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EC 181 383

Watson, MargeEmployability Project: The Employment of Persons withDevelopmental Disabilities.Stepping Stones Growth Center, Oakland, CA.Administration on Developmental Disabilities (DHHS),Washington, D.C.Jan 85DHHS-90DD0040/0123p.; For a related document, see EC 181 382.Stepping Stones Growth Center, 1720 Adeline, Oakland,CA 94607 ($5.00).Reports - Descriptive (141)

MF01/PC01 Plus Postage.Adults; *Developmental Disabilities; Employment; *JobPlacement; *Job Skills; *Vocational Adjustment; YoungAdults

ABSTRACTThe paper describes the efforts of Stepping Stones

Growth Center, a vocational training organization which placespersons with developmental disabilities into competitive employment.Two programs witLin Stepping Stones feature training for boatmaintenance and janitorial ard grounds maintenance. Placementpreparation is described in terms of its four phases: (1) screening,interest inventories, counseling, readiness activities, applicationpreparation; (2) employer targeting, interview techniques, job searchactivities; (3) individualized job search and placement; and (4)followup activities. The importance of work adjustment skills arenoted. Appended materials include an eligibility requirement list,which covers such areas as mobility, hygiene, and social behavior,and a sample pre-employment questionnaire. (CL)

***********************************************************************Reproduct'ons supplied by EDRS are the best that can be made

from the original document.***********************************************************************

EMPLOYABILITY PROJECT

the

EMPLOYMENT OF PERSONS WITH

DEVELOPMENTAL DISABILITIES

STEPPING STONES GROWTH CENTER

1720 Adeline - Oakland, California 94607(415) 834-3990

Maria Distler, Executive Director

Marge Watson, Project Director

Prepared by Marge Watson

January, 1985

U.E. DEPARTMENT OP EDUCATIONNATIONAL INSTITUTE or EDUCATION

EOUCATIONAL RESOURCES INFORMATION

/rho document has been reproduced asCENTER (ERIC)

received from the person or or9snlzanenonomating it

Minor changes have been made to improvereproduction quality

points of view or opinions stated in this document do not necessarily represent official NIEposition or policy

Prepared under a grant from Department of Health and HumanServices, Administration on Developmental Disabilities;

"READY, WILLING AND ABLE" - grant number 90DD0040/01

2

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

ACKNOWLEDGEMENTS

This paper intends to describe Stepping Stone'sefforts to place persons with eevelopmental disabilitiesinto competitive employment. The fact that our grant yearcoincided with the President's Initiative to place 25,000persons with developmental disabilities into jobs in theprivate sector gave us additional inspiration to put ourideas into action.

The author wishes to express thanks to Robert Littleand Dennis Womack who worked with Stepping Stones clientsin job preparation, placement and follow-up support forclients. They developed the techniques and procedures thatfollow. We especially thank State of California Departmentof Rehabilitation for granting us a one year demonstrationgrant to formalize our employment efforts.

INTRODUCTION

Stepping Stones began as a nonprofit after-school daycare facility in 1975. Founded by parents of retardedchildren, the program began with fifteen children and avolunteer staff. Eventually, as the clients reached theirteens, staff began to see a need for vocational training.The segregated school that most of them attended offeredlittle in the way of independent living training andvocational skills.

Through CETA funds, Stepping Stones was able to placesome of the older teens in on-the-job training positions inthe private sector. Jobs included groundskeepers, janitors,bakery assistants, boat cleaners and sail loft workers. Ofall the training opportunities, boat cleaning, janitorialand grounds maintenance proved to be the most successful forthe young adults.

In 1981, when it became evident federal support forcommunity-based organizations would be diminished and CETAwas draw.,ng to a close, the agency saw a need to becomepartially self supporting by operating nonprofit businessenterprises. About the same time the administrative teamwas urged by professionals in the field of Rehabilitation toadd programing for adults. Over the next year Boatworks andCleanSweep were born through the help of CETA grants.

Certified for work adjustment and work activity by theCommission on Accredidation of Rehabilitation Facilities(CARP), we now operate two adult training programs.Boatworks trains adults from ages 18 to over 50 to clean anddetail pleasure boats in the San Francisco Bay Area.CleanSweep is a janitorial and grounds maintenance trainingprogram for the same population.

