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Prevocational Services
Six Month Progress Report
and Service Plan
A Training for
Family Care, Family Care
Partnership & PACE
Welcome to this training for providers of prevocational services. This training will provide
you with instructions for completing the Prevocational Services Six Month Progress
Report and Service Plan recommended for use in Family Care, Family Care Partnership
and PACE.
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Why was this report developed?
Report aligns prevocational services reporting &
prevocational service planning with revised
prevocational services definition and expectations
Important for you to understand the changes
before using the report
View training on the pre-voc changes at:
http://www.dhs.wisconsin.gov/ltcare/ProgramOps/prevoc/index.htm
The recommended report was developed to align prevocational service reporting and
service planning with the revised prevocational services definition and expectations that
took effect in 2010. If you will be using this report, it’s very important that you
understand these changes before using the report. If you have not already done so,
please view the training on the new prevocational services definition and service
expectations. This training can be found by clicking on the link above.
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How was the report developed?
Draft released in 2010
Some prevocational providers and MCOs
experimented with using the draft report
MCO workgroups and 35 prevocational providers
provided feedback and suggestions
Many suggestions were incorporated into final
version of the report
An initial draft of this progress report and service plan template was released in 2010.
Some prevocational providers and MCOs experimented with using the draft report.
Family Care MCO workgroups and prevocational service providers were then given
opportunities to give feedback and suggestions. A total of 35 prevocational providers
from around the state gave input and suggestions. Many of the suggestions were
incorporated into the final recommended version that you will learn about in this training.
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Is use of this report required?
Is filling out this report required?
Not unless your MCO requires it
Is submitting this information to the IDT staff
required?
Yes
If you don’t use this report template,
prevocational providers are expected to submit
this information to the IDT at six month intervals
per OFCE Memo #11-03
Each MCO establishes its own reporting requirements for its contracted providers. No
MCO is required to adopt the prevocational services report template being
recommended. However, the Department expects that MCOs will require prevocational
service providers to submit semi-annual progress reports which include the same
information contained in the recommended report template. This expectation is
explained in the Office of Family Care Expansion Memo #11-03. The information
required to be reported ensures the Interdisciplinary Team staff - often called IDT staff -
have all of the information needed to make appropriate decisions regarding
reauthorization of the members prevocational services. If the recommended report
template is not used, the Department has established that the progress report expected
by the MCO should, at minimum, include the information listed on the next slide. Before
continuing with the training, please download and save the Office of Family Care
Expansion Memo #11-03 by clicking on the paperclip at the bottom right corner of the
presentation. After downloading the memo, please press the next button to continue the
training.
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Information required to be reported at
six-month intervals
List of specific strengths and skills
How member is being assisted to develop and/or maintain
these strengths and skills
Member’s interest in obtaining at least part-time integrated
employment
Member/guardian concerns and hesitation around
integrated employment, and how provider is addressing
these
Details of member’s integrated employment goal
Individualized plan with action steps to secure at least part
time Integrated Employment
Information required to be reported to IDT staff at six month intervals includes the
following:
•A list of strengths and skills the member is being assisted with in order to enhance
employability in integrated employment;
•A list of service delivery methods being used to help the member develop or maintain
these strengths and skills;
•A report on the member's interest in obtaining integrated employment;
•A list of any concerns or hesitations the member (and guardian, if one is appointed) may
have about pursuing at least part-time integrated employment, and what the
prevocational service provider has done and will be doing to address and resolve these;
•A report detailing the member's integrated employment goal, or if not known, what the
provider will be doing to identify these details; and
•An individualized plan of action, including specific steps to assist the member to secure
at least part time integrated employment.
Providers should check with their MCOs regarding whether use of the Department
recommended report is expected. If the recommended report is not expected, clear
details of the information required to be reported can be found in OFCE Memo # 11-03.
Instructions for downloading this memo were provided on the previous slide.
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Why should providers submit progress
reports for prevocational services?
IDT staff must ensure that prevocational services
are provided in ways that are consistent with the
revised service definition approved by CMS
IDT staff need information from prevocational
service providers in order to make appropriate
service reauthorization decisions
CIP waiver included six month report requirement
Regular reporting is already a quality standard
for rehabilitation providers
Many prevocational service providers have been
submitting six month reports for some time
IDT staff must ensure that prevocational services are provided in ways that are
consistent with the revised prevocational service definition approved by CMS. The
revised service definition puts a new emphasis on facilitating progress toward at least
part-time integrated employment. There are specific guidelines for reauthorizing
prevocational services that IDT staff must follow. IDT staff need information from
prevocational service providers in order to make appropriate service reauthorization
decisions. The former Community Integration Program waiver had a six month reporting
requirement so this is nothing new. Regular reporting is already a quality standard for
rehabilitation providers. Many prevocational service providers have been submitting six
month reports to MCOs for some time.
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Isn’t this just more work for providers?
This reporting is intended to replace reporting you did
previously
No additional burden is anticipated
The new form may take some time to get familiar with
The first time the provider completes the report for a
specific participant may take a little more time
Updating this participant’s report every six months will not
take longer than providers were spending on previous
reports
Some providers may feel that the MCO is requiring more work from them without
compensating them for their time. This reporting is intended to replace all other
prevocational services written reports the prevocational provider did previously.
Therefore, no additional burden for providers is anticipated as the result of reporting this
information to the IDT staff. Of course, when anyone changes the way they do
something, there will be a learning curve. Given this, the first time the report is
completed, it may take additional time. Updating the report thereafter should not take
any longer than prevocational providers were spending on their previous reports.
Because the original report is updated rather than replaced at six month intervals, this
report will reflect the full history of the member’s progress toward at least part time
integrated employment.
