Grantee produced

What does it take to be a direct care worker? The North Carolina Real Choice Workforce Infrastructure Development grantees designed a video to answer this question and more.. The DVD has two sections, one on public awareness which runs 7 minutes and a second piece on recruitment which runs for 5:40 seconds.

Montana grantees developed the following curriculum designed for advocates which is broken into chapters that total approximately 45 hours of classroom training. Individual chapters and/or activities from this curriculum may be pulled out and adapted/utilized as needed. In certain activities, STEP, Inc. forms have been included as examples. The eleven topics range from the overview of services and eligibility to self-directed employment practices, accessing resources and a toolbox.

This brief piece explains the steps involved in the transition process in Nevada including the services and supports available and the agency that provides referral for those seeking transition from an institutional setting. The goal of the project was to divert people from institutionalization and/or transition people from institutional care into a less restrictive environment.

The IHSS handbooks were the product of many people’s efforts. The topics covered were determined by input from the IHSS Enhancement Initiative Task Force, focus groups of consumers, providers, social workers, and public authority staff in three California counties. The guide includes topics such as assessment, public authority, hiring, practical details like timesheets and benefits, communication and organization skills. Publications are also available in Armenian, Chinese, Russian, and Spanish.

This document was developed by the Michigan RCSC grantees as part of their Respite for Children program. The booklet explains the concept of respite, who is eligible for the services, the various models of respite, and how to find the right fit for your family. Next the pamphlet describes how to hire a worker and prepare them for the work they need to perform.

The Michigan Nursing Facility Transitions Initiative (NFTI) produced both a brochure and video to offer first hand accounts of their program. Meet a few of the people who the program has helped transition. View consumer stories as well as testimonials from their support specialist.

The manual is subtitled the Long-Term Care Options Counseling Tool Kit: A Professional’s Guide. It describe the four parts of Medicare Part A, B, C and D; describes who is eligible for Medicare Coverage; explains the roles of the U.S. Department of Health and Human Services, Social Security Administration and private companies as they relate to Medicare; and explains the concepts of deductibles, coinsurance and premiums.

The Colorado Dept. of Health Care Policy & Financing (HCPF) developed a program that enables people with disabilities to manage their own attendant services. In the CDAS, people hire, train, supervise and fire their own attendants. They set their own attendant schedules and to a degree they determine what services the attendants provide. HCPF is not accepting applications for the CDAS at this time however, the forms provide an overview of the program and serve as templates for similar programs.

This manual has been developed to both document the Fulton County point of entry (POE) experience and to offer help to others through the process of establishing a POE. Fulton County referred to as Central Assessment and Placement (CAP) may be viewed as a pilot project that can serve as a model for other groups to use in developing a POE system that fits into their local long-term care system.

The purpose of the New York Real Choice Training Manual is to provide formal training to self-advocates who wish to become peer mentors. Mentor trainees will learn through the adult education model, which builds on the strength, capacity and experience of the learners. Self-Advocate consultants/mentors bring with them an incredible wealth of life experiences, which prepare them for this role.