THE UNIVERSITY OF KANSAS

SUPPORTED EDUCATION TOOLKIT 3.0

Manthey, T., Coffman, M., Goscha, R., Bond, G., Mabry, A., Carlson, L., Davis, J., & Rapp, C. (2012). The University of Kansas Supported Education Toolkit 3.0, The
Office of Mental Health Research and Training, The University of Kansas School of Social Welfare.

Supported Education Toolkit 3.0

OVERVIEW
The University of Kansas (KU) Supported Education Toolkit is meant to provide information and assistance for fidelity reviewers and
supported education implementation sites. This toolkit is divided into four sections. Section 1 introduces and provides information
on the KU supported education fidelity scale as well as instructions and protocols. Section 2 provides sample tools for fidelity
reviewers that assist with conducting supported education fidelity reviews. Section 3 provides sample tools for implementation sites
that assist with tracking essential supported education information. Section 4 is a bibliography of supported education related
articles or books.
The average supported education fidelity review should take between one and two days. It is recommended that new fidelity
reviewers receive mentorship from experienced supported education fidelity reviewers familiar with the toolkit and protocols.
Receiving mentorship may help to avoid implementation drift and increase the speed of implementation in general.
If you have feedback or questions regarding this fidelity scale please contact Trevor Manthey, LMSW, Ph.D. Candidate at
[email protected].

Supported Education Toolkit 3.0

TABLE OF CONTENTS
SECTION 1: The Supported Education Fidelity Scale and Protocol............................................................. 4
Development History... 5
The KU Supported Education Fidelity Scale.. 7
The KU Supported Education Fidelity Scale Protocol.. 14
Introduction 15
Fidelity Assessor Checklist 18
Item Definitions and Scoring.. 23
SECTION 2: Tools for Fidelity Reviewers..................................................................................................... 44
Overview 45
Cover Sheet..46
Chart Review Tool 47
Interview Guide. 50
Sample Fidelity Review Report.. 63
SECTION 3: Tools for Implementation Sites. 74
Overview 75
Referral Form. 76
Educational Assessment and Goal Planning Form 77
Present Situation 77
Educational History. 78
Interest Inventory. 79
Assessing Educational Strengths and Interests. 82
Barriers to Education Check Sheet 84
Current Resources and Needed Resources. 86
Educational Goal Plan. 87
Disclosure Form 88
Quarterly Update Checklist.. 91
SECTION 4: Bibliography.............................................................................................................................. 95
Bibliography. 95

Supported Education Toolkit 3.0

SECTION 1:
The Supported Education Scale and Protocol

Supported Education Toolkit 3.0

DEVELOPMENT HISTORY
The evidence for supported education thus far does not constrain program development into one narrow model. Therefore, the aim
of the KU SEd fidelity scale is to provide a principle-driven model that is likely to be of use in a variety of settings and programs. As
used here "fidelity" means concordance with principles rather than adherence to key elements of programs proven effective.
The KU Supported Education fidelity scale was initially developed through using an expert panel of six researchers, a review of other
fidelity scales currently available, individual interviews (with general consumers, students with psychiatric disabilities, community
mental health staff, and community college staff), three large focus groups, and a review of the literature. The KU SEd fidelity scale
has been piloted at three separate community mental health centers in Kansas and revised based on the piloting process in these
centers. The scale has also been adopted by SAMHSA and has been used by other supported education agencies across the country.
Current revisions to the scale were based on a national study of integrated supported education and supported employment
programs (Manthey, et al., 2012), a focus group of nine SEd provider agencies in Kansas, and a panel of seven KU researchers. The
aim of the latest revision was to make the scale more adaptable to a variety of integrated models (such as an integrated supported
education/employment model) which is consistent with the original adaptability goals of the scale.
Reference:
Manthey, T. J., Rapp, C. A., Carlson, L., Holter, M. C., & Davis, J. K. (2012). The perceived importance of integrated supported
education and employment services. Journal of Rehabilitation, 78(1), 16-24.

Supported Education Toolkit 3.0

Current KU SEd Fidelity Scale Iteration (3.0)

Iteration 3 (3.0)
Manthey, T., Coffman, M., Goscha, R., Bond, G., Mabry, A., Carlson, L., Davis, J., & Rapp, C. (2012). The University of Kansas
Supported Education Fidelity Scale 3.0, The Office of Mental Health Research and Training, The University of Kansas School of Social
Welfare.
Previous KU SEd Fidelity Scale Iterations
Iteration 2 (2.0)
Davis, J. K., Rapp, C., Holter, M., Coffman, M. & McDiarmid, D. (2008). The University of Kansas Supported Education Fidelity Scale,
The Office of Mental Health Research and Training, The University of Kansas School of Social Welfare.
Iteration 1 (1.0)
McDiarmid, D., Rapp, C., Holter, M., Dykes, D., & Ratzlaff, S. (2006). The University of Kansas Supported Education Fidelity Scale, The
Office of Mental Health Research and Training, The University of Kansas School of Social Welfare.

Supported Education Toolkit 3.0

THE UNIVERSITY OF KANSAS

SUPPORTED EDUCATION FIDELITY SCALE 3.0
Manthey, T., Coffman, M., Goscha, R., Bond, G., Mabry, A., Carlson, L., Davis, J., & Rapp, C. (2012). The University of Kansas Supported Education Fidelity Scale, The
Office of Mental Health Research and Training, The University of Kansas School of Social Welfare.

Supported Education Toolkit 3.0

Staffing and Organizational Factors

1.

Provides All Phases: The person providing supported education

services provides all phases of the supported education process
(referral, engagement, assessment, enrollment support, and ongoing
educational support).

2A. Integration with Mental Health Treatment: The Supported

Education team is integrated with mental health
treatment as illustrated by: (1) attending at least one casemanagement team meeting per month, (2) attending all CM team
meetings quarterly, and (3) having at least three client-related
contacts per week with CMs.
2B. Integration with Mental Health Treatment: The Supported
Education team is integrated with mental health
treatment as illustrated by: (1) attempting to recruit new clients at
CM team meetings, and (2) coordinating services at CM team
meetings 3) During individual CM contact, inquiring about possible
new referrals from case managers caseloads.

3.

Educational Outcomes: The Supported Education team: (1) tracks

outcomes including: (a) % in education (b) % completed (c) GPA (d)
withdrawals/terminations, (e) # of credits, and (f) type of degree
program. (2) the outcomes tracked and shared on a semi-annual
basis at a minimum (3) the outcomes tracked are shared with
stakeholders (including clients and community members) (4) the
outcomes tracked are shared with staff (5) the outcomes tracked
include both individual and aggregate data.

SEd Worker provides

only one phase of
education services

SEd Worker provides

two phases of
education services

SEd Worker provides

three phases of
education services

SEd Worker provides

four phases of
education services

SEd Worker provides

all five phase of
education services

SEd staff meet one or

zero inclusion
criterion

SEd staff meet two

out of three inclusion
criteria

SEd staff meet all

three inclusion criteria

SEd staff meet one or

zero inclusion
criterion

SEd staff meet two

out of three inclusion
criteria

SEd staff meet all

three inclusion criteria

Meet one out of five

outcome related
elements

Meet two out of five

outcome related
elements

Meet three out of five

outcome related
elements

Meet four out of five

outcome related
elements

Meet all five outcome

related elements

Supported Education Toolkit 3.0

4A. Caseload Size: Supported Education workers have a total caseload of

25 or less for an integrated model (combined supported employment
and supported education caseload).
-OR4B. Caseload Size: For the freestanding (nonintegrated) model:
Supported Education workers have a total caseload of 35 or less.

5.

Supervisors Duties: Supported Education supervisor ensures

program objectives are met by: (1) Providing weekly supervision, (2)
communicating with mental health service supervisors quarterly to
resolve programmatic issues and to encourage referrals to the SEd
program, (3) provides field mentoring every quarter, (4) provides
individualized feedback regarding outcomes, and (5) helps develop
new strategies and ideas to help clients achieve their educational
goals.

6.

Range of Services: The Supported Education program offers services

individualized for the specific educational needs of each consumer
meant to further career development (e.g. GED/HS diploma, postsecondary education, vocational school, English as a Second
Language, basic educational skills, online programs, apprenticeships,
etc).

Integrated caseloads
are 81 or greater

Integrated caseloads
are between 61-80

Integrated caseloads
are between 41-60

Integrated caseloads
are between 26-40

Integrated caseloads
are at or less than 25

Nonintegrated
caseloads are 91 or
greater

Nonintegrated
caseloads are
between 71-90

Nonintegrated
caseloads are
between51-70

Nonintegrated
caseloads are
between 36-50

Nonintegrated
caseloads are at or
less than 35

One out of five

elements are present

Two out of five

elements are present

Three out of five

elements are present

Four out of five

elements are
present

Five out of five

elements are present

Team offers support

for only one or two
educational activities

Team offers
assistance for some
activities but not a full
range

Team offers a full

range of support for
educational activities
(there is no evidence
the team excludes any
type of educational
pursuit)

Supported Education Toolkit 3.0

Referral and Engagement

There is evidence that

informal or formal
screening has
occurred one or two
times.

There is no evidence
of informal or formal
eligibility
requirements. All
consumers are eligible
& actively encouraged
to participate in the
program.

There is no structured
mechanism in place
but there is evidence
that conversation (s)
took place.

There is a structured
mechanism used that
ensures conversations
take place about
education.

7.

Screening: Consumers are not screened out of Supported Education

Services based on formal or informal educational or non-educational
eligibility requirements such as literacy, substance use, language
barriers, symptoms, perceived readiness, motivation, age, hygiene,
medication compliance, etc

There is evidence
that formal or
informal screening
regularly occurs or
has occurred more
than two times.

8.

Engaging Communication With All Clients: Case-managers and

supported education workers regularly and frequently talk with all CSS
clients about education as an option (e.g. ask clients if they ever thought
about it, convey education as a possibility, discuss pros and cons, ask
clients about their past experience with education, discuss connections
between employment and educational goals, and discuss what their
future educational goals might be if they were to pursue it)*

No structured
mechanized and
evidence of
conversation beyond
the SEd referral

9.

SEd Program Awareness: Individuals who receive agency services are

aware of the educational services provided as evidenced by displays
of SEd program materials (posters, brochures, flyers) that are highly
visible and are present in multiple locations that consumers
frequent.

10A. Services Begin Quickly: Individuals seeking supported education

services receive their first contact by the supported education team
within one week of referral.

10B. Services Begin Quickly: Individuals seeking supported education

services have one concrete educational activity completed within
one month of referral.

10

Materials have not

been developed

Materials are
developed but are
not displayed or
distributed

<45% of cases have a

visit the first week.

45-59% have a visit

the first week.

<45% of cases have

completed a
concrete educational
activity within 30
days of referral

45-59%
have completed a
concrete educational
activity within 30
days of referral

Materials are
displayed in one
location

Materials are
displayed at multiple
locations that are
easily accessible

60-74% of cases have

a visit the first week.

75-89% of cases
have a visit the first
week.

90% or more of cases

have a visit the first
week.

60-74% of cases have

completed a concrete
educational activity
within 30 days of
referral

75-89% of cases
have completed a
concrete
educational activity
within 30 days of
referral

90% or more of cases

have completed a
concrete educational
activity within 30 days
of referral

Supported Education Toolkit 3.0

11. Assertive engagement and outreach: (phone, mail, email, community

visits) occurs with new referrals or when a participant stops participating
in SEd services until the individual acknowledges they do not want to
continue SEd services or re-engage. The following elements should be in
place: 1) a systematic means of tracking outreach efforts 2) SEd workers
make a minimum of five outreach attempts within one month 3) Has
contacted the primary treatment team about the non-engagement.

Assessment and Goal Planning

1 or 0 elements are
present

11

2 out of 3 elements
are present

3 out of 3 elements
are present

12. Written Assessment: Educational Support Workers assess

participants (1) educational interests, (2) talents, skills,
environmental supports, resources (3) preferences, (4) academic
history, (5) future academic aspirations, (6) barriers to education, and
(7) accommodations/support needs and documents their assessment
using an educational assessment tool. The educational assessment is
updated quarterly with new information based on changes in the
participants life situation.