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Saving Time
DO NOT complete every section of the
report
Follow the instructions closely and only
complete the sections of the report that
are required
As you update the report over time, you
will complete different sections depending
on the situation of the individual
prevocational service participant
The best way to save yourself time is to follow the instructions very carefully. Do not
complete every section of the report. Only complete the sections required. As you update
the report over time, you will complete different sections depending on the situation of
the individual prevocational service participant.
This training will help you understand which sections of the report are to be completed at
each stage of service provision.
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If you have questions on this training
Submit questions at the end of the
training
All questions will be compiled into a Q&A
document
The Q&A document will be posted and
regularly updated on the Family Care
Program Operations web page:
http://www.dhs.wisconsin.gov/ltcare/ProgramOps/prevoc/index.htm
At the end of this training you will have the opportunity to submit questions. All questions
will be answered in a Q&A document that will be posted on the Wisconsin Family Care
Prevocational Services web page. On your screen you can see the address for this web
page. This Q&A document will be updated over time so that all questions submitted are
included in the document.
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Download Suggested Report
Download the Prevocational Services Six
Month Progress Report and Service Plan
report by clicking on paperclip below
You can also find the report by using the
following web link:
http://www.dhs.wisconsin.gov/forms/F0/f00395.doc
Before continuing with the training, please download and save the Prevocational
Services Six Month Progress Report and Service Plan report by clicking on the paperclip
at the bottom right corner of the presentation. This report is the document that will be the
focus of this training. After downloading the Prevocational Services Six Month Progress
Report and Service Plan, please press the next button to continue the training.
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When is the Report Due?
Providers are expected to complete a report for
each prevocational service recipient
The completed report is due twice a year:
#1. Two weeks before the month in which the
annual Member-Centered Plan is scheduled for
renewal
#2. Two weeks before the month in which the six
month review of the Member-Centered Plan is
scheduled to occur
The report is due at two points in each calendar year; 1) two weeks before the month in
which the member’s annual Member Centered Plan is scheduled for renewal, and 2) two
weeks before the month in which the member’s Member Centered Plan six month review
is scheduled to occur. Even if the prevocational service provider has been invited to the
Member-Centered Plan or six month review meeting, the report is still due in advance of
the actual meeting so that the IDT staff can review the report before the meeting.
If you don’t know which months the member-centered plan and six month review are
scheduled to occur for a particular member, you will need to contact the member’s Care
Manager or the MCO’s Employment Coordinator. Once you have been given these
months, they will remain the same each year unless the Care Manager or Employment
Coordinator notifies you that the months have changed. Prevocational service providers
will likely find it beneficial to create a master calendar that includes six-month report due
dates for all prevocational service recipients.
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Who gets the completed report?
The report should be sent to the service
recipient’s Care Manager
Check with your MCO as to how they
expect the reports to be sent in
Secure delivery or transmission is
expected
Prevocational providers will submit this report to the member’s Care Manager. Your
MCO may have an established policy for how these reports should be submitted. Check
with your MCO regarding this. If no MCO policy is in place, any secure transmission of
the completed report is acceptable.
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Save the Report and Update It
Once you have submitted the first report for a
prevocational service recipient, subsequent six
month reports should be updates
to the original
report
Do not start over with a blank report when
preparing additional reports at six month
intervals
It’s very important that you save each report so
you can go back and update it every six months
Once you have submitted the first report for a prevocational service recipient, you only
need to update that report every six months. Do not start over each time with a blank
report. This will save you time. So be sure to remember to save the report after you've
created it so you can just do updates to it every six months.
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Page One: Basic Identifying
Information
Enter all information the first time you fill
out a report for a member.
Update this section only if something has
changed
Change date in “Date Form Completed”
box every time
you update the report and
re-submit it to the Care Manager.
On Page 1, you will see a section asking for basic identifying information. Please fill in
the member’s name and date of birth on the first line of the report. This information will
then automatically appear on each page of the form. On the second line, enter the name
of the member’s MCO and their Care manager’s name. On the third line enter the
prevocational service provider name and the name of the person filling out the report.
Line four asks for the phone number and email address of the person completing this
report. The first time you fill out this report, you will have to enter all of this information.
When updating the report, you will only need to make changes to the information, if and
when this is necessary. Every time you update the report, be sure to change the date in
the "Date Form Completed" box. The "Date Form Complete" box will not update
automatically when you open this file.
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How this Training is Organized
The report template has 10 parts
This training will teach you how to fill out
each of the sections
You will never fill out all of the sections at
one reporting point
Over time, each of the sections will need
to be filled out
The report has ten parts or sections. This training will teach you how to fill out all of the
sections. However, please keep in mind that at no one time will it be necessary for you
to fill out the entire report for a member. Over time, and as the member makes progress
toward at least part time integrated employment, different sections of the report will be
filled out.
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Part 1: Service Summary and Proposed
Service Plan for Next Six Months
This section is to be updated every six months
before the report is re-submitted to the Care
Manager
Indicate setting member received prevocational
services
Indicate unplanned absences in last 30 days
Do not count sick days as unplanned absences
Part 1 begins at the bottom of page one and is titled "Services Summary and Proposed
Service Plan for Next Six Months." Part 1 is to be updated every six months if the
provider is recommending continued authorization of prevocational services for the
member. The first item you need report relates to what settings prevocational services
were delivered in over the past six months. There are three possible options and you
should check only one. The options are: a community setting, a work center or provider-
owned business, or a combination of both a community setting and a work center or
provider-owned business. Note that a work center or provider-owned business is not
considered a community setting. Next, you should report the number of unplanned
absences the member had in the 30 days prior to the date you are completing this report.
