DISCLAIMER: CAPROMISE IS FUNDED THROUGH A COOPERATIVE AGREEMENT
U.S. DEPARTMENT OF EDUCATION, OFFICE OF SPECIAL EDUCATION PROGRA MS
(OSEP) GRANT #H418P130003. THE CONTENTS OF THIS DOCUMENT DO NOT
NECESSARILY REPRESENT THE POLICY OF THE U.S. DEPARTMENT OF
EDUCATION, AND YOU SHOULD NOT ASSUME ENDORSEMENT BY THE FEDERAL
GOVERNMENT.
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A joint initiative of:
 U.S. Department of Education
 U.S. Department of Health and Human Services
 U.S. Department of Labor
 Social Security Administration (SSA)
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1. Training
2. Case Management
3. Interventions
4. Outreach and
Recruitment
5. Work-Based Learning
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 Conference Calls
 Interagency Council
 PROMISE Meeting
(Washington, DC)
 Project Directors
Conference
(Washington, DC)
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PROMISE Meeting (Washington, DC)
October 2014
L-R: Lynn Smith, Jeff Riel, Juney Lee, Fred McFarlane
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 1st Enrollment – August 6, 2014
 Enrollment Ends – April 30, 2016
 Target Enrollment – 3078
 Actual Enrollment to Date – 847
27% of Target Achieved!!!
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 When we get 75 youth in California off SSI and they
stay off for the rest of their working life – we would
have repaid the $50 Million
 When we get 750 youth in California off SSI and they
stay off for the rest of their working life – we will have
saved the State/Federal Government $½ Billion.
 This does not include the impact on parents, taxes
paid, etc.
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 Balance Outreach and Intervention tasks
 Flexible schedules and locations
 Identifying/connecting with local resources
for individuals/families
“Finding that golden window of time”
“Every family is different”
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 Random Assignment
 Systems
 Families’ Circumstances
“So many things I have to help them with. It can be
complex.”
“Concept of the future is almost non-existent
because [families] are worried about their next
meal.”
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 Enrollment initiated by student
 Parent drafted own PASS plan
 Employment for student
 Employment for parent
 Referral to DOR and WorkAbility
 Reinstatement of student’s SSI
 Other
“This [CaPROMISE] has been good because I can help
everyone, including all family members.”
“I want my child to be successful.”
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 Resourceful
“They [families] have dreams, but they don’t know
how to get there. We [CSCs] can show them there
are many routes.”
 Creative
“I’ll do whatever it takes. Actions prove more than
words.”
 Passionate
“I want to do right by the kids, the family, and the
project.”
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 Diversity
 Immigration
 Immediate economic supports
 Home and community safety
 Counseling skills
 Specific disability knowledge
 Other
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 Approaches
 Direct interaction most effective
 Barriers
 Outdated contact information
 No shows
 No prior knowledge of CaPROMISE
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 Outreach, recruitment and interventions:
 Is the primary discussion about how the services
operate (system-centric) or how the services can be
improved to meet the needs of the youth and their
family members (person-centric)?
 Unique characteristics of youth and family:
 Are we concerned about how the presenting
challenges will affect our “numbers” (system-centric)
or how we can be more innovative and responsive to
the individual youth and their family members (personcentric)?
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 Creating a policy or strategy
 Is it designed to help us conform to a law, regulation or
funding expectation (system-centric) or is it designed to
benefit the youth and the family members receiving
services (person-centric)?
 CaPROMISE accomplishments
 Is the primary focus the number of youth and family
members being served and the cost of the services
(system-centric) or the uniqueness of the youth and their
family members being served and their long-term economic
and personal independence (person-centric)?
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1. Case Management/Transition Planning
2. Financial Planning/Benefits Management
3. Career & Work-Based Learning
4. Parent Training and Information
5. Other Services and Supports
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 Intake Process
 Person Centered
 Individualized Career Plan - ICAP
 Transition Planning for students with IEP
 Transition Planning for students without IEP
 Essential Skills for all teens
 Goal Posts
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Man On A Mission
Luke lives in the moment and enjoys life.
He works hard on his independence.
Acting is his passion…
http://youtu.be/rhmwHt5iy0s
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PERSON CENTER PLANNING
