehabilitation and Developmental Services, 2012).
SSI provides income and
benefits to people with disabilities (http://www.socialsecurity.gov). SSDI is a monthly
benefit for people who have worked in the past and paid Social Security taxes but are
now unable to work for a year or more because of their disability
(https://www.cms.gov/apps/firststep/content/ssdi-qa.html). The reason a person receiving
SSI or SSDI is presumptively eligible is because for these services the requirements also
involve disability documentation and they have stricter criteria as to who can receive
their services than DOR does (A, Holmes, personal communication, February 8, 2008).
If a person receives either SSI or SSDI they must provide the DOR counselor with some
type of documentation proving that they are receiving either one or both of these services.
In order to speed up the eligibility process it is a good idea for the counselor to request
that the consumer bring any SSI or SSDI paperwork which verifies their benefits (DOR,
2008). The only case in which an SSI or SSDI is not eligible for services is if the persons
disability is severe enough that they cannot work even with services from DOR.
However if this is the case the counselor must provide evidence that the person cannot
benefit from DOR services (Rehabilitation and Developmental Services, 2012).
According to the author’s experience of completing eligibilities for DOR on their
28
AWARE computer system the counselor then selects which areas of life that are affected
by the disability. The areas that can be selected are communication, interpersonal skills,
mobility, work skills, work tolerance and self-care. AWARE then has the counselor
estimate which services the consumer will need giving them a number of options that can
be selected. The options include job coaching, assessments, assistive technology and
vocational and other training services. When the areas that affect work combined with
different selected services are selected there is a calculate button that then places the
consumer in a disability category. The categories determine priority of services, which is
called the level of significance of disability (LSOD) (DOR, 2008). The three levels are
disabled, significantly disabled and most significantly disabled. The priority of services
goes to those who need the services the most. When state funds are insufficient, people
that fall under the category of disabled may be put on a waitlist.
Communication is crucial in finding and maintaining a job. An employee often
needs to communicate with bosses, coworkers and employees. Communication can
affect an employment outcome when a consumer needs accommodation to give or
receive verbal information (Griffin, Hammis, & Geary, 2007). This could be an issue for
any consumer with autism. According to Flanagan, Zaretsky, and Moroz (2011) autism
and related disorders “cause people to have significant problems with social interactions
and marked difficulties in both verbal and nonverbal communications” (p.199). As
indicated in this statement, someone who is affected in the area of communication is
likely to have problems in the area of interpersonal skill as well. Maintaining proper
29
social interactions is difficult when communication is affected. The interpersonal skills
area of the eligibility determination is determined by whether or not the consumer
requires accommodations in establishing or maintaining social interactions such as help
from a job coach (DOR, 2001). Interpersonal skills is an area commonly affected by the
disorder of schizophrenia where people often exhibit traits such as apathy and paranoid
views about other people’s intentions (Meyer & Nasrallah, 2009).
Mobility is also an important determinant of eligibility. It means that the person
requires assistance moving from one place to another. For example a person may need
use of wheel chair, walker prosthesis or anything that helps a person move around. A
challenge with mobility can also be that a person has trouble using public transportation
or maybe can’t read maps in order to get from one job site to another (DOR, 2001).
Cerebral palsy is an example of a disability that often affects mobility. One of the main
symptoms of cerebral palsy is that it affects control of movement. Cerebral Palsy is
caused by damage to the motor areas of the brain. A person with cerebral palsy may have
difficulty with fine motor skills, maintaining balance or walking (Fong, 2005).
According to Fong many people with this disability require wheel chairs, walkers or
braces. This means this disability has a significant effect on a person’s mobility.
The area of work skills is affected in many different mental disabilities. Work
skills are affected when the person needs accommodations learning and performing work
skills. In work tolerance, however, the person may have trouble maintaining work skills
(DOR, 2001). In the area of work skills the disabilities that are most relevant are learning
30
disabilities. According to Brodwin et al. (2009) the term specific learning disability
accounts for people who have a disorder in one or more of the basic psychological
processes involved in understanding or using language, spoken or written, which may
result in difficulty listening, thinking, speaking, reading, writing, spelling or doing
mathematical equations. Primarily due to problems listening and thinking the person
may have trouble learning and performing certain work skills. Work tolerance on the
other hand is often physical disabilities. Challenges in work tolerance may be caused by
disabilities such as chronic pain syndromes, rheumatic diseases, back problems and many
other disabilities. It can be any disability that does not allow a person to continue
working at the needed pace without accommodation (DOR, 2001). Chronic pain can
affect work tolerance by causing low back and leg pain (Flanagan et al, 2011). This pain
may mean that the person needs to take breaks, get up and move around from time to
time, or work a shorter day depending on the severity of discomfort. Other disabilities
that can affect work tolerance are disabilities that affect attention span such as ADHD. A
person can be productively working and the suddenly lose focus affecting their work
tolerance (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002518/).
Finally, self-care is an important determinant of a person’s ability to work. This
means that the person needs accommodation planning or performing activities of daily
living. Self-care challenges can be a result of either a physical or a mental impairment.
According to Cifu and Caruso (2010), one of the common effects of a traumatic brain
injury is memory loss which may require a person to need accommodations planning
31
daily activities since memory loss will make it difficult to keep track of appointments and
goals for the day. Another disability that requires accommodations in self-care would be
cerebral palsy. As indicated by Dodd, Imms, and Taylor (2010) a person with cerebral
palsy needs daily assistance living tasks. Due to damage in the motor areas of the brain
the person may require help with daily activities like getting dressed or preparing meals.
Two great sources for understanding a person with a particular disability would be the
books Medical Psychosocial and Vocational Aspects of Disability third edition and
Abnormal Disability sixth edition. The book Medical Psychological and Vocational
Aspects of Disability is a great tool for the DOR counselor in obtaining an insightful view
of the affect that a certain disability can take on a person and the limitations that it can
present in one’s personal life as well as in employment. Medical Psychosocial and
Vocational Aspects of Disability is dated 2009 so it contains current information
(Brodwin et al., 2009). This book has subsections on disabilities including an
introduction to the disability, its etiology, functional limitations, psychosocial effect,
treatment and rehabilitation outcomes. All of these categories especially functional
limitations are important in exploring what the possible IPE goal will be. Abnormal
Psychology sixth edition is a good source of information for a deeper understanding of
mental disorders. It is a current source as well being published in 2011. Some of the
disorders it covers include stress disorders, mood disorders, anxiety disorders, eating
disorders and more (Comer, 2011). Within these categories it goes on to provide
information about specific disorders such as antisocial personality disorder. Some of the
32
key things it describes about these disorders are symptoms and how they are diagnosed.
Based on the work that DOR counselors do the description of symptoms is helpful. A
DOR counselor needs to consider the work setting of a consumer and their symptoms can
play a role on what type of work setting would be an appropriate one for them. An
example of how this book can be helpful is if a consumer’s medical records indicate that
they have paranoid personality disorder is searching for work the counselor can use this
book to help find an appropriate IPE goal. Comer (2011) indicates that people with
paranoid personality disorder have a deep distrust of other people. This book could help
the DOR counselor by informing him that this person may want to do a job where they
work alone as opposed to a job that requires frequent interactions with others.
After the eligibility determination is done and the LSOD has been determined
further assessments can be completed to determine if the consumer can benefit from
DOR services (Rehabilitation and Developmental Services, 2012). Assessments and
documentation from professionals are ways of checking if the person’s disability is too
severe to work in competitive employment. During the author’s personal experience of
working with a DOR consumer, who had a severe disability, he has had the option to send
the consumers medical records on file to the DOR medical consultant for review. The
medical consultant’s response can provide guidance on how the counselor should proceed
with the consumer’s case. In certain cases this consultation can provide evidence that the
consumers disability is severe enough that they will not be able to benefit from services
(Rehabilitation and Developmental Services, 2012). Another option for the counselor
33
who is uncertain of the consumer’s ability’s would be an ESA. The DOR counselor can
authorize an ESA. In the Sacramento area the main providers of ESAs are PRIDE
Industries (J. Garcia, personal communication, January 16, 2012). PRIDE Industries
places the consumer in a temporary work setting where they will be assessed on their
ability to work. The ESA assessor will be with the consumer assessing his or her
strengths and weaknesses. This assessment is another way of providing reasonable
evidence as to whether or not the consumer’s disability is too severe for them to work. It
can also satisfy the consumer by giving them a fair opportunity to be able to demonstrate
their capabilities before it is determined that their disability is substantial enough that
they cannot benefit from services.
Vocational Exploration
Before writing the Individual Plan for Employment (IPE), it is important for the
counselor to ensure that the consumer goes through a vocational exploration process
which involves exploring the career options that would best suited the consumer. During
this time the counselor should help the consumer explore different subjects such as
interests, wants, needs and abilities (Robbins, 2010). According to Robbins (2010), “if
you can’t decide what you want you will probably settle for what you think is possible
and not what you truthfully desire” (p. 12). A DOR counselor has access to many
different career interest inventories. The self-directed search (SDS) is one of them. It
puts people into six different categories including realistic, investigative, artistic, social,
enterprising, and conventional
34
(http://www.lamission.edu/careercenter/SDS%20Exercis.pdf). After answering a series
of questions they are given a three letter code where each letter is the first letter of one of
the areas. The code will be made up of the top three areas that represent the person’s
interests. For each three letter code the SDS has a list of occupations that relate to that
code. There are other similar career inventories that the DOR counselor can use as well.
Examples of similar assessments are the “Campbell Interest and Skill Survey” and the
“Myers-Briggs Career Test”.
It is not only important for a consumer to explore his or her interests but it is also
important that they explore their abilities (Burtnett, 2010). Exploring abilities is
particularly important while working with individuals who have disabilities since their
options for employment are more limited than most other people (Rubin & Roessler,
2008). One option that the DOR counselor has is to use a functional capacities form that
is on the DOR AWARE computer system. The counselor can give the functional
capacities worksheet to the consumer and have them take it to their doctor. The doctor
provides information such as how much the person can lift, how long the can stand or
how long they can sit. Another way of finding a consumers skills and abilities is by
looking at transferable skills. According to Rubin and Roessler (2008), transferrable skills
can be taken from documents like ESA reports and functional capacities forms but are
also taken from “past work experience, skills, knowledge and acquisition specific to job
functions” (p. 519). Furthermore, when looking at transferrable skills it is important to
look for “the ability to use personal judgment, work with specific equipment and devices,
35
operate tools and complex machinery or work with people or ideas at high levels of
involvement” (p. 519). These transferrable skills can be taken into consideration during
the process of helping the consumer look for a new job.
In addition to acquiring information about the consumer’s interests and abilities
the counselor and consumer need to acquire information about the particular jobs that the
consumer is interested in (Burtnett, 2010). This can be done in a few different ways. One
way is by going to the website www.onetonline.org, which provides information about
types of tasks a certain job will include which can help the counselor and consumer know
if that job is appropriate based on the consumers strengths, weaknesses and functional
capacities. Another way to learn about a job is informational interviewing (Bolles, 2009).
When a consumer has a particular career interest it is beneficial for the counselor to
suggest that an informational interview is conducted. An informational interview is when
someone looking for employment contacts another person that is currently or has
previously worked in the particular position the person looking for a job would like to
enter into. When this is done valuable information can be gathered about what the job
contains including the tasks and duties involved the pros and cons. According to Bolles
(2009) typical questions that can be asked may include how you got this job, what do you
like about it and what don’t you like about it. Not only is this an effective way to find out
valuable information about a job but it is also a form of networking which is described as
making contacts who can potentially help a person find a job. Networking is described
by Bolles (2009) as the best way of finding a job in today’s job market.
36
Individual Plan for Employment
After the vocational exploration has been completed the next step is to create the
IPE. According to Title 9 of the California Code of Regulations, Rehabilitative and
Developmental Services (2012), this should be done within 90 days of the consumer’s
determination of eligibility and an extension may be done if there are any unforeseen
circumstances that would prevent the IPE from being written. An IPE is one of the most
important parts of the vocational rehabilitation program through DOR because it states
the consumer’s employment goal and how it will be achieved. It is a plan of action that
the counselor and the consumer go by in order to achieve the consumer’s employment
goal (Rehabilitation and Developmental Services, 2012). The IPE is a written agreement
between the counselor and the client of what the goal is and what steps will be taken to
achieve the goal.
The counselor should include the consumer in the process of making the IPE
(DOR, 2008). The reason for this is to ensure that the consumer will be working towards
the best employment goal possible and not just according to the consumer’s abilities, but
also according to their interests. When the counselor is working with the consumer to
develop the IPE is a vital time for the counselor to use informed choice since this
document will state the consumer’s employment goal and services needed to reach that
goal. Kosciulek (2007) supports the use of informed choice during the construction of
the IPE by stating that “choices made by persons with disabilities are often based on the
avoidance of undesirable alternatives, or upon acceptance of the available rather than on
37
true preferences.” This statement indicates that the counselor may need to encourage the
consumer to choose their true preferences rather than follow completely what the
counselor thinks they should do. Furthermore, it is a requirement of the counselor to
assist consumers to acquire information so they can make an informed choice about their
employment goal, services, and provider of services and setting of both the services and
future employment (Rehabilitation and Developmental Services, 2012).
The IPE must be written out on the DR 215 which is a written document that can
be found on the AWARE computer system that is used by DOR (Rehabilitation and
Developmental Services, 2012). Requirements for the IPE include “a description of the
goal, a timeline to achieve it, a time when services will begin, description of services and
needed service providers, description of methods used to get services, description used to
evaluate the consumers progress, responsibilities of all involved parties, the consumer’s
participation in paying for the plan and comparable benefits the consumer may apply for
and receive” (Rehabilitation and Developmental Services, 2012). The first question that
is on the DR. 15 is “what are the reasons for choosing the IPE goal.” This includes the
consumers the person’s interests, aptitudes, prior training, education and skills needed for
the job. A great deal of this information such as interests, prior training and education
can come from the information provided to the counselor in the initial interview.
Information on aptitudes and skills needed for the job can come from other sources such
as career assessments, the employment record sheet or school transcripts.
Next, the DR 215 presents the question of how this goal will lead to a job.
38
Information of the labor market is needed because it is important that there are positions
available in the field that the consumer would like to work towards. One of the most
informative sources for obtaining job descriptions as well as labor market information is
Onet, an online source found at http://www.onetonline.org/. This website is used by
many counselors at DOR according to counselor Jose Garcia (J. Garcia, personal
communication, Feb 9, 2012). There is a search engine on Onet where many occupations
can be typed in. It has many different categories such as tasks, tools, technology,
knowledge, work skills and work activities which are information that assists both the
counselor and consumer. It also provides information on wages and employment
projections on both a state and national level which is valuable for ensuring that there are
job possibilities in the employment goal that is being sought out by the counselor and
consumer. Also, this web site provides information that is valuable for the counselor to
present to the consumer in making an informed choice.
The next question for the DR 215 proposes the question of what steps are needed
to reach the employment goal. One of the steps is training (DOR, 2001). It is important
to establish what kind of training or employment preparation they may be receiving and
where it is coming from. The DR 215 also has a section where services are listed with
their dates and duration to which they will be taking place. Once this is done the DR 215
asks the counselor to indicate how the consumer’s progress will be monitored and how
often it will be monitored. Monitoring progress may include the consumer showing
progress reports or reports from the employment service provider to the counselor (DOR,
39
2008). Finally, according to the DR. 215, the counselor must describe what the
consumer’s responsibilities are in regards to paying for costs and seeking out comparable
benefits (A. Holmes, personal communication, February 8, 2012). The consumer must
pay for services such as education if the institution that they choose to attend is not cost
effective. DOR will pay up to the amount that the cost would be at a similar more cost
effective school. The consumer must also seek out comparable benefits. An example of
a comparable benefit would be financial aid because it is a benefit that the consumer can
obtain that is not funded by DOR.