If the member had zero unplanned absences, indicate zero. Do not count sick days in
calculating the number of unplanned absences. Page 1 is now completed.
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Part 1: Service Summary and Proposed
Service Plan for Next Six Months
Strengths and skills member is being
assisted to develop and maintain
Should be areas identified in the
prevocational services definition
Success in integrated employment is the
goal
Job-specific skills for center-based
employment should not be the focus
Part 1 continues on page 2 of the report. This section describes the skill-related
goals that prevocational services are focused on for this service recipient. The
skill-related goals should address the skill areas identified in the prevocational
services definition. These are listed in the left-hand column on page 2 of the
report template. Check off all of the listed skill areas that you are addressing with
the member. The specific skills being worked on should be individualized to the
person. If there are other strengths or skills that the member is being assisted
with, you may write them in the boxes marked “other” and specify what those
strengths or skills are.
Keep in mind that success in work center employment is not the goal of
prevocational services – facilitating successful participation in at least part-time
integrated community employment is the goal. So skills being worked on in a
work center should always be relevant to integrated, community employment.
Additionally, it is very important to be aware that teaching job-task specific skills is
not reimbursable under prevocational services. Prevocational services should not
be focused on goals that are specific to performing contract work in a work center.
For example, prevocational services should not be focused on helping an
individual become a better packager of bolts or assembler of switches.
Prevocational services also should not be focused on increasing productivity on
specific types of work – for example, packaging, labeling or assembly work.
Services that help individuals with these job-specific goals are considered
vocational services and are not reimbursable through long-term care programs
including Family Care, Family Care Partnership and PACE.
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Part 1: Service Summary and Proposed
Service Plan for Next Six Months
Describe learning and work experiences provided
over the last 6 months
List proposed plan for next 6 month
No separate service plan needs to be developed
Fill out or update this section whenever
reauthorization of prevocational services is being
recommended
In the middle column of this section you are asked to describe what has been
happening over the past six months with regard to each skill area you are
addressing. Do not evaluate the person’s performance - simply describe the
learning experiences or work experiences you have been providing to assist
the individual with developing or maintaining these skills. If you are updating
the report, you’ll see what you proposed to do over the last six months in the
far right column. The middle column is where you report what you actually did
over the past six months.
Then, after consultation with the member and guardian, if one is appointed,
you fill in or update the right-hand column with the plan you propose for the
next six months, if prevocational services are reauthorized by the IDT. Include
any new strengths and skills to be addressed. Also note any new learning or
work experiences to be provided as part of prevocational services. No
separate service plan needs to be developed. This should save you time.
Please note that prevocational services can be authorized to help people make
progress toward at least part-time integrated employment OR to contribute to
someone maintaining integrated employment if that person is already involved
in at least part-time integrated employment. So this section should be filled
out or updated whenever reauthorization of prevocational services is being
recommended by the provider, even if the individual is already involved in at
least part-time integrated employment.
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Examples of Learning and Work
Experiences
Area One: Communicating with supervisors, co-workers
and customers who do not have disabilities
•Experiences that involve working together with individuals
without disabilities (e.g. volunteering)
•Classes and/or discussion group on getting along with co-
workers and your supervisor (use video, role plays and easy-
to-understand instructional materials)
•Opportunities to learn from small business owners and HR
staff about communication abilities they look for in hiring
•Prevocational work experiences that involve supervisors, co-
workers and customers without disabilities
There are many learning and work experiences that could be provided to help prevocational
service participants gain knowledge and skills that will help them successfully obtain and maintain
part time integrated employment. To help stimulate your thinking, we’ll take each skill area listed
in Part 1 of the report and give examples of learning and work experiences that can help develop
each particular skill area. These seven skill areas and the examples given are not an exhaustive
list. You may think of other non-job-specific skill areas that are also very important. We highlight
these seven because they are specifically listed in the prevocational service definition. In addition
to the examples given for each skill area, you may think of other effective ways to help individuals
develop and maintain these kinds of general skills for employability in the community.
Skill Area One involves communicating well with supervisors, co-workers and customers who do
not have disabilities. Some examples of prevocational service opportunities you could provide
are:
Experiences that involve the individual working together with people without disabilities.
Volunteering provides an excellent opportunity for developing these skills.
A second strategy is classes and discussion groups on getting along with co-workers and your
supervisor. Learning will be maximized if you use video, role plays and easy-to-understand
instructional materials that are adapted from training materials already available for people
without disabilities. You can find many examples of these kinds of trainings on-line; your local
Job Center is also likely to be a good resource for this kind of training information.
Opportunities to learn from small business owners and HR staff about communication abilities
they look for in hiring. This would include opportunities to participate in mock interviews. As the
prevocational service provider, you could use your business community connection to find small
business owners and HR people who would be willing to offer some of their time in this way.
Your local Job Center is also likely to be able to help. Try to ensure you have a range of
employers represented but emphasize the expectations they all share when hiring.
You can also provide prevocational work experiences that involve the individual with supervisors,
co-workers and customers who don’t have disabilities. Keep in mind that since integrated
employment involves interactions with people without disabilities, prevocational experiences need
to be similar.
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Examples of Learning and Work
Experiences
Area Two: Understanding general expectations regarding
etiquette and dress in different types of
community workplaces
•Classes and discussion groups to learn about dress expected
for different types of jobs, dress expected for interviews, etc.