Three or less
domains are
documented and/or
documentation is not
updated regularly

Four domains are

regularly assessed.

Five domains are

regularly assessed.

Six domains are

regularly assessed.

Seven domains are

regularly assessed.

13. Disclosure: Educational support workers assist participants in making

an informed decision regarding disclosure to school staff, faculty and
students. An informed decision includes the following: (1) disclosure is
not required (2) offer to discuss pros and cons including how the
decision influences access to accommodations (3) discuss what/how
information may be appropriately disclosed including examples (4)
workers discuss disclosure and revisit it at least quarterly.

None of the domains

are present

One of the domains

are present in either
charts or consumer
comments

Two of the domains

are present in either
charts or consumer
comments

Three of the
domains are present
in either charts or
consumer comments

Four domains are

present in both (1)
charts and (2)
consumer interview
comments

14. Educational Goal Planning: Educational Support Workers provide

individualized educational goal planning that is updated quarterly and
meet these criteria: (1) consumer preferences; (2) includes long-term
goal(s), (3) short-term action steps, (4) date(s) for completion, and (5)
responsibilities.

Zero or one criterion

is/are updated
quarterly.

Only two criteria are

updated quarterly.

Only three criteria are

updated quarterly.

Only four criteria

are updated
quarterly.

All five criteria are

updated quarterly.

Supported Education Toolkit 3.0

Enrollment/Ongoing Support

12

15. Essential Enrollment/Ongoing Supports: At a minimum, the following

services are provided for individuals beginning enrollment or
continuing enrollment at an educational institution. 1) application for
admission 2) financial aid 3) books and supplies 4) transportation 5)
class scheduling

Services are provided

to 59% or fewer of
participants

Services are provided

to 60% - 69%% of
participants

Services are provided

to 70% - 79& of
participants

Services are
provided to 80% 99% of participants

Services are provided

to 100% of
participants

16. Supplemental Enrollment/ Ongoing Supports: At a minimum, the

following services are provided for individuals beginning enrollment
or continuing enrollment at an educational institution. 1)
familiarization with educational institution 2) introduction to campus
resources and personnel 3) tutoring 4) accommodations 5) peer
support

Services are provided

to 59% or fewer of
participants with
identified need

Services are provided

to 60% - 69%% of
participants with
identified need

Services are provided

to 70% - 79& of
participants with
identified need

Services are
provided to 80% 99% of participants
with identified need

Services are provided

to 100% of
participants with
identified need

17. Ongoing Supports: Ongoing essential and supplemental supports are

provided at least monthly to each SEd client. After preparing clients to
attend an academic program (e.g. application for admission, financial aid,
coarse schedule) it is part of the SEd staffs job to follow the progress of
each SEd client to provide support, encouragement and to address
needs in advance (e.g. tutoring, accommodations).

Assistance is
provided monthly to
<= 29% of program
participants.

Assistance is provided
monthly to 30-49% of
program participants.

Assistance is provided
monthly to 50- 69% of
program participants..

Assistance is
provided monthly to
70-89% of program
participants.

Assistance is provided
monthly to 90-100%
of program
participants.

18. Financial Assistance: Educational support workers provide assistance

in securing financial aid/assistance (i.e. scholarships, grants, VR access
etc.) during enrollment and throughout educational tenure. The
assistance is comprehensive and should cover the following elements:
1) gathering relevant financial/academic information (e.g. bank
records, income tax returns, past academic records), 2) resolving past
educational loan defaults, 3) exploration of grant/scholarship
opportunities 4) exploration of funding opportunities (e.g. special
programs, VR, etc) and 5) their potential ramifications.

Only 1 out of 5
financial aid types of
assistance are
delivered.

2 out of 5 financial
aid types of
assistance are
delivered.

3 out of 5 financial aid

types of assistance
are delivered.

4 out of 5 financial
aid types of
assistance are
delivered.

5 out of 5 financial aid

types of assistance are
delivered.

Supported Education Toolkit 3.0

13

19. Liaison Services: If disclosure occurs and is based on client identified

need and preference, the supported education worker(s) serve as a
proactive liaison to educational programs in order to address
participant and programmatic issues. Collaboration and
communication with relevant campus personnel occurs on a
consistent and regular basis.*

Assistance is
provided to <= 29%
of program
participants.

Assistance is provided
to 30-49% of program
participants.

Assistance is provided
to 50- 69% of
program participants.

Assistance is
provided to 70-89%
of program
participants.

Assistance is provided
to 90-100% of
program participants.

20. Individualization: Educational Support Workers provide support that

is individualized by participants preferences and needs.*

Assistance is
provided to <= 29%
of program
participants.

Assistance is provided
to 30-49% of program
participants.

Assistance is provided
to 50- 69% of
program participants.

Assistance is
provided to 70-89%
of program
participants.

Assistance is provided
to 90-100% of
program participants

21. Mobile/immediate supports: are available when the student requires

it. A supported educational worker is able to respond when a
participant needs immediate support (travel to educational
institution).

Assistance is
provided to <= 29%
of program
participants.

Assistance is provided
to 30-49% of program
participants.

Assistance is provided
to 50- 69% of
program participants.

Assistance is
provided to 70-89%
of program
participants

Assistance is provided
to 90-100% of
program participants.

Supported Education Toolkit 3.0

14

THE UNIVERSITY OF KANSAS

SUPPORTED EDUCATION FIDELITY SCALE 3.0 PROTOCOL
Manthey, T., Coffman, M., Goscha, R., Bond, G., Mabry, A., Carlson, L., Davis, J., & Rapp, C. (2012). The University of Kansas Supported Education Fidelity Scale, The
Office of Mental Health Research and Training, The University of Kansas School of Social Welfare.

Supported Education Toolkit 3.0

15

INTRODUCTION
Supported Education is an emerging best practice in the field of psychiatric rehabilitation. The primary goal of Supported Education is to provide
opportunities, resources and support to people with psychiatric disabilities in order to gain admittance to and succeed in the pursuit of
education. Education is an activity that enables individuals to gain access to meaningful employment, a new identity, and the fulfillment of life
goals.
Consumers of mental health services and service providers are increasingly recognizing the role of supported education in recovery. Educational
involvement parallels recovery; both are on-going processes and both prepare one for new challenges in life. Unfortunately, for people
experiencing psychiatric disabilities, involvement in post-secondary or other continued education, though frequently desired, is seldom
achieved. For many individuals, the completion of high school, college and trade apprenticeship is interrupted by the onset of identifiable
psychiatric symptoms manifested in the young adult years.
Although existing models of Supported Education vary, The University of Kansas Supported Education Group upholds the following as the
framework for best practices in Supported Education:

Mental health center (MHC) promotes Supported Education throughout the organization and in the greater community
Supported Education activities occur on campus
Variety of activities are offered to increase consumer/student confidence & explore educational possibilities
Mental health center sponsored segregated activities are not required and consumer chooses from an array of other non-segregated
educational options
Clinicians, case managers, treatment teams are active in encouraging education with consumers
Enrollment and individualized educational supports are provided
Support groups or peer-to-peer assistance is available and accessible
MHC provides necessary help to acquire needed resources on an individualized basis
No exclusion based on mental health or personal considerations for participation in activities of Supported Education

Supported Education Toolkit 3.0

16

What is meant by participant:

Throughout the protocol and on the Fidelity instrument, the term participant is used. Consumer is a term that is commonly used to describe
individuals who receive mental health services. However, while developing this program it became apparent that a term was needed to identify
individuals in the Supported Education Program, particularly in agencies providing multiple services.
Overview of the scale:
The Supported Education Fidelity Scale contains program-specific items that have been developed to measure the implementation of Supported
Education programs. Each item on the scale is rated on a 5 point rating scale ranging from 1 (not implemented) to 5 (fully implemented). The
standards used for establishing the anchors for the fully implemented ratings were determined through a variety of expert sources and empirical
research.
What is rated?
The scale is rated on current behavior and activities, not planned or intended behavior. For example, in order to get the full credit for Item 2
(Supported Education Team/Specialist), it is not enough that the program is currently planning to hire personnel to fill the position.
Unit of analysis:
The scale is appropriate for assessing fidelity to Supported Education practices at the agency/program level. Clinicians are rated as a group
rather than on an individual basis.
How the rating is done:
The Supported Education Fidelity assessment is conducted in person at the program site. The assessment is scheduled in cooperation with the
program being assessed. The Supported Education Fidelity assessment requires a minimum of 12 hours to complete and is typically scheduled
over the course of two days.

Supported Education Toolkit 3.0

17

The data collection procedures include chart review, review of educational handouts, and semi-structured interviews with the Supported
Education program coordinator, Supported Education practitioners, other clinical staff in the agency, and participants in the Supported
Education Program.
Interviews:
It is recommended that if the Supported Education program has 3 or fewer Supported Education specialists, attempts should be made to
interview all. If the program is larger than a staff of 3, try to interview as many as possible. However, a minimum of 3 specialists should
be sampled for interview. It is recommended that interviews with Supported Education specialists be conducted in a group setting.
It is recommended that other clinical staff (i.e. case managers and therapists) working in Community Support Services and with the
Supported Education target population be randomly selected and interviewed. Group interviews should be conducted, selecting at least
1 therapists and 1 case managers from each referring team/or at least a total of 3 case managers as respondents.
It is recommended that the Fidelity assessors should aim to interview at least 5 consumers who have received or are currently receiving
Supported Education services. If possible, interviewing 3 consumers who are not currently receiving services is also recommended. The
ideal is that consumers from the Supported Education program are randomly selected.
Chart Review:
Some items on the Fidelity assessment require chart review. It is recommended that 10% of participant charts be randomly selected and
reviewed (from both established and newly enrolled participants) with a minimum of 10 charts. The reviewer may choose to review
more charts if compelled to do so.
Who does the rating:
Using the University of Kansas (KU) Fidelity Scale, assessments can be made by both external groups as well as by the organization implementing
Supported Education. Both types of assessments are recommended. If it is administered internally, it is important for the ratings to be made
objectively and based on hard evidence. Agencies are encouraged to select a review process that fosters objectivity in ratings, e.g., by involving
a staff person who is not centrally involved in providing or supervising Supported Education services. With regard to external reviews, there is a

Supported Education Toolkit 3.0

18

distinct advantage in using assessors who are familiar with the program, but at the same time are independent. The goal in this process is the
selection of objective and competent assessors.
Fidelity assessment should be administered by persons who have experience and training in interviewing and data collection procedures,
including chart reviews. In addition, raters need to have an understanding of the nature and critical ingredients of Supported Education and
population served. It is recommended that all Fidelity assessments be conducted by at least two raters in order to increase reliability of the
findings.
Missing data:
The KU Fidelity Scale is designed to be completed fully, with no missing data on any items. If information cannot be obtained at the time of the
site visit, it will be important for the raters to collect the data by following up with phone calls, emails, or additional site visits. It is critical that
raters record detailed notes of responses given by interviewees.
FIDELITY ASSESSOR CHECKLIST
Before the Fidelity Site Visit:

Review the sample cover sheet.

This sheet is useful for organizing the University of Kansas Supported Education Fidelity assessment, identifying where the specific
assessment was completed, along with general descriptive information about the site. You may need to tailor this sheet for your specific
needs (e.g., unique data sources, purposes of the Fidelity assessment).

Create a timeline for the Fidelity assessment.

Fidelity assessments require careful coordination of efforts and good communication. Therefore, it may be useful to list all the necessary
activities leading up to and during the visit as well as target dates for completion of these tasks.

Establish a contact person at the program.

You should identify one key person with whom you arrange your visit and communicate with before the fidelity review. Typically this will be
the Supported Education coordinator. Exercise common courtesy by scheduling well in advance and respecting the competing time
demands on clinicians and other staff.

Supported Education Toolkit 3.0

19

Establish a shared understanding with the site being assessed.