When the IPE is completed it must be approved, signed and dated by both the
counselor and consumer (Rehabilitation and Developmental Services, 2012). After that
the IPE goes to the DOR supervisor for final approval. DOR supervisor Almon Holmes
said that when reviewing the IPE for approval he looks to make sure the document is
signed and dated in the correct spots, filled out completely, and the counselor has medical
records to confirm the consumer’s diagnosis (A. Holmes, personal communication,
February 8, 2012). He also goes on to see that the goal is attainable based on the
consumer’s disability. Finally, he reviews the services that are being provided to make
sure that they will be effective in helping consumers to attain their employment goal and
that they are also cost effective. The counselor and the consumer should both keep a
copy of the IPE.
Provision of Services
Once the IPE is completed and approved, the counselor can begin issuing out
40
specific services to the consumer (DOR, 2008). The consumer information handbook
that is issued out to every consumer during the DOR orientation has a list of services
which the DOR may provide to the consumer. The services are issued out on a case by
case basis (Grubbs, Cassel & Mulkey, 2006). In most cases, the DOR can provide just
about any services that are needed to ensure that the consumer is secure in reaching his or
her vocational goal (Rubin & Roessler, 2008).
One of the main ways a DOR counselor can provide services is by referring them
to an employment service provider (ESP). The ESP can provide job skills training
(Rubin & Roessler, 2008). The ESP can teach the consumer expectations of employers
such as being on time, how to interact with people while on the job and efficient
techniques for performing job activities within their area of occupational interest.
Teaching consumers the proper ways to interact with people in the work place is an
important service to provide to consumers with mood disorders or depression
(Milklowitz, 2011). On top of this the ESP can help the consumer organize the job search
by helping the consumer make a list of potential employers, making a map of where they
are located, identifying public transportation routes and making a schedule and a log of
results. Also, the consumers are taught interview skills. This can include how to dress,
maintain punctuality and how to answer typical interview questions or questions specific
to their employment goal. Finally, the ESP helps with job development. The ESP’s have
job developers that are responsible for initiating and maintaining contacts with potential
employers (Griffin et al., 2007). They also make cold calls to employers to learn about
41
the labor market for occupations as well as specific skills that are needed to perform the
job effectively. They match people with jobs in regard to their abilities and interests and
how they meet the demands of the job.
Aside from direct placement services the DOR counselor can help provide the
consumer with on the job training (Rehabilitation and Developmental Services, 2012).
On the job training (OJT) is a contract between the consumer, employer and DOR. In an
OJT plan the counselor, consumer or the job developer finds an employer that is willing
to work with the consumer through a training period that is funded by DOR (Griffin et
al., 2007). The OJT is incentive to employers to hire consumers by financing the training
while the consumer is learning how to become an effective worker for the employer
(Rubin & Roessler, 2008). The OJT helps the consumer get an opportunity to
demonstrate their skills and ability to the employer. This may result in the consumer
receiving the job from the employer.
Another type of plan is an educational plan in which the counselor can help
provide the consumer with an education that will hopefully lead to a successful
employment outcome. DOR will fund schooling that leads to the major which is agreed
upon by both the consumer and the counselor in the IPE (Rehabilitation and
Developmental Services, 2012). DOR can pay for any school expenses such as tuition,
books, parking passes, and supplies but will not pay for any kind of extracurricular
activities that the student wishes to engage in that does not pertain to his IPE goal.
Consumers who choose to go to school as part of their IPE goal are required to apply for
42
comparable benefits (DOR, 2008). The requirement of applying for comparable benefits
means the consumer needs to try to obtain additional financial assistance to take care of
their fees first. This could be any sort of financial aid including grants and scholarships.
The Department of Rehabilitation will pay the left over amount after all of the grants and
the scholarships are used up (Rehabilitation and Developmental Services, 2012). While
attending school, it is the consumer’s responsibility to provide their counselor with
progress reports, showing that they are taking the amount of classes per term agreed upon
in the IPE, earning satisfactory grades and ok to graduate and complete their IPE goal in
the expected amount of time (DOR, 2008).
Another general service which is said to be the “the core service from which all
other services are identified, justified and provide” is counseling and guidance
(Rehabilitation and Developmental Services, 2012). With the services of counseling and
guidance, the counselor helps the consumer find the appropriate employment goal for
him or her. The counselors use their knowledge and understanding of disabilities and
occupations to help guide each consumer to an attainable employment goal. After the
employment goal has been selected the counselor uses guidance and counseling to help
the consumer select the proper resources to reach their employment goal. During
counseling and guidance the counselor provides informed choice because according to
Kosciulek (2007), informed choice is when the counselor helps educate the consumer
about his or her choices regarding services and employment goals which maximizes the
person’s ability to understand and use programs successfully. When the counselor
43
provides the consumer with information needed to choose the best services and resources
available, the consumer has a significant chance at being successful. The counselor needs
to suggest occupational areas compatible with the vocational, psychological and social
information which are gathered to improve the appropriateness of the consumer’s
employment goal choice (Rubin & Roessler, 2008). Furthermore the counselor needs to
recommend occupational or educational materials for consumers to explore all of their
vocational options.
DOR can also provide other services. Almost any service can be provided that
can be rationalized by the counselor to help the consumer reach his or her IPE goal
(Rubin & Roessler, 2008). Additional services may include but are not limited to
transportation, interpreter services, mobility services for the blind, provision of
occupational licenses and supplies for those who wish to be self-employed and assistive
technology (DOR, 2008).
Job Retention and Closures
It is the DOR counselor’s job to help the consumer find a job and help him or her
keep maintain employment. Because DOR wants the consumer to keep his or her job the
DOR counselor is required to keep the consumer’s case open until 90 days after
employment has been secured (DOR, 2008). The 90 days provides the consumers time to
learn the job and ensure it is a suitable fit for both themselves as well as the employer.
During this time the consumer will remain in contact with the DOR counselor, letting him
or her know whether the job is going well or not (Rubin & Roessler, 2008). At this stage
44
in the DOR process certain consumers may be working with a job coach provided by the
ESP who will spend time with the consumer teaching them how to be successful in the
job (Griffin et al., 2007). If the employment does not last the 90 days, services will
continue until another job is found. If the consumer maintains employment for 90 days
their case will be successfully closed.
Other times cases will be closed as unsuccessful closures. Unsuccessful closures
occur because the consumer cannot be located or fail to participate (DOR, 2008). Other
closures that are neither successful nor unsuccessful would be closures that are made
before the consumer determined eligible. An example of one of these closures is when a
consumer is closed after an external situational assessment that reveals that the consumer
cannot maintain a job due to the severity of their disability (Rubin & Roessler, 2008).
Summary
There are many steps that are involved in the DOR process. An effective way for
students that are novice learners to learn the DOR process is through worked examples
that provide step by step instructions on how to solve a problem. Though worked
examples are more commonly used in order to demonstrate how to work through math
and science problems the constraints of worked example is not limited to these two areas.
The start of the DOR process begins with the consumer’s initial intake where the
counselor asks the consumer questions in order to obtain information pertaining to his or
her disability and vocational interests. Second in the process is the eligibility
determination where the counselor reviews medical records in order to see how the
45
disability might affect the person’s ability to work. The next step in the DOR process is
the vocational exploration where counselors can issue vocational assessments and
encourage consumers to conduct informational interviews with potential employers in
order to gather information on vocations of interest. Once the counselor and consumer
have agreed on a reasonable vocational goal, the IPE is written which specifies what the
goal is and what services will be needed in order to reach that goal. After the IPE is
signed and approved by the DOR supervisor, services can then be issued out to the
consumer. Often counselors refer the consumer to an employment service provider that
will help provide employment training. Also, an on the job training plan can be issued if
the counselor or consumer is able to find an employer who will allow the consumer to
work for them and be compensated by DOR during the consumers training period. On
the job training plans are likely to result in employment if the consumer does a good job
working during the training period. Other times the counselor will support the consumer
in an educational goal where the consumer is working towards a certificate or degree that
is intended to lead to employment. As a result of an effective DOR process a consumer
can then find employment in the desired occupational field. After the consumer has held
a job for 90 days, the DOR counselor can then close them out a successful case closure.
46
Chapter 3
METHODOLOGY
Review of Sources
The information to complete this project came from a variety of different sources.
The author interviewed employed vocational rehabilitation counselors from the Stockton
and Woodland offices during the spring of 2012. While visiting those offices, the author
asked for sources that would help him to create realistic case studies of DOR consumers.
The author also asked counselors in those offices why they thought the case studies
would be helpful for students of the Vocational Rehabilitation Master’s Degree Program a
CSUS. The office supervisor, Almon Holmes, gave him valuable resources such the
Consumer Handbook of the California Department of Rehabilitation, the DOR Case
Recording Handbook and California Code of Regulations Handbook. Holmes said they
are all resources that counselors often refer to when they have a question about the rules
and laws that DOR counselors are to abide by.
The author continued to conduct research at the CSUS library where he obtained
scholarly articles and books that have information on disabilities and the vocational
rehabilitation process. In conducting the research he went to the Eureka Library Catalog
where he conducted searches for worked examples, informed choice and vocational
rehabilitation. There he found articles from Gog and Rummel (2010), Gog et al. (2011),
Boekhout et al. (2010) and Atkinson and Renkl (2007) that show how examples are
valuable in the learning process. These articles are good resources because the author’s
47
case studies are examples of real consumers that vocational rehabilitation master’s degree
students will be working with in the future. These case studies will help the student
become familiar with the work of a vocational rehabilitation counselor so that they will
understand the process when it becomes time to look for internships and jobs in the field.
The author also used text books from previous classes that he took while attending
CSUS. A valuable book in his research process was Medical, Psychological and
Vocational Aspects of Disability (Brodwin et al., 2009) which was the book assigned in
the classes Medical, Psychological and Social Aspects of Disabilities parts A and B.
Finally, the author went on to interview counselors working for the California DOR. The
counselors helped to provide information primarily on how to create the case studies but
also on why this booklet would be of value to students going into the field.
The author also interviewed students that were enrolled in the Sacramento State
University Vocational Rehabilitation Counseling program. The students interviewed
were Spencer Hoke and Sandra Hamameh. The interviews were conducted during the
spring of 2012 on the CSUS campus. These interviews were valuable because of the
students provided insight on what information the program at CSUS provides as well as
areas where the program can be enhanced.
Method
The inspiration for this project developed as the author was going through the
rehabilitation process of being a consumer of the Department of Rehabilitation. The
author has had the unique experience of going through the master’s degree program at
48
CSUS to become a vocational rehabilitation counselor while being a consumer of DOR at
the same time. He has the disabilities of cerebral palsy and an eating disorder. Both
disabilities have created impediments for employment. In 2007 the author was seeking
academic counseling services from his junior college’s disabled student’s center. While
going to school a counselor in the disabled student center provided information about
DOR and what the department could do for him if he applied for services. The author
applied and was assigned to a knowledgeable DOR counselor who helped him determine
that becoming a vocational rehabilitation counselor was a suitable career goal for him.
Because he was both a student studying to become a counselor and also a consumer
receiving services from the department, the author was able to have an insightful view of
what a vocational rehabilitation counselor’s job consists of.
The author developed a passion for vocational rehabilitation counseling during his
time that he was receiving services. He was very appreciative towards the services that
had been provided to him. The author also appreciated the counselor’s empathy with
him, since the counselor had his own disability that legitimately created an impairment to
work. The experience of being a consumer helped the author realize how rewarding the
job would be. In authors career pursuit he discovered that many people do not know
what this type of counselor does. The author wanted to help people find out a more about
the vocational rehabilitation counseling is and what sort of benefits can be provided to
recipients of services.
In the summer of 2011 the author met with, John Quick, his own counselor from
49
DOR to discuss the issue of awareness of what is done at DOR. The author wanted to see
if he could do a master’s degree project that would display the value of rehabilitation
counselor. The author's original idea was to come up with a handbook that would talk
about all the services that DOR provides to its consumers, however Quick suggested that
this idea would not work. The reason is because there are a large variety of services that
are used and it is extremely important for a student to know that a counselor cannot
provide just anyone with a certain service that is offered by DOR. Each service that is
given to a consumer is given to the consumer based on his or her individual needs, which
are determined based on two factors. The first one is the person’s vocational goal. The
second is his disability. If the service is needed to help overcome impediments to
employment and reach the vocational goal it may be issued to the consumer because it is
necessary for him or her to have the service in order to gain employment.
As the author and his counselor continued brainstorming they focused on finding
an idea for a project that would show students in a vocational rehabilitation master’s
program what a counselor specifically does. It was pointed out that many of the people
that go through one of these programs often end up working for the DOR so it is
important to know how the department works and serves its clients. The author then
came up with the idea to create mock case studies of DOR consumers which became his
project. These case studies take students through the entire rehabilitation process in a
variety of different scenarios. The case studies involve consumers going receiving
assistance from DOR to go to school or obtain the training of an employment service
50
provider, both of which would lead to job placement. The beginning of each case study
contains a DOR application, health questionnaire and employment record sheet of a
fictitious consumer. The case studies then goes on to have an initial interview report
followed by an eligibility determination report, vocational exploration, IPE, service
authorizations, closure report and case notes in between. The case studies have people
with physical disabilities as well as people with mental impairments to demonstrate how
the disabilities can result in different initial interview questions, IPE goals and services.
Although no two consumers are the same the completed case studies will still be a
valuable tool used to show future counselors what type of activities they will be
performing when they enter into the field of vocational rehabilitation counseling for
DOR.
51
Chapter 4
SUMMARY AND RECOMMENDATIONS
Summary
Based on the author’s research it is evident that it is important for people with
disabilities to have access to the resources provided by the California DOR. Because of
the importance of the services that DOR provides for people with disabilities it is
important to have well educated students with knowledge of the vocational rehabilitation
process graduating from Vocational Rehabilitation Counseling (VRC) Master’s Degree
Programs. VRC Masters programs, however, can benefit from case studies that are based
on the DOR process which counselors use while working with the consumers. For this
reason, the author conducted research to see if detailed case studies of DOR consumers
containing the stages of the DOR process and also official DOR documents exist. As a
result of this research the author could not find case studies that contained this
information and therefore decided to create a realistic case study intended to for the
education of students in VRC Masters Programs.
When conducting further research on case studies the author found that case
studies in the form of worked examples are efficient and effective for novice learners. As
the author continued researching vocational rehabilitation he found that it is imperative
for a counselor to be organized and have good case management skills. Case
management skills can help a counselor be successful in working with consumers. After
researching case management skills the author sought out information on each of the
52
main stages of the DOR process. The stages that the author researched were the initial
intake interview, eligibility determination and severity of disability, vocational
exploration, IPE, provision of services and job retention and closure.
The author conducted his research by interviewing employed DOR counselors at
the Stockton and Woodland offices. In addition to receiving information through
interviews the DOR supervisor in Woodland presented the author with the California
Code of Regulations for DOR, the DOR Case Recording Handbook and the DOR
Consumer Information Handbook. The author continued on to seek out books on
vocational rehabilitation counseling, vocational exploration and case management from
the CSUS library. He continued his research by searching for scholarly articles on the
CSUS Eureka Library catalog by conducting searches on worked examples, informed
choice and vocational rehabilitation. Finally, the author utilized text books that were
assigned in his classes that he had taken in the CSUS Vocational Rehabilitation Master’s
Program at CSUS in the past.