•Opportunities to relate job interest areas to expectations
regarding dress; learning about real dress codes used in local
businesses
•Classes or discussion group to learn about expected
behavior in various kinds of workplaces; hear speakers from
local workplaces sharing top 10 things to know if you take a
job in one of these local businesses
•Learning what to ask on interview and during your first week
to find out about the rules of your workplace – role play
Skill Area Two involves understanding general expectations regarding
etiquette and dress in different types of community workplaces. Some
examples of prevocational service opportunities you could provide are:
Classes and discussion groups to learn about dress expected for different
types of jobs, dress expected for interviews, etc.
Opportunities for people to relate their job interest areas to expectations
regarding dress. Also, opportunities to learn about and discuss real dress
codes used in local businesses would be beneficial.
Classes or discussion groups to learn about expected behavior in various
kinds of workplaces. This could include hearing from guest speakers from
local workplaces who can share the top 10 things to know if you take a job in
one of these local businesses.
Role play and discussion to assist individuals to understand what to do and not
do in specific workplace situations.
Opportunities to learn what to ask on an interview, and also during your first
week of work, so you can find out about the rules of your workplace. This
could include using role play and having a pre-established set of questions to
ask that will help with learning and raising awareness.
Again it’s important to use training and educational resources that have
already been developed for job seekers without disabilities, including those
available on-line and through your local Job Center.
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Examples of Learning and Work
Experiences
Area Three: Ability to follow directions
-Given in a way that matches the person’s
communication abilities and using reasonable
accommodations or assistive technology
•Opportunities to try following a specific set of directions
given in a number of different ways, including with help of
different kinds of assistive technology
•Learning to follow single-step directions and building up
from there to multi-step directions
•Helping individuals practice asking supervisors or co-workers
to: put directions in the format they need; to ask for
directions to be repeated
Skill Area Three involves the ability to follow directions. This assumes that
directions are given in way that best matches the individual’s communication
abilities. It also assumes that reasonable accommodations and assistive
technology – either high tech or low tech – is also used to enhance an
individual’s ability to perform well. Some examples of prevocational service
opportunities you could provide are:
Opportunities to try following a specific set of directions given in a number of
different ways, including help with different kinds of assistive technology.
Doing this will help identify the best way to provide instructions to each
individual.
Then, using the best way to provide instructions that you identified for each
individual, focus on following single-step instructions and then building up to
multi-step instructions over time, with practice and repetition. The instructions
should be related to tasks done in different types of integrated employment of
interest to each individual.
In addition, another good strategy would be to provide opportunities to role
play and practice asking supervisors or co-workers to put directions in the
format the individual needs and to role play or practice asking a supervisor or
co-worker to repeat directions when needed.
Again it’s important to use training and educational resources that have
already been developed. It might be very helpful to consult supported
employment job coaches in your area for their input and suggestions.
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Examples of Learning and Work
Experiences
Area Four: Ability to attend to asks, with assistance as
needed
•Opportunities to work on specific routine projects which
involve multiple steps done in a consistent order.
•Make sure projects reflect employment interests and
strengths of the individual so that natural motivation is
maximized.
ÖIf the prevocational service provider can charge a third party for
the outcome of the person’s work, the person must be paid for their
time.
Skill Area Four involves the ability to tend to tasks, with assistance and prompts when
needed. Keep in mind that the need for assistance and prompts may fade over time and
these could be provided by co-workers or assistive technology. An example would be a
Personal Data Assistant that could be pre-programmed to give reminders at specific
times. Some examples of prevocational service opportunities you could provide for this
skill area include:
Opportunities to work on specific routine projects which involve multiple steps done in a
consistent order. Projects should reflect the employment interests and strengths of the
individual so that natural motivation is maximized. In other words, its important that
people are working on multi-step projects that relate to the kind of work they might want
to do in the community. Without motivation, very few of us are good at attending to work
tasks.
Keep in mind, the person must be paid for their time if the person is doing subcontract
work or producing goods or services that the provider intends to sell.
Again it might be very helpful to consult supported employment job coaches in your area
to find out what specific tasks and projects are typical of the types of jobs that the
individual is interested in pursuing.
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Examples of Learning and Work
Experiences
Area Five: Ability to demonstrate workplace problem-
solving skills, including ability to ask supervisor
or co-workers for assistance when needed
•Expose individuals to opportunities where typical routines
are interrupted or not able to be completed as usual for some
reason. Help individuals learn and practice what to do in
situations like these.
•Role play and demonstration of workplace problem-solving
strategies will help individuals gain these skills for
themselves.
Skill Area Five involves the ability to demonstrate workplace problem-solving skills,
including ability to ask supervisor or co-workers for assistance when needed. Some
examples of prevocational service opportunities you could provide for this skill area
include:
Exposing individuals to opportunities where typical routines are interrupted or not able to
be completed as usual for some reason. Help individuals learn and practice what to do
in these situations would be helpful.
Role play and demonstration of workplace problem-solving strategies will help individuals
gain these skills for themselves.
Volunteering is a good opportunity for individuals to learn how to rely appropriately on
colleagues without disabilities. Like all of us, workers with disabilities need to learn how
to rely on co-workers just as much as supervisors in order to be successful on the job.
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Examples of Learning and Work
Experiences
Area Six: Awareness of general workplace safety rules for
different types of community workplaces
•Opportunities to learn about safety and security rules and
procedures in community workplaces, and opportunities to
practice procedures that are most common.
•Learning how to respond correctly to fire alarms and other
similar warning systems in local businesses
•Classes or discussion groups about personal safety at work
and when traveling to/from work
•Opportunities to learn about how safety is related to dress
codes in certain types of businesses
Skill Area Six involves awareness of general workplace safety rules for different types of
community workplaces. Some examples of prevocational service opportunities you could
provide for this skill area include:
Opportunities to learn about safety and security rules and procedures in community
workplaces, and to practice some of the most typical procedures expected of employees.