About twenty-four clients are currently in training.Disabilities range from mental retardation, emotionaldisturbances, epilepsy and mild cerebral palsy.

The program for children and youth continues tooperate after school and vacations. This program offersindependent living, vocational training and work experience.Jobs Training and Partnership Act (JTPA) provides stipendsas incentives to learn.

Both of these programs are fully explored in twoadditional grant products: "Boatworks and CleanSweep,Mobile Work Crews", and "Learning to Work, Transitioning

1

Youth with Developmental Disabilities". Call or writeStepping Stones for additional information.

JOB OPPORTUNITIES

"Meet our son, the Custodian"

(Adapted from a column by Donald K.White, financial writerfor the San Francisco Chronicle, January 20, 1984. CopywriteSan Francisco Chronicle, 1984. Reprinted by permission.)Although Mr. White's column was written for the generalpublic, his message is significant for those trainingpersons with developmental disabilities.

Until a few years ago the Department of Labor'scomputer printouts of hundred of job classifications listed"Janitors and Sextons." Today, the department's computerprogrammers are more sophisticated.

In the new workplace there are no janitors and sextons,according to the government's statistics. They are "build-ing custodians".

As parents you might not want to raise your children tobe janitors or sextons. But if they become buildingcustodians upon leaving school you can hold your head high.

The plain truth is that the job opportunities forpeople entering the labor market in the next 10 years willbe best for those willing to take on what are stillconsidered to be menial jobs.

The job market today is overloaded with professionals.By 1S95 we will be living in an over-educated society inrelation to the jobs available for graduates. What thismeans is that millions of young Americans will have to adoptan attitude that is not defeatist but realistic: Minimumexpectations, minimum disappointment.

When it comes to jobs, the largest number available inthe years ahead, according to Department of Laborprojections, will be for building custodians, cashiers insupermarkets and fast food outlets, secretaries, generaloffice clerks and sales clerks. None of these jobs requiresanything more than a high school diploma. Or less.

But when it comes to the high technology industries -touted as the wave of the future in the U.S. economy - nohigh-tech occupations are among the top 18 in thedepartment's job growth patterns.

2

5

In the years ahead, mothers and fathers may no longerbe able to brag about "our son the lawyer, or our daughterthe doctor". Instead they'll talk about "our son, thecashier at McDonald's, our daughter, the building custodianat Bank of America'.

PLACEMENT PREPARATION:

The long range goal for all of our trainees inBoatworks and CleanSweep is competitive employment. Thework adjustment instructor and crew supervisors work withtrainees to get them ready to seek competitive work. As aclient reaches 50% or higher in his production rate, andother factors such as motivation, independent travel, anddesire to work are also present, he is "graduated" into thefirst phase of our pilot project, "Employability".

Through a grant from State Rehabilitation, the informaljob placement activities we have been offering our ownclients over the last two years have now been expanded toinclude clients referred by Rehabilitation counselors. Inaddition, the top 3% of the workforce in two large shelteredworkshops operated by our local Association for RetardedCitizens have also been targeted to be referred forplacement.

The program operates in four phases:

1. Screening, interest inventory, counseling, readinessactivities, preparing an application.

2. Targeting employers, interview techniques, job searchactivities.

3. Individualized job search and placement.

4. Follow-up activities.

In order to determine job readiness, the job developerdeveloped an eligibility requirement Us,: he prefers toadminister in person during an interview with the potentialclient. If the client is presently enrolled in a workshop,a visit is made to observe him at work, interview hissupervisors, and case manager. If the client is without aprogram, he is asked to come to Stepping Stones for theinterview. This begins the process of getting to know theperson's abilities to get to a new place by publictransportation, and his responsiblity to keep an appointmenton time. The eligibility list is included in the appendix.

3

Often a case manager does not understand therequirements for entrance to our program. Due to large caseloads and enthusiasm for a client, she may try to "push"someone into the program u",o is not job ready. Under theState grant we are cnly funded for 120 hours per client forthe whole package of services from intake to follow-up. Forthat reason, we do not have time to provide vocationaltraining, travel training, or basic independent livingskills training.