The author’s inspiration for creating case studies of DOR consumers originally
came from him being a consumer of DOR and seeing the value in the services that DOR
can provide to its consumers. Having the unique perspective of being a consumer of
DOR and a student of a Vocational Rehabilitation Master’s program at CSUS the author
noticed that beginning students are not always aware of what services a vocational
rehabilitation counselor from DOR can provide for his or her consumers. The author felt
as if more information could be given to new students on the DOR process so he met
53
with his DOR counselor to discuss what would be an effective project for helping new
students of a vocational rehabilitation counseling master’s degree program to learn
information on the DOR process which helps people with disabilities find employment.
Recommendations
Over time laws and regulations will be updated. Because of change in laws and
regulations the author recommends students of the CSUS VRC Master’s Program to
periodically review the DOR California Code of Regulations. Also, as time passes the
techniques for finding employment may change. For example, with the development of
the internet people can now search and apply for jobs online compared to before the
internet when job applications were on paper. The development of technology may affect
future vocational explorations and the way jobs are found. Another possibility to
consider is that DOR forms and computer systems may change in time. This may result
in these case studies becoming outdated. With the possibilities of updates in laws,
regulations, forms and technology it would be valuable for new case studies to be
developed for future students.
The author recommends that more case studies be created. It would be
valuable to have case studies that contain consumers with different disabilities and
different vocational goals than the consumers in these case studies. It would be
significant to have case studies available for students to review that have consumers with
different disabilities and employment goals.
54
APPENDIX A
Department of Rehabilitation Consumer Case Studies
55
Department of Rehabilitation Consumer Case Study Introduction
The appendix of this project contains two well detailed case studies of
Department of Rehabilitation Consumers. These case studies were constructed and
designed to be viewed by beginning students of the Vocational Rehabilitation Counseling
Master’s Degree Program at California State University, Sacramento (CSUS). They are
based on fictitious consumers of The Woodland branch of California’s DOR containing
realistic situations. Both case studies include official DOR forms and reports. The first
case study shows how counselors can use local employment service providers in order to
help train and place the consumer in a particular job. The second case study displays how
a DOR counselor can support a consumer who would like to obtain training through
means of education in order to reach their vocational goal. In order to keep this case
study from becoming too lengthy some repetitious authorizations are stated as being
renewed rather than being re-written with changes only on the date. Also, the initial
interviews included are not official forms but are custom made by the author. The author
was told during his time working at a DOR office that there initial interviews can contain
different questions for different people depending upon there disabilities.
56
Case Study 1
Disability: Traumatic Brain Injury: TBI
Employment Goal: Material Handler
This case study is based on a client of the Department of Rehabilitation office located in
Woodland CA. In this case study the counselor and consumer work together as a team to
achieve a successful employment outcome by finding employment and therefore
reaching the consumers vocational goal. The reader is able to view some of the typical
practices that a counselor will perform while working with the consumer as well as
different community agencies that the counselor and consumer will team up with to help
achieve the vocational goal. In this case the counselor and consumer work with a local
employment service provider that helps the consumer search for work and obtain skills
that are needed in order to obtain and maintain employment.
This case study includes the required DOR forms for applying to be consumer, a
functional capacities form, an External situational assessment report, an IPE, service
authorizations, case notes and a closure report.
57
Figure 1
Image of Page One of the California Department of Rehabilitation Vocational
Rehabililitation Services Application Form
58
Figure 2
Image of Page Two of the California Department of Rehabilitation Vocation
Rehabililitation Services Application Form
59
I. STATE OF CALIFORNIA DEPARTMENT OF REHABILITATION
HEALTH QUESTIONNAIRE DR 218 (Rev. 04/03) Page 1 of 4
Applicant's Name
Social Security Date
Joshua Miller
Number
1/5/
2012
123-45-6789
Sex
Height
Weight
Male
5-7
150
II. Review of Current health Status
Body Systems- Are you or have you ever received treatment for
Yes
1. Ear(s)/Hearing Problem
2. Eye(s)/Visual Problem
3. Mental/Emotional Problem
4. Nervous Problem
5. Lung/Respiratory Problem
6. Heart/Circulation Problem
7. Digestive Problem
8. Kidney/Bladder Problem
9. Legs/Feet/Arms/Hands Problem
10. Back Problem
11. Thyroid
12. Diabetes
13. Skin Problem
14. High Blood Pressure
15. Joint Problem
16. Arthritis/Rheumatism
No
x
x
x
17. Suppressed Immune System
18. Other (Specify)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Functional Limitations- Is your activity or ability to work limited by:
19. Your Hearing
x
60
20. Your Vision
21. Your Ability to Learn/Read
22. Your Ability to Speak
23. Problem Breathing/Coughing
24. Dizziness/Fainting
25. Emotional Problems
26. Weakness (State Where)
27. Numbness (State Where)
x
x
x
x
x
x
x
x
COMMENTS:
Explain any YES answers in the space below. Please indicate the
specific item number to which you are referring, the specific
problem(s)/area(s) affected, and, if undergoing treatment, the name
and address of the provider, if other than listed in Sections E, F, or G
on the reverse. Attach additional sheets if necessary
I have trouble learning because I forget things and have trouble
concentrating. I am depressed because of my disability.
III. Additional Medical data
A. Indicate if you now or in the past have smoked abused alcohol or
used drugs. Specify including what, amounts and how much. No
B. Do you have allergies No
Does this interfere with your ability to work?
C. Medications you are currently taking:
Do they interfere with your ability to work?
D. Have you had any operations or broken bones?
repair
Provide specifics and dates: 7/1/2009
Skull fracture
61
E. Doctors/Hospitals- From whom/where have you received major,
medical treatment in the past 2 years? UC Davis Medical Center
and Kaiser Hospital in Vallejo.
F Current Examination- Have you had a physical/general medical
examination in the
past 12 months? If yes include address zip code and phone
number
Yes Dr. Jones 354 Main street Woodland Ca 95695
G. Family Physician
Name
Phone
Same as above
Address (including zip code)
IV Summary- List medical & emotional problems that interfere with
your ability to obtain or maintain employment
Applicants Signature
Joshua Miller
Counselors Signature
Zachary Nathan
62
Employment Record
DR 222B
INSTRUCTIONS: PLEASE COMPLETE ALL PAGES OF THIS
FORM
Careful completion of this form will help us to determine your eligibility
and assist in vocational planning. In addition to employment, include
trade/vocational training, special licenses, and related information.
This information will be kept confidential.
Applicants name
Joshua Miller
date
1/5/2012
Section 1Educational/Vocational Training
Indicate Highest Grade Completed: High School Diploma
School: Woodland High
Major
Certificate Degree
Section 2 Work Experience (including Volunteer work)
1. Employer
No work history
Date Began
Address
Date Ended
Name of Job
Wages
Can You Still do this type of work?
If not, why not
Reason for leaving
What did you like?
What did you dislike?
Employer No work history
63
Date Began
Name of Job
Address
Can You Still do this type of work?
Date Ended
Wages
If not, why not
Reason for leaving
What did you like?
What did you dislike?
2. Employer
No Work History
Address
Name of Job
Can You Still do this type of work?
Reason for leaving
What did you like?
What did you dislike?
Date Began
Date Ended
Wages
If not, why not
64
Initial Intake information General Questions
Name: Joshua Miller
Address
Gender M
1/7/2012
DOB 1/2/1990
1234 Main Street Apt 5 Woodland Ca 95695
Mailing Address Same
Phone 1
530 123-4567
Race/Ethnicity
Caucasian
Voter registration
Email jmiller@yahoo.com
Language English
no
Referral date/source
Dr Jones 12/20/2011
Have you been a client before? No
Living Arrangements: Josh lives with his parents and his little sister in an apartment
in Woodland.
Marital Status: Single
Kids:
No
Dependents:
No
Support System: Josh’s mom came to the meeting with him and appears to be very
supportive. He said his dad is s well. He said that she is over protective but she says
she is just concerned about him. He also attends church which has been helpful and
encouraging for him.
Gross Monthly Dam income and sources (SSI-SSDI) $900 month SSI. Josh also has a
Ticket to Work which is something that SSI and SSDI recipients receive that allows
them to be able to receive services from a DOR office that leads toward
employment. His mom brought in an SSI award letter since that was recommended
in his DOR orientation which he attended on 12/29/2011. It was discussed that the
possibility of him finding a job, whether part time or full time could affect and
possibly eliminate his SSI benefits. He said he was ok will that because he believes
he could earn more working than what he is awarded through SSI.
65
Medical Insurance: Medi-Cal
Level of Education: High school diploma, no college
Divers License (transportation?) He does not have a driver’s license. He lost it after
his accident because the police report revealed that he was traveling about 100 mph.
Josh says he has tried to get it back but he has failed the test do to his difficulty
studying for the test. He walks and gets a ride from his mom or dad.
Disability In 2008 Josh was in a car accident that left him with a traumatic brain
injury. Due to the TBI he has short term memory loss and a difficult time focusing
when trying to do certain tasks like reading a book or trying to balance a
checkbook. I also noticed that he was he was not moving his left arm much. When I
asked him about it he said that because of the impact from the accident on the right
side of his brain he has limited movement and strength in his left arm and leg. Josh
said that the weakness in his left arm prevents him from lifting and carrying as
much as he did in the past. He also said that the weakness in his leg mainly effects
his walking speed and his ability to climb but his endurance is fine. This
information was not reported on his health questionnaire. When asked why it
wasn’t on the health questionnaire he said he felt a little insecure about his
weakness.
Impediment to employment He indicated he has trouble learning jobs because he has
trouble focusing and then needs additional instructions because of his memory
issues.
Medications: He is taking methylphenidate to help him concentrate and propanolol
to help with muscle control.
Employment (year last employed and wages): None
Vocational Interests: He said he wants to work with people.
Dislikes in Employment: He said that he does not necessarily have any dislikes but
he does lack confidence sense he has no work history. He also admitted that after he
had made progress in his accident recovery his lack of confidence in himself
contributed to him not looking for work until now.
Employment Needs accommodations: May need extra instructions and job coaching
to help him learn a job because of his memory loss and difficulty with attention.
66
Goals with DOR: He stated that he wants help to find a job working around people
and he would maybe want to work in a store but he is not exactly sure.
Motivation: He says that he can’t wait to find a job and make money.
Felony/misdemeanor: None
Parole None
Specific TBI questions
Do you have problems with balance, lifting, walking and strength? He said he has
minor problems with lifting. He, however, said his strength is fine. (Since this is
somewhat contradicting I will pay close attention to the abilities and limitations of
his arm in the medical records and also consider sending him to his doctor with a
functional capacities worksheet.)
Are there sensory or motor problems? Coordination is a little bit of a problem at
times.
Are there cognitive problems in memory, writing, organizational and planning ability,
communication, attention and reading? He said that his problems with memory and
attention that were previously indicated do affect his organizational skills and
ability to plan things.
Does the TBI cause emotional problems? He and his mom both said he can sometimes
become angry quickly but since he has been involved in church and has supportive
people in his life that has become less of an issue for the most part.
Does the disability make it hard to manage money? He said it does. His mom manages
his money and gives him money as needed.
Are you currently under treatment? No the doctors think that my condition will
basically stay the same but his mom said they will check with doctors on occasion
for new treatments and ideas to improve his condition.
Have you ever received services from Mercy TBI Program who provide supported living,
community reintegration and vocational services for adults with TBIs? Josh’s mom said
that they gathered information on Mercy TBI but they feel that at this time they
would rather work with Woodland DOR. She also mentioned that since Mercy TBI
is the closest of the California TBI service providers and is located in Roseville that
it would be difficult to continually work with them. Josh said that he thought it
67
would be good to work with DOR in Woodland since he wants to find a job in
Woodland close to his home.
Next step: I will now send a medical release form to Dr. Jones and proceed with his
eligibility determination. Medical release forms will also be sent to UC Davis
Medical Center, Kaiser Permanente Medical Center in Vallejo.
68
Case Note 2/5/2012
Subject: Medical Records
Medical records were received from Josh’s primary care physician Dr. Jones.
The records confirmed that he does have a TBI from an accident that
occurred back in 2008. The records indicated that he does have impairments
with memory and attention. It also indicated that he has some weakness and
limited use of the left extremities due to the TBI. Furthermore, I received
hospital records from UC Davis Medical Center stating that he was brought
in by an ambulance in 2008 and had emergency brain surgery a part of the
skull was removed to let the brain swell after the injury. He then had surgery
to repair the skull. Finally, there are also records that indicated that he spent
two years (2008-2010) in physical therapy from Kaiser Permanente
Rehabilitation Center in Vallejo who specialize in brain injury treatment. He
spent time there to try and gain as much motion and strength back in his left
side as possible. The records indicated that he no longer attends therapy and
was prescribed a home exercise program. At the time of his departure from
physical therapy the therapist reported that his left arm and leg both had
made great improvement but they are not back to the strength and mobility
that he had before the accident.
I then called Josh on the phone and told him that I would like to know a little
more detail in regard to how his physical limitations will limit him when it
comes to stamina, walking, standing, lifting and carrying things so would
mail him a functional capacities form to take to his doctor. He said that he
will have his mom schedule an appointment for him and have this form
filled out for me as soon as he could.
69
STATE OF CALIFORNIA DEPARTMENT OF REHABILITATION
FUNCTIONAL CAPACITIES EVALUATION
DR 225 (Rev. 9/84)
Client Name:Joshua Miller: SSN: XXX-XX-XXXX
RC: ZACHARY NATHAN
Based on your examination of this client, please give your opinion of his/her functional
limitations, if any.
1. Client is able to work
8 hours/day
X
6 hours/day
4 hours/day
less than 4 hours/day
2. Assuming 15 minute breaks at mid-morning and mid-afternoon and one hour for lunch, this
client can work:
Full Day
Half Day
Quarter Day
Sitting
X
Standing
X
Walking
X
Mixed activity
X
3. Client is able to:
Frequently
Bend
X
Squat
X
Occasionally
Climb
X
Crawl
X
Reach Overhead
X
4. Client can carry:
Up to 10 lbs.
11 to 25 lbs.
Over Head
X
To Waist
X
5. Client can lift:
Up to 10 lbs.
11 to 25 lbs.
Over Head
25 to 50 lbs.
51 to 100 lbs.
25 to 50 lbs.
51 to 100 lbs.
X
To Waist
X
6. Client can use hands for repeated:
Simple Grasping
Pulling,
Right
Never
X
X
Pushing
Twisting
X
X
Fine Manipulation
X
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Left
X
X
X
X
X
7. Client can use feet for repeated movements (e.g. driving or using foot controls):
Right
Left
X
No
8. Client is physically able to:
Yes
Work outside year round
X
Work in confined spaces
X
Work at heights
No
X
Drive automotive equipment
X
Work around dangerous machinery
Work exposed to dust, lint, or fumes
X
X
9. Is patient regularly using medication which affects performance? No
10. General comments on limitations and work restrictions: He should be able to work in a store
environment with moderate physical activity.
Signature of Physician:
Herman Jones
Printed Name: Herman Jones
Date: 2/12/2012
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Case Note 2/14/2012
ESA Rationale
Based on the medical records and the functional capacities form received by
Dr. Jones I feel confident in his physical ability to work but I am not sure if
he will be able to learn a certain job and be able to stay focused on his work
enough to be productive. For this reason I would like to send him to PRIDE
Industries who will perform an ESA (external situational assessment) where
he will have the opportunity to display his abilities and work skills in an
employment setting. This will help show me if he is employable at this
time. A Trial Work Experience Plan and an ESA to PRIDE will both be
made at this time.
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Trial Work Experience Plan 2/15/2012
His trial work experience will come in the form of an External Situational
Assessment (ESA).
Rationale: Based on the medical records that have been received it is uncertain whether
or not Josh might be successful while working in an unsupported employment
environment. He would only be restricted from lifting the heaviest of items. It is,
however, questionable as to whether or not he will be able to focus on his job well
enough to work on his own without the assistance of others such as a job coach. It is also
uncertain if he can learn and retain instructions from supervisors and co-workers due to
his memory loss.