It is essential that the Fidelity assessment team communicates to the program the goals of the Fidelity assessment. Assessors should inform
the program site about who will see the report, whether the program site will receive this information, and what information will be
provided. The most successful Fidelity assessments are those in which the shared goal among the assessors and the program site is to
understand how the program is progressing according to evidence based principles. If administrators or line staff fears loss of funding or a
damaged image if they dont score well, then the accuracy of the data may be compromised. It is particularly important that Fidelity
assessors explain during a baseline interview that the goal is to obtain an initial picture for the program, and that high fidelity is not expected
in the early stages of implementation.

Indicate what you will need from respondents during your Fidelity visit.
In addition to the purpose of the assessment, you will need to briefly describe what information you will need, who you will need to speak
with, and how long each interview or visit will take to complete. The Fidelity visit will be most efficient if the Supported Education
coordinator gathers the following information in advance.
Organizational Policies
The Mental Health Agency will provide information on any policies concerning confidentiality or other organizational policies
that will need to be followed. The Fidelity Review Team agrees to follow all organizational guidelines and policies set forth by
the Agency. Any releases of information or consent forms for access to client files or interviews will be obtained by the agency
receiving the KU Fidelity Review.
Information about the Supported Education Program
The agency will provide the following information:

A copy of the program brochure

Mission statement of program (philosophy)
List of names of Supported Education specialists
Roster of Supported Education consumers assigned to each practitioner
A written description of the teams admission criteria
Number of consumers admitted to the Supported Education program, per month, for the last 12 months

Supported Education Toolkit 3.0

20

Assessments focusing specifically on education

Number of consumers terminated from the Supported Education program in the last year, broken down in these categories:
1)
2)
3)
4)
5)
6)

Left the program because of significant improvement/recovered

Graduated from school/college
Dropped out of school/college
Closed because they refused services or unknown whereabouts to team
Deceased within the last year
Other (explain)

Alert your contact person that you will need to sample 10% of client charts, with a minimum of ten.
It is preferable from a time efficiency standpoint that the charts be drawn beforehand, using a random selection procedure. Obviously, a
program can falsify the system by hand picking charts and/or updating them right before the visit. If there is a shared understanding that
the goal is to better understand how a program is implementing services, this is less likely to occur. Request from the agency to provide a
room where chart review can be conducted by KU Fidelity Review Team staff.

Alert your contact person that you will need to interview at least 1 clinicians from both case management and therapy services through the
Community Support Program.
Group interviews will be conducted with clinicians who have familiarity with the Supported Education program offerings. The importance of
having a multi-disciplinary approach will help to assess the Supported Education programs communication, collaboration and outreach to
clinical staff regarding opportunities for consumers on case management and therapy caseloads.

Alert your contact person that the Fidelity assessment includes interviews with at least 5 consumers who are currently receiving or have
received in the recent past Supported Education services.
The fidelity assessment should include interviewing with at least 5 consumers who have received or are receiving Supported Education
services. Reassure the agency that organizational policies (e.g. releases of information, confidentiality, etc.) will be followed.
Interviews Summary:
Agency will arrange the following interviews. All interviews will last approximately 1 hour.

Group interview with 5 consumers who currently receive or have received supported education services.

Group interview with 3 Supported Education specialists.

Supported Education Toolkit 3.0

21

Group interview with 1 or more clinicians.

Interview with Supported Education Coordinator or Supported Education designee.
During the Fidelity Site Visit:
Overview:
The strategy in conducting program fidelity assessments is to obtain data from as many sources as possible. When all these data sources
converge, then one can be more confident in the validity of the ratings. However, experience suggests that the sources often disagree. If
discrepancies between sources occur (for example, if the program leader indicates a higher rate of use of a particular technique than is
documented in the records or observed in the session), query the program director/coordinator, practitioners, or team leader to get a
better sense of the programs performance in a particular area. The most common discrepancy is likely to occur when the interview
with a Supported Education program coordinator &/or specialist gives a more idealistic picture of the programs functioning than do
chart reviews, observational data and interviews. For example, on Item 9-Enrollment Supports, the Supported Education specialists may
report that they often spend their time working with the consumer at the academic institution, while the interview or observation may
show that consumer contact takes place largely in the mental health agency office. To understand and resolve this discrepancy, the
assessor may go back to the Supported Education specialists and say something like, Our chart review shows consumer contact is officebased the majority of the time. Since you had reported you often provided pre-enrollment services in the community, at the college, we
want your help to understand the difference.
Tailor terminology used in the interview to the site:
For example, if the site uses the term member for participant, use that term. If practitioners are referred to as workers, use that
terminology. Every agency has specific job titles for particular staff roles. By adopting the local terminology, the assessor will improve
communication.
Purpose and schedule:
The fidelity assessors should begin the process of data gathering by sharing with the Supported Education program coordinator the
purpose for the visit and the schedule for the day. The schedule will then include interviews with Supported Education specialists, case

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managers and clinicians, and with consumers who receive Supported Education services. Charts and/or other written sources such as
progress notes, educational assessments, educational goal plans, etc. documenting the Supported Education sessions will be reviewed.
After the Fidelity Site Visit:
Rate the Fidelity scale:
The same day of the site visit, assuming there are at least two assessors, each should independently rate the Supported Education
Fidelity scale. Within 24 hours the assessors should then compare their ratings and resolve any disagreements. Determine a consensus
rating for each item.
Tally Scores:
The Fidelity assessors should tally the item scores and determine which level of implementation was achieved.
Data follow up:
If necessary, follow up on any missing data (e.g., phone calls, email to the program site). This would include a discussion with the
Supported Education program coordinator about any discrepancies between data sources that arise after the visit has been completed.
In cooperation with all assessors, make necessary adjustments to the Fidelity scores based on the completed data.
Fidelity Report:
Send a fidelity report to the program site. This report may include an explanation of scores on the Fidelity scale and interpretation of the
assessment, highlighting both strengths and weakness/challenges. The report should be informative, factual, and constructive. If the
Fidelity assessment is given repeatedly to the same program, it is useful to provide a visual representation (i.e. bar/pie charts, Excel
spreadsheet) which graphs the programs progress on the Fidelity scores over time. Those receiving this report will vary but typically will
include the key administrators involved in the assessment.

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ITEM DEFINITIONS AND SCORING

Overview
The University of Kansas (KU) Supported Education Fidelity assessment evaluates the services provided to individuals in recovery from
psychiatric disabilities and the practitioners who are responsible for their mental health treatment and aid in their goals towards recovery. The
KU Fidelity assessment specifically focuses on whomever the program coordinator designates as the target population (persons who have
expressed a desire to pursue education). The mental health organization may have a much larger number of consumers who are candidates for
Supported Education services, but that is a question of penetration, not fidelity. At the outset of the Fidelity assessment, in fact even before the
day of the site visit, the Fidelity assessors should make clear which consumers are Supported Education recipients and which staff are designated
as Supported Education staff.
Rating
Some of the items on the KU Supported Education Fidelity scale call for a calculation of percent of which a particular element of Supported
Education is documented on standardized charts. This methodology implies that documentation is critical to evidence-based practice. While
documentation is an important ingredient, poor documentation for an item does not mean that there is a complete lack of fidelity, nor does
excellent documentation guarantee high fidelity of implementation. Fidelity assessors should integrate their observations from multiple sources
to reach a reasonable judgment about the ratings for each item. To achieve a 5 (full implementation) all data sources (program leader,
practitioners, consumers, clinicians, family members and charts) should agree that the item is fully implemented. If most, but not all, of the
practitioners understand and follow the principle or intervention measured by an item, then ordinarily that item would be rated 4. If the
organization cannot produce any written documentation whatsoever for implementation of an item, the item ordinarily should not be scored
higher than a 3. Rate 3 if the documentation is missing, but some practitioners can explain the principle and can give specific examples
during the interview. Rate 1 if the documentation is missing and practitioners cannot articulate the underlying principles. If sources
contradict each other fidelity reviewers are to seek to clarify the contradiction with the supervisor and other relevant parties. If a resolution is
unattainable, the rater will need to score it accurately as possible based on the sum of the evidence collected.
Data Collection

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Each item of the fidelity scale is followed by a definition and a rationale. There is also an explanation of the data sources needed for each item
and probe questions to be asked in the interviews. Information about the Supported Education program will be gained from the following
sources:
Program Coordinator/Administrator/Team Leader interview
Definition: One clinical administrator is designated as team leader and/or administrator for the Supported Education program. The portion of
this persons time devoted to Supported Education program is dependent on the size of the program. This persons role includes fostering
agency support and awareness for the Supported Education program in the following areas:













Monitor and improve the quality (fidelity) and quantity (penetration) of Supported Education implementation at the agency
Display of written materials
Inform staff, consumers, and family of program goals, services and outcomes
Monitor the referral of eligible person to the Supported Education program
Encourage the use of Supported Education services offered by the program
Monitor and improve the quality (fidelity) and quantity (penetration) of supported education implementation at the agency
Monitor and track caseloads
Provide or arrange for training and technical assistance for practitioners
Arrange and staff group supervision and field mentoring for Supported Education staff
Serve and function as a team member and facilitate in group supervision
Recognize educational success with team, consumers and throughout agency
Serve as advocate for program and program participant within agency and in community

Process: The first question is whether the organization has someone who has a title of Supported Education coordinator or equivalent. This
should be determined prior to the Fidelity site visit.
Supported Education Specialist/Worker interview
Definition: One or more persons who deliver direct (face-to-face) Supported Education services to people who receive services from the CSS
program. This person(s) role includes activities such as:

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25

Be accountable to senior management regarding Supported Education program services and outcomes
Carry a Supported Education caseload and work directly with consumers
Serve as campus liaison/advocate for program and program participants
Assist consumers to gain confidence and familiarity in the campus environment
Assist persons in course selection
Assist in securing individualized educational supports/resources (tutors, supplies, financial aid, navigating campus, enrollment,
transportation, etc.)
Be responsible for the documentation of Supported Education activities

Process: The first question is who (what staff) serves as a Supported Education specialists/worker. From this roster, calculate the number of fulltime equivalent (FTE) staff and confirm with program coordinator. This should be determined prior to the site visit.
Community Support Service Clinicians interview
Definition: Staff clinicians including at least 2 therapists and 2 case managers as respondents working in CSS with the Supported Education
target population will be interviewed in a group setting. This clinicians role includes activities such as, but limited to:









Engagement strategies to establish therapeutic relationship with consumers

Treatment plan / Strengths Assessment
Establishment of treatment goals / personal goal plans
Referrals to Supported Education program
Working in collaboration with Supported Education staff to offer individualized supports and resources to assist consumers to
achieve stated goals
Monitoring of progress towards treatment / personal goals of consumers
Advocacy for consumers on case load
Documentation activities regarding assessment, treatment plan and progress

Process: With the assistance of the Program Coordinator calculate the total FTE therapists and FTE case management staff. At least 2 therapists
and at least 2 case managers should be selected that have experience with a person on their case loads who are receiving or have received
Supported Education services. This should be determined prior to the site visit.

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Participant Interview
Definition: One or more persons who receive or have recently received direct Supported Education program services. This person(s) role
includes activities such as:



Working in partnership with the Supported Education practitioner towards achieving personal educational goals
Active in identifying, choosing, securing and sustaining personal educational goals

Process: The fidelity assessment should include interviews with at least 3 participants who have received or are receiving Supported Education
services. Reassure the agency that organizational policies (e.g. releases of information, confidentiality, etc.) will be followed. Participants to be
interviewed should be selected by the Supported Education Program Coordinator prior to the site visit. Introduce yourself to consumer(s) being
interviewed; explain the purpose of the interview; and very briefly provide a short overview of the rationale for gathering data to consumers
interviewed.
Agency Documents
The Supported Education team employs agency charts and in-field tools to measure progress towards Supported Education goal achievement
and other outcomes by program recipients. The following will serve as sources of information:










Agency medical charts

CSS Treatment Plan
Referral tool to Supported Education services
Supported Education Roster
Progress Notes
Educational Interest Inventory
Educational Assessment
Educational Goal Plan
Client Status Reports

Process: Some items require chart review for rating the Fidelity Scale. This assessment involves the examination of 10% of charts (with a
minimum of 10) of Supported Education participants. Ideally, the charts are randomly selected.