We check out the home environment carefully on theeligibility list. We want to make sure the home environmentwill not interfere with the job search. Are family membersor Board and Care operators supportive? If we find too manyexterior problems we refer them to the case worker forremediation. If a person is not judged ready for employment,the job developer confers with the case worker and theconsumer to explain the reasons he was not accepted. Ifvocational training is needed, he could be referred toBoatworks or CleanSweep, or another appropriate program.

PHASE I

The first classroom phase consists of 40 hours. A groupof five job seekers enrolled at any one time seems ideal.The group motivates each other and lends encouragement asindividuals move out to seek jobs. Most clients enrolledso far have had some work history, including shelteredworkshop or volunteer experience.

Classes are held twice a week, for six hours a day.Lunch and coffee breaks are taken when attention lags.App:oximately one month is spent in preparation activities.Frcm the first day clients are expected to show up on time,look good, and participate fully in all activities. AsRichard Bolles' What Color is Your Parachute stresses: whenout of work, looking for a job is your job.

The instructor makes sure the clients understand theimportance of what the employer is looking for. Job skillscertainly count, but job retention and advancement dependmore on attitude and adjustment.

Required Behavior for Mainstream Employment

1. Socially acceptable behavior on the job

2. Appropriate dress

3. Basics in job skills and attitude

74

a. follow directions

b. follow sequential directions

c. takes criticism

d. is punctual

e. physical capabilities to do work

f. good work behavior

4. Good initiative, self starter

5. Can self transport

6. Notifies office if ill, or detained

The first phase concentrates on all of the aboveattributes. In addition, each enrollee develops a sampleapplication, including references, that he can use as aguide when interviewing. Information covered includes:

Emergency information

Telephone usage

List of work experience

Educational history

Social Security number

W-4 form, how to fill out

References

Skills, qualifications

Dealing with limitations

During the first week, an Interest Inventory isadministered. Each person is asked to limit his jobinterests to only three. In that way, choices are narrowed,and clients forced to become more realistic in theirambitions. The choices are discussed, and ranked 1,2,3. Theform is found in the appendix.

The necessity of preparing a resume for most blue-collar job seekers is debatable. More useful is a completedstandard application form that includes the important

5

information ally employer will want. We use the "Tops Form3285 (Revised)" found in the Appendix. For persons withoutreading and writing skills, a copy of the completedapplication can be given to the interviewer, eliminatingthe problem of taking it home to have someone fill it out.

The master application can be turned into a resume, andtargeted to specific jobs further on in training. A greatdeal of time is spent on developing a job history. At leastthree references are also secured. Letters from formeremployers, teachers, or other character references arecollected. All this information is vital to preparing forthe next two phases that lead to job placement.

PHASE II

Phase II actually overlaps Phase I, but moves closerto targeting a job by dealing with employers, conductingmock interviews, real interviews,and self-directed jobsearch activities.

The points in the "Required Behavior" outlineintroduced in Phase I are expanded now. For many clientswhose only employers have been sheltered workshops (with aless than realistic work atmosphere), the role of TheEmployer is a mythical one.

No matter how open-minded, warm hearted, and civicminded an employer is, his first concern must be for thewell being of his company or department. Thus, thehandicapped person must be able to demonstrate that he canand will perform his duties to whatever standard isexpected. Some "kind souls" will be open to the program foraltruistic reasons: helping a disadvantaged fellow humanbeing, giving them a job that leads towards self-sufficiency. But don't expect too many of this type.

The interest inventory, job application and resume arenow brought into play in group job search activities. Thelob seekers explore the visible job market; EmploymentDevelopment Office, City, County personnel offices, Stateand Federal employment offices, and the newspaper classifiedads. Bolles' What Color is Your Parachute? is an excellentreference for job search, especially in tapping into thelargest sector, the hidden job market where 85% of the jobslie..

Assignments are given between class meetings. Theymust bring in three want ads they are interested in, andphone for an appointment. Trips are made to variousemployment offices. Resumes and master applications aretaken along in case they are needed.