Consumer’s views: Joshua was somewhat hesitant about completing the assessment at
first. He did not like the idea of being "tested". After talking with him, however, he
became more comfortable with the idea. The counselor explained to him that it would be
good practice for him since he does not have prior work experience. The counselor also
explained to him that he can request the type of working environment that he would like
with the employment service provider. Finally, he agreed to participate when he was told
he would be paid.
How the information will assist with eligibility determination: The results from the
ESA will show if he can learn a job when provided instructions from a supervisor. The
assessment will also show if he can focus on the job without getting distracted. Finally, it
will confirm if he can handle certain duties of a job such following instructions, working
well with co-workers and time management. It will also help identify whether he can
physically perform the job by showing if he can do things like be on his feet for a long
time or lift items in order to stock a shelf.
Location: To be determined by PRIDE
Estimated timeline for completion: The assessment will last two weeks. It will be 10
work days at 4 hours day. He will complete 40 hours of work.
Rationale for selected service provider: PRIDE Industries was the selected
employment service provider. They are the only providers of the ESA in the Woodland
area.
Criteria for assessment: A detailed report will be written by the PRIDE assessor and
given to the DOR counselor.
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Schedule for periodic assessments: The PRIDE assessor will shadow him every day and
provide a written report at the end of the assessment.
Responsibilities of individual and counselor: Josh needs to do his best to attend the
assessment everyday and do his best on each given task. It is my responsibility as the
counselor to keep in contact with both Josh and the PRIDE assessor to see how Josh is
doing during the ESA.
Supporting Documents: His medical records, the functional capacities worksheet and a
blank employment record sheet support the need for this assessment.
Case Note 2/15/2012
Subject: ESA Authorization
Today I completed Josh’s Trial Work Experience Plan so that an ESA can be
completed by PRIDE Industries. I have informed Josh by phone that this
has been done and I will finish up my day by creating an ESA authorization
to send to PRIDE so that the ESA can start as soon as possible. I told him
that PRIDE Industries will find a two week job for him where he will be
working for hours a day. He was excited for the opportunity.
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AUTHORIZATION: EXTERNAL SITUATIONAL ASSESSMENT
PROVIDER:
PRIDE INDUSTRIES
327 COLLEGE STREET SUITE 210
WOODLAND, CA-95695
PH: 530-666-3475
DATES OF SERVICE: 2/15/2012- 3/31/2012 (The ESA is authorized for
any time within these dates and will last two weeks. The consumer will
work a total of 10 work days at 4 hrs a day.)
COST: $40/hour FOR 40 HOURS
FUND SOURCE: VR BASE (DOR)
SIMILAR BENEFITS: NONE
RATIONALE: This service is authorized to evaluate the consumer’s
vocational strengths and weaknesses in order to make an informed choice of
a career goal. This assessment will be carried out in a supportive and
controlled environment in order to assess the consumer’s work behaviors,
performance, habits, personal hygiene, work skills, limitations and all other
factors that might affect the consumer’s successful employment outcome .
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Case Note 2/20/2012
ESA Information
Today PRIDE called me to inform me that they have set up an ESA for Josh.
It will be at the Dollar Tree in Woodland and will start on 3/11/2012 and end
3/25/2012. PRIDE has already called Josh and gave him the news. PRIDE
said that he is eager to start. The PRIDE staff member I spoke to was Cindy
Wilson who said that she, the PRIDE assessor Josh and his mother talked
about scheduling a meeting to discuss the results after the assessment is
complete. They all said that 4/2 would be a good day. I have just checked
my schedule and am available and therefore told Michael that the 2nd works
for me. The meeting is now scheduled.
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EXTERNAL SITUATIONAL ASSESSMENT Report
Name: Josh Miller
Social Security #:xxx-xx-8139
Referral Date: 2/15/2012
Authorization #: NMED530680821
Authorization Date: 1/18/2012-3/31/2012
Facility # 835-Woodland
Assessment Dates: 3/11/12-3/25/12
Hours Billed: 40
Referral Source: DOR
DR Counselor: Zachary Nathan
Regional Center Service Coordinator: N/A
On-Site Supervisor: Michael Roberts
Assessor: Cindy Wilson
I.
Background:
Josh is a 22-year old Caucasian male. He currently resides in Woodland,
California with his parents and a sister. His education includes completing high
school and no college. Josh has no previous work history. Medical records
indicate he is diagnosed with a TBI. He has memory loss and difficulty focusing.”
Josh does not take medication at this time. He is interested in working in a job
where he can work around people and get respect from others. Josh lists his
strengths as a positive attitude and lots of enthusiasm, with one weakness as
“not being muscular.”
II.
ESA Location Information:
The assessment took place at Dollar Tree, 18 W Court St, Woodland, California
95695. Josh’s work schedule varied starting on a Tuesday at 11 am – 3 pm, then
changed to a start time of 9 am, included a Saturday and ended on a
Wednesday, with a 10 minute break each day.
III.
Job Description & Specific Tasks:
Store Associate
1. Stocking and recovery of merchandise
2. Re-organizing to make room for additional product
3. Picking up open packages as defective/damaged goods
4. Faced/zoned products on shelves and hooks.
5. Placed cardboard near bailer.
6. Guiding and pushing boxes from delivery truck.
7. Mop the floor.
IV.
A.
Results:
Work related capabilities:
Attendance and Punctuality
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Josh had excellent attendance, but needed reminders about
punctuality at the beginning of his day, and expectations during his
assessment. Josh returned from breaks on-time and did not need
reminders.
Appearance
Josh was not prepared and did not wear the appropriate attire for work
at Dollar Tree. The first day Josh wore a black and grey-striped shirt
over a stained white thermal shirt. Instead of removing the white shirt
he chose to roll the sleeves under his t-shirt. The following day he wore
a Dr. Seuss green shirt. Assessor advised Josh to wear the shirt inside
out. He continued to improve on wearing the appropriate clothing for
the rest of the assessment.
Motivation and Initiative
Met expectations - Josh was motivated to work and willing to learn new
tasks. He approached a supervisor each morning to ask where he
should begin his day. In the absence of a supervisor the assessor
would encourage Josh to work in a specific area until a supervisor
could give him tasks.
Following Directions and Task Performance
Josh listened to instructions from his supervisor but had trouble
remembering instructions when he told how to do multiple things at
one time. He also needed to repeat tasks in order to learn and
remember how to do them. One example would be that he would
repeat grabbing the correct supplies in order to mop the floor. Josh did
need occasional reminders or instruction on how a particular task
should be done. Josh was able to work better on independently, after
he had worked on a task repetitiously. Josh had no problem with
placing products on shelves or hooks as long as his task was just to
organize shelves or hooks. He could not work on a section that
included both hooks and shelves as he would lose focus. Josh had
difficulty multi-tasking.
Pacing and Physical Abilities
Josh continued to work when given a task from the supervisor, pausing
when he wasn’t sure what to do. When a supervisor was not present to
tell Josh what to do, he would work only after being prompted by
Assessor. He performed tasks of lifting, pulling, pushing, carrying and
sorting, organizing and stacking. Josh was able to work the full time
that he was scheduled and only exhibited discomfort in his knees on
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the first day.
Supervisor’s Rating
Josh did a good job to the best of his abilities. The staff was very
happy with his work. The manager Michael indicated he liked the way
Josh worked and would consider him for a full time position when it
became available.
B.
Interpersonal interaction skills:
 Josh was friendly.
 Josh was able to get along with others and asked questions.
 Josh listened to instructions, watched demonstrations, and
accepted prompts.
 Josh maintained a positive attitude on the job and was
willing to learn different tasks.
C.
Employment Readiness:
1. Ability to complete employment application: No
- Josh was able to fill in some areas of a Master Application. The
Assessor gave the application back to Josh to fill out the reference
sheet. Two days later the application was returned.
2. Ability to identify employment interests and options: Yes
-Josh indicated he wanted a job where he could work with people. He
also said that he wanted a job that would not be complicated to learn.
3. Ability to initiate interaction: Eventually
-In the beginning Josh was friendly with customers however when he
was approached by customers who could not find an item he would
reply he did not know and was unsure of what to do. He was not
prepared to help or assist the customers who needed help. The last
few days of the assessment, Josh asserted himself to try and help
customers, or find someone who could.
4. Ability to access the community: Yes
-Josh arrived to work on the first day by bus/walking. Each subsequent
day he either rode his new bicycle or would take the bus to get to and
from his assessment.
D.
Level / type of support – accommodations needed:
Josh needed verbal prompts when he began his day as he had a runny
nose. Assessor would need to tell him to wash his hands after wiping
79
his nose. On one occasion, he had a runny nose and assessor had to
tell him to go to the bathroom to blow his nose and wash his hands.
Josh needed additional verbal support or visual support when
facing/zoning product on shelves and hooks, with suggestions to work
on hooks first, and then the shelves. It is believed that Josh would do
well in a work environment that does not require a fast paced worker.
E.
Vocational barriers:
 He would need to be reminded how to do things
 Occasional lack of focus
 Personal hygiene
F.
Essential job functions:
Josh was able to perform the job tasks at a slow pace.
V.
A.
Individual Self-Evaluation
Satisfaction
Josh completed a self-evaluation on his first day of the assessment
and received a score of 78 out of 81 (High). He marked “I am on time”,
“I do not need constant supervision”, I will go ahead on my own if the
supervisor is out”, and I am neat and cleanly dressed”. The same selfevaluation was done again on the last day of the assessment with a
score of 81 out of 81. He did not know the meaning of constructive
criticism and constant supervision which were explained by the
Assessor.
ESA Evaluation by Josh:
What is your overall opinion of your ESA experience?
 “It was a lot of fun getting a chance of learning in a store.”
What areas do you feel you need to improve in?
 “The area I need to improve is paying attention to what I
need to be doing.”
What areas do you feel you did well in?
 “Working with customers.”
What did you like most about your ESA?
 “I get a lot of great advice.”
What did you like least about your ESA?
 “I get informed of wondering off.”
What would you change about your ESA?
 “I want to focus more.”
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What did you learn from your ESA?
 “I get a chance of meeting a lot of people.”
VI.
Conclusion and Recommendations:
Josh is recommended for community employment based upon the fact he
has done well and shown improvement over time at The Dollar Tree.
PRIDE will assist with employment application, resume completion, pre-hire
documentation and formally requests an authorization for
intake/employment preparation and placement for Mr.Miller.
Josh will require Job Coaching support to improve hygiene/grooming and
increase his productivity.
Submitted by: Assessor Cindy Wilson Reviewed by: Dave Baker
Date: March 27, 2012
Participant: Josh Miller
Title: Job Developer
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Case Note 3/28/2012
ESA Completion
I have recently received an ESA report from Josh’s ESA assessor Cindy.
The report is positive and explained that he did a good job during his time
working at Dollar Tree. He had a good attitude and with some help from the
assessor was able to learn the tasks that he was asked to do by the Dollar
Tree supervisor. His punctuality and motivation were very good but Cindy
said that she needed to help him with his appearance after he showed up in
the wrong attire for a Dollar Tree Employee. I spoke with Cindy this
morning and we confirmed that our ESA discussion meeting will be
4/2/2012.
After reviewing Josh’s medical records and receiving a positive ESA report I
now have enough information to complete his eligibility determination. I
will complete it by tomorrow at the latest.
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***CONFIDENTIAL FOR AGENCY USE ONLY***
CA Department of Rehabilitation
Eligibility Determination (VR)
Participant.
ID 235246
Caseload 555 - NATHAN, ZACHARY
Participant
1. Determination
Eligibility Date 03/29/2012
Primary Staff at Eligibility NATHAN, ZACHARY
Presumed Eligible Yes
Presumption Status Confirmed On Date 02/02/2012
Presumption of Eligibility Reason
Disability Priority
Significantly Disabled
Functional Limitation
Serious vocational limitation in work skills. (defined by the DOR California code
of regulations as the ability to learn and /or perform work functions). Josh
displayed trouble learning work functions in his ESA. The ESA states that he had
to repeat certain activities to help him learn them.
Serious vocational limitation in communication. (defined as the ability to use give
or receive information) Josh has trouble receiving information that is given to him.
Estimated Number of VR Services 4
Estimated Months of VR Services 24
2. Disabilities
Order Code Impairment Due To
1 Traumatic Brain Injury (TBI):1637
2 Orthopedic Impairments: (left arm and left leg) 1928
3. Impediment to Employment
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Enter Impediments to Employment
Impediments
Accommodation to give/receive verbal/auditory info
Accommodation to learn/perform work functions
Accommodation to plan/problem solve/organize work
Accommodation to lift or carry heavy objects
4. Documentation
The consumer and counselor believe that this individual requires and can benefit
from
VR services to prepare for, enter into, engage in, or retain gainful employment
based on medical records, the functional capacities form and his ESA report.
Describe how substantial VR Services will reduce, eliminate or
accommodate the participant's impediment to employment.
Employment preparation such as interview skills training and help with
applications will help him obtain a job. Job coaching will help him learn the job
and gain the skills that he needs to keep the job.
Eligibility Rationale
Accommodation to sustain required level of work
Limited in traveling distance/terrain
Assessment
Training
Job coaching
Job placement
5. Other Comments
Based upon Josh’s medical records it is clear that he does have a disability that
creates an impediment to employment. After having an ESA conducted it was
determined that with VR services he would be able to gain and maintain
employment.
COUNSELOR'S SIGNATURE
Zachary Nathan
DATE
3/29/2012
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Case Note 4/2
ESA Meeting
Today Josh, his mom, Cindy from PRIDE staff and I had a meeting to
discuss recent ESA. To start off the meeting Josh was informed that he was
found eligible for VR services based on information from his medical
records as well as his ESA. The assessor had positive things to say about
Josh and his ability to work. She said that he works hard and makes an
effort to focus on what he is doing. She said that he would require more
instructions on how to perform a certain job than someone without his
particular disability and that as VR services precede he might be in need of a
job coach as he starts a new job when that time comes. Josh also mentioned
that he liked working and liked Cindy. He said that he would like to work at
a store like the one in the ESA. Josh, Cindy and I agreed that Josh would
continue to work with PRIDE as we work toward employment. Everyone in
attendance at this meeting feels confident about Josh’s ability to work in a
store setting. At the end of this meeting Josh and I scheduled another
meeting for vocational exploration and IPE planning.
85
Case Note 4/8/2012
Subject Vocational Exploration/ IPE planning session
Today Josh came in for a meeting to discuss the planning of his Individual
Plan for Employment (IPE). First we discussed what type of job he would
be interested in. The first thing that he mentioned is that he likes being
around people. He would like a job where he would have the ability to
interact with others or be around others rather than a job where he is by
himself most of the time. He also stated that he would like a job that would
not be hard to learn and that would also be somewhat repetitious so that once
he learned the job he would most likely not have any problems as far as not
knowing what to do. He mentioned that he did like working at the Dollar
Tree during his ESA and would like to try to find a similar job to that one.
After that I asked him what types of jobs that he did not want to do. Josh
said that he would not be able to do any type of job that would require a
college degree or that would difficult to learn.
Since he seemed to want to find a job working at a store I gave him a
homework assignment to go to the Career One Stop Center in Woodland and
look at job postings to see what is available to go to different stores that he is
interested in and conduct informational interviews with the store managers.
I told him to ask the managers about possible job openings and what is
expected of the employees. I also asked him to try to find friends or family
that work at a store that he might be interested in and ask them about the
pros and cons of the job. We then scheduled a meeting for two weeks from
today 4/22 when we would meet again to discuss his findings.