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Staffing and Organizational Factors

1. Provides All Phases

1. The person providing supported education services provides all

phases of the supported education process (referral, engagement,
assessment, enrollment support, and ongoing educational
support).

SEd Worker provides

only one phase of
education services

SEd Worker provides

two phases of
education services

SEd Worker provides

three phases of
education services

SEd Worker provides

four phases of
education services

SEd Worker provides

all five phase of
education services

Definition& Rationale: The same SEd staff person provides all services from referral to ongoing support to each client. It is important to have one staff person
work through all phases of the SEd process with the client rather than the client working with different staff for various stages of the process.
Item Rating: Determine if the phases of service listed are typically delivered by one staff person to one client. If all phases are typically and provided by one
SEd staff member, that would warrant a rating of 5. This item is trying to capture whether or not the philosophy of one staff working through the entire
process with one client is used. If some of the SEd staff provide all 5 phases, but some SEd do not, score this item by averaging each individual staffs score
(e.g. if 2 staff provide all 5 phases of service, while one staff only provides 2 phases, the rating would be a 4 ).
Methods: Interview the SEd staff, the SEd supervisor, clients and case managers.
2. Integration with Mental Health Treatment

1
2A.

The Supported Education team is integrated with mental health

treatment as illustrated by: (1) attending at least one casemanagement team meeting per month, (2) attending all CM team
meetings quarterly, and (3) having at least three client-related
contacts per week with CMs.
2B. The Supported Education team is integrated with mental health
treatment as illustrated by: (1) attempting to recruit new clients at
CM team meetings, and (2) coordinating services at CM team
meetings 3) During individual CM contact, inquiring about possible
new referrals from case managers caseloads.

SEd staff meet one or

zero inclusion
criterion

SEd staff meet two

out of three inclusion
criteria

SEd staff meet all

three inclusion criteria

SEd staff meet one or

zero inclusion
criterion

SEd staff meet two

out of three inclusion
criteria

SEd staff meet all

three inclusion criteria

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Definition & Rationale: The SEd staff should be integrated with the mental health treatment team through participation in team meetings/group supervision
and frequent, informal contact with case managers.
Item Rating: This item is split into 2A and 2B. The scores for A and B should be averaged so there is a single score for item 2.
This item is rated by determining how the team, as a whole, functions except for criteria #A3 and B3. Criterion #A3 requires that each SEd staff person has at
least 3 client related contacts with case managers per week. Criterion #B3 requires that each SEd staff asks case managers about new referrals during
individual contacts with case managers. The other criteria are not concerned with which SEd staff person performs the tasks.
Methods: Interview SEd staff members, SEd supervisor, case managers, case management team supervisors, clients (Is your case manager up to date about
your educational progress?), and a case management services supervisor. Also review progress notes.
3.Educational Outcomes

3. The Supported Education team: (1) tracks outcomes including: (a) %

in education (b) % completed (c) GPA (d) withdrawals/terminations,
(e) # of credits, and (f) type of degree program. (2) the outcomes
tracked and shared on a semi-annual basis at a minimum (3) the
outcomes tracked are shared with stakeholders (including clients
and community members) (4) the outcomes tracked are shared with
staff (5) the outcomes tracked include both individual and aggregate
data.

Meet one out of five

outcome related
elements

Meet two out of five

outcome related
elements

Meet three out of five

outcome related
elements

Meet four out of five

outcome related
elements

Meet all five outcome

related elements

Definition & Rationale: Educational outcomes are tracked twice a year by the SEd team and shared with the staff and stake holders. Outcomes tracked should
include: % of agency (CSS) clients that are working with SEd; % of SEd clients that have completed their educational goal; the mean GPA of the SEd clients
enrolled in school during the quarter; % of withdrawals/terminations from an educational quarter; # of credits completed by clients in the SEd program; and
type of degree programs. Tracking a variety of outcomes provides the SEd program with information about the program and the clients who are served. It will
provide an historical perspective of SEd services. The data collected can be used to guide programing changes.
Item Rating: Determine if the outcomes listed are tracked regularly for the SEd program. Most often this will be the SEd supervisor, but this item does not
specify who tracks the items; rather it is only concerned with whether or not the outcomes are tracked for the SEd team. For elements 2, 3 and 4: the
outcomes must be shared with stakeholders, staff or a combination of those on a quarterly basis (if outcomes are shared with stakeholders one quarter and
staff the next quarter the SEd team would get credit for all 3 elements). For element 1 and 5 there should be evidence that 1. A-F are collected regularly and
that both individual and aggregate data is available; however, what data is distributed to which groups is not specified.

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Method: Ask the SEd team leader for documentation of the data collection. Interview clients, SEd staff, and various stakeholders (staff at educational
institutions with which the team collaborates, family members, etc.).
4.Caseload Size

4A. Supported Education workers have a total caseload of 25 or less for

an integrated model (combined supported employment and
supported education caseload).

Integrated caseloads
are 81 or greater

Integrated caseloads
are between 61-80

Integrated caseloads
are between 41-60

Integrated caseloads
are between 26-40

Integrated caseloads
are at or less than 25

Nonintegrated
caseloads are 91 or
greater

Nonintegrated
caseloads are
between 71-90

Nonintegrated
caseloads are
between51-70

Nonintegrated
caseloads are
between 36-50

Nonintegrated
caseloads are at or
less than 35

-OR4B. For the freestanding (nonintegrated) model: Supported Education

workers have a total caseload of 35 or less.

Definition and Rationale: Each SEd staffs caseload size is 25 or fewer for programs that are integrated with the supported employment program. A caseload
size of 25 or fewer is a combination of SEd and SE clients. For nonintegrated SEd programs the caseload size should be 35 or fewer. Caseload sizes must be
reasonable in order to provide all phases of service to clients.
Item Rating: Each program will have only one score for item 4. Gather caseload sizes for each staff member that provides SEd services. Average the caseload
sizes for the SEd team to determine the rating.
Method: Survey the SEd team members and the SEd supervisor.

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5.Supervisors Duties

5.

Supported Education supervisor ensures program objectives are met

by: (1) Providing weekly supervision, (2) communicating with mental
health service supervisors quarterly to resolve programmatic issues
and to encourage referrals to the SEd program, (3) provides field
mentoring every quarter, (4) provides individualized feedback
regarding outcomes, and (5) helps develop new strategies and ideas
to help clients achieve their educational goals.

One out of five

elements are present

Two out of five

elements are present

Three out of five

elements are present

Four out of five

elements are
present

Five out of five

elements are present

Definition and Rationale: The SEd supervisor should perform certain tasks to ensure the program objectives are met. Among these are: weekly supervision;
promoting referrals among other agency supervisors; inclusion in agency supervisor meetings; field mentoring; and reviewing outcomes with the team. It is
the job of SEd supervisor to assure the SEd program best practices.
Item Rating: Weekly supervision can be individual or group. There should be a formal means of communicating with other supervisors on at least a quarterly
basis. The SEd supervisor should meet with all case management supervisors as a group at least quarterly. The SEd supervisor should provide field mentoring
to each SEd staff person at least once every quarter. If field mentoring is provided, but less than once every quarter it will not count towards this rating.
Examples of field mentoring included coaching on how to be a liaison to campuses, how advocate for consumer accommodations without damaging
educational relationships, how to fill out a FAFSA, etc. The SEd supervisor should review individual outcomes with SEd staff at least once every six months. If
less than once every six months, it will not count towards this rating. During group and individual supervision the SEd supervisor should participate in problemsolving and generation of new ideas. If the model being assessed is integrated, the field supervision should be documented as being unique to supported
education.
Method: SEd supervisor interview, SEd staff interviews, case management supervisor interviews, observation of team meeting.
6.Range of Services

1
6.

The Supported Education program offers services individualized for

the specific educational needs of each consumer meant to further
career development (e.g. GED/HS diploma, post-secondary
education, vocational school, English as a Second Language, basic
educational skills, online programs, apprenticeships, etc).

Team offers support

for only one or two
educational activities

3
Team offers
assistance for some
activities but not a full
range

5
Team offers a full
range of support for
educational activities
(there is no evidence
the team excludes any
type of educational
pursuit)

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Definition and Rationale: Education is rapidly changing (e.g. online education) necessitating that SEd programs maintain flexibility in service provision. SEd
services prioritize services geared toward career development. Services are provided for a variety of educational programs from GED and ESL to vocational
programs to college. The services are individualized and encompass a wide range of educational pursuits, too numerous to list. If the focus is primarily career
development then a wide range of educational programs should be supported.
Item Rating: The SEd staff and supervisor should be able to provide examples of cases where they provided support for non-standard educational pursuit .
Method: Review documentation in the medical record; treatment plans and progress notes. Review written admission criteria, if available. Interviews with
SEd staff, SEd supervisor, case managers, case management supervisors and clients.

Referral and Engagement

7.Screening

7.

Consumers are not screened out of Supported Education Services

based on formal or informal educational or non-educational
eligibility requirements such as literacy, substance use, language
barriers, symptoms, perceived readiness, motivation, age, hygiene,
medication compliance, etc.

There is evidence
that formal or
informal screening
regularly occurs or
has occurred more
than two times.

There is evidence that

informal or formal
screening has
occurred one or two
times.

5
There is no evidence
of informal or formal
eligibility
requirements. All
consumers are eligible
& actively encouraged
to participate in the
program.

Definition and Rationale: There are no criteria, other than a desire to pursue educational goals, for acceptance to the SEd program. There is no evidence that
characteristics, symptoms or behaviors are reliable predictors of educational success.
Item Rating: Formal screening is straight forward and would include any written policies for admission to the SEd program. Informal screening is more difficult
to detect. To come to a determination regarding informal screening, cross-reference all the interviews, progress notes and referrals and make a judgment
about the degree informal screening. In general there should be at least 2 sources with evidence of screening in order to decrease the rating. Examples of
formal screening policy that excludes individuals with substance use, poor hygiene, transportation barriers, etc. from participating in the SEd program.
Informal screening includes case managers or other staff discouraging clients from working with the SEd program at the time they express interest. Telling or
coaching clients to believe they need to complete other things before they are ready to attend school (e.g. better hygiene, cleaning apartment, stop D/A use)
Method: If possible review referrals to SEd and determine how many clients were accepted into SEd services. Interview: SEd staff; SEd supervisor; case
management staff; case management supervisors; and clients. Also review progress notes and strengths assessments can be a good source

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8. Engaging Communication With All Clients

1
8.

Case-managers and supported education workers regularly and

frequently talk with all CSS clients about education as an option (e.g.
ask clients if they ever thought about it, convey education as a
possibility, discuss pros and cons, ask clients about their past
experience with education, discuss connections between
employment and educational goals, and discuss what their future
educational goals might be if they were to pursue it)*

No structured
mechanized and
evidence of
conversation beyond
the SEd referral

There is no structured
mechanism in place
but there is evidence
that conversation (s)
took place.

5
There is a structured
mechanism used that
ensures conversations
take place about
education.

Definition and Rationale: Qualitative research has supported the notion that more consumers would be interested in educational pursuits if they had more
conversations with staff that conveyed education as a possibility. All staff should take advantage of opportunities to discuss education with clients. Case
managers should make a point of addressing the issue frequently.
Item Rating: Use of a structured mechanism that documents discussions with clients regarding educational pursuits is highly recommended. The KU SSW tool
is one option for a structured mechanism, but each agency has the option of developing their own structured mechanism.
Method: Review of structured mechanism is necessary for a rating of 5. Interviews with clients, SEd staff and SEd supervisor. Review agency policies.
Progress notes might be another source.
9.SEd Program Awareness

9.

Individuals who receive agency services are aware of the educational

services provided as evidenced by displays of SEd program materials
(posters, brochures, flyers) that are highly visible and are present in
multiple locations that consumers frequent.