6 9

Mock interviews are arranged. The job developer invitesagency staff or friends from outside to role play theemployer. The clients take tuns interviewing for the job,with group criticism following during the feedback time.Some of the interviews are videotaped. The playback can becompared with subsequent sessions, and progress noted. Thevideo record is also useful for case workers to view afterclass.

Clients also interview each other, thus getting intothe role of the "boss". Especially important is the jobdeveloper's feedback on appropriate topics of conversationduring the interview, how to open and close the session,appropriate grooming and hygiene, and other normalizationtips.

Clients are sent on job interviews towards the end ofthis phase, whether there is a firm possibility of hire ornot. The job developer then calls the interviewer forfeedback. This is relayed to the client for correctiveaction before the next appointment. The more interviews aclient is involved in, the better. We have called to find ajob already filled, but asked if they would interview one ofour people anyway. We mentioned that if the new hire didn'twork out they would have interviewed one of our people,and had the application on file. The strategy works.

The forty hours in Phase II often flow into the twentyhours alloted for Phase III. Higher functioning clientsoften move quickly into the third phase.

PHASE III

Now the job search begins in earnest. Twenty hours aredevoted to individualized job search and placementactivities. This phase integrates the classroom activitieswith the job market. The job search mechanisms mentionedPhase II are now actively engaged. The job search goessomething like this:

Job developer and client look for a job in want-ads andother sources.

Job developer contacts employer and states interest inopening. He explains the Employment Project.

Job developer and client make a visit to the facilitywhere the opening is available. Client completesapplication.

7

Client receives interview, if appropriate. Jobdeveloper explains the on-the-job training contract, andFederal tax credit programs.

Job developer follows up, giving feedback to client.

After hire, follow up program is explained andimplemented.

The job developer usually makes an appointment, andgives the instructions to the applicant. He then goes tothe facility separately, and tries to arrive before theclient. r.e can then observe travel skills, punctuality,appearance, etc.

The job search phase is intended to be as self-directedas possible. No hand holding allowed. The job developer isa coach and an advocate, but is not a social worker. Ifthe job developer does all the work, the placement willprobably fail. The clients initially expect the jobdeveloper to produce magic. After a month, they begin torealize that getting work is work.

Most often clients who have only been employed insheltered workshops have a lot to overcome. In our area,they usually worked short hours, with lots of breaks, basiceducation classes, recreation, and "down-time". They lackthe stamina and experience of an eight-hour shift. Often theentry level job offered is weekends, or graveyard shift.They are afraid to work nights or weekends because they havelittle experience to go by. They must be willing to startat an entry level position on weekends or graveyard shift,in order to build up experience.

If the client has workshop experience only, the jobdeveloper needs to paint a very honest and graphic pictureof what a real job is. Field trips are taken to observeother handicapped workers on the job. After a client hasbeen placed and working for a month or so, he is invitedback to share his experiences and serve as a mentor to thosein transition. t is very important for each client to havea support team. Vital to his morale, this team shouldinclude parents or other family members, Board and Careproviders, case wc,rkers or Rehabilitation counselors, andhis fellow classmates. The clients learn to depend onthemselves, not their caseworkers, as they work through theprogram towards independence.

11

8

LOCATING EMPLOYERS

The job developer works closely with the Department ofRehabilitation, a local Job Developer's Consortium,Employment Development Department, the Chamber of Commerce,and other local business groups. He seeks to know the"hiring influence" in the company, not always the boss orpersonnel manager, but often an influencial secretary, ortrusted supervisor. A file card is kept for each potentialemployer. As people are placed, they are coded as positivehiring sites, and checked with frequency for additionalopenings. Ideally, well placed clients become the "steppingstone" for the next hire.

Often the job developer will not call about an openingon the first day an ad appears. The line will be busyanyway. He usually does not talk about one particularcandidate during the initial call. At this point, heexplains the program. Tie pushes the advantages of pre-screening, of sending only appropriate workers. In otherwords, he lets the employer know how valuable the programwill be: it saves the employer's valuable time.

The job developer seeks jobs that are full time, with adecent salary, benefits package, and potential for growth.Several of the adults in Boatworks and CleanSweep havesecured part-time jobs sev' al days a week, while continuingtraining the other days. We are presently evaluating thefuture of this arrangement. In some ways it has net provensuccessful. The trainees resent being paid a lowerproduction rate wage while at Stepping Stones. Theirattendance has slackened, and behavior disruptionsincreased.