86
Case Note 4/22
IPE Planning meeting #2
Today Josh came in to talk about his informational interview results with
store managers in the Woodland area. He said that he was able to meet with
managers from both Wal-Mart and Target. He said that he thought the
interviews went well and were a positive experience. He said that both
managers said that the stores have good turnover rates and that any
application that is put in is considered. They let him know that the store
positions that he could potentially work would be as a checker or stocking
shelves which could also involve customer service. Josh said that the main
thing the managers emphasized is that they look for hard working reliable
individuals that will be on time and show effort when performing the
functions of the job. Josh mentioned that he did have a disability and that he
might have trouble learning job functions. He said that both managers said
that they would be patient with workers who have disabilities however they
would eventually need to learn the job without supervision. Finally Josh
asked them what they thought some of the pros and cons were to working
for the stores. The manager from Target said that he used to work as both a
cashier and a shelf stalker and he said that the challenges were being on your
feet for long periods of time and relatively low pay. He said the advantages
to these jobs would be working in a nice air conditioned store and being able
to interact with customers and coworkers throughout the day. After the
interviews were conducted he visited the Woodland Career One Stop Center
which helps people in the community find employment. He said that he was
able to find postings for openings at Costco. One of the staff helped him
start an application but he was did not have time to finish it.
Based on what Josh found out from his interviews with the managers from
Wal-Mart and Target Josh still would like to work at a store in Woodland
stocking shelves and providing customer service. With the results from his
87
ESA as well as his expressed interests, I feel that the vocational goal of
Retail Salesperson would be an appropriate vocational goal for him at this
time. I will generate his IPE as soon as I can.
88
Figure 3
Image of State of California Individualized Plan for Employment Form
89
Figure 4
Image of Page Two of the State of California Individualized Plan for Employment Form
90
Figure 5
Image of Page Three of the State of California Individualized Plan for Employment Form
91
Figure 6
Image of Page Four of the State of California Individualized Plan for Employment Form
92
Figure 7
Image of Page Five of the State of California Individualized Plan for Employment Form
93
Case Note 4/27/2012
IPE signature/ Intake and Employment Prep Notification
Today Josh came into the office to sign his IPE. We reviewed it together
and he was satisfied with everything on it. I gave him a copy and kept
one for myself. I let him know that today I am creating an intake and
employment preparation authorization which will be sent out to PRIDE.
I also let him know that I am issuing him transportation assistance
which will be a bus pass equivalent in order to help him with his travel
expenses of attending meetings with PRIDE and DOR.
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SERVICE AUTHORIZATION: INTAKE AND EMPLOYMENT
PREPARATION
SERVICE PROVIDER: PRIDE INDUSTRIES
DATES OF SERVICE: 4/27/2012- 7/31/2012 (This may be completed
before the end date. This is just the window of time in which this can be
done.)
COST: INTAKE: $300
EMPLOYMENT PREPARATION$: $700
COMPARABLE BENEFITS/SIMILAR BENEFITS: NONE
ACCOUNT/PROJECT CODE:Z99
RATIONALE FOR SERVICE: During this phase of the service period,
Josh works with the provider in interviewing techniques, development of
resume, job application, develop ethical work behaviors, appropriate work
attire and hygiene, assistance in acceptance of client’s disability and the
work place impact, assistance with potential benefits available related to
employment, identification of additional s service that will eliminate or help
with employment barriers ( transportation, housing, child care). I have
developed an IPE for this consumer and he needs these services to be
successful.
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SERVICE: Authorization Transportation
VENDOR/SERVICE PROVIDER: DOR
DATES OF SERVICE: 5/1/2012- 8/31/2012
COST OF SERVICES:
May:
$50.00
June:
$50.00
July
$50.00
August $50.00
FUNDS: VR BASE
SIMILAR BENEFITS: None available
JUSTIFICATION OF SERVICES: He is attending meetings at PRIDE for
job employment preparation and will eventually be traveling around town
talking to potential employers, getting applications and going to interviews.
He will therefore require transportation assistance from DOR.
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PRIDE Industries
Wilson
(530) 666-3475
327 College Street
Woodland, Ca
Job Developer : Cindy
PRIDE Progress Review
What progress is being made in order to find the consumer employment? (Describe
the consumer’s participation in working towards the employment goal)
Josh has been showing up to meetings every week to meet with me. He has shown up
about ten minutes late the first couple of times because he could not get a ride and had to
walk. He was told that he needs to plan ahead and figure out if he will have a ride earlier
so that he can start walking earlier if he needs to. During the meetings I helped him
develop a resume that emphasized his interests and desire to work in a store setting as
well as his experience during an ESA. I also helped Josh develop proper work behaviors
and interactions with co-workers by discussing what to say and what not to say to
coworkers and customers. Another thing that was practiced was interviewing skills
where we did mock interviews. Finally, we discussed appropriate hygiene and clothing
for work and interviews and I have requested DOR assistance to buy him interview
clothes.
What is the next step that will be taken in order for the consumer to achieve his
employment goal?
I will take him to JCPenny to buy interview clothes and then we will start working on job
applications.
Cindy Wilson 5/31/2012
97
Case Note 5/31/2012
PRIDE Progress/ Interview clothing
I have received a progress report from PRIDE on Josh’s progress in job
preparation. He is making satisfactory progress and fully participating with
his job developer Cindy. She has requested interview clothes so I am
authorizing the standard $100 to JCP for DOR Woodland consumers.
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SERVICE AURIZATION: Interview Clothing
SERVICE PROVIDER: JC Penny of Woodland
COST:
Dress shoes $40
Dress Shirt $30
Dress Pants $30
PROJECT CODE: Z99
FUNDS: VR BASE
DATES OF SERVICE: 6/1/2012-7/30/2012
COMPARABLE BENEFITS/FINANCIAL PARTICIPATION: NONE
RATIONALE FOR SERVICES: Josh is active in the Job search with
PRIDE. He has turned in a number of applications with various stores
around town. Interviews are anticipated to be coming up very soon. His job
developer has determined that he does not dress appropriately for interviews.
Josh said that he does not have clothes nicer than what he is wearing and can
not afford to buy new clothes on his SSI income therefore DOR will assist
him with purchasing new clothes.
99
SERVICE AURIZATION: JOB DEVELOPMENT AND PLACEMENT
SERVICES
SERVICE PROVIDER: PRIDE INDUSTRIES
COST: $700
PROJECT CODE: Z99
FUNDS: VR BASE
DATES OF SERVICE: 6/1/2012- 9/31/2012
COMPARABLE BENEFITS/FINANCIAL PARTICIPATION:NONE
RATIONALE FOR SERVICES: The job development/placement would
be the next step to Employment Preparation. In this phase the Josh will work
with PRIDE in identifying posted job openings appropriate to Josh’s training
and identified skills. PRIDE will contact employers to identify additional job
openings. PRIDE will also obtain information detailing qualifications and
employment requirements relative to the job opportunity for Josh to ensure
his readiness and potential success in the work place.
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Case Note: 6/25/2012
Subject: Employment Placement
PRIDE called me to inform me that Josh has just secured a job with Target
where he will be working 40 hours a week stocking shelves and providing
customer service. The target manager also mentioned that he may also work
in dressing rooms and the less busy registers like the electronic and sporting
good registers. He has been given a start date of 7/15/2012. The job
developer at PRIDE feels job coaching would be valuable for him because
of the trouble he had learning job duties which is noted in his ESA report. I
will provide job coaching for 10 hours so that Josh can properly learn the job
and be confident in it. The job coaching is a key to helping him retain
employment. Josh is very excited about this job opportunity and agrees with
the counselor and PRIDE staff that job coaching would be valuable.
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PRIDE Industries
Wilson
(530) 666-3475
327 College Street
Woodland, Ca
Job Developer : Cindy
PRIDE Progress Review
What progress is being made in order to find the consumer employment? (Describe
the consumer’s participation in working towards the employment goal)
Josh has continued showing up to meetings every week to meet with me. He has shown
up on time every week except for one when he lost track of time. Since our last meeting
we were able to buy clothes that would be appropriate for interviews. DOR provided the
authorization. We also filled out job applications to Wal-Mart, Target, Costco and
JCPenny for full time work any. He put that he could work 40 hours a week and put
stated that he had open availability to work whenever he was needed. On his applications
he stated that he would stock shelves, gather shopping carts provide customer service,
work dressing rooms and clean. We continued to practice interview skills as he lined up
interviews with Target. The interview went well and he was offered a position that he
accepted.
What is the next step that will be taken in order for the consumer to achieve his
employment goal?
Job coaching has been requested when he starts his job. The DOR counselor has agreed
to make the authorization.
Cindy Wilson 6/30/2012
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Case Note 7/05/2012
Job Coaching Authorization
Today I have made an authorization to provide job coaching for Josh as he
starts his job at Target. Cindy, his ESA assessor and job developer has
recommended this service for Josh. His ESA report stated that he may need
help learning the tasks of a new job. He will be provided 10 hours of job
coaching. Cindy informed me yesterday that she has spoken with the
supervisor at Target and they are fine with this. I have also spoken with Josh
earlier this morning on the phone and he is ready to start his job later this
month and is happy about having the help of a job coach. This authorization
is being made today so there will be plenty of time for it to process and
everything will be ready to go by his start date on 7/15.
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Authorization: Job Coaching Services
Service Provider:
PRIDE Industries
327College Street
Woodland Ca 95695
Service Date: 7/15/2012-8/31/2012
Cost:
Job Coaching: $30.82 an hour
10 hours of job coaching authorized due to recommendation of job
developer
Project Code: Base Funds
Rationale: Josh has been hired by Target in Woodland. He will do a
combination of customer service and stocking shelves. Based on the ESA it
has been determined that Josh is ready to work in competitive employment
but it does take him longer than most people to learn a task. With help,
however, he can learn a task and perform it at a satisfactory level. Target has
agreed to allow a job coach to work on site with Josh for a temporary period
while he learns the job. PRIDE therefore authorized 10 hours of job
coaching to help him learn his position so he can retain it.
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PRIDE Industries
Wilson
(530) 666-3475
327 College Street
Woodland, Ca
Job Developer : Cindy
PRIDE Progress Review
What progress is being made in order to find the consumer employment? (Describe
the consumer’s participation in working towards the employment goal)
Josh had secured a job at Target last month and has spent most of the beginning of July
waiting for his 7/15 start date. Early in the month he came in for a meeting where we
reviewed his Target new employee handbook. Later on in the month after his job started
I provided job coaching for him. I have provided all ten hours that was requested on the
authorization from DOR. I helped him walk through the store in order to help him see
where items go for stocking. I helped him learn how to use the register in the sporting
goods section where there is less traffic than the main register. Finally, I helped him
organizational system that is used in the dressing room station.
What is the next step that will be taken in order for the consumer to achieve his
employment goal?
PRIDE has provided all the services that have been authorized by DOR and no further
services are planned unless Josh does complete a full 90 days of employment with Target.
In this case we I ask for a new job development and placement authorization and then
continue working with Josh to find a new job.
Cindy Wilson 7/31/2012
105
Case Note 8/15/2012
Subject: Meeting with client
A meeting was scheduled to meet with Josh to see how he is doing at his
new job. Josh reported that he is working about 40 hours a week earning
$9.00 per hour. He has been doing a combination of stocking shelves and
running the dressing room. He said that they had him try out the less busy
registers in electronics and sporting goods but he never got comfortable with
that so his supervisor rarely has him do that anymore. He said that he is
happy with the job and that he is comfortable performing required tasks. It
has not been too demanding on him physically since he is allowed regular
breaks. Josh said that the job coaching was helpful but he now feels
comfortable enough with his job to continue working on his own. He said
that if he needs any help he has learned to ask co-workers or supervisors.
He is doing well and his case will be successfully closed on 10/15/2012 as
long as nothing changes. I told him to call me if he needs anything or if he
is having any troubles with his job. I will call him again in a month
106
Case Note 9/15/2012
Subject: Phone call with client
I have called Josh to see how his job has been working out. He said that
everything is going well for him. He said that he has become comfortable
and efficient working the dressing room and stocking shelves. He also said
that he gets along well with customers and co-workers. I told him that I am
happy for him and will check to see how things are going in one month and
if things are going well I will close his case successfully.
107
Case Note 10/15/2012
Subject: Phone Call with client
I have called Josh today to ask him how his job at Target is going. He said
everything is going well and he is fine with his case being closed. I told him
I would close it successfully. I also told him that if he ever requires DOR
assistance in the future to come back. His closure report will now be made.
108
CLOSING CASE: Joshua Miller has been successfully closed 26 status
10/15/2012
OCCUPATION TITLE & EMPLOYMENT INFORMATION: Material
Handler (stocking shelves and customer service)
Target Store (530) 673-2839
DATE EMPLOYED: 7/15/2012
HOURS PER WEEK:
40
WEEKLY EARNING/HOURLY PAY: $9.00
REASON FOR CLOSURE: Josh has successfully found a job that he likes
and has been employed for 90 days
SERVICES PROVIDED: Counseling and guidance, an ESA,
transportation, intake and employment preparation, interview clothing, job
development and placement,
Consumer agrees with closure and was informed of the rights & remedies
and
future services with DOR.
109
Case Study 2
Disability: Cerebral Palsy and Schizophrenia
Employment Goal: Accountant
This case study is based on a 23 year old female that has cerebral palsy. In
this case study the counselor and consumer work together to come up with
an employment goal that is works for the consumer based on her disability
of having cerebral palsy as well as schizophrenia. This case study is
different from the previous case study because the consumer has more of a
physical disability which limits her employment capabilities but has more
cognitive ability than the consumer of the previous case study. In this case
study the consumer’s vocational goal requires her to obtain a bachelors
degree in accounting. Instead of just sending her to an employment service
provider the counselor supports her in pursuing a college education to
prepare for the employment goal that she is aspiring toward.
This case study contains the standard DOR forms for application, eligibility
determination, a Self Directed Search (career assessment) report, ONET
career information, an IPE, education plan, service authorizations, case notes
on progress towards goal, and a closure report.
110
Figure 8
Image of Page One of a Completed Vocational Rehabilitation Services Application Form
111
Figure 9
Image of Page Two of a Completed Vocational Rehabilitation Services Application Form
112
I. STATE OF CALIFORNIA DEPARTMENT OF REHABILITATION HEALTH
QUESTIONNAIRE DR 218 (Rev. 04/03) Page 1 of 4
Applicant's Name
Social Security
Date
Linda Sancehz
Number
8/20/
2012
XXX - XX - 4321
Sex
Female
Height
5' 2"
Weight
95
II. Review of Current health Status
Body Systems- Are you or have you ever received treatment for
Yes
1. Ear(s)/Hearing Problem
2. Eye(s)/Visual Problem
3. Mental/Emotional Problem
4. Nervous Problem
5. Lung/Respiratory Problem
6. Heart/Circulation Problem
7. Digestive Problem
8. Kidney/Bladder Problem
9. Legs/Feet/Arms/Hands Problem
10. Back Problem
11. Thyroid
12. Diabetes
13. Skin Problem
14. High Blood Pressure
15. Joint Problem
16. Arthritis/Rheumatism
No
X
X
X
X
X
X
X
X
X
17. Suppressed Immune System
18. Other (Specify)
X
X
X
X
X
X
X
X
X
Functional Limitations- Is your activity or ability to work limited by:
19. Your Hearing
20. Your Vision
21. Your Ability to Learn/Read
22. Your Ability to Speak
23. Problem Breathing/Coughing
X
X
X
X
X
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24. Dizziness/Fainting
25. Emotional Problems
26. Weakness (State Where)
27. Numbness (State Where)
X
X
X
X
COMMENTS:
Explain any YES answers in the space below. Please indicate the specific
item number to which you are referring, the specific problem(s)/area(s) affected,
and, if undergoing treatment, the name and address of the provider, if other than
listed in Sections E, F, or G on the reverse.