ENSURES INDIVIDUAL FOCUS AND
FAMILY COMMITMENT TO
TRANSITION AND NAVIGATING
BENEFITS AND SUPPORTS
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Mikel Sebastian Falvey
Graduating from Pioneer High School
June 19, 2008
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Gerinet Hospice Care
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 10 Student Interns
 Kaiser Liaison - HR
 1 Teacher / Instructor
 Co-workers/ Mentors
of the departments
 School Administrators
 Parents
 2 Job Coaches
 1 Job Developer
 Supervisors /
Managers of the
departments
 Follow Along Provider –
Solano Diversified
Services
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 10 Students who have completed the process
 Family Orientation with Kaiser Staff
 Become Department of Rehabilitation Clients (TPP)
 Kaiser Background Check
 Kaiser TB Tests/Immunization
 Name Badges – Student Interns
 Kaiser Shirts
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 Program Liaison – “Michelle K.”
 Sterile Processing – “Danny”
 Infection Control – “Carlene”
 Emergency Department – “Catherine.”
 Rehabilitation Department – “Michelle C”
 Administration
 Occupational Therapy
 Physical Therapy
 Nursing
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History
Born:
School:
Special Events:
Activities:
InterworkInstitute,
Institute,1991.
1991.Adapted
Adaptedfrom
frommaterials
materialsdeveloped
developedbybyBeth
BethMount.
Mount.
Interwork
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CaPROMISE Provides Training on:
 Benefits Management
 Financial Literacy
 Asset Accumulation
 Long-term Planning
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 The average SSI benefit is 55% of the federal
poverty rate for a family of one
 50% of individuals with disabilities are
“unbanked”
 Only 10% of individuals with disabilities own
their home, compared to 65% of all adults
 Many public benefit programs have discouraged
saving, an attitude that’s changing
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CSCs Provide Training On:
 Avoiding Overpayments /Parent Income
 $2000 Resource Limit
 Debunking the “You Can’t Work” Myths
 Building Confidence in SSA
 Understanding SEIE
 2:1; Retaining MediCal; Exp. Reinstatement
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 My Social Security
 SSI Work Incentives
 DB101
 Reporting Income
 Red Book
 The Work and Benefits Binder
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The Work of CaPROMISE Leads
Participants to:
 Ability to Meet Basic Needs
 Ability to Manage Personal Finances
 Ability to Set Short & Long-term
Economic Goals
 Ability to Earn Enough to Meet Goals
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CaPROMISE Provides Information on:
 Free Checking Accounts
 Low Income Tax Credit
 Free Phones
 Resources other than SSI
 Real World Expenses
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Some Advantages to Having a Low
Income:
 Go Banking (WalMart); Safe Balance
(B of A); Access (CitiBank)
 California Lifeline; Assurance Wireless
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 Reality Check, California Career Zone
 Educational Materials Credit Unions
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CSC Provides Information on:
 Understanding SSI Resource
Calculations
 EITC
 PASS
 IDA
 ABLE
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 ABLE Act
 Top 12 Financial Capability Links
for Persons with Disabilities
 Financial Education Resources
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 A 16-year old
 During a summer
participant advised
CaPROMISE Job Club
you that his
Meeting, you want to
grandmother wants to
talk about Financial
set up a special
Planning with the
account to help him in
young attendees.
the future, but that she
What are some
doesn’t know what to
strategies and tools
do. What suggestions
that can help?
might you make?
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1. Case Management /Transition Planning
2. Financial Planning/Benefits Management
3. Career & Work-Based Learning
4. Parent Training & Information
5. Other Services & Supports
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 School-Based Activities Related to Transition & Career
Planning
 Volunteer/Unpaid Work Experience
- (At least one per youth must be provided)
 Paid Work Experience
- (At least one per youth must be provided)
 Work-Based Learning Experiences (High Quality)
- (Job Shadows, Internships, Work Experiences,
Apprenticeships, ROP, Individual Training Accounts/WIA, etc.)
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
California Career Resource Network (CalCRN)
The primary duty of the California Career Resource Network is to distribute career information,
resources, and training materials to middle school and high school counselors, educators, and
administrators, in order to ensure that middle schools and high schools have the necessary
information available to provide a pupil with guidance and instruction on education and job
requirements necessary for career development.