When an opening is targeted, the job developer refersall possible candidates for the job. He lets them competewith each other in the job market. That's the real world.

Most large corporations have clearly stated equalopportunity employment policies, and often have staffresponsible for hiring minorities, including handicappedpersons. One major corporation we know of in our city hastaken five years to finially hire a hearing impaired person.It's a long road from that E.E.O. specialist to thedepartment head who will ultimately do the hiring of"special" people. Maybe its not worth your time.

In our exrerience, a pattern has emerged that seems toindicate, even with a sampling of ab ut twenty placements,that the smaller independent businessman who :operates hisown business may be the best type of employer for the job

9 12

ready person with developmental disabilities. Such a personis a decision maker and in close contact with his personnelneeds and problems. He can quickly make a decision to hire,and move to integrate the disabled worker in his workforce.

It is far easier to get the attention and anappointment with the owner of a local laundry, delicatessen,or wholesaler than make ccintact with a division head ofGeneral Motors. The small businessman can be met personallythrough his local service club, merchant:. association, orjust plain cold canvassing. Other methods would be throughlocal newspaper feature stories, direct mail campaigns, or ahuman interest feature on evei.ing television.

The job placement specialist needs to be mobile,outgoing, and very much attuned to a friendly but nononsense approach to selling his "product", a trained, jobready person.

The official follow-up program consists ofapproximately 20 hours. This is usually stretched over a 60to 90 day period. If needed, we will keep in touch with aplacement indefinitely.

The follow-up program works in several ways. Itprovides the employer additional support in case the newworker has problems adjusting to the new setting. We do notwait for a the employer to call us at crisis time. The jobdeveloper takes the initiative, and checks in frequentlyduring the first month. He offers to meet staff and newworker at the employer's convenience, to mediate anyproblems.

Concurrently, he checks with the new worker at home andafter work to see how he feels about the job. Often thehandicapped person holds his feelings inside, andmisinterprets vords and gestures of his co-workers. He maysay he understands a new assignment in order to please, butreally does not understand at all.

The first month is crucial to a good adjustment and afuture with the company. A future not only for the newworker, but for other handicapped persons as well. Asatisfied owner of a small business may be your bestadvocate. He will mention your services to friends at theRotary. He may be expanding, and need more custodians orwarehousemen.

The 20 hours for follow-up consists of support toemployer and worker in these areas:

13

10

on-the-job problem solving

adaptive devices

work performance standards

employee rights and reponsibilities

personnel policies

work adjustment issue

getting along with co-workers

break and lunch procedures

career advancement

performance review

Our follow-up program does not include "job coaching",a more intensive one-to-one strategy of actuallyaccompanying the new worker on the job for a few days up toa month or more. Funding does not permit this type orattention. For this reason, clients enrolled in our programmust be job ready, and require only minimal support afterplacement.

We are encouraged by the work of Paul Weyman, andothers, showing the cost effectiveness of follow-up. TheState of California Department of Rehabilitation has madeseveral moves in this direction. First, they funded SteppingStones for the demonstration program that is underway. Theywill be monitoring our work closely, with the possibilitiesof funding more employment programs statewide.

Additionally, the State, in February of 1985 initiateda program for follow-up services for Habilitation (lowerfunctioning) clients. Up until now, there was nocompensation to the Rehabilitation facility for hours spentin follow-up services. The new program is for clientsplaced in the competitive job market, and covers servicesthe facility provides at the employment site. Clients mustneed the services to overcome adjustment problems. A formalplan must be approved, and a report completed monthly.Facilities are reimbursed at their regular: work activitydaily rate. This program should prove to be an incentive tosheltered workshops to move clients out to competitive jobs.

1411

DISINCENTIVES

The job developer is aware of all the disincentivescreated by the Social Security Disability system. TheSection 1619 Demonstration Program has been extended throughJune, 1987. The program attempts to allow an SSI disabilityrecipient to retain SSI benefits and medicaid eligibilitywhile earning above the $300 a month limit. The otherdisincentives the program attempts to address include:

* treating remuneration in sheltered workshop!: asearned income.