9 & 26 My legs and arms are weak. My legs are very stiff and are crossed.
They will not stay in a normal position. I also have paranoid schizophrenia
and experience anxiety around large groups of people.
III. Additional Medical data
A. Indicate if you now or in the past have smoked, abused alcohol or used drugs.
Specify including what, amounts and how much. No
B. Do you have allergies
None
Does this interfere with your ability to work
list
C. Medications you are currently taking: clozaril and perphenazine
Do they interfere with your ability to work: No. They help me work.
D. Have you had any operations or broken bones? Orthopedic surgery to
help straighten legs
Provide specifics and dates: 5/6/1984
E. Doctors/Hospitals- From whom/where have you received major medical
treatment in the past 2 years: UC Davis Medical Center
F Current Examination- Have you had a physical/general medical examination in
the past 12 months
If yes include address zip code and phone number No
G. Family Physician
Name
Address (including zip code)
Dr. Wong
658 Main St Woodland Ca
Phone
(530) 678-4235
IV Summary- List medical & emotional problems that interfere with your ability to
obtain or maintain employment: She has significant physical limitations due to
114
having cerebral palsy. She has the specific type of cerebral palsy called spastic
diplegia which is where the legs are the affected extremities and there is
rigidness in the muscle tone limiting movement of the legs. Linda’s speech is not
affected by the cerebral palsy. She uses a wheel chair which limits her from
performing most physical work. She has also been diagnosed with paranoid
schizophrenia which makes it very difficult for her to work in settings with a lot of
people because of anxiety.
Applicants Signature
Counselors Signature
Linda Sanchez
Zachary Nathan
115
State of California
Employment Record
DR 222B
INSTRUCTIONS: PLEASE COMPLETE ALL PAGES OF THIS
FORM
Careful completion of this form will help us to determine your eligibility
and assist in vocational planning. In addition to employment, include
trade/vocational training, special licenses, and related information.
This information will be kept confidential.
Applicants name
8/20/2012
Linda Sanchez
date
Section 1Educational/Vocational Training
Indicate Highest Grade Completed: 48 college units, 2 years of
college
School Woodland Community College
undeclared
Certificate Degree: none
currently enrolled
Major
GPA: 3.2,
Section 2 Work Experience (including Volunteer work)
1. Employer
Johns Appliances
1/2009
Address 456 Fourth Street Woodland
12/2009
Name of Job
Book keeper
Can You Still do this type of work? Yes
Date Began
Date Ended
Wages $9.00
If not, why not
116
Reason for leaving: It was a part time job working for my uncle I
only got about 10 hours a week.
What did you like? I like working with numbers.
What did you dislike? Low pay
2. Employer Wal-Mart
6/2008
Address 1720 E Main St. Woodland, CA 95776
8/2008
Name of Job Door Greeter
Date Began
Date Ended
Wages $8.00
Can You Still do this type of work? No If not, why not: Anxiety
Reason for leaving: I did not like being around so many people
What did you like? Nothing
What did you dislike? Everything
3. Employer No Other Work Experience
Address
Name of Job
Can You Still do this type of work?
Reason for leaving
What did you like?
What did you dislike?
If not, why not
Date Began
Date Ended
Wages
117
Initial Intake Information
Name: Linda Sanchez
DOB 1/1/1989
Date 8/20/12
Gender: F
Address: 2657 Cottonwood St Woodland Ca 95695
Mailing Address: Same
Phone 1
(530) 789-1234
Race/Ethnicity Hispanic
Email LSanchez@yahoo.com
Language: English/Spanish
Voter registration Yes
Referral Source: Friend
Have you been a client before? No
Living Arrangements: She lives in a house with her mother, father and 14 year old
brother.
Marital Status: single
Kids:
no
Dependents: none
Support System: Her parents are supportive of her and help her out with her
physical challenges when they can. She does not have many friends but has been
seeing a therapist who has been helpful in working through her paranoia of other
people.
Gross Monthly Dam income and sources (SSI-SSDI) She receives $1000 a month from
SSI which makes her presumptively eligible. She has brought in an SSI awards
letter since she was instructed to do so at the DOR orientation that she attended on
8/14/2011. The family income is very low since her mom does not work and her dad
is on disability because of a back injury from working construction. Linda also has
118
a Ticket to Work which is something that SSI and SSDI recipients receive that
allows them to be able to receive services from a DOR office that leads toward
employment.
Medical Insurance: Medi-cal
Level of Education: High School Diploma and 48 Units of general education at
Woodland Community College. She had been going to school part time when she
was also working part time. Now that she is no longer working she has been going
to school full time. Her favorite classes have been Math and Economics classes. She
mentioned that she has gotten an A in these classes. She says that she likes school
and that she has a 3.2 GPA
IEP and services: Yes. Linda told me that her IEP included extra time for tests and a
set of books for school and at home so she does not need to carry them back and
forth. She also said her IEP contains IQ tests revealing that she has an IQ of 128
which is in the significantly above average.
Divers License (transportation?) Yes. She is able to drive since her family has a
modified van.
Disability: She has been diagnosed with cerebral palsy that causes her muscles to be
very stiff in her legs. Her legs want to cross in a scissor like position. She uses a
wheel chair. She also experiences fatigue. She has also been diagnosed with
Schizophrenia which affects her interpersonal skills.
Impediment to employment: Her impediment to employment is that she cannot have
any type of job involving physical labor because she uses a wheel chair. She also has
trouble being around a lot of people because of her symptoms of schizophrenia. Her
medication has been helping her improve on her interpersonal skills but it is still a
challenge for her to be around a lot of people. She previously had a job as a WalMart greeter that she could not keep because of anxiety.
Medications: clozaril and perphenazine are taken to help manage the schizophrenia. No
medication is taken for the cerebral palsy as it is stable and non-progressive.
Employment (year last employed and wages): Her last employment was at a small
appliance store in Woodland as a book keeper for $9.00 an hour. She said that she
liked the job but the store did not have enough work for her to continue. She said
that she was only hired because her uncle owns the store. She has had trouble
getting other jobs in the past. Her only other job was at Wal-Mart which she got
through workability with her High School. She was not able to maintain this job
due to anxiety around others.
119
Vocational Interests: She said that she would like an office job where she can use her
brain to make money since she does not have much physical ability. She also said
that an office job would be good because she would not need to work around too
many people and become overwhelmed like at Wal-Mart.
Dislikes in Employment: She would not like any type of physical job or any job that
involves working around a lot of people. She said that with her medication working
around some people would be fine but a lot of people would be too much.
Employment needs accommodations: She would need a workspace big enough for her
wheel chair.
Goals with DOR: Linda would like DOR assistance to go back to school so that she
could earn a degree so she would have a better chance at getting a job
Motivation: She said she is extremely motivated in accomplishing her goals.
Felony/misdemeanor: No
Parole: No
Cerebral Palsy Questions:
What kind of cerebral palsy has the consumer been diagnosed with? Spastic diplegia. It is a
type that affects either arms or both legs. In her case it affects the legs.
Are the consumers arms affected? No. Her arms are strong from using her wheel chair all
the time.
Does the consumer have seizures? No Do you have any visual hearing or speech problems?
None of these have been an issue for her.
Does the consumer have any learning problems: No
Does the consumer require help with daily living activities or self care? Yes. It can be hard to
prepare my meals since she can’t reach everything in cupboards. It also can be hard to get
dressed because of the wheel chair and how stiff her legs are.
Specific Schizophrenia questions
Does the consumer attend therapy to help with your schizophrenia? She goes to a support
group on Wednesday night and she said that her family also tries to help her through her
difficulties even though they have challenges of their own. She also has been seeing a
therapist who holds her accountable for taking her medication and gives her homework to
go out into public where she is around a lot of people.
120
How does the consumer feel about your medications and do you take them regularly? She used
to skip days in that past but now she says that she takes her medications all the time. She
said that the therapist she is seeing holds her accountable for taking her medication
consistently.
Does the consumer have anybody at home that holds you accountable about taking your
medications? Her dad makes her take them and people at her support group encourage her
to take them. She wants to take them now because she does much better when she is on
the medication?
Will this affect the consumers ability to work? Not if she is on her medication.
Does the consumer have hallucinations or delusions: She did before she started taking her
medication but when she got her previous job she started taking her meds and they
stopped occurring.
121
Case Note 8/21/2012
Subject Medical Records
Upon the request of the counselor, Linda brought in a copy of her IEP
(Individual Educational Plan) from high school. Inside the IEP there was a
copy of an IQ test that she had taken known as the Weschler Intelligence
test. The test indicated that her IQ was 128 which is an above average score.
This IQ score gives the indication that she may have the ability to succeed in
an educational setting if her IPE requires furthering her education.
Linda’s eligibility is presumptive due to the fact that she is receiving
SSI and is therefore eligible. There is also clear visual evidence of a
disability. She is in a wheel chair and her legs are crossed in an abnormal
position. Linda also brought medical records with her that she had at home
which I told her to bring during our last meeting. The highlights of the
medical records include a diagnosis of cerebral palsy from her primary care
physician. There were also records from UC Davis Medical Center that
revealed she had orthopedic surgery to try to straighten her legs. She had
more records from her psychiatrist that indicated a diagnosis of
schizophrenia. Linda also came prepared with a note from her therapist
stating that said she is working with her on dealing with her schizophrenic
symptoms. The letter indicated that she has trouble being around large
numbers of people and troubles with interactions. The therapist indicated
that he has been holding her accountable with taking her medication and
assigning her homework each week to go out into public situations so that
she can become more comfortable around people.
122
***CONFIDENTIAL FOR AGENCY USE ONLY***
CA Department of Rehabilitation
Eligibility Determination (VR)
Participant.
ID 235879
Caseload 555 - NATHAN, ZACHARY
Participant
1. Determination
Eligibility Date 08/21/2012
Primary Staff at Eligibility NATHAN, ZACHARY
Presumed Eligible Yes
Presumption Status Confirmed On Date 8/21/2012
Presumption of Eligibility Reason SSI recipient
Disability Priority
Most Significantly Disabled
Functional Limitation
Serious vocational limitation in work tolerance (due to experiencing fatigue)
Serious vocational limitation interpersonal skills (she has difficulty being around
people at times due to her schizophrenia)
Serious vocational limitation mobility (it can be difficult for her to go certain places
with her wheel chair)
Serious limitations in self care (she has trouble making her own meals since she
cannot reach things in the cupboards)
Estimated Number of VR Services 4
Estimated Months of VR Services 36
2. Disabilities
Order Code Impairment Due To
Cerebral Palsy 1012
Schizophrenia 1833
123
3. Impediment to Employment
Enter Impediments to Employment
Impediments
Accommodation to establish/maintain interactions
Accommodation to give/receive verbal/auditory info
Accommodation to maintain level of work
Accommodation to move from place to place
4. Documentation
The consumer and counselor have determined that this individual requires and
can benefit from
VR services to prepare for, enter into, engage in, or retain gainful employment.
Describe how substantial VR Services will reduce, eliminate or
accommodate the participant's
Impediment to employment:
Linda does not have the capability of performing a physically demanding job.
Just about all the jobs that are appropriate for her are desk jobs that require an
education. By assisting her in obtaining further education she will become much
more marketable in the job market.
Eligibility Rationale
Needs accommodation to sustain required level of work.
Needs assistance to go to college and earn a degree.
May need assistive technology while in school and working.
5. Other Comments
Linda had an IEP and a Psycho Educational Evaluation-Triennial that revealed
trouble interacting with others.
COUNSELOR'S SIGNATURE
Zachary Nathan
DATE
8/21/2012
124
Case Note 8/28/12
Subject: Career Assessment
Self Directed Search (SDS)
Since Linda is not quite sure what her vocational goal will be, I have
suggested that she take a career interest inventory. The assessment that
the counselor suggested was the Self Directed Search. She liked the
suggestion. There are copies of the Self Directed Search on hand at DOR
in Woodland. It can be done in about a half an hour. It can then be scored
immediately for fast results. She took the test yesterday on 8/27/12 at DOR
and when it was finished we scored it together.
The Self Directed Search results places people in six different categories of
employment. The categories include Realistic, Investigative, Artistic,
Social, Enterprising, and Conventional. When the assessment is scored it
shows which areas best represent the persons interests. The first letter of
each of the three categories which the person is most interested in are
combined to form a code. Each three letter code contains a list of
occupations which the person is likely to be interested in. The letters in the
code can be rearranged to come up with more occupation ideas.
Linda scored the highest in the Conventional area followed by Enterprising
then Investigative.
Her three digit code SDS code is therefore CEI.
Code: CEI
Occupation
O*NET Code
Customs Inspector
Investment Underwriter
Regulatory Affairs Specialist
Fingerprint Clerk
33-3021.05
13-2099.03
13-1041.07
43-4071.00
ED
4
4
4
3
Code: CIE
Occupation
O*NET Code
Accountant, Cost
13-2011.01
ED
4
125
Investment Analyst
Building Inspector
13-2051.00
47-4011.00
4
3
Code: ECI
Occupation
O*NET Code
Auditor
Distribution Manager
Electric Power Superintendent
Regulatory Affairs Manager
Engineer, Procurement
Town Clerk
Supply Chain Manager
13-2011.02
11-9199.00
11-9199.00
11-9199.01
13-1023.00
43-4031.02
11-9199.04
ED
4
4
4
4
3
3
2
Code: EIC
Occupation
O*NET Code
Business Continuity Planner
Business Intelligence Analyst
Chief Bank Examiner
Engineer, Industrial-Health
Engineer, Production
Engineer, Radiation-Protection
Foreign Exchange Trader
Marketing Executive
13-1199.04
15-1099.10
13-2061.00
17-2111.01
17-2112.00
17-2161.00
11-3031.02
11-2021.00
ED
4
4
4
4
4
4
4
4
Code: ICE
Occupation
O*NET Code
Logistics Analyst
Survey Researcher
Sustainability Specialist
13-1081.02
19-3022.00
13-1199.05
ED
4
4
4
Code: IEC
Occupation
O*NET Code
Engineer, Highway Administrative
Engineer, Fire Protection
11-9041.00
17-2111.02
ED
5
4
126
Engineer, Photogrammetric
Engineer, Pollution Control
17-1022.00
17-2081.00
4
4
After reviewing her results together we had a discussion about them. After
reviewing the list she said that she could see herself being an accountant.
She said that she always pictured herself working behind a desk. Also, she
likes working with numbers and finances. She said that becoming an
accountant would be a nice step up from previously working as a
bookkeeper for her uncle’s store. Linda said that she would be interested
in pursuing an accounting degree. She also said that she has already
taken some math, accounting and economics classes. I asked her if she
could bring in unofficial transcripts from Woodland Community College so
I can see her grades and educational history so that we can further discuss
the possibility of her pursuing an accounting degree. She said that she
would as soon as she could.
Case Note 9/15/2012
Subject: Office visit/transcripts
Today Linda has brought in unofficial transcript from Woodland Community
College. The transcripts confirmed that she has completed 48 units and is
currently enrolled in 12 units this semester. Her educational history shows that
she can successfully take a full load and get a good semester GPA. She has an
overall GPA of 3.2. It shows that she has been already taking certain classes in
the area of business, finance and mathematics. On the bottom of this page is a
list of her completed classes in those three areas along with her grades. After
completing the SDS and viewing transcripts that show a record of excellent
grades, Linda and I will continue to explore the career possibility of becoming an
accountant in the next meeting. The transcript that she provided displayed that
she had completed the necessary courses that meet the transfer requirements to
CSUS. She was able to prove this by showing a plan that a counselor from
Woodland Community College helped her make that would line her up to
complete the necessary classes to transfer to CSUS and begin classes in the fall
of 2013. Her transcript shows that she is on pace with this academic plan. This
means that she is now able to apply for CSUS this semester and be admitted
127
next fall. I told her that I would like her to schedule a meeting DSPS office at
CSUS in order to receive services that will help accommodate her disability while
she is a student at CSUS.