CA Career Center (CalCC)
 Users Guide & Quick Start
 Career Related Videos
 Getting a Job

CA Career Zone

Assess yourself

Explore Job Families

Make Money Choices
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 Who do U Want 2B?
This site includes Information on California high school
and community college courses, career options, and
financial assistance.
 7 Ways for Students to Gain Work Experience
Business Tours, Informational Interviews, Volunteer
Work, Internships, Paid Temporary Work Experiences
and Jobs
 Transition Assessments & Activities
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WBL Work Group
 Younger Youth vs Older Youth
 Programming for students with ID/DD & ASD
- (Integrated Competitive Employment (ICE),
Community Safety & Travel Training)
 Job Development
 Summer Youth Employment Program (SYEP)
 Recommended guidelines for working with Special
Education Staff
 Programming Forms
 WBL Handbook
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WBL Learning Activities Calendar
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Pretend City Children’s Museum
Story Time with…
CHRISTOPHER
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Medtronic Project Search
BRANDON
Back-End Manufacturing
Department..
Audit Technician
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 How will you engage  How will you
CaPROMISE
support and promote
Students in career
family involvement
development
in career planning
activities utilizing
for their student and
the California Career
or themselves?
Resource Network
(CalCRN)?
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Providing support to the
Independent Living Network,
which includes 28 Independent
Living Centers (ILCs) in
California
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 Provide services to over 30,000 individuals with
disabilities
 Consumer driven – over 50% of board and staff are
individuals with disabilities
 Programs and services support leadership,
empowerment, independence and productivity of
individuals with disabilities
 Integration and full inclusion of persons with
disabilities into all aspects of society.
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7 Core Services are provided to individuals of all
ages with any type of disability:
 Housing Referrals – locating accessible and
affordable housing
 Information and Referral – locating appropriate
community resources
 Peer Counseling – support and role models for
people to live more independently
 Personal Assistant Services – locating appropriate
personal assistants and services
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 Independent Living Skills Training – instruction in health
and safety, community resources, meal planning, selfadvocacy, personal and household management, also
recreation and leisure
 Advocacy – individual advocacy is a consumer’s ability to
organize his/her activities to achieve desired personal
objectives. Systemic advocacy attempts to change laws
and attitudes about disability.
 Transition – facilitating the transition of consumers from
institutional living to home and community based
residences. Also, the facilitating the transition of youth
with disabilities to postsecondary life.
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 Assistive Technology services
 Benefits Counseling
 Employment Readiness Training
 Collaboration with community partners and
stakeholders – State Independent Living Council
(SILC), California Foundation of Independent Living
Centers (CFILC), and local community agencies.
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Contact Information:
 Phone (916) 558-5775
 www.dor.ca.gov (DOR Services – Independent Living)
 Email: ilinfo@dor.ca.gov
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 http://www.dor.ca.gov/ILS/ILC-List.html
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California’s Assistive Technology
Act Project
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 Implemented by the California Foundation for
Independent Living Centers (CFILC).
 In coordination with partner organizations throughout
California.
 The program’s goal is to get assistive technology (AT)
into the hands of people who need it.
 Assistive technology = devices and tools that make
life easier for people with disabilities.
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 Device Loan (13 locations)
 Try out AT devices FREE for 30 days
 Most devices can be shipped.
 Try AT to help with learning, organization, daily living,
studying, recreation and more.
 Examples include: iPads, Chromebooks, portable
magnifiers, laptops with screen reading software and/or
learning software, and more
 Check out our inventory: exchange.abilitytools.org
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 Reuse
 Ability Tools works with organizations throughout
California who accept donated equipment like
wheelchairs, walkers and hospital beds.
 The equipment is cleaned, fixed and then given away for
free or sold at low cost to community members.
 Search the inventory of used devices here:
exchange.abilitytools.org
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 Ability Tools offers FREE webinar and in-person
trainings throughout the year.
 Webinar trainings are archived on YouTube and open
captioned.
 Many trainings are related to education.
 Visit the website to view upcoming trainings:
www.abilitytools.org
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 Statewide
 Ask your assistive technology questions.
 Contact Ability Tools at 800-390-2699 or
info@abilitytools.org
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 Contact Ability Tools if you would like to receive
materials to distribute to the people you serve.
 800-390-2699 or info@abilitytools.org
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 Youth Organizing (YO!) Disabled and Proud:
 program for youth with disabilities ages 16-28
 connects, organizes and educates youth from all over
California.
 provides youth leadership opportunities, social networks,
resources and more.
 housed at the California Foundation for Independent
Living Centers (CFILC)
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 YO! Volunteer Corps is a major component of YO!
 One year program, 16 hour minimum monthly
commitment
 Opportunity for youth to gain disability-positive
internships by working in local independent living
centers. Participants:
• learn job skills
• gain connections
• develop their leadership skills by organizing around one of
the YO! campaigns
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 Youth can become a YO! Member.
 Benefits:
• connect to other youth with disabilities
• receive resources
• learn about opportunities (e.g., internships and scholarship
announcements)
• join the YO! Listserv to receive notifications of upcoming
events, trainings and more
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 Phone: (866) 296-9753
 www.yodisabledproud.org
 Email Kirk Aranda, Program Coordinator:
 kirk@cfilc.org
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EXERCISE SHEET