Materials have not

been developed

Materials are
developed but are
not displayed or
distributed

Materials are
displayed in one
location

Materials are
displayed at multiple
locations that are
easily accessible

Definition and Rationale: There is a method or agency culture in place that builds awareness among clients of the SEd program and the support with
educational opportunities offered. It is important for clients to be aware of the educational support offered through the agency. Even those clients that
express no interest in any educational pursuit should be aware there is support available

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Item Rating: A tour of the facility should be done in order to determine if advertizing is displayed in multiple locations. If none is found, the fidelity reviewers
should ask the SEd staff if there are materials displayed and ask to be shown where the materials are displayed.
Method: Visual survey of the premises for posters/advertisements for the SEd program. Ask the SEd supervisor for copies of brochures/flyers for the SEd
program.
10. Services Begin Quickly

10A. Individuals seeking supported education services receive their first

contact by the supported education team within one week of
referral.

<45% of cases have a

visit the first week.

45-59% have a visit

the first week.

60-74% of cases have

a visit the first week.

75-89% of cases
have a visit the first
week.

90% or more of cases

have a visit the first
week.

10B. Individuals seeking supported education services have one concrete

educational activity completed within one month of referral.

<45% of cases have

completed a
concrete educational
activity within 30
days of referral

45-59%
have completed a
concrete educational
activity within 30
days of referral

60-74% of cases have

completed a concrete
educational activity
within 30 days of
referral

75-89% of cases
have completed a
concrete
educational activity
within 30 days of
referral

90% or more of cases

have completed a
concrete educational
activity within 30 days
of referral

Definition and Rationale: SEd services should begin within one month of referral to the program and the first contact with an SEd staff should be within one
week of referral. Once a client decides to pursue an educational goal, there should not be a long wait for a service to support the educational support. If a
client is ambivalent about the educational goal waiting for services might increase the ambivalence.
Item Rating: 11A and 11B are averaged, resulting in one score for item 11. Concrete educational activity examples include: visit campus, financial aid
application, admission application, etc. The definition of concrete educational activity is any task oriented activity that goes beyond simply talking to the
participant.
Method: Review of referrals and progress notes will be the primary way to determine the ratings for this item. Dates from referral to first contact with SEd
staff and first concrete educational activity will need to be tracked with the referral form and progress notes. Secondary sources for this item include
interviews with clients, SEd staff, CM staff, and SEd supervisor.

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11.Assertive Engagement and Outreach

1
11. Assertive engagement and outreach (phone, mail, email, community
visits) occurs with new referrals or when a participant stops participating
in SEd services until the individual acknowledges they do not want to
continue SEd services or re-engage. The following elements should be in
place: 1) a systematic means of tracking outreach efforts 2) SEd workers
make a minimum of five outreach attempts within one month 3) Has
contacted the primary treatment team about the non-engagement.

1 or 0 elements are
present

3
2 out of 3 elements
are present

5
3 out of 3 elements
are present

Definition and Rationale: SEd staff should outreach new clients as well as clients that stop attending the SEd program. Ideally, there will be a minimum of 5
outreach attempts within the month the client is referred to services or misses his first appointment. A variety of outreach methods can be used: phone, text,
email, home visits, other frequented community locations, etc. Many clients tend to drop of treatment due unmanageable situations in the lives caused by MI
symptoms, poverty, or a sense of hopelessness. It has repeatedly been shown effective to provide assertive outreach to SMI clients.
Item Rating: In this item you should be looking for both the quality and quantity of the outreach attempts. The quantity of outreach attempts means one
month of a new referral or last meeting with a client, the SEd staff should ideally make a minimum of 5 outreach attempts. The quality of the outreach
attempts refers to the means used to contact a client. Making 5 phone calls within the month is not considered a robust outreach attempt. Using a variety of
methods is judged to be a better quality of service. The number of outreach attempts can of course be lower than 5 if the individual re-engages. Systematic
means of tracking outreach attempts means there is a form which tracks attempts or they are consistently tracked via progress notes or other tracking
mechanism. If there is evidence that outreach attempts are occurring but are not documented credit for the systematic tacking will not be given.
Method: Review progress notes to see if outreach attempts are documented. Also interview clients, SEd staff and the SEd supervisor.

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Assessment and Goal Planning

12.Written Assessment

12. Educational Support Workers assess participants (1) educational

interests, (2) talents, skills, environmental supports, resources (3)
preferences, (4) academic history, (5) future academic aspirations,
(6) barriers to education, and (7) accommodations/support needs
and documents their assessment using an educational assessment
tool. The educational assessment is updated quarterly with new
information based on changes in the participants life situation.

Three or less
domains are
documented and/or
documentation is not
updated regularly

Four domains are

regularly assessed.

Five domains are

regularly assessed.

Six domains are

regularly assessed.

Seven domains are

regularly assessed.

Definition and Rationale: Seven domains relating to the clients educational pursuits are thoroughly assessed and documented. Thoroughly assessing all these
domains can prove to be an important step for the client in choosing his or her course of study. The opportunity to compare domains ultimately might inform
the clients choice. This assessment is intended to be used to guide planning for education. The assessment should be updated quarterly.
Item Rating: Ask for the Supported Education programs completed assessments ahead of the fidelity review visit (if they are not kept in the medical record).
This assessment needs to be updated quarterly. In anchors 2-5 regularly means quarterly. If it is not updated quarterly the rating should be 1. For ratings 2
5 the assessment is updated quarterly so the number of domains is the only thing being evaluated. The assessment form should have clear sections for each of
the 7 domains listed.
Method: Review assessment forms for # of domains addressed and review frequencies of updates.
13.Disclosure

13. Educational support workers assist participants in making an

informed decision regarding disclosure to school staff, faculty and
students. An informed decision includes the following: (1) disclosure
is not required (2) offer to discuss pros and cons including how the
decision influences access to accommodations (3) discuss what/how
information may be appropriately disclosed including examples (4)
workers discuss disclosure and revisit it at least quarterly.

None of the domains

are present

One of the domains

are present in either
charts or consumer
comments

Two of the domains

are present in either
charts or consumer
comments

Three of the
domains are present
in either charts or
consumer comments

Four domains are

present in both (1)
charts and (2)
consumer interview
comments

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36

Definition and Rationale: Formal accommodations are available for people with disabilities. A thorough discussion of accommodations is necessary in order
for the client to make an informed about disclosure of his or her disability. Disclosure of a disability is necessary in order to acquire formal accommodations
under the ADA; however, formal accommodations might not be necessary in every case. Only through examination of this process can an informed decision be
made for the client. Re-engaging in this discussion quarterly is useful in determining if unanticipated circumstances have arisen where accommodations might
be helpful.
Item Rating: In order to receive a rating of 5 for this item the chart reviews and the client interviews have to be crossed referenced and have strong agreement
in each of the 4 domains. The other anchors the domains have to present in one or the other, charts or client interviews.
Method: Review of charts including progress notes for documentation of discussions regarding disclosure. Interviews with clients, SEd staff and SEd
supervisor.
14.Educational Goal Planning

14. Educational Support Workers provide individualized educational goal

planning that is updated quarterly and meet these criteria: (1)
consumer preferences; (2) includes long-term goal(s), (3) short-term
action steps, (4) date(s) for completion, and (5) responsibilities.

Zero or one criterion

is/are updated
quarterly.

Only two criteria are

updated quarterly.

Only three criteria are

updated quarterly.

Only four criteria

are updated
quarterly.

All five criteria are

updated quarterly.

Definition and Rationale: Goal planning is essential to the successful completion of an educational program. It should be used as a tool for the client to help
keep him or her on track. The goal should be timely and specific; requiring the short-term, steps, dates and responsibilities be updated frequently.
Item Rating: Examples of consumer preferences include type of educational program, major, class order, schedules etc. The treatment/goal plan or Personal
Recovery Plan (for Strengths Case Management agencies) should have all these domains completed quarterly.
Method: Review of the medical chart and SEd documentation (if some working documents are kept separately from the medical record). Interviews with
clients and SEd staff can corroborate what is found in the documentation.

Supported Education Toolkit 3.0

37

Enrollment/Ongoing Support
15. Essential Enrollment/Ongoing Supports

22. At a minimum, the following services are provided for individuals

beginning enrollment or continuing enrollment at an educational
institution. 1) application for admission 2) financial aid 3) books and
supplies 4) transportation 5) class scheduling

Services are provided

to 59% or fewer of
participants

Services are provided

to 60% - 69%% of
participants

Services are provided

to 70% - 79& of
participants

Services are
provided to 80% 99% of participants

Services are provided

to 100% of
participants

Definition and Rationale: (cant score above a certain level unless it is documented).
A participant is in the enrollment phase when they are enrolling into classes for the first time after being admitted to the SEd program or for the first time after
re-enrolling in the SEd program.
1) Admission: The SEd staff should work with the client to assess: how much help the client needs with process of applying for admission; and how
much help the client wants or will accept with the process. The SEd staff should provide the level of support agreed upon with the client but be
prepared to adjust the level of support as needed.
2) Financial Aid: SEd staff should offer assistance with locating sources for financial assistance (e.g. grants, loans, scholarships) and applying for financial
assistance. This should be done during or before the application process, but also on an ongoing basis. The SEd staff should be aware of deadlines for
applying for financial assistance from various sources.
3) Books and Supplies: SEd staff assists clients with obtaining funding for textbooks and school supplies, as well as physically obtaining these items.
School supplies include equipment that might be needed for a vocational program as well as typical college supplies. Although not explicit, this item
includes the SEd staff helping clients secure funding for textbooks and supplies. This type of assistance can range from financial aid to budgeting.
4) Transportation: SEd staff helps clients find resources for transportation to classes, resources (e.g. library), and school events (of interest to the client).
This assistance can span the spectrum from car purchase/repair to public transportation to ride shares with other students.
5) Class Scheduling: SEd staff, as part of goal formation, should explore with client the course work required for the degree of interest to the client.
Examination of the specific courses required might have an influence on whether or not the client chooses that degree program. The assistance of the
SEd is not meant to take the place of the academic advisor. The SEd should assist the client with formulating class schedules. Consideration should be
given to the workload, transportation, other commitments, etc.

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38

Item Rating: All clients received these services. Total all services. If even 1 person misses one service rate down to a four. If all members of a team miss at
least one service rate down to a 1. Assistance is provided means that assistance is offered to all clients and provided to the majority.
1) Admission: There should be documentation of any assistance provided with the application process, as well as documentation that assistance with
the application process was offered in those cases where the client does not need assistance with this item.
2) Financial Aid: Types of assistance provided for this item includes gathering financial information (e.g. bank records, income tax returns), past
academic records, etc. Keep in mind that includes applying for financial aid (scholarships, grants, loans, VR, etc) or multiple forms of financial aid to
cover the entire cost of schooling. This item includes reconciling previous financial aid awards where the client dropped out of school and is now in
default. This can involve a plethora of documentation and take a considerable amount of time.
3) Books and Supplies: In addition to securing funding for books and supplies, assistance with obtaining textbooks/school supplies can range from
checking with the client to see if he or she knows where to obtain needed items to accompanying the client to actually purchase textbooks/supplies.
When possible it is important for the raters to make a determination about the degree of assistance available to clients.
4) Transportation: Transportation to and from classes must be planned at the time the course schedule is planned. The SEd staff should be as involved
in this aspect of education to the extent necessary, including riding the public transportation route the student will take with the client to help with
acclimation. This is an area where the raters might expect to see some creativity. A red flag is when transportation is the road block to furthering
education. While this is possible, no transportation is available at the time the student needs it, it should be a rare occurrence and the raters should
see clear effort documented.
5) Class Scheduling: SEd staff should provide assistance to clients in determining what courses will have to be completed in order to earn the degree of
interest. This usually happens fairly early in the work between SEd staff and clients or if the client decides to change his or her course of study. This is
not meant to replace the role of the academic advisor from the institution where the client is pursuing his or her education. On the contrary, the SEd
staff should make sure the client works with the academic advisor to assure that degree requirements are met. The SEd staff can also function to
reinforce what the academic advisor recommends.
Method: * Caveat..assessing early stage folks. Interviews with clients, SEd staff, SEd supervisor, and case managers. Progress notes and treatment plan
goals are also potential sources
23. Supplemental Enrollment/ Ongoing Supports

16. At a minimum, the following services are provided for individuals

beginning enrollment or continuing enrollment at an educational
institution. 1) familiarization with educational institution 2)
introduction to campus resources and personnel 3) tutoring 4)
accommodations 5) peer support

Services are provided

to 59% or fewer of
participants with
identified need

Services are provided

to 60% - 69%% of
participants with
identified need

Services are provided

to 70% - 79& of
participants with
identified need

Services are
provided to 80% 99% of participants
with identified need

Services are provided

to 100% of
participants with
identified need

Supported Education Toolkit 3.0

39

Definition and Rationale: (Define Enrollment in Protocol).