After reviewing her transcripts and academic plan I suggested the possibility of
her becoming an accountant. I explained to her that I believed she had
transferable skills that she can take from her previous job as a book keeper as
well as her math, economics and accounting classes and apply them towards
becoming an accountant. She said she was interested in obtaining more
information on that profession.
ACCY 1: B
Econ 1A: A
Econ 1B: B
Stats 1: A
Math 24: A
128
Case Note 9/22/2012
Subject: Vocational Exploration (O*NET information)
Since our last meeting Linda has taken some time to think about the
occupations that she would like to do most. The job that she thought
would be best based on her SDS results and the abilities she has
from previous jobs would be an accountant. So we further explored
this job on O*NET to make sure that it is a good vocational goal.
Skills
Active Listening — Giving full attention to what other people are saying, taking
time to understand the points being made, asking questions as appropriate, and
not interrupting at inappropriate times.
Mathematics — Using mathematics to solve problems.
Reading Comprehension — Understanding written sentences and paragraphs
in work related documents.
Writing — Communicating effectively in writing as appropriate for the needs of
the audience.
Critical Thinking — Using logic and reasoning to identify the strengths and
weaknesses of alternative solutions, conclusions or approaches to problems.
Speaking — Talking to others to convey information effectively.
Judgment and Decision Making — Considering the relative costs and benefits
of potential actions to choose the most appropriate one.
Complex Problem Solving — Identifying complex problems and reviewing
related information to develop and evaluate options and implement solutions.
Time Management — Managing one's own time and the time of others.
Active Learning — Understanding the implications of new information for both
current and future problem-solving and decision-making.
back to top
Abilities
129
Mathematical Reasoning — The ability to choose the right mathematical
methods or formulas to solve a problem.
Oral Comprehension — The ability to listen to and understand information and
ideas presented through spoken words and sentences.
Written Comprehension — The ability to read and understand information and
ideas presented in writing.
Number Facility — The ability to add, subtract, multiply, or divide quickly and
correctly.
Deductive Reasoning — The ability to apply general rules to specific problems
to produce answers that make sense.
Near Vision — The ability to see details at close range (within a few feet of the
observer).
Oral Expression — The ability to communicate information and ideas in
speaking so others will understand.
Inductive Reasoning — The ability to combine pieces of information to form
general rules or conclusions (includes finding a relationship among seemingly
unrelated events).
Problem Sensitivity — The ability to tell when something is wrong or is likely to
go wrong. It does not involve solving the problem, only recognizing there is a
problem.
Written Expression — The ability to communicate information and ideas in
writing so others will understand.
Median wages $29.66 hourly, $61,690 annual
(2010)
Employment (2010) 1,217,000 employees
Projected growth
(2010-2020)
Average (10% to 19%)
Projected job 452,100
openings (20102020)
After seeing this information Linda thought that though it may be
challenging being an accountant would be a good fit for her. It is a
job that she can physically do and she believes that she can handle
130
the interactions with people if she remains consistent with her
medicine. She said that she would like to transfer to Sacramento
State this fall and start working on her bachelor’s degree in
accounting. She thought that Sac State would be a good school
because she could go there and live at home that way she still has
the support of her parents while going to school.
She has a meeting set up with a SSWD counselor from CSUS in a
couple of days so she will request help creating an academic plan to
obtain a bachelors degree in accounting. I told her to go to the CSUS
Business Administration Department and talk to a counselor about
what classes she would need to obtain a bachelors degree in
accounting. We have set up another meeting in one week to discuss
how the meeting with her DSPS went and review her new academic
plan for CSUS.
131
Case Note 9/27/2012
Subject: California State University, Sacramento Accounting Degree
Information
After visiting the CSUS Business Administration Department Linda
provided her counselor with the Sac State requirements for a Bachelor’s
degree in Business Administration with a concentration in accounting.
During this meeting her DOR counselor advised her to visit the SSWD at
CSUS so that she can have extra services to help assist her as she works
toward her academic goal with the challenge of her disability.
Computer Literacy (Complete or Pass MIS Challenge Exam)
MIS 1 Operating Systems and Electronic Communication
MIS 2 Spreadsheets
MIS 3 Word Processing
Pre Major: 18 Units
ACCY 1 Accounting fundamentals
ACCY 2 Managerial Accounting (ACCY 1)
ECON 1A Introduction to Macroeconomic Analysis
ECON 1B Intro to microeconomic Analysis
MATH 24 Modern Businesses
STAT 1 Intro to Statistics
Major Core 30 Units
Can be taken during last semester of lower division requirements
COM 103 Presentational Speaking in the Organization (if MIS 1,2,3 are completed or
enrollment is concurrent) DS 101 Data Analysis Managers (if MIS 1,2,3 Math 24 and
STAT 1 are completed)
HROB 101 Management and Contemporary
Organizations (if MIS 1,2,3 are completed or enrollment is concurrent)
MGMT 102 Business Communications (Area A in GE and ENGL 20 are completed)
Classes are taken after being formally admitted into the Business Administration major
Fin 101 Business Finance
MGMT 101 Legal Environment of Business
MIS 101 Computer Information Systems for management
MKTG Principles of Marketing
OPM 101 Operations Management (DS 101)
GM 105 Strategic management
132
Required Accounting Courses
ACCY 111 Intermediate Accounting I
ACCY 112 Intermediate Accounting II (ACCY 111)
ACCY 121 Cost Accounting
ACCY 131 Survey of Auditing, Attest and Assurance Topics (ACCY 111, 112)
ACCY 171 Federal Tax Procedures 1
Electives Courses (Select 4)
ACCY 113 Intermediate Accounting III (ACCY 113)
ACCY 117 Advanced Accounting (ACCY 111, ACCY 112)
ACCY 122 Advanced Management Accounting (ACCY 121)
ACCY 161 Governments and Nonprofit Accounting
ACCY 172 Federal Tax Procedures II (ACCY 171)
ACCY 190 International Accounting
ACCY 199 Accounting information systems development (senior standing or instructor
permission)
AIS 141 Accounting Information Systems Development
133
Case Note 10/09/2012
Subject School Plan
Linda has recently applied to Sacramento State as a Business Administration major
with a concentration in Accounting. Upon counselor request Linda has recently met
with a counselor from the Services to Students with Disabilities Office (SSWD). She
will be able to receive priority registration and extra time on tests due to her
disabilities. She met with an academic counselor at CSUS as well to map out an
academic plan. She has also indicated that she will take the MIS challenge exam in
order to skip 3, otherwise, required computer literacy classes. She has come into the
office today and provided her show me her academic plan that she made with her
academic counselor. I asked her if she could come in soon so we can discuss an IPE
(Individual Plan for Employment that I would be writing up for her very soon. She
said that she could come in on 10/12 so I scheduled the meeting.
Fall of 2013
ACCY 2 Managerial Accounting (ACCY 1)
COM 103 Presentational Speaking in the Organization
DS 101 Data Analysis Managers
HROB 101 Management and Contemporary Organizations
Spring 14
MGMT 102 Business Communications
FIN 101 Business Finance
MGMT 101 Legal Environment of Business
MIS 101 Computer Information Systems for management
Fall 14
MKTG Principles of Marketing
OPM 101 Operations Management
ACCY 121 Cost Accounting
ACCY 111 Intermediate Accounting I
Spring 15
ACCY 112 Intermediate Accounting II (ACCY 111)
GM 105 Strategic Management
ACCY 171 Federal Tax Procedures 1
ACCY 161 Governments and Nonprofit Accounting
134
Fall 15
ACCY 131 Survey of Auditing, Attest and Assurance Topics (ACCY 111, 112)
ACCY 113 Intermediate Accounting III (ACCY 111)
ACCY 172 Federal Tax Procedures II (ACCY 171)
AIS 141 Accounting Information Systems Development
An IPE plan to become an accountant will now be developed
Case Note 10/12/2012
Subject IPE Planning Meeting
Today Linda came in for her IPE planning meeting as scheduled. I told her that since she
has provided me with things such as an academic plan and transcripts, I know feel that
she is likely to be successful in obtaining her bachelor’s degree in business administration
with a concentration in accounting. I also told her that I think that with her degree and
the help of an employment service provider that she would be successful finding and
retaining employment in the field of accounting and would therefore write her up a IPE to
become an accountant. I let her know that DOR can help pay for her school expenses but
she must first fill out a FASFA (financial aid application) and utilize any awarded money
towards her school expenses before DOR pays for anything. She must provide me with
award letters every year after she fills out her FASFA so I know how much financial aid
she is getting and how much money DOR will help her out with. I also let her know that
she needs to take a full load (12 units or more) each semester and show me grades every
semester so I know if she is passing her classes and making progress toward her goal.
Next I told her that DOR would help her with travel expenses in order since she will be
living at home and commuting to CSUS. Finally, I told her that after she has received her
bachelor’s degree DOR will send her to an employment service provider to help her with
with things like building a resume, interview skills and job leads.
135
Figure 10
Image of Page One of a Completed Individualized Plan for Employment Form
136
Figure 11
Image of Page Two of a Completed Individualized Plan for Employment Form
137
Figure 12
Image of Page Three of a Completed Individualized Plan for Employment Form
138
Figure 13
Image of Page Four of a Completed Individualized Plan for Employment Form
139
Ticket to Work (TTW) If I am an SSI/SSDI beneficiary, my DOR counselor has
provided me with information regarding "Timely Progress." As long as my Ticket is inuse and that I meet Timely Progress benchmarks, the Social Security Administration will
suspend my medical Continuing Disability Reviews (CDRs). If I was referred by an
Employment Network (EN) to DOR my counselor will refer me back to this EN at the end
of DOR services. I understand that I have the option to assign my ticket to an approved
EN of my choice for follow-up, retention, and additional support service
140
Case Note12/20/2012
Subject: Fall 2012 grades
Today Linda emailed me her grades from WCC for the fall semester of
2012. She finished all her courses with a 3.0. She is doing very well.
She has one more semester before transferring to CSUS.
141
Case Note 4/15/2013
Subject: Financial Aid
Linda has provided financial aid award letters. She has already
submitted a FASFA which is a financial aid application. Linda
submitted it back in January making her eligible to receive financial
assistance for the 2013-14 school year. She will be receiving a Pell grant
since she has low income. She has been awarded $4,000 per semester
for the 2013-2014 school year. Her tuition should be $3,550 per
semester. The Pell Grant will take care of her fall of tuition and $450
towards other school expenses such as books, supplies and parking
passes. DOR will cover any remaining costs tuition, books supplies and
parking passes once the financial aid has ran out. Linda is only required
to use money from grants and scholarships. She is not required to take
out loans. Linda will be required to submit a FASFA every semester
that she is going to school.
142
Case Note 5/20/2013
Subject: Phone Call to client
The counselor called Linda today to get an update on how she had done
in school during the spring of 2013 semester as she was preparing to
make the transfer to Sac State. She reported that she finished off this
semester with a semester GPA of 3.0 and a 3.3 overall GPA. She
reported that she had also been accepted to the Business Administration
program at Sac State and would be attending an orientation this
summer. She was very enthusiastic about her plans and will enroll in
the first four classes on her academic plan as scheduled. She was
reminded to let me know about tuition, books and school supplies before
the semester has started so that the authorizations could be made with
plenty of time so that she would be all ready for her classes in the
spring. She has also signed up to take the MIS challenge exam at Sac
State so that she does not need to take the computer literacy classes that
are prerequisites for many of her classes. Her tuition for this fall will be
covered by the Pell Grant with $450 left over to cover books supplies
and a parking pass.
Fall of 2013 Schedule
ACCY 2 Managerial Accounting
COM 103 Presentational Speaking in the Organization
DS 101 Data Analysis Managers
HROB 101 Management and Contemporary Organizations
143
SERVICE: Laptop Computer and Printer
VENDOR/SERVICE PROVIDER:
Staples
1770 East Main Street,
Woodland, CA 95776
DATES OF SERVICE: 7/1/2013-8/30/2013 (authorizations can be
completed any time during the dates of service)
COST OF SERVICES: Laptop $800.00
Printer $ 100.00
FUNDS: VR BASE
SIMILAR BENEFITS: She has applied for financial aid and has not
received any benefits that will go towards a computer.
JUSTIFICATION OF SERVICES: Linda has requested a laptop. She is
attending California State University, Sacramento to obtain a bachelor’s
degree in business administration with a concentration in accounting.
Since she will be attending college full time and she will need the use of
a computer. Do to symptoms of fatigue that come from her disability it
is very difficult for her to make use of the computer lab on campus after
spending long hours in the classroom and then having to spend a large
amount of time completing homework it has been determined that it is
necessary for her to be provided with a laptop computer from The
Department of Rehabilitation.
144
SERVICE: Authorization: School Books
SERVICE PROVIDER:
Sacramento State Hornet Bookstore
6000 J Street
Sacramento, CA 95819-6042
COST:
Managerial Accounting
Presentational Speaking in the Organization
Data Analysis Managers
Management and Contemporary Organizations
Supplies
Pell Grant money
Total
$ 180.00
$ 120.00
$ 70.00
$ 100.00
$ 15.00
-$ 450.00
$ 35.00
DATES OF SERVICE: 8/1/2013-9/31/2013
COMPARABLE BENEFITS/FINANCIAL PARTICIPATION:
(SPECIFY ABOUT FINANCIAL AID/GRANTS): She is using $450
dollars from a Pell Grant to help pay for her books before DOR funds
are utilized.
RATIONALE FOR SERVICE: Linda is attending Sacramento State
University to get a bachelor’s degree in business administration with a
concentration in accounting and does not receive enough financial aid to
cover the cost of books and supplies. The financial aid was exhausted
after covering her tuition.
"THE COST IS FAIR AND REASONABLE BASED ON CONT
ROLLED PRICING SET BY STATE CONTRACT MANUAL 3.06".
145
SERVICE: Authorization Parking Permit
VENDOR/SERVICE PROVIDER:
California State University, Sacramento
6000 J Street
Sacramento, CA 95819-6042
DATES OF SERVICE: 8/1/2013-8/30/2013
COST OF SERVICES: $ 159.00
FUNDS: VR BASE
SIMILAR BENEFITS: She has applied for financial aid and has
already utilized a $ 4,000 Pell Grant that she has received.
JUSTIFICATION OF SERVICES: Linda is attending Sacramento State
University this semester to obtain a bachelor’s degree in business
administration with a concentration in accounting and does not receive
enough financial aid to cover this expense. Her financial aid was
exhausted after covering her tuition.
146
SERVICE: Authorization Transportation
VENDOR/SERVICE PROVIDER: DOR
DATES OF SERVICE: 8/1/2013- 12/31/2013
COST OF SERVICES:
August: $50 (prorated for half the usual amount since the semester
begins halfway through the month).
September: $100.00
October:
$100.00
November $100.00
December $50.00 (pro rated)
FUNDS: VR BASE
SIMILAR BENEFITS: None available
JUSTIFICATION OF SERVICES: She is attending Sacramento State
University to obtain a bachelor’s degree in business administration with
a concentration in accounting. She has shown me her weekly school
schedule and she is attending classes 3 times week and with a 60 mile
round trip so she will be paid $100 dollars per month to be compensated
for her travel expenses.
147
Case Note 9/29/2013
Subject: MIS Test Results
Today Linda has called me to let me know that she has passed the MIS
Challenge exam. This test fulfills a requirement towards her Bachelors
degree. If she did not take the test she would have had to take three
classes that would also meet the requirement. I asked her to either
bring in or fax over the results. She just had them faxed over to me. I
told her that I really appreciate her communication with me and
encouraged her to keep up all the good work.