*termination of the deeming of parent's income andresources when a disabled recipient attains age 18.

*continued payment of benefits to certain individualsunder vocational rehabilitation plans.

Section 1619 is considered the most beneficial toclients in rehabilitation facilities. It allows higherearnings for recipients, therefore encouraging them to workor to accept placement. The job developer often spends hourspromoting a client, only to have him turn the job downbecause of the fear of losing SSI. The continued eligibilityfor medicaid even after earnings exceed the level allowed isespecially helpful in 7lacing severely handicapped personsinto supported or competitive work situations.

For further information on Section 1619, contact NARF,National Association of Rehabilitation Facilities, P.O. Box17675, Washington, D. 20041. Ask for Brief No. 20A.

IN CONCLUSION

It is our finding that the most important skills weteach are in the work adjustment area. Vocational skillsare secondary. Many of the skills learned are transferableto other service industries. For example, boat detailingskills are transferable to woodworking, housecleaning,housepainting, and motel custodial work. We have placedBoatworks graduates in all the above positions. Hours spentin teaching work skills are wasted if the client can't getto work on time, is lazy, dirty, or argumentative.

Over 25% of our trainees have been placed in full orpart time jobs in the private sector. Placement statisticshowever, is not the name of the game. We look for jobretention, not short term -high turnover positions, such as

1)-5

the fast food industry. During the current pilot project,we will follow our client's progress as workers and beginto compile statistics on job retention. Four of ourgraduates have held their jobs for more than a year, andaverage $6 an hour plus benefits. Some of the jobs in whichwe have successsfully placed parsons with developmentaldisabilities include:

* Yacht brokers: boat cleaners, boat detailers

* Federal jobs: building custodians, shelf stocking

* Hotel, motel industry: housekeeping department

* Hospital, medical: building custodian

* School districts: building custodian, groundsmaintenance, food service

* Local businesses: warehouseman, custodian, foodservice, dishwasher, grounds maintenance.

The job developer uses the Association for RetardedCitizens or-the-job training tax benefits as well as theFederal targeted tax cerdit plan as incentives to hire thehandicapped. He finds the small businessman is more apt totake advantage of these incentives than the majorcorporation who consider the incentives not worth thepaperwork involved.

There are many exciting employment projects underway inacross the United States. We wish to share information withothers working in the field. We would appreciate yourcomments.

Finally, we turned to our own trainees in Boatworksand CleanSweep to ask the question: what so you think makesa person employable? What do you have to know, or how toyou have to act to be ready to be hired for a job?

Shaun: Catch the bus.

Sally: Good attitude.

Laura: Don't act like a fool, like jumping around,acting silly. Act your age. You can't wear pajamas towork. You can't sleep on the job.

Paul: One thing you're not supposed to do is arguewith the boss.

Pearl: You gotta get along with your supervisor.

116

Bob: Keep working, have a goal.

Tony: You have to have an interview. You have to knowhow to do the job first.

Carlos: You have to dress up a certain way. And don'tsmoke joints.

Marvin: You don't drink on the job.

Chester: You have to fix your hair.

Diane: You have to like your job.

Petar: You have to set your alarm clock.

Juan: You don't get mad.

Stacey: Be nice and kind to other people.

Kevin: You have to know what kind of job you're goingfor. Be presentable. Can't talk like you talk in thestreet.

Eric: Work hard. Get an application.

Tina: Tell them I worked at Con Agra and got paid.

Monte: MONEY!

17

14

STEPPING STONES GROWTH CENTER

Project Employability

Eligibility Requirement List

1. Job Readiness

Must be job ready, and have demonstrated the ability to work at aproductivity date of 50% or more.

a. Works at 50% or moreb. Does not work at 50%

2. Mobility

Able to use public transportation (A.C. Transit, BART, etc.) on hisor her own.

a. has experience with using public transportationb. capable of being travel trained to Stepping Stones

Growth Centerc. has A.C. Transit, and/or BART I.D. cardd. can travel on public transportation during evening

hours

3. Grooming and Hygiene

a. acceptableb. non-acceptable

4. Social Behavior

Does client exhibit unacceptable social behavior?