To make it most relevant, focus on community workplaces that offer job opportunities
which fit the unique interests and strengths of the individual.
Teaching individuals how to respond correctly to fire alarms and other similar warning
systems that may be found in local businesses. Role play and use of video instruction
could work well for this.
Classes or discussion groups about personal safety at work and staying safe when
traveling to and from work. There have been many high quality personal safety
curriculums developed for people with intellectual and developmental disabilities. These
could be used as a basis for developing these particular learning experiences.
And finally, you could provide opportunities to learn about how safety is related to dress
codes in certain types of businesses.
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Examples of Learning and Work
Experiences
Area Seven: Ability and comfort necessary to travel to and
from a community workplace using typical
means of transportation available in one’s
community or available through one’s family or
service provider
•Opportunities to learn about and use transportation that
other supported employees typically use
•Opportunities to learn how to schedule transportation and
make changes to arranged transportation when needed
•Classes and practical experience designed to teach people
safety skills related to traveling to and from work
Skill Area Seven involves developing the ability and comfort necessary to travel to and from a
community workplace. This could either involve using typical means of transportation that is
available in one’s community or it could mean using transportation available through one’s family
or service provider. Keep in mind that there is no expectation that an individual must be able to
travel completely independently in order to work in the community. Nor is there an expectation
that people must have a volunteer to drive them or must otherwise pay for their own
transportation if they want to work in the community. Both DVR and the long-term care system
have the ability to pay for transportation when this is needed. Some examples of prevocational
service opportunities you could provide for this skill area include:
Providing opportunities to learn about and use transportation that other supported employees
typically use in order that individuals can become familiar and comfortable with these types of
transportation.
Providing opportunities to learn how to schedule transportation in order to get to work on time,
including how to make changes to arranged transportation when needed
Finally, you could also provide classes and practical experiences designed to teach people
safety skills related to traveling to and from work
Be sure to make use of existing resources from transportation providers who may already exist in
your community.
Obviously, none of these learning and work experiences are designed to go on indefinitely
without people being given the opportunity to apply this learning to real participation in at least
part-time integrated employment. Think of all of the suggestions just introduced for the seven
primary skill areas as the building blocks for successfully transitioning to at least part-time
integrated employment. There is no readiness threshold to cross. In fact, the ultimate mastering
of the skills needed to do a particular integrated job can only happen through learning on that
job. Working on these skill areas in advance will help ensure success; but there is no substitute
for on-the-job training.
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Part 2:
Participation in Integrated Employment
If member is participating in at least part-
time integrated employment
Go to Part 10
If member is not participating in at least
part-time integrated employment
Continue to Part 3
Part 2 addresses the service recipient’s participation in integrated employment. At this
point you will check either yes or no to indicate if the member is currently working in at
least part-time integrated employment. Integrated Employment does not include
prevocational employment, work crews, enclaves or any other group of three or more
individuals with disabilities placed and supported to work together in the community
setting. Integrated employment also does not include unpaid volunteering. If you check
yes, you should then skip to Part 10 – the Signature Page. If the service recipient is not
participating in at least part time integrated employment, you will continue to Part 3 of the
report.
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Part 3:
Integrated Employment Goal/Outcome
The report is not an interview form
Best time to ask is in context of providing
education or opportunities to discuss
integrated employment
Prevocational services need to include on-
going opportunities to learn about and
consider integrated employment
If the prevocational service recipient is not involved in integrated employment, Part 3
needs to be completed and updated at six monthly intervals. Please note, even though
this section poses questions to you, as the prevocational provider, this report should not
be used to formally interview the prevocational service recipient. The intent is not that
once every six months, you ask the individual these questions. During the course of
delivering prevocational services to the individual, there should be numerous
opportunities to determine how the member would answer these questions, including
asking the member in the context of educating and talking with the member about
integrated employment. Education and discussions regarding integrated employment
are expected to be part of on-going prevocational service provision. If these things are
not part of the prevocational service your agency currently provides, you’ll need to look
at how to incorporate these things into the service.
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Part 3:
Integrated Employment Goal/Outcome
Is there an integrated employment
outcome in the Member Centered Plan
The member may have an integrated
employment outcome at a future point
Regardless of whether there is an
Integrated Employment Goal in the MCP,
answer next question in this section
The first question in Part 3 concerns the member-centered plan. In most cases, you
should be told if the member has an integrated employment outcome when you receive a
referral for prevocational services. As a general rule of thumb, it is important for you to
know what outcome or outcomes the service you are delivering is intended to help the
member achieve. If you do not know the answer to this question, you will need to ask the
Care Manager to verify whether an individual has an outcome of integrated employment
in his/her member-centered plan. Keep in mind that a member who does not have an
integrated employment outcome in his/her member-centered plan may have one at a
future point. Again, if authorizations for prevocational services routinely include a listing
of the outcomes the services is intended to support, you can check the most recent
service authorization from the Care Manager or MCO to find out whether the individual
has an integrated employment outcome.
Regardless of whether the individual has an integrated employment goal in his/her
member-centered plan; your next step is to answer the next question in this section.
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Part 3:
Integrated Employment Goal/Outcome
Is the member expressing interest in
Integrated Employment to you or other
staff at your agency?
Member’s interest only
Guardian interest addressed later
The second question in Part 3 asks if the member is expressing interest in integrated
employment to you or other staff at your agency. As mentioned previously, during the
course of delivering prevocational services to the individual, there should be numerous
ways to determine the answer to this question, including asking the individuals in the
context of educating and talking with them about integrated employment. While some
members might express interest in integrated employment even if you do not ask them
directly about it, other members might express interest in response to you educating
them about integrated employment and asking about their interest. As mentioned
previously, education and discussions regarding integrated employment are expected to
be part of all prevocational service provision. If these things are not part of the
prevocational service your agency currently provides, you’ll need to look at how to
incorporate these things into the service.