A participant is in the enrollment phase when they are enrolling into classes for the first time after being admitted to the SEd program or for the first time after
re-enrolling in the SEd program.
1) Educational Institution: The SEd should offer to familiarize the client with physical building/campus where the client is considering attending. This
offers the client the opportunity to become familiar with the physical aspect of the upcoming educational experience while with a person he or she is
presumably relaxed and comfortable with.
2) Campus Resources: SEd staff should offer to make initial introductions to pertinent school personnel and resources such as computer labs, libraries,
bookstore, etc. The introductions are not meant as a replacement of offerings by the school itself (e.g. orientation to the library), rather it is a way to
ease the first experience with a new person or resource.
3) Tutoring: SEd staff are not intended to replace any educational resources provided by the school a client is attending or planning to attend. However,
one of the primary SEd staff duties is to help clients access educational resources. This might include introductions to tutorial staff, arranging
transportation to tutoring, finding financial assistance for tutoring when there is a fee, etc.
4) Accommodations: SEd staff should make clients aware of the ADA, how it might apply to them and the need for disclosure in order to be eligible for
some accommodations. SEd staff should provide assistance to clients to whatever degree is necessary, including mediation and advocacy with the
school or other agencies, such as VR.
5) Peer Support: Peer supports are defined as supports from others who are dealing with a mental illness or other students. Often this will occur
naturally, such as sharing lecture notes with a classmate, but the SEd staff should also have other resources available to those SEd clients that are not
able to access naturally occurring (e.g. NAMI, agency peer support program/groups, CRO). The SEd staff should offer to assist clients/encourage clients
in finding peers that are positive influences and encourage clients in their educational paths.
Item Rating: All clients with identified need received these services. Total all services. If even 1 person misses one service rate down to a four. If all
members of a team miss at least one service rate down to a 1.
1) Educational Institution: SEd staff should provide an opportunity to each SEd client for a tour of campus. This can be a group tour or individual tour.
For online education this includes navigating the online site, exposure to features on the website, coaching on how to use any tools available (e.g.
Blackboard, Brain-honey). Not all clients will need or want this service so if only 80% of SEd clients actually receive this service a rating of 5 would be
earned. Some of the clients that do not need help with item because they will use naturally occurring resources such as campus sponsored tours,
fellow students, etc. If the score is lower than 80%, but there is adequate documentation in the record that this was offered to clients, the raters
have the option of increasing the score for this item.
2) Campus Resources: One of the roles of the SEd staff is to assist clients with integration into the academic environment of their choosing. As part of
this the SEd staff should provide introductions to key personnel. Academic advisors that will help the client determine what requirements he or she
will have to fulfill in order to successfully complete the program are vital. The library is another resource that students pursuing college will need to
familiarize themselves with. The SEd staff can help with this by finding library orientations (and attending this with the client, if necessary),
introducing the student to a librarian, etc.

Supported Education Toolkit 3.0

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3) Tutoring: Determine if there is assistance available from the SEd staff ranging from making clients aware that tutoring is available to going with the
client to meet the tutor or the staff person that will be in charge of arranging tutoring. It is important to try to determine if maximum assistance is
given/offered for those who could use it and if the SEd staff follows-up to see that the client actually receives tutoring.
4) Accommodations: SEd staff should make clients aware of the ADA and give examples of accommodations that are available to them. They should
also be made aware of the office at the educational institution that deals with accommodations.
5) Peer Support: Peer supports are defined as supports from others who are dealing with a mental illness or other students. Often this will occur
naturally, such as sharing lecture notes with a classmate, but the SEd staff should also have other resources available to those SEd clients that are not
able to access naturally occurring (e.g. NAMI, agency peer support program/groups, CRO). The SEd staff should offer to assist clients/encourage clients
in finding peers that are positive influences and encourage clients in their educational paths.
Method: Interviews with clients, SEd staff, SEd supervisor, and case managers. Progress notes and treatment plan goals are also potential sources. Crossreference interviews with clients, SEd staff, case management staff and the SEd supervisor for consistency.
17.

Ongoing Supports

24. Ongoing essential and supplemental supports are provided at least

monthly to each SEd client. After preparing clients to attend an
academic program (e.g. application for admission, financial aid, coarse
schedule) it is part of the SEd staffs job to follow the progress of each
SEd client to provide support, encouragement and to address needs in
advance (e.g. tutoring, accommodations).

Assistance is
provided monthly to
<= 29% of program
participants.

Assistance is provided
monthly to 30-49% of
program participants.

Assistance is provided
monthly to 50- 69% of
program participants..

Assistance is
provided monthly to
70-89% of program
participants.

Assistance is provided
monthly to 90-100%
of program
participants.

Definition and Rationale: Ongoing supports include monitoring client progress with school, including assessing for accommodations, tutoring, transportation,
etc. This would include assessing if financial aid is in place for the upcoming academic unit. Although much of the work for SEd is upfront, prior to the
academic schedule beginning, another important part of the SEd staffs job is to follow the clients academic progress and foresee and address obstacles to
academic success. Monthly support is defined as contact with a client at least monthly and this can be to complete at task, to discuss progress etc. The
primary focus of the contact is to determine how academic progress is going, it is preferable that the contact be face to face, but in some cases only phone
contact will be adequate.
Item Rating: This item will require that the fidelity raters consider each SEd staffs performance regarding ongoing supports and then arrive at some kind of
average for the team. If it is clear from the data gathered that some of the staff members provide 90 100%, while others only provide 50-69%, use an
average for the entire SEd staff to rate this item.

Supported Education Toolkit 3.0

41

Methods: Progress notes, treatment plans, etc. should be the primary resource for assessing this item. If a problem arises that threatens the continuation of a
clients course of study, the raters should look back in the medical record to see if there is any documentation that the problem was addressed. Interviews
with clients should also provide some insight into how to rate this item. In addition interviews with SEd staff should include a request for examples of how the
SEd staff follow the clients on their caseload once the academic session begins.
25. Financial Assistance

18. Educational support workers provide assistance in securing financial

aid/assistance (i.e. scholarships, grants, VR access etc.) during
enrollment and throughout educational tenure. The assistance is
comprehensive and should cover the following elements: 1)
gathering relevant financial/academic information (e.g. bank
records, income tax returns, past academic records), 2) resolving
past educational loan defaults, 3) exploration of grant/scholarship
opportunities 4) exploration of funding opportunities (e.g. special
programs, VR, etc) and 5) their potential ramifications.

Only 1 out of 5
financial aid types of
assistance are
delivered.

2 out of 5 financial
aid types of
assistance are
delivered.

3 out of 5 financial aid

types of assistance
are delivered.

4 out of 5 financial
aid types of
assistance are
delivered.

5 out of 5 financial aid

types of assistance are
delivered.

Definition and Rationale: SEd staff should offer assistance with locating sources for financial assistance (e.g. grants, loans, scholarships) and applying for
financial assistance. This should be done during or before the application process, but also on an ongoing basis. The SEd staff should be aware of deadlines for
applying for financial assistance from various sources.
Item Rating: The majority of clients will likely need some assistance with this item. In fact, this aspect of SEd, along with admission to an educational
institution, might be the primary reasons why clients seek assistance from the SEd program. Types of assistance provided for this item includes gathering
financial information (e.g. bank records, income tax returns), past academic records, etc. Keep in mind that includes applying for financial aid (scholarships,
grants, loans, VR, etc) or multiple forms of financial aid to cover the entire cost of schooling. The SEd staff should also make sure clients understand how much
debt they will be responsible to repay and what the financial ramifications are if they do not complete the semester/quarter.
This item includes reconciling previous financial aid awards where the client dropped out of school and is now in default. This can involve a plethora of
documentation and take a considerable amount of time.
Method: Interviews with clients, SEd staff, SEd supervisor, and case managers. Progress notes and treatment plan goals are also potential sources.

Supported Education Toolkit 3.0

42

19. Liaison Services

26. If disclosure occurs and is based on client identified need and

preference, the supported education worker(s) serve as a proactive
liaison to educational programs in order to address participant and
programmatic issues. Collaboration and communication with relevant
campus personnel occurs on a consistent and regular basis.*

Assistance is
provided to <= 29%
of program
participants.

Assistance is provided
to 30-49% of program
participants.

Assistance is provided
to 50- 69% of
program participants.

Assistance is
provided to 70-89%
of program
participants.

Assistance is provided
to 90-100% of
program participants.

Definition and Rationale: When the client has disclosed to the educational institution he or she is attending, the SEd can serve as a liaison to campus
personnel. This should only occur when there is an explicit purpose and agreement between the client and the SEd staff. When appropriate, the SEd staff
should make contact with school personnel on a routine basis.
Item Rating: The SEd worker should, in most circumstances, be involved in setting up and maintaining accommodations. Once accommodations are in place
the SEd staff should become a liaison to the academic staff involved with the accommodations; checking in with the appropriate school personnel on a regular
basis.
The percentages in the anchors for this item refer to a percentage of clients that have disclosed to the school. So if the SEd program serves 100 SEd clients
and 30% of those clients disclose, the percentages would be for 30 clients. In that scenario, to earn a rating of 5, 27 to 30 clients would have to receive liaison
services from the SEd staff.
Method: Interviews with clients, SEd staff, SEd supervisor, and case managers. Progress notes and treatment plan goals are also potential sources.

27. Individualization

20. Educational Support Workers provide support that is individualized

by participants preferences and needs.*

Assistance is
provided to <= 29%
of program
participants.

Assistance is provided
to 30-49% of program
participants.

Assistance is provided
to 50- 69% of
program participants.

Assistance is
provided to 70-89%
of program
participants.

Assistance is provided
to 90-100% of
program participants

Supported Education Toolkit 3.0

43

Definition and Rationale: SEd staff provides services that are tailored to each clients circumstances, preferences and desires. There should be a unique plan
for each client that addresses the clients wants and needs.
Item Rating: Look at treatment plan goals across clients for goal repetition, which indicates a lack of individualization. Likewise, look at progress notes for
repetitiveness.
Method: Interviews with clients, SEd staff, SEd supervisor, and case managers. Progress notes and treatment plan goals are also potential sources. Recovery
Goal Worksheets would also be a good source for SCM programs.
21.

Mobile/Immediate Supports

28. Mobile/immediate supports are available when the student requires

it. A supported educational worker is able to respond when a
participant needs immediate support (travel to educational
institution).

Assistance is
provided to <= 29%
of program
participants.

Assistance is provided
to 30-49% of program
participants.

Assistance is provided
to 50- 69% of
program participants.

Assistance is
provided to 70-89%
of program
participants

Assistance is provided
to 90-100% of
program participants.

Definition and Rationale: SEd staff should be available to clients when difficult situations arise. The staff should be prepared to intervene at the time the
client is experiencing the problem, not a day or two later. This item is trying to determine if the SEd team provides immediate support, regarding the clients
academic pursuit, at the academic institution, at the clients home (e.g. helping a client arrive to class on time), at a community location (e.g. a mobile hotspot
where the client is experiencing some kind of difficulty).
Item Rating: Rating for this item is fairly straightforward. Gathering the data through the methods listed should indicate the level of mobile support available.
If there is more than one SEd staff and there is a difference in the amount of mobile support provided, use their caseload sizes to determine the rating. So if
there are 2 SEd staff, each serving 20 SEd clients, and one of them provides mobile support readily but the other only provides minimal (or no) mobile support,
the rating would be 3. This might be a difficult item to rate at times, because the need for mobile support isnt frequent. If there is no information in the
progress notes, rely on the interviews. If none of the clients interviewed have had the experience of needing/asking of mobile supports then ask if they believe
their SEd staff person would provide mobile/immediate support. Some types of immediate supports include: phone calls, travel to the institution, emails/texts,
travel other locations (e.g. clients home, library, mobile hotspot). One example might be helping someone get out of his or her home to the bus stop, helping
a client with accessing technology (e.g. online classes), etc.
Method: Interviews/focus group with clients, interviews with SEd staff, interview with SEd supervisor and progress notes. Have the SEd staff give specific
examples of mobile/immediate supports that were provided during the current review period.