Scenario 1 - A 14 year old female with a visual impairment needs
assistance to be able to read books and do homework. Currently, her vision
is decreasing and she cannot read regular size print.

Scenario 2 – A 16 year old male participant makes a comment to the
Career Service Coordinator that his father, who is the family’s sole income
source, recently lost his job and the family will need to look for a different
place to reside.

Scenario 3 – A 15 year old female with traumatic brain injury would like to
learn how to prepare afternoon snacks when she comes home from school.

Scenario 4 – A 14 year old male with depression states that he feels
isolated and that no one understands him because he has a disability.

Scenario 5 – A 15 year old female participant is working on a school
assignment on the Americans with Disabilities Act and would like to learn
about civil rights laws and join a youth advocacy group.

Scenario 6 – A 16 year old male, who uses a wheelchair, needs to find a
suitable personal assistant to help with personal care needs, especially
during after-school hours when he is home alone.
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ANSWER KEY

Scenario 1 - A 14 year old female with a visual impairment needs assistance to
be able to read books and do homework. Currently, her vision is decreasing and
she cannot read regular size print. (Assistive Technology)

Scenario 2 – A 16 year old male participant makes a comment to the Career
Service Coordinator that his father, who is the family’s sole income source,
recently lost his job and the family will need to look for a different place to reside.
(Housing; Information and Referral)

Scenario 3 – A 15 year old female with traumatic brain injury would like to learn
how to prepare afternoon snacks when she comes home from school.
(Independent Living Skills Training)

Scenario 4 – A 14 year old male with depression states that he feels isolated
and that no one understands him because he has a disability. (Peer
Counseling; Information and Referral)

Scenario 5 – A 15 year old female participant is working on a school assignment
on the Americans with Disabilities Act and would like to learn about civil rights
laws and join a youth advocacy group. (Advocacy; Information and Referral)

Scenario 6 – A 16 year old male, who uses a wheelchair, needs to find a
suitable personal assistant to help with personal care needs, especially during
after-school hours when he is home alone. (Personal Assistant Services)
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ILCs provide seven core services to individuals of all ages with any type of disability:

Housing Referrals – assistance to locate accessible and affordable housing.