Of course, some people do not communicate verbally. In these situations, you and
others who know the member well will need to determine the member’s interest in
integrated employment primarily based on his/her reaction to the different integrated
employment situations that you are showing the person, and what the person non-
verbally communicates to you when the person is being shown or is trying out integrated
employment. Guardian, family and others who know the person well may also be able to
help with this.
Note that this question relates to the member’s interest in integrated employment.
Guardian interest is addressed later in the report. So if a member has a guardian,
answer this question from the member’s point of view. Under Wisconsin guardianship
law, the presence of a legal guardian does not preclude the member from having his/her
own opinion regarding employment.
If the member is expressing interest in integrated employment to you or other staff at
your agency, you are instructed to answer the last question in this section. If the
member is not expressing interest in integrated employment, go to Part 4 of the report.
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Part 3:
Integrated Employment Goal/Outcome
Does the member have any concerns or
hesitations about participating in at least
part-time integrated employment?
Member’s view point
If concerns/hesitations, go Part 4
If no concerns/hesitations, go to Part 5
The last question in Part 3 asks if the member has any concerns or hesitations regarding
participation in at least part-time integrated employment. As mentioned previously,
during the course of delivering prevocational services to the individual, there should be
numerous ways to determine the answers to these questions, including asking
individuals in the context of educating and talking with them about integrated
employment.
Note that this question relates to the member’s views. Guardian concerns or hesitations
are addressed later in the report. So even if a member has a guardian, answer this
question from the member’s point of view.
If the member is expressing any concerns or hesitations regarding participation in
integrated employment, go to Part 4 of the report. If the member is not expressing any
concerns or hesitations, go to Part 5 of the report.
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Part 4: Addressing Member Concerns
Regarding Integrated Employment
Identifying and Addressing Concerns and
Hesitations in at least part time Integrated
Employment
Member’s concerns and hesitations
Do not include guardian’s concerns and
hesitations in Part 4
Part 4 is focused on identifying and addressing the member’s concerns or hesitations
regarding participation in at least part-time integrated employment. Some individuals
may express a desire to pursue integrated employment, but they may still have some
concerns or hesitations that must be addressed. Other individuals will not express a
desire to pursue integrated employment because they have concerns and hesitations
that must first be addressed. Either way, addressing concerns and hesitations regarding
integrated employment is very important.
Note: This section relates to the member’s concerns or hesitations. If a legal guardian is
involved, the guardian’s concerns or hesitations are addressed in Part 6. Therefore, it is
important that you do not include guardian concerns or hesitations in Part 4.
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Part 4: Addressing Member Concerns
Regarding Integrated Employment
Step One: Identifying the concerns and
hesitations
Not an interview tool
Talk to, educate, facilitate discussions
Check off concerns/hesitations that apply
Member point of view
Step one is identifying what the member’s specific concerns or hesitations are. Again,
please keep in mind that this report form is not to be used as an interview tool. However,
it is recognized that you will need to talk with people, in the course of delivering
prevocational services, in order to determine what concerns and hesitations a member
may have. As suggested earlier, this is best done in the context of educating members
about integrated employment and facilitating discussions – in groups or individually –
about integrated employment.
In the left-hand column of Part 4 is a list of common concerns and hesitations. When
preparing this report, check off the concerns and hesitations that the member has
expressed to you or other prevocational services staff. There are also spaces at the end
where you can add other concerns or hesitations the member may have. Again, this
section is about the member’s point of view - not about concerns or hesitations that you
or a guardian may have.
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Part 4: Addressing Member Concerns
Regarding Integrated Employment
Middle column: describe how identified
concerns/hesitations have been address
over the last 6 months
If newly identified concern: leave middle
column blank
Right hand column: describe plan for how
concern/hesitation will be addressed in
next 6 months
In the middle column, you are to report on how you, as the prevocational service
provider, have addressed any concerns or hesitations over the last six months of
prevocational service provision. For example, if someone has concerns about their
benefits, you may have connected them with a work incentives benefits counselor. If a
particular concern or hesitation is newly identified, you would leave the middle column
blank since you were not trying to address it previously.
In the right-hand column, you should describe how you plan to address each identified
concern or hesitation over the next six months. If there is a particular concern or
hesitation that you are not sure how to address, input from others will probably be
helpful. Your co-workers or supervisors may have ideas. The member’s care manager
may also have some suggestions. Supported employment staff – either in your agency
or from another agency – should also have suggestions.
Once you have completed Part 4, the instructions direct you to Part 5.
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Part 5. Guardian Support
Legal guardian’s views are addressed here
If member does not have a legal guardian,
you are directed to Part 10 or Part 7
Which part you go to depends on whether
or not the member still has a number of
concerns or hesitations about integrated
employment that need to be addressed
In Part 5, the views of the legal guardian are addressed. If the member does have a legal
guardian, you answer “yes” to the first question and then continue answering the
questions in Part 5.
If the member does not have a legal guardian, the first question in this section would be
answered “no.” Then you would do one of two things:
If the member does not have a legal guardian but does has many concerns or
hesitations identified in Part 4 that must be addressed before you can move into
determining the member’s preferences with regard to an integrated employment goal,
you are instructed to go to Part 10 (signature page).
On the other hand, if the member without a legal guardian has a few concerns or
hesitations, or if most of the member’s concerns and hesitations have already been
addressed, you are directed to Part 7 of the report which addresses details of the
member’s desired integrated employment goal.