Supported Education Toolkit 3.0

SECTION 2:
Tools for Fidelity Reviewers

44

Supported Education Toolkit 3.0

45

OVERVIEW
The following tools and forms are meant to assist fidelity reviewers in their assessment of supported education
implementation sites. These forms are not meant to be prescriptive, but rather provide examples of the types of forms
assessors can develop to assist in conducting the review. The following tools are provided here: 1) Cover Sheet 2) Chart
Review Tool, Interview Guide, and a Sample Fidelity Review Report.

Supported Education Toolkit 3.0

COVER SHEET SUPPORTED EDUCATION FIDELITY REVIEW

Date:___________________

Rater:____________________________________

Program Name & Address:_________________________________________________

# of Supported Education consumers served in the last SIX months__________________

# of Supported Education Specialists_________
Date Program started:____________
Sources:
o Supported Education Roster
o Chart review
___Agency medical charts
___Treatment Plan
___Treatment Plan Reviews

___Referral Tool

___Progress Notes

___Educational Assessment

___Educational Goal Plan

___Program Coordinator Interviewed

(#)

___________

___Clinicians Interviewed

(#)

__________

___Supported Education Specialist Interviewed

(#)

___________

___Consumer Interviewed

(#)

___________

46

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CHART REVIEW TOOL: SUPPORTED EDUCATION FIDELITY REVIEW

Instructions:
This tool is to help fidelity reviewers speed up chart reviews. Before using chart review tool, familiarize yourself with the items being assessed
in the fidelity scale first. Use check marks to indicate the presence of an identified element. Use comments boxs for comments. The first
column provides hints about where in the overall chart you might find these elements.
Key:
o
o
o
o
o
o

PN Progress notes
TxP Treatment plan/goal plan
SA Strengths Assessment
EA Educational Assessment document
D Disclosure form
Med Record information might be found in various places in the medical record/client chart.

Supported Education Toolkit 3.0

Location
PN
PN
PN, TxP
TxP, SA,
PN
PN
PN
PN
PN
PN
EA
EA, SA
EA
EA, SA
EA, SA
EA, PN
EA
EA
EA, D
TxP/ Med
Record
EA, TxP

Fidelity
Item
Integration with Mental Health Treatment
Broad Range of Services
Evidence of Screening?
Structured Mechanism for SEd Conversation
st
1 Contact Within 1 Week of Referral
1 Concrete Activity Within 1 Month of
Referral
Assertive Outreach
Systematic means of tracking
5 outreach attempts within 1 month
Contacted primary team about nonengagement
Educational Assessment
Interests
Academic History
Academic Aspirations
Talents, Skill, Environmental Supports,
Resources
Updates Quarterly
Barriers/Challenges for Ed Participation
Accommodations/Support Needs
Disclosure
Goal Plan

2
6
7
8
10
10

Long term Academic Goals

14
14
14
14
14

EA, TxP

Short Term Academic Goals

EA, TxP
EA, TxP
EA, TxP,
PN, Med

Specific Dates for Completion

Responsibilities
Consumer Preferences

11
11
11
11
12
12
12
12
12
12
12
12
13
14

Case
File 1

Comments

48

Case
File 2

Comments

Supported Education Toolkit 3.0

Record,
SA
EA, TxP

Goal plan updates quarterly

PN, EA
PN
PN

Essential Supports
Admissions Assistance
Financial Assistance

PN
PN
PN

Class Schedule/Degree Req.

Transportation Assistance
Textbooks and Supplies

PN, EA

Supplemental Supports

PN
PN
PN

Familiarity with Institution

Tutoring
Accommodations

PN

Peer Support

PN
PN
PN
PN

Intro to Campus Resources & Personnel

Liason Services
Individualization/Consumer
Preferences

PN

Mobile supports

14
15
15, 17
15, 17
&18
15
15
15
16
16
16
16 & 17
16
16
19
20
20
21

49

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50

INTERVIEW GUIDE
The following questions are meant to help guide the interviews conducted during the fidelity visit. The questions provided here are
examples only, do not have to be asked as written, and should not be asked in a rote manner. Instead these types of questions
should be asked in a conversational manner while interviewing supported education participants, workers and leaders. Not all of
these questions need to be asked, this guide simply provides a menu of options. Each fidelity scale item is provided here followed
by some example questions.
1.

Provides All Phases: The person providing supported education services provides all phases of the supported education
process (referral, engagement, assessment, enrollment support, and ongoing educational support).
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
Do you work with the same clients throughout their educational tenure or do different educational specialists work on different
aspects of the process (e.g. intake, enrollment, financial aid etc.)? If a participant is assigned to a new educational specialist,
what are the reasons for doing so?
-Program Participants:
Which supported education worker have you worked with since enrolling in the program? Have you felt like you have been
passed around from worker to worker since joining? If your primary educational specialist was changed, why were they
changed? Did you request the change or was it for some other reason?

2A.

Integration with Mental Health Treatment: The Supported Education team is integrated with mental health treatment as
illustrated by: (1) attending at least one case management team meeting per month, (2) attending all CM team meetings
quarterly, and (3) having at least three client-related contacts per week with CMs.
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
Does a representative from the supported education program attend the team meetings of other teams? Is so, how often? Who
attends from the supported education program? How often do you attend case-management team meetings? How do you
ensure that you are visiting all of the different case management teams? How often do you rotate through all of the case
management teams? How often do you contact case managers in general? What do you discuss with case managers when you
contact them? Describe the means by which staff from the supported education team and members of other teams

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51

communicate and collaborate with each other (email, phone, face-to-face, written). What means of communication seems to be
the most effective? Have there been barriers to effective communication and collaboration? If so, please give some examples.
How have these barriers been addressed? By who? Have they been resolved?
-Clinical Staff from Other Teams:
How often does a supported education specialist visit your team meetings? Do they contact you outside of the case
management team meetings? What do these contacts look like (phone, email etc.) and what do you discuss?
2B.

Integration with Mental Health Treatment: The Supported Education team is integrated with mental health treatment as i
illustrated by: (1) attempting to recruit new clients at CM team meetings, and (2) coordinating services at CM team meetings
3) During individual CM contact, inquiring about possible new referrals from case managers caseloads.
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
When a supported education representative attends a case management meeting what do they discuss? What do they bring
up? (probe for additional topics if they are not all three elements are present). Please give a case example of the joint
development of intervention plans involving the supported education worker/specialist and a provider from another team. Are
there barriers to the joint development of interventions? If so, how are those barriers addressed? By who? Can you give an
example?
-Clinical Staff from Other Teams:
When a supported education representative attends a case management meeting what do they discuss? What do they bring
up? (probe for additional topics if they are not all three elements are present). How many clients do you refer to the Supported
Education Program every month? How many clients do you have on your caseload? Do you know how many clients your team
refers to the Supported Education Program? Does the agency encourage teams to use the Supported Education Program? How?
Please give a case example of the joint development of intervention plans involving yourself and the supported education
worker/specialist. Are there barriers to the joint development of interventions? If so, how are those barriers addressed? By
who? Can you give an example?

3,

Educational Outcomes: The Supported Education team: (1) tracks outcomes including: (a) % in education (b) % completed (c)
GPA (d) withdrawals/terminations, (e) # of credits, and (f) type of degree program. (2) the outcomes tracked and shared on a
semi-annual basis at a minimum (3) the outcomes tracked are shared with stakeholders (including clients and community
members) (4) the outcomes tracked are shared with staff (5) the outcomes tracked include both individual and aggregate
data.

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Example Interview Questions:

-Program Coordinator & Supported Education Specialist/Worker:
Who are educational outcomes shared with? How often are they shared? How are they shared? How are educational successes
recognized (certificates, formal ceremonies, hand written congratulatory notes, displays)? Please give specific examples. How
often do recognitions take place? Who are these recognitions shared with (others in the department, other agency staff, Board
of Directors, other community agencies)?
-Clinical Staff from Other Teams:
Are you made aware of educational outcomes in the Supported Education Program? How are these outcomes shared with you
(announcements at meetings, newsletters, emails)? How often? Are educational successes recognized by the Supported
Education Program? How are they recognized (see above)? How often? How are you made aware of the recognitions (invitations
to ceremonies, announcements at meetings, newsletters, emails)?
-Program Participant:
Have you received recognition of your educational successes? How were you recognized (see above)? How often? Do others
receive recognitions as well? Who in the agency and community knows about the recognition that you have received? How did
they find out?
4A.
4B.

Caseload Size: Supported Education workers have a total caseload of 25 or less for an integrated model (combined supported
employment and supported education caseload). OR
Caseload Size: For the freestanding (nonintegrated) model: Supported Education workers have a total caseload of 35 or less.
Example Interview Questions:
-Program Coordinator:
How many staff members on the team provide supported education services? How many people does each of these staff carry
on their caseload? What percentage of time is this person (or persons) allotted for providing supported education services?
-Supported Education Specialist/Worker:
How many people do you have on your caseload? What percentage of your time is allotted for providing supported education
services?

5.

Supervisors Duties: Supported Education supervisor ensures program objectives are met by: (1) Providing weekly
supervision, (2) communicating with mental health service supervisors quarterly to resolve programmatic issues and to
encourage referrals to the SEd program, (3) provides field mentoring every quarter, (4) provides individualized feedback
regarding outcomes, and (5) helps develop new strategies and ideas to help clients achieve their educational goals.

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Example Interview Questions:

-Program Coordinator:
What do you see as your duties as a supervisor of the SEd team? What types of services do you provide your team? What does
your field mentoring look like and how often does it occur? How do you ensure referrals come to the supported education
program? How often does supervision occur? How do you coach supported education workers?
-Supported Education Specialist/Worker:
What does your supported education program manager do? Do you received weekly supervision? Do you receive field
mentoring? What type of supervision and coaching do they provide you? Please provide an example of what your supervision
or field mentoring interactions typically look like. How does your supervisor address programmatic issues or resolve problems
regarding individual participants?
6.

Range of Services: The Supported Education program offers services individualized for the specific educational needs of each
consumer meant to further career development (e.g. GED/HS diploma, post-secondary education, vocational school, English
as a Second Language, basic educational skills, online programs, apprenticeships, etc).
Example Interview Questions:
-Program Coordinator:
What types of educational pursuits or degrees do you allow? What types of educational pursuits do you not allow? Please
provide an example of an educational goal that was outside of the norm that you helped someone achieve.
-Supported Education Specialist/Worker:
What types of educational pursuits or degrees do you allow? What types of educational pursuits do you not allow? Please
provide an example of an educational goal that was outside of the norm that you helped someone achieve.
-Program Participant:
Have you been told that the educational goals you are trying to achieve are not supported by the supported education program?
Have you been forced to change your major or change your goals to something other than what your originally wanted? What
types of educational goals have you wanted to pursue that were supported?

7.

Screening: Consumers are not screened out of Supported Education Services based on formal or informal educational or noneducational eligibility requirements such as literacy, substance use, language barriers, symptoms, perceived readiness,
motivation, age, hygiene, medication compliance, etc

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Example Interview Questions:

-Program Coordinator & Supported Education Specialist/Worker:
What are the eligibility criteria for participation in the Supported Education Program? How are decisions regarding acceptance
into the program made (i.e. a team discussion, alone by the program coordinator, a meeting between the program coordinator
and the specialist who will be assigned the referral)? Are all clients who are interested in the Supported Education Program
encouraged to apply? How so? What is the process if a consumer desires to be in the program, but the staff member from
another team does not carry out the referral? How is this decision mediated? Has anyone been refused admission to the
program? If so, why (have them describe the situation).
-Program Participant:
When you applied (or were referred) to the Supported Education Program were you informed of any eligibility requirements? If
so, can you list those requirements? Have you received encouragement from staff that you work with (Supported Education and
staff from other teams) to participate in the Supported Education Program? Have you ever had staff discourage you from
participation? If so, what happened?
-Clinical Staff from Other Teams:
Are you aware of the eligibility requirements for participation in the Supported Education Program? What are they? Have you
ever had a referral refused for the Supported Education Program? Why? Are there circumstances in which an interested client
would not be referred to the Supported Education Program? If so, please give examples.
8.