148
Case Note12/18/2013
Subject: Fall 13 Grades/ Spring 14 Schedule
Linda has come to DOR to drop off her grades and her next semester
schedule. She has done very well taking 12 units and earning a 3.0 GPA.
Authorizations for her next semester attending will be completed as she
continues to attend school. She has also provided me with results from
the MIS challenge exam which she passed. She has also reminded me
that her financial aid for the 2013-14 school year is used up and she will
need assistance from DOR for paying tuition. I will go ahead and make
the authorization to CSUS.
Fall of 13 grades
ACCY 2 Managerial Accounting
A
COM 103 Presentational Speaking in the Organization B
DS 101 Data Analysis Managers B
HROB 101 Management and Contemporary Organizations C
Spring 14
MGMT 102 Business Communications
Fin 101 Business Finance
MGMT 101 Legal Environment of Business
MIS 101 Computer Information Systems for management
149
SERVICE: CSUS Tuition (Spring of 2014)
VENDOR/SERVICE PROVIDER:
California State University, Sacramento
6000 J Street
Sacramento, CA 95819-6042
DATES OF SERVICE: 12/19/2013-2/28/2014
COST OF SERVICES: $ 3,550.00
FUNDS: VR BASE
SIMILAR BENEFITS: She has applied for financial aid and has
already utilized a $ 4,000 Pell Grant that she has received.
JUSTIFICATION OF SERVICES: Linda is attending Sacramento State
University this semester to obtain a Bachelor’s degree in Business
Administration with a concentration in Accounting and does not receive
enough financial aid to cover this expense. Her financial aid was
exhausted after covering her tuition and books in the fall semester.
150
Annual Review 1/20/2014
Summary of Completion of IPE Goal: Linda has been doing very well in
her IPE goal of becoming an accountant. She finished her general education
at Woodland Community College in the Spring of 2013. After that she
transferred over to California State University Sacramento where she was
admitted into the business administration program with a concentration in
accounting. Upon the counselors request she met with a counselor at
CSUS’s services to students with disabilities office and met with an
academic counselor to obtain an educational plan. Thus far she has been
following the academic plan and earning good grades.
Changes in Circumstances: None
Plans for the coming year: Linda plans to continue attending CSUS taking
12 units per semester.
Consumer’s views and participation: Linda reports that she is doing well.
She likes the classes that she is taking and she is able to effectively manage
12 units in a semesters. She is happy to proceed with her goal. She has fully
participated in her IPE plan by applying for financial aid, earning good
grades and providing class schedules and grades for each semester in school.
Informed Choice and decision making: Linda has been involved in the
decision making process towards her IPE. The counselor helped to provide
her with information regarding her career goal and choice of school.
Provided Services: Counseling and guidance, assessment services, training,
books and supplies, laptop, transportation allowance
Consumer will be provided a copy of this review.
151
Client Linda Sanchez
1/20/2014
Counselor Zachary Nathan 1/20/2014
Case Note 5/20/2014
Subject: Grades Spring 14/ Schedule Fall 14
Linda has come by the office to provide her grades for the spring of 2013
and her schedule for fall of 2012. She has earned a 3.75 GPA for the spring
semester. Authorizations for books, a parking pass and transportation will be
made for the fall semester. Tuition is still covered by financial aid due to her
latest Fasfa
Spring 14
MGMT 102 Business Communications
A
Fin 101 Business Finance A
MGMT 101 Legal Environment of Business
B
MIS 101 Computer Information Systems for management
Fall 14
MKTG Principles of Marketing
OPM 101 Operations Management
ACCY 121 Cost Accounting
ACCY 111 Intermediate Accounting I
A
152
Case Note 9/10/2014
Subject: Meeting with client to discuss progress
The counselor and Linda had a meeting to discuss progress towards
obtaining her IPE goal. Linda said that she is doing well. She has done
well on her assignments so far and she is preparing for this semesters
midterms. She is making uses SSWD office and will take her exams in
there with extra time. She was asked if she needed any additional
services and she said that she was doing fine. Services will continue as
usual.
153
Case Note 12/15/2014
Subject fall 13 grades/ spring 14 schedules
Linda has provided her grades for the fall of 13 and her schedule for the
spring of 2014. She said that she did not do as well as she had hoped
because she had gotten sick in the middle of the semester and missed
classes. She still managed to earn a 2.75 GPA keeping her overall GPA
above a 3.00. Authorizations for books, a parking pass and
transportation will be provided for the next semester
Fall 14
MKTG Principles of Marketing
B
OPM 101 Operations Management
ACCY 121 Cost Accounting
B
C
ACCY 111 Intermediate Accounting I
B
Spring 15
ACCY 112 Intermediate Accounting II (ACCY 111)
GM 105 Strategic Management
ACCY 171 Federal Tax Procedures 1
ACCY 161 Governments and Nonprofit Accounting
154
Annual Review 1/20/2015
Summary of Completion of IPE Goal: Linda has been doing very well in
her IPE goal of becoming an accountant. She has been following the
academic plan and earning good grades.
Changes in Circumstances: None
Plans for the coming year: Linda plans to continue attending CSUS taking
12 units per semester. She will graduate at the end of the fall semester and
then start applying for accounting jobs.
Consumer’s views and participation: Linda reports that she is doing well.
She is still doing well in her schooling. She is excited to be making progress
on her goals and is looking forward to graduating in 1 year. She has been
very cooperative with her counselor and has provided grades and class
schedules for each semester
Informed Choice and decision making: Linda has been involved in the
decision making process towards her IPE. The counselor helped to provide
her with information regarding her career goal and choice of school.
Provided Services: Counseling and guidance, assessment services, training,
books and supplies, laptop, transportation allowance
Consumer will be provided a copy of this review.
Client Linda Sanchez
1/20/2015
Counselor Zachary Nathan 1/20/2015
155
Case Note 5/15/2015
Subject: Spring 2015 Grades/ Fall 2015 schedule
Linda provided her grades for the spring of 2014 semester. She did well
earning a 3.5 GPA. She will be starting her final semester at CSUS this
fall before she graduates and starts to apply for jobs. Authorizations
will be renewed for the fall semester.
Spring 15
ACCY 112 Intermediate Accounting II A
GM 105 Strategic Management
A
ACCY 171 Federal Tax Procedures 1
B
ACCY 161 Governments and Nonprofit Accounting
B
Fall 15
ACCY 131 Survey of Auditing, Attest and Assurance Topics
ACCY 113 Intermediate Accounting III
ACCY 172 Federal Tax Procedures II
AIS 141 Accounting Information Systems Development
156
Case Note 9/10/2015
Subject: Meeting with client to discuss progress
The counselor and Linda had a meeting to discuss progress towards
obtaining her IPE goal. Linda said that she is doing well. She has done
well on her assignments so far and she is preparing for this semesters
midterms. She is still making uses SSWD office and will take her exams
in there with extra time. She was asked if she needed any additional
services and she said that she was doing fine. She said that she is excited
to be almost finished with her degree and she will be applying for jobs
soon. The counselor informed her that DOR will help her with
interview clothes since she said that she could not afford any in this
meeting.
157
SERVICE AURIZATION: Interview Clothing
SERVICE PROVIDER: JC Penny of Woodland
COST:
Dress shoes $50
Dress
$50
PROJECT CODE: Z99
FUNDS: VR BASE
DATES OF SERVICE: 10/1/2015- 10/30/2015
COMPARABLE BENEFITS/FINANCIAL PARTICIPATION: NONE
RATIONALE FOR SERVICES: Linda is in her last semester of working
towards a business administration bachelor’s degree with a concentration in
accounting. She will be applying for accounting positions very soon and
will need professional clothes for her interviews.
158
Case Note: 12/15/2015
Subject grades fall 2015
Linda has finished her fall semester with a 3.5 GPA. She is graduating
with a Bachelor’s degree in Business Administration and a
concentration in Accounting. She is now applying for accounting jobs in
the Sacramento area.
Fall 15
ACCY 131 Survey of Auditing, Attest and Assurance Topics A
ACCY 113 Intermediate Accounting III A
ACCY 172 Federal Tax Procedures II
B
AIS 141 Accounting Information Systems Development B
159
Annual Review 1/20/2016
Summary of Completion of IPE Goal: Linda has been doing very well in
her IPE goal of becoming an accountant. She has been following the
academic plan and earning good grades. She just graduated with her
bachelor’s degree in business administration with a concentration in
accounting.
Changes in Circumstances: None
Plans for the coming year: Linda has just graduated and is from CSUS and
is now applying for accounting jobs. I am sending her to PRIDE Industries
for employment preparation and placement. We agreed that she will be
working with PRIDE in Sacramento because of better job opportunities their.
I will continue to support her with transportation assistance while she is
working with PRIDE.
Consumer’s views and participation: Linda reports that she is doing well.
She is still doing well in her schooling. She is excited about recently
graduating and is now applying for accounting jobs. She has been very
cooperative with her counselor and has provided grades and class schedules
for each semester.
Informed Choice and decision making: Linda has been involved in the
decision making process towards her IPE. The counselor helped to provide
her with information regarding her career goal and choice of school.
Provided Services: Counseling and guidance, assessment services, training,
books and supplies, laptop, transportation allowance and interview clothing
Consumer will be provided a copy of this review.
160
Client Linda Sanchez
1/20/2016
Counselor Zachary Nathan 1/20/2016
161
SERVICE AUTHORIZATION: INTAKE AND EMPLOYMENT
PREPARATION
SERVICE PROVIDER: PRIDE INDUSTRIES
DATES OF SERVICE: 1/21/2016- 3/30/2016 (This may be completed
before the end date. This is just the window of time in which this can be
done.)
COST: INTAKE: $300
EMPLOYMENT PREPARATION$: $700
COMPARABLE BENEFITS/SIMILAR BENEFITS: NONE
ACCOUNT/PROJECT CODE:Z99
RATIONALE FOR SERVICE: During this phase of the service period,
Linda works with the provider in interviewing techniques, development of
resume, job application, develop ethical work behaviors, appropriate work
attire and hygiene, assistance in acceptance of client’s disability and the
work place impact, assistance with potential benefits available related to
employment, identification of additional s service that will eliminate or help
with employment barriers ( transportation, housing, child care).
162
PRIDE Industries
(916) 649-9499
1281 National Dr
Sacramento, Ca
Job Developer : Cathy Baker
PRIDE Progress Review
What progress is being made in order to find the consumer employment? (Describe
the consumer’s participation in working towards the employment goal)
Linda has been showing up to meetings every week to meet with me. She is consistently
on time. During the meetings I helped her develop a resume that emphasized her
interests and desire to work as an accountant. It highlights her degree from CSUS as well
as her previous work experience as a book keeper. I also helped Linda develop proper
work behaviors and interactions with co-workers by discussing what to say and what not
to say to coworkers and supervisors which she found helpful since her schizophrenia can
make interactions a challenge. Another thing that was practiced was interviewing skills
where we did mock interviews.
What is the next step that will be taken in order for the consumer to achieve his
employment goal?
We will know proceed with job development and placement services.
Cathy Baker 2/28/2016
163
SERVICE AURIZATION: JOB DEVELOPMENT AND PLACEMENT
SERVICES
SERVICE PROVIDER: PRIDE INDUSTRIES
COST: $700
PROJECT CODE: Z99
FUNDS: VR BASE
DATES OF SERVICE: 3/1/2016 - 6/31/2016
COMPARABLE BENEFITS/FINANCIAL PARTICIPATION: NONE
RATIONALE FOR SERVICES: The job development/placement would
be the next step to Employment Preparation. In this phase the Linda will
work with PRIDE in identifying posted job openings appropriate to Linda’s
training and identified skills. PRIDE will contact employers to identify
additional job openings. PRIDE will also obtain information detailing
qualifications and employment requirements relative to the job opportunity
for Linda to ensure his readiness and potential success in the work place.
164
PRIDE Industries
(916) 649-9499
1281 National Dr
Sacramento, Ca
Job Developer : Cathy Baker
PRIDE Progress Review
What progress is being made in order to find the consumer employment? (Describe
the consumer’s participation in working towards the employment goal)
Linda has been showing up to meetings every week to meet with me. She is still
consistently on time. During the meetings I helped her apply for jobs. We worked
together to complete online applications. We have completed applications for positions
as an account technician at The California State Personal Board, an accountant Burger
Rehabilitations Systems in Folsom, and a finance leader at Sutter Health. She has interviews set
up next month for both Burger Rehabilitation Systems and Sutter.
What is the next step that will be taken in order for the consumer to achieve his
employment goal?
We will continue to apply for jobs and we will review interview techniques as interviews
come up.
Cathy Baker 3/31/2016
165
Case Note 4/07/2016
Subject: Found Employment
Linda has called her counselor to report that she has found a job as a
payroll accountant at Sutter Health Home Office in Sacramento. She is
working 40 hours a week. She will make $69,000 a year. Her start date
will probably be later this month. I told her that her DOR case will
remain open for 90 days to make sure that this job is a good fit for her.
Primary Location
: California-Greater Sacramento Area-Sacramento
Organization
: Sutter Health Home Office
Employee Status
: Regular
Benefits
: Yes
Position Status
: Exempt
Union
: No
Job Shift
: Day
Days of the Week Scheduled
: Monday-Friday
Schedule
: Full Time
Hours Per 2wk Pay Period
: 80
166
PRIDE Industries
(916) 649-9499
1281 National Dr
Sacramento, Ca
Job Developer : Cathy Baker
PRIDE Progress Review
What progress is being made in order to find the consumer employment? (Describe
the consumer’s participation in working towards the employment goal)
Linda has had recent interviews with both Burger Rehabilitation Systems and Sutter
Health. She was offered a job at Sutter Health and will make $69,000 a year. She has
started her job on 4/28/2016.
What is the next step that will be taken in order for the consumer to achieve his
employment goal?
At this time Linda’s progress will be monitored by her DOR counselor. Her DOR
counselor will inform PRIDE if any more of our services are needed.
Cathy Baker 4/30/2016
167
Case Note 6/1/2016
Subject: Meeting with Client
Today Linda has come in for a meeting. She has recently started a job
as an accountant for the Sutter Health Home Office in Sacramento. She
says that she has been working there about a month and is adapting well
to her job. She said that she is getting along well with coworkers and is
learning the job. She told me that her boss has made sure to give her a
desk with plenty of room for her wheel chair. She says that everything
is going well. I told her to call me if she needs anything and if
everything continues to go smoothly her case will be closed on 7/28/2012.
168
Case Note 7/27/2016
Subject: Phone Call to Client
Today I have called Linda to ask her how her job is working out at
Sutter. She said that everything is going well. I told her that her case
will be successfully closed tomorrow. I also told her that she can come
back to DOR at any time if she ever needs help finding employment in
the future.
169
CLOSING CASE: Successful 26 closure
7/28/2016
OCCUPATION TITLE & EMPLOYMENT INFORMATION:
Payroll accountant
Sutter Health
2200 River Plaza Drive
Sacramento, CA 95833
DATE EMPLOYED: April 28, 2016
HOURS PER WEEK: 40hrs per week
WEEKLY EARNING/HOURLY PAY: weekly pay $1,380 and $69,000
annual pay
REASON FOR CLOSURE: Linda has completed her IPE goal and has
successfully found employment as an accountant.
SERVICES PROVIDED: Counseling and guidance, the Self directed
search assessment, tuition, books, a computer, parking permits,
transportation, employment preparation and placement.
Consumer agrees with closure and was informed of the rights &
remedies and information regarding future information/questions.
170
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Bolles, R. N. (2009). What Color is Your Parachute 2009: A Practical Manual for Job
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