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Part 5. Guardian Support
Is guardian supportive of member working
toward integrated employment?
If the guardian is not supportive, go to Part 6 of
report
If the guardian is supportive, you are directed to
Part 10 or Part 7, depending on whether or not
the member still has a number of concerns or
hesitations about integrated employment that
need to be addressed
The second question in Part 5 asks whether the legal guardian is supportive of the
member working toward participating in at least part-time integrated employment with the
prevocational provider’s assistance. If you’ve made an effort to contact the guardian and
have gotten no response, check the box directly below the question which says “Unable
to obtain response from guardian.”
If the guardian is supportive of the member working toward participating in at least part-
time integrated employment with the prevocational provider’s assistance, check the box
marked “Yes”. You are then instructed to go to Part 10 (signature page) if the member
has many concerns or hesitations identified in Part 4 that must be addressed before you
can move into determining the member’s preferences with regard to an integrated
employment goal. If the member has a few concerns or hesitations, or most of their
concerns and hesitations have been addressed, you are directed to Part 7 of the report
which addresses details of the member’s desired integrated employment goal.
If the guardian is not supportive of the member working toward participating in at least
part-time integrated employment with the prevocational provider’s service assistance,
check the box marked “No”. You are then instructed to go to Part 6 of the report.
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Part 6. Addressing Guardian Concerns
and Hesitations
Left column: list specific concerns or
hesitations the guardian has
Middle column: how each concern or
hesitation has been addressed by the pre-
voc provider over the last 6 months
Right column: how you plan to address
the concern or hesitation over the next 6
months, if pre-voc is reauthorized
Part 6 is very similar to Part 4; but Part 6 deals with the concerns and hesitations of the
legal guardian rather than the member.
In the left-hand column, you should write down the specific concerns or hesitations that
the guardian may have.
In the middle column, you are to report on how you, as the prevocational service
provider, have addressed any concerns or hesitations over the last six months of
prevocational service provision. For example, if a guardian has concerns about benefits,
you may have connected them with a work incentives benefits counselor. If a particular
concern or hesitation is newly identified, you would leave the middle column blank since
you were not trying to address it previously.
In the right-hand column, you should describe how you plan to address each identified
concern or hesitation over the next six months. If there is a particular concern or
hesitation that you are not sure how to address, input from others will probably be
helpful. Again, your co-workers or supervisors may have ideas. The member’s care
manager may also have some suggestions. Supported employment staff – either in your
agency or from another agency – should also have suggestions.
Once you have completed the table, the instructions tell you to go either to Part 10 or to
Part 7. You go to Part 10 – the signature page - if the member has many concerns or
hesitations identified in Part 4 that still need to be addressed. You go to Part 7 if the
member has no concerns or hesitations listed in Part 4, or only a few left to address.
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Part 7: Details on the Desired
Integrated Employment Goal
Integrated employment includes a very
large variety of options
Narrowing the goal based on the
member’s unique preferences and
conditions is very important
These preferences can be used as a guide
for individualized job development on
behalf of the member
In Part 7, you are focusing on identifying the specific preferences that the member has
with regard to integrated employment. Integrated employment is really an umbrella term
for a very large number of community-based employment options. A person may reject
one kind of integrated employment but embrace another. So this section is very
important. Matching job development efforts to a member’s unique preferences and
conditions is critical for success. What you learn through prevocational services about a
member’s preferences and conditions should be reported in this section, and then shared
with DVR when the member seeks DVR funded services for finding integrated
employment.
You’ll note the section includes four different sub-sections: type of work; hours/schedule;
geographic area; preferred transportation. This section does not ask you to tell us the
member’s “dream job” or to write down the one job the person would want. We’ve
learned from experience that these approaches do not often result in successful
outcomes. What is most important is knowing more general preferences that can then
be used as a guide for job development, so the best possible job match can be found.
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Part 7: Details on the Desired
Integrated Employment Goal
Reminder: Don’t use form as interview
tool
Exposure to integrated employment
options needs to be part of prevocational
service delivery
Check box on right side if in process of
exploring options
Again, we want to point out that this section should not be used as an interview tool. If you reach
this stage with a member, prevocational services for that member will need to include
opportunities and activities that can help the member consider and decide what his/her
preferences are. You can’t generally help a member determine their preferences regarding
integrated employment if the prevocational program is restricted to facility-based employment
activities.
If you are in the process of helping a member figure these things out, and the member has not
yet decided, you should check the box on the right hand side indicating that you are using
prevocational services to figure this out. It shouldn’t take more than twelve months to help the
member figure out most of these things. Some people may need longer to figure out the types of
integrated work they would really like to do. If this takes longer, it will generally be because you
have explored a number of options with a member but none seem right so you need more time to
continue to explore options with the member.
Of course, some people do not communicate verbally. In these situations, you and others who
know the member well will need to identify the member’s preferences based on what you know
through your experience and relationships with the member, his/her reaction to the different
integrated employment situations that you are showing the person, and what the person non-
verbally communicates to you about their preferences in each of the four areas covered in Part 7
of the report. Guardian, family and others who know the person well may also be able to help
with this.
At the end of Part 7, you are prompted to go to Part 8 or Part 10 depending on how many
concerns or hesitations the guardian may have, if one is involved. If a legal guardian is not
appointed, or has just a few concerns or hesitations listed in Part 6, you are instructed to go to
Part 8. If a legal guardian is appointed and the guardian has many concerns and hesitations,
you are instructed to go to Part 10 of the report.