Information and Referral – assistance for consumers to locate appropriate community resources.

Peer Counseling – providing support and role models for people to live more independently.

Personal Assistant Services – assistance for consumers to locate appropriate personal
assistants and services.

Independent Living Skills Training - instruction and mastery of the following areas: health and
safety, community resources, meal planning and nutrition, self-advocacy, sexual awareness,
Personal Assistant management, household management, recreation and leisure, and money
management.

Advocacy – There are two types of advocacy: individual and systemic. Individual advocacy is a
consumer’s ability to make key personal decisions and the ability to organize his/her own activities
to achieve desired personal objectives. Systemic or Systems Change advocacy attempts to
change laws and attitudes surrounding disability.

Transition – Facilitate the transition of consumers from institutional living to home and communitybased residences; also assistance to those who are at risk of entering institutions. Facilitate the
transition of youth with disabilities to postsecondary life.
Centers may also provide assistive technology services, and employment readiness training. Please
check with a local Independent Living Center for additional programs and services offered in a specific
community.
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Sherry Torok, Executive Director
Exceptional Family Resource Center
storok@mail.sdsu.edu
Chris LeRoy, Transition Program Manager
San Bernardino City USD
Chris.LeRoy@sbcusd.k12.ca.us
Linda Joy Landry, Chair
Family Resource Centers Network of California
LindaJoyLA@aol.com
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 Work in partnership with CaPROMISE
partners
 Provide extensive enhanced information and
training that empowers families to
understand, participate and navigate services
 Work in partnership with CSCs to provide
support, activities, resources & trainings
 Provide parent to parent support
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 Parent to Parent
 Information, Resources and Referral
 Ensure Parent Perspective
 Collaborative Partner in Serving Families
 Assist In Parent Engagement and Support
 Act as a Sounding Board
 Support Training Efforts
 Technical Assistance
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 Parent to Parent
 Family Support Services
 Trainings (families/professionals/students)






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Effective Practice in Family Support
Family Centered Care
Engaging Families
Family-Service Provider
Collaboration
Parent Leadership
Strengthening Families
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 Parent to Parent
 Parent-Professional
Relationships
 Home Visiting
 Motivational Interviewing
 Person-Driven Planning
 Systems Navigation
 Growing and Sustaining Parent Engagement
 Guideposts for Success
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“Every great dream begins with a dreamer. Always remember, you have within you the strength, the
patience, and the passion to reach for the stars to change the world.” -Harriet Tubman
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
Juney Lee – CaPROMISE Project Director, Chief Deputy Director, Department of Rehabilitation

Jeff Riel – CaPROMISE Project Manager, Deputy Director, Department of Rehabilitation Jeff.Riel@dor.ca.gov

Irene Walela – Assistant Deputy Director, Department of Rehabilitation Irene.M.Walela@dor.ca.gov

Sylvia Hoggatt – CaPROMISE Project Manager, Staff Service Manager 1, Department of Rehabilitation
Sylvia.Hoggatt@dor.ca.gov

Fred McFarlane – CaPROMISE Co-Project Coordinator, San Diego State – Interwork Institute fmcfarla@mail.sdsu.edu

Mari Guillermo – CaPROMISE Co-Project Coordinator, San Diego State – Interwork Institute mari_g@interwork.sdsu.edu

Richard Rosenberg – CaPROMISE Regional Manager, Whittier Union High School District
Richard.Rosenberg@wuhsd.k12.ca.us

Joyce Montgomery – CaPROMISE Regional Manager, Vallejo City USD JMontgomery@vallejo.k12.ca.us

Lynn Smith – CaPROMISE Regional Manager, Riverside County Office of Education lsmith@rcoe.us

Linda O’Neal – CaPROMISE Regional Manager, Irvine Unified School District lindaoneal@iusd.org

Sherry Torok – Executive Director, Exceptional Family Resource Center storok@mail.sdsu.edu
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