a. acceptableb. non-acceptable

5. Has client's attendance been acceptable?a. yesb. no

if no please explain:

6. Has client had any involvement with the criminal justice system?a. yesb. no

If yes, please explain

is(10/84)

7. What is client's attitude towards work?

a. Goodb. Needs Improvement

8. Does client agree to work any shift?

a. Morning only: 7 a.m. to 3 p.m. or 8 a.m. to 4 p.m._b. Mid-afternoon: 3 p.m. to 11 p.m. or 4 p.m. to 12 p.m.c- 11 P 7 a; 12 a.m. - fra; weekends yes , no

9. Is client capable of using telephone in an emergency situation?

a. Yes

b. No

10. Can Client identify numbers such as addresses and bus numbers?a. Yes

b. No

11. Has client received training in survival skills?

a. Yes

b. No

12. Is client on medication? Ana can it Be selfadministered?

a. Yes

b. No

13. Has client had any experience filling out an employment application?

a. Yes

b. No

14. Does client understand simple instructions within a reasonable length oftime?

a. Yes

b. No

15. Does client possess the stamina to handle a normal work day?

a. Yes

b. No

16. Is client capable of handling own paycheck?

a. Yes

b. No

19

project Employability

Areas of Job Interest

Check areas of job interest. This will be used to determing interest in

employment career. Check 3.

1. housekeeping - office cleaner -(maid hotel)2. janitorial

3. waitress4. food service handler5. laundry worker6. assembly worker7. bus boy/girl8. kitchen helper9. dishwasher

10. animal caretaker11. packing12. office help, such as answering telephones13. truck helper14. saw machine operator15. building maintenance worker16. grounds person

17. waiter18. window washing19. sales clerk20. nurse's aide convalescent home21. car wash attendant22. photocopy operator23. general laborer24. furniture repairer25. nursery garden operator26. mail clerk27. painter's helper28. cook29. grocery store worker30. other

20

APPLICATION FOR EMPLOYMENTMEEMPLOYMENT QUESTIONNAIRE) IAN EQUAL OPPORTUNITY EMPLOYER)

,-.su)

PERSONAL INFORMATION -

NAME

OATE

SOCIALRSECURITY

NUMBELAST FAST MOOLE

PRESENT ADDRESSSTREET CM' STATE

PERMANENT ADDRESS.--1- CITY TA z)

PHONE NO. ARE YOU113 YEARS OR OLDER Vella No

SPECIAL QUESTIONSDO NOT ANSWER ANYBOX PRECEDING AOCCUPATIONAL QUALIFICATION,LEGALLY PERMISSIBLE

OF THE QUESTIONS IN THIS FRAMED AREAQUESTION, THEREBY INOICATING THAT THE INFORMATION

OR DICTATED BY NATIONAL SECURITYREASONS.

feet inches

UNLESS THEIS

LAWS,

Citizen

Date

Read

EMPLOYER HAS CHECKED AREQUIRED FOR A BONA FIOEOR IS NEEDED FOR OTHER

of U.S. Yes NoHeight

Weight lbs.

do you speak fluently?

of Birth'

WriteWhet Foreign Languages

The Age Discrimination in Employment Act of 1967 prohibits discrimination on the basis of age with respect to individuals who are atleast 40 but less than 70 years of age.

EMPLOYMENT DESIRED

DATE YOU SALARYPOSITION CAN START DESIRED

IF SO MAY WE INQUIREARE YOU EMPLOYED NOW? OF YOUR PREENT EMPLOYER'

EVER APPUED TO THIS COMPANY BEFORE" WHERE" WHEN?

EDUCATION NAME ANO LOCATION OF SCHOOL*NO. OFYEARS

ATTENDED'010 YOU

GRADUATE? SUBJECTS STUDIED

GRAMMAR SCHOOL

HIGH SCHOOL

COLLEGE

TRADE. BUSINESS ORCCP.RESPONDENCE

SCHOOL

The Age Discrimination in Employment Act of 1967 prohibits discrimination on the basis of age with respect to individuals who are at least 40 but lessthan 70 years of age.