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Part 8: Prevocational Services Plan for
Next Six Months
Only complete Part 8 if details of member’s
integrated employment goal are still not fully
identified in Part 7
List action steps to help member determine his or
her preferences regarding integrated employment
Middle column: efforts over last 6 months and
outcomes that resulted
Right-hand column: planned efforts for next 6
months if prevocational services reauthorized
Part 8 and Part 9 ask you to further map out the prevocational services plan for the next
six months, assuming prevocational services is reauthorized by the IDT.
It’s very important to note that you should only complete Part 8 if details of the member’s
desired integrated employment goal are still not fully identified in Part 7. So if you
checked one or more of the boxes in the right-hand column of Part 7, you need to
complete Part 8. On the other hand, if you have been able to provide answers to all four
questions in Part 7, you should skip Part 8 and go to Part 9.
In the left-hand column of Part 8 you are asked to list the action steps being taken to
help the member determine his/her preferences regarding integrated employment in the
four areas identified in Part 7: type of work; hours/schedule; geographic area; and
method of transportation to get to and from work. In the middle column, you should
describe what you did with regard to this action step in the last six months and what
outcome resulted. In the right-hand column you should list what you plan to do in the
next six months with regard to this action step and helping the member determine his/her
preferences regarding type of work; hours/schedule; geographic area; and method of
transportation to get to and from work.
If you fill out Part 8 because you are still working on helping the member figure out
his/her preferences related to integrated employment, you are then instructed to go to
Part 10. If you skip Part 8 because all the preferences asked for in Part 7 have been
reported, you will go to Part 9.
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Part 9: Integrated Employment Services
Plan for Next Six Months
This section deals with action steps to help the
member secure an integrated job
Describe how the prevocational provider will help
the member get the services she or he needs to
find an integrated job
Left column: Action steps
Middle column: What has been done over past 6
months and what outcomes have resulted?
Right column: What will be done in next 6
months, if prevocational services reauthorized?
Part 9 deals with action steps being taken to help the member secure an integrated job. This comes after
concerns and hesitations have been addressed, and after the details of the member’s preferences
regarding integrated employment have been identified. In this section, the prevocational service provider is
to address how they are going to help the member get the assistance needed to obtain an integrated job.
Connecting the member to supported employment services – typically funded by DVR- is a critical part of
this.
In the left column, you are to list or update the list of action steps. In the middle column, you should list
what has been done over the past six months in regard to these action steps, and what the outcome of
these efforts has been. For example, if you helped a member submit an application to DVR, what has
been the outcome? Has the member been determined eligible? Has the member been placed in the
correct category under Order of Selection? If not, has the category determination been appealed? Has the
member been assigned a VR counselor? Has the member had an IPE – an individual plan for employment
– developed by DVR? Has the member selected a vendor for services that will be funded by DVR?
In the right-hand column, list what you intend to do over the next six months with regard to each of these
action steps. If the member is receiving DVR services, your action step may involve regularly asking the
member (and guardian if one is appointed) how the DVR process is progressing and reporting that back to
the IDT.
At the end of Part 9, and based on the action steps and plan you proposed, you are asked to estimate
when you think the member is likely to obtain integrated employment. Answer this question to the best of
your ability – we recognize this is an educated guess and can not be guaranteed. Note that you only
answer this question if you have completed Part 9. It is assumed you can’t answer this question accurately
if the member isn’t at the stage of actively pursuing integrated employment.
You then go to Part 10 – the final section.
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Part 10: Signature Page
Sign and date
Review content of report with member and
then ask member to sign and date
Seek legal guardian signature or verbal
approval of contents
Send report to Care Manager by due date
Part 10 is a signature page which was added at the request of prevocational service
providers. Sign and date as the staff person completing the form. Please also ask the
member to sign and date the report, but only after you have reviewed all of the
information in the report with the member and you have gotten the member’s approval
that the information being reported is accurate. If a guardian is involved, you should get
the guardian’s signature if possible. There is a box to check if you are unable to get the
guardian’s signature before the due date for the report. Even if you can’t get a
guardian’s signature, you should attempt to contact the guardian by phone and review
the contents of the report with the guardian. If the guardian agrees, you could note that
you reviewed the content of the report with the guardian by phone and the guardian
approves the content.
You then send the report to the member’s Care Manager by the method your MCO has
identified or by another secure delivery method. Be sure to send the report when it is
due – two weeks before the month in which the member’s annual member centered plan
or six-month review meeting is due to take place.
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Part 10: Signature Page
Check box at bottom of page: you may
add reports for other services
If service is reauthorized and you do not
hear from Care Manager, assume the
proposed plan you submitted is approved
Care Manager will only contact
prevocational provider if prevocational
services are not reauthorized or
if the IDT
wishes to see changes to the proposed
plan for the next six months
At the very bottom of Part 10, you will see a box that you can check if you wish to add
other six-month reports for other services that you provide to the member.
Please note the Care Manager will only contact the prevocational provider if
prevocational services are not reauthorized or if the IDT staff wishes to see changes or
have questions in the plan you proposed for prevocational services for the next six
months. If your agency receives a reauthorization for prevocational services, but you do
not hear anything else from the Care Manager, you should assume that the proposed
prevocational plan you submitted to the IDT has been accepted and you should
implement that plan.
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Thank you for completing this training.
If you have any questions regarding this
training or the Prevocational Services Six
Month Progress Report and Service Plan,
please take a moment to submit your
questions via our online survey.
http://4.selectsurvey.net/dhs/TakeSurvey.aspx?SurveyID=p2M24n65
You have now completed this training. If you have any questions regarding this training
or the Prevocational Services Six Month Progress Report and Service Plan, please take
a moment to submit your questions via our online survey. Thank you.