GENERALSUBJECTS OF SPECIAL STUDY OR RESEARCH WORK

U.S MILITARY ORNAVAL SERVICE

TOMISPOOM atm wins=

1PRESENT MEMBERSHIP IN

RANK NATIONAL GUARD OR RESERVES(CONTINUED ON OTHER SIDS 1111111 A_

FORMER EMPLOYERS (LIST BELOW LAST FOUR EMPLOYERS..::TARTIN3 W TH LAST ONE PIP3T1.

CATENICNTH ANO YEAR NAME ANO AC:CRESS OF EMPLOvER EA..ARY P:SiTiON PEAS2N Fu _ +Vlh3

Tn

FRCJ:41

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FROM

TO

REFERENCES: GIVE THE NAMES O= 74.1E= PEPSCNS NCT PEI.A7.7 TO "a-1, WnOtA YOU HAVE KNOWN AT LEAST ONE YEAR.

NAME ADDRESS

1

i3USINEES YEARSACCUA1NTED

2

3

PH fEICAL RECORD:

CC YOU HAVE ANY RYS:CAt. LINUTATIONS tT Fir-12:LUCE vO FROM FF-FIR=RMit.:; AWY Vi:CRK FOR WHICH vCU ARE BEING CONE.,C=REO1 = Yes = No

PLEASE OE.SCRISE

N CASE OFEMERGENCY NOTIFY

KILME AOGRES5 PHONE NO

"I CERTIFY THAT THE FACTS CONTAINED IN THIS APPLICATION ARE TRUE AND COMPLETE TO THE LEST OF M'' KNOWLEDGAND UNDERSTAND THAT, IF EMPLOYED, FALSIFIED STATEMENTS ON THIS APPLICATION SHALL BE GROUNDS FOR DISMISSA

I AUTHORIZE INVESTIGATION OF ALL STATEMENTS CONTAINED HEREIN AND THE REFERENCES LISTED ABOVE TO GIVE YOU ANAND ALL INFORMATION CONCERNING My PREVIOUS EMPLOYMENT AND ANY PERTINENT INFORMATION THEY MAY HAVF.ERSONAL OR OTHERWISE. AND RELEASE ALL PARTIES FROM ALL UABILITY FOR ANY DAMAGE THAT MAY RESULT FROFURNISHING SAME TO YOU.

I UNDERSTAND AND AGREE THAT. IF HIRED. MY EMPLOYMENT IS FOR NO DEFINITE PERIOD AND MAY. REGARDLESS OF THDATE OF PAYMENT OF MY WAGES AND SALARY; BE TERMINATED AT ANY TIME WITHCUT ANY PRIOR NOTICE."

GATE SIGNATURE

DO NC.; WRITE BELOW THIS LINEINTERVIEWED BY GATE

HIRED Yes 0 No POSITION OEPT.

SALARY/V /AGE DATE REPORTING TO WORK

APPROVED. 1. 2 aEMPLI 'WENT MANAGER DEPT rE4.0 GENERAL MANAUER

Tn.s form has peen oesigner to ctrictty comply with State and Feor 81 fair employment practice laws prohibiting employment alscrimmation T

A:olication for Emoiovment Form is sold for general use tnrougnout tne united States TOPS assumes no responsibility for tne inclusion in said f

an/ questions wnich wnen askel by tne Employe' of zne Jon A.....Ducant. may violate State and/or Fece-al Law

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ORDER BLANK

Please complete the following and return to:

Stepping Stones Growth Center1720 AdelineOakland, Ca. 94607

Please send me:

copies of Learning Work - $10

copies of Boatworks and CleanSweep $10

copies of Employability Project $5

copies of Ready, Willing, and Able - $2525 minute videotapeVHS Beta

All orders prepaid, check, money ordersonly. Includes shipping.

Name

Total

Agency

Address

City State Zip

* * *

The Videotape "Ready, Willing and Able" tells the story ofStepping Stones' innovative programing for children andadults with developmental disabilities. Most of thevocational training takes place in work crews out in thecommunity. Featured is a neighborhood recycling business,and the internationally famous "Boatworks" program. Producedby Sheryl Paton under a grant from Health and HumanServices, Administration on Developmental Disabilities.Superfest 1985 entry.

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