Engaging Communication With All Clients: Case-managers and supported education workers regularly and frequently talk with
all clients about education as an option (e.g. ask clients if they ever thought about it, convey education as a possibility, discuss
pros and cons, ask clients about their past experience with education, discuss connections between employment and
educational goals, and discuss what their future educational goals might be if they were to pursue it)*
Example Interview Questions:
-Supported Education Specialist/Worker:
What do conversations about supported education look like with consumers? How are participants made aware of the specific
services available in the Supported Education Program (informed verbally once or on several occasions, given written
information)? How do you determine that they have an adequate knowledge of the services (do they ask questions, is the
information discussed)? Is supported education discussed as on option with ALL clients? What types of systematic ways does
your agency ensure that these types of conversations occur?
-Program Participants and Non Program Participants:
Was the supported education program discussed with you? How did you first become aware that the supported education
program was an option for you? What did those conversations look like? What are some of the supported education services

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offered? Describe these services. What services have you used? Have you been given written materials about the available
services? Was that information discussed with you?
-Clinical Staff from Other Teams:
What do conversations about supported education look like with consumers? How are participants made aware of the specific
services available in the Supported Education Program (informed verbally once or on several occasions, given written
information)? How do you determine that they have an adequate knowledge of the services (do they ask questions, is the
information discussed)? Is supported education discussed as on option with ALL clients? What types of systematic ways does
your agency ensure that these types of conversations occur?
9.

SEd Program Awareness: Individuals who receive agency services are aware of the educational services provided as evidenced
by displays of SEd program materials (posters, brochures, flyers) that are highly visible and are present in multiple locations
that consumers frequent.
Example Interview Questions:
- Program Coordinator & Supported Education Specialist/Worker:
What means are used to make clients aware of the Supported Education Program? Who is responsible for ensuring that
materials are available in all areas frequented by clients? What materials are available for consumers to learn about the
supported education program? Where are they located?
-Program Participant: How did you find out about the Supported Education Program?
Have you seen materials about the Supported Education Program around the agency? Where were the materials located? Do
other clients know about the Supported Education Program? When did you become aware of the specific services available in
the Supported Education Program? Do you think clients outside of the Supported Education Program are aware of specific
services? Why or why not?
-Clinical Staff from Other Teams:
How did you become aware of the Supported Education Program? Have you seen materials (brochures, flyers) about the
Supported Education Program in client areas?

10A.
10B.

Services Begin Quickly: Individuals seeking supported education services receive their first contact by the supported
education team within one week of referral.
Services Begin Quickly: Individuals seeking supported education services have one concrete educational activity completed
within one month of referral.

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Example Interview Questions:

-Program Coordinator & Supported Education Specialist/Worker:
Please describe the referral and intake process. How soon after referral does the intake process usually take place? What is the
first activity that you normally do with a client. When does this first activity normally take place?
-Program Participant:
After you were referred to the Supported Education Program, how long did it take for you to start your intake? How long to
complete your intake? What was the first thing the supported education worker did with you? What was the first thing the
supported education worker helped you to do?
-Clinical Staff from Other Teams:
When you have referred a client to the Supported Education Program how long has it taken to get an intake? What is the first
activity that the supported education does with your clients and when does it usually take place?
11,

Assertive engagement and outreach: (phone, mail, email, community visits) occurs with new referrals or when a participant
stops participating in SEd services until the individual acknowledges they do not want to continue SEd services or re-engage.
The following elements should be in place: 1) a systematic means of tracking outreach efforts 2) SEd workers make a
minimum of five outreach attempts within one month 3) Has contacted the primary treatment team about the nonengagement.
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
What systematic means does the supported education program to ensure that assertive engagement occurs and continues if
needed? How often do assertive outreach attempts occur when they are needed? Besides the participant, who else do you
contact if the person needs to be re-engaged in the program?
-Program Participant:
-Do you find that the supported education staff contact you often to see how you are doing? Have you ever felt like isolating
and had the supported education worker check to make sure you are okay? If you miss a meeting with the supported education
worker what happens?
-Clinical Staff from Other Teams:
What systematic means does the supported education program have to ensure that assertive engagement occurs and continues
if needed? How often do they contact someone if they start to disengage from the supported education program? Do the
supported education workers contact you if one of your clients starts to disengage from the program?

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57

Written Assessment: Educational Support Workers assess participants (1) educational interests, (2) talents, skills,
environmental supports, resources (3) preferences, (4) academic history, (5) future academic aspirations, (6) barriers to
education, and (7) accommodations/support needs and documents their assessment using an educational assessment tool.
The educational assessment is updated quarterly with new information based on changes in the participants life situation.
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
What is assessed in the educational assessment tool when someone first becomes involved in the program? Is this information
ever updated? (probe for any missing information).
-Program Participant:
When you first signed up for the program what types of questions did the supported education worker ask you?

13.

Disclosure: Educational support workers assist participants in making an informed decision regarding disclosure to school
staff, faculty and students. An informed decision includes the following: (1) disclosure is not required (2) offer to discuss pros
and cons including how the decision influences access to accommodations (3) discuss what/how information may be
appropriately disclosed including examples (4) workers discuss disclosure and revisit it at least quarterly.
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
What systematic means does the supported education program have to ensure that conversations about disclosure to
educational institutions occur? What do these conversations about disclosure look like? What happens if a participant decides
not to disclose? What happens if they decide to disclose? How often do you revisit the topic of disclosure with a participant?
-Program Participant:
Has the supported education worker ever talked with you about the pros and cons about disclosing your mental illness with
your educational institution? If so, what did this conversation look like? IF these conversations have happened how often would
you say they occur? Or have they happened more than once?

14.

Educational Goal Planning: Educational Support Workers provide individualized educational goal planning that is updated
quarterly and meet these criteria: (1) consumer preferences; (2) includes long-term goal(s), (3) short-term action steps, (4)
date(s) for completion, and (5) responsibilities.

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Example Interview Questions:

-Program Coordinator & Supported Education Specialist/Worker:
How often does educational goal planning occur? How often are they updated? What is included is educational goal planning?
-Program Participant:
How often does the supported education work talk with you about your long term educational goals? Your short term
educational goals? Do they ever fill out a form to track your goals with you? What types of things do they track?
15.

Essential Enrollment/Ongoing Supports: At a minimum, the following services are provided for individuals beginning
enrollment or continuing enrollment at an educational institution. 1) application for admission 2) financial aid 3) books and
supplies 4) transportation 5) class scheduling
Example Interview Questions
-Program Coordinator & Supported Education Specialist/Worker:
Are on-going supports for securing financial aid available to participants? If so, please give describe the assistance that is given.
Does the office of student financial aid at the institution continue to be used in the process? Is assistance with the application
process available to participants? If so, please describe how assistance is provided. Is assistance with securing academic supplies
and required text books available to participants? If so, please describe the assistance that is given. Is assistance with setting a
course schedule available? Is so, please describe the assistance. How are the degree requirements determined for the
participants course of study? How is the academic advising office at the school utilized in the process of setting a schedule and
determining degree requirements? Is assistance with transportation available? If so, please describe what assistance is given.
-Program Participant:
Is on-going assistance with securing financial aid available to you? Do you continue to get help from the financial aid office at the
school? If so, how did they assist you? If the participant has not used this service inquire about why the service not been used. Is
assistance with application to the school available to you? Have you used this service? If so, please describe how you were
assisted. If not, why not? Is assistance with securing academic supplies and required text books available to you? Have you used
this service? If so, please describe how you were assisted. If the participant has not used this service inquire about why the
service not been used. Is assistance with setting your schedule and determining degree requirements available to you? Did you
get help from the advising office at the school? If so, how did they assist you? If the participant has not used this service inquire
about why the service not been used. Is assistance with transportation to the educational institution available to you? If the
participant has not used this service inquire about why the service not been used.

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Supplemental Enrollment/ Ongoing Supports: At a minimum, the following services are provided for individuals beginning
enrollment or continuing enrollment at an educational institution. 1) familiarization with educational institution 2)
introduction to campus resources and personnel 3) tutoring 4) accommodations 5) peer support
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
Are on-campus exposure activities made available to participants? Please give specific examples of these activities. Is the
supported education worker/specialist available to introduce the participant to useful campus personnel? Is this service offered
to each participant? Are peer role models/mentors available to participants on both a structured and unstructured basis? Please
give examples of availability on a structured basis (support groups, formal assignment of a peer role model/mentor to a
participant, scheduled time periods that peer role models/mentors are available). Please give examples of availability on an
unstructured basis (peer role models/mentors that have been observed supporting a participant, participant report of seeking
and gaining support from a peer role model/mentor on their own). Are participants aware of the availability of peer role
models/mentors? If so, by what means are they made aware? Please describe the peer supports that are available to
participants. How are each of these utilized by participants? What role do the participants play in the leadership of the peer
supports offered by the supported education program? Are tutoring services available to participants? If so, who delivers these
services? Are tutoring services offered at the school? If so, are participants encouraged to use tutoring services at the school? If
not, why not? Is the participant made aware of the accommodations available under the ADA? How are participants made
aware of accommodations? Are participants assisted in obtaining accommodations? Please describe the assistance.
-Program Participant:
Are on-campus exposure activities available to you? Have you requested this service? If yes, what on-campus exposure activities
did you request? If no, why not? Are you aware of opportunities to attend events on campus? Are they regularly scheduled?
Please give some examples of these events (see above). How do you come to know about these events? Do you attend? Why or
why not? Has the supported education worker/specialist offered to introduce you to useful campus personnel? Did you use this
service? Why or why not? If so, what campus personnel were you introduced to? Are there peer role models/mentors available
to you? Please give some examples of how you have access to them. How did you become aware of the availability of peer role
models/mentors? Do you use this service? Why or why not? What types of peer support opportunities do you have? Do you use
them? Why or why not? Who leads peer supports offered in the supported education program? Are tutoring services available
to you? If so, who provides these services (SEd program, school, other community agency)? Do you use tutoring services at the
school? If not, why not? If not, does your supported education worker/specialist encourage you to use the tutoring services at
the school? Are you familiar with academic accommodations available through the ADA? If so, what are some of them? Do you
use any of these accommodations? If so, how were they initiated?

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60

Ongoing Supports: Ongoing essential and supplemental supports are provided at least monthly to each SEd client. After
preparing clients to attend an academic program (e.g. application for admission, financial aid, coarse schedule) it is part of the
SEd staffs job to follow the progress of each SEd client to provide support, encouragement and to address needs in advance
(e.g. tutoring, accommodations).
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
Once participants are successfully attending classes how do you proactively ensure that they continue to experience success?
How often do you contact them? What other things do you do?
-Program Participant:
If you have been attending classes for a while how often does the supported education worker contact you? How do they
continue to help you succeed?

18.

Financial Assistance: Educational support workers provide assistance in securing financial aid/assistance (i.e. scholarships,
grants, VR access etc.) during enrollment and throughout educational tenure. The assistance is comprehensive and should
cover the following elements: 1) gathering relevant financial/academic information (e.g. bank records, income tax returns,
past academic records), 2) resolving past educational loan defaults, 3) exploration of grant/scholarship opportunities 4)
exploration of funding opportunities (e.g. special programs, VR, etc) and 5) their potential ramifications.
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
Are supports for securing financial aid available to participants? If so, please give describe the assistance that is given. How is the
office of student financial aid at the institution used in the process? What types of financial aid programs are discussed? How
are passed financial problems resolved? (probe for missing information).
-Program Participant:
Is assistance in securing financial aid available to you? Have you used this service? If so, please describe how you were assisted.
Did you get help from the financial aid office at the school? If so, how did they assist you? If you had past financial aid problems
how did the supported education worker assist you in resolving these issues? Did they help you gather your financial records to
help you apply for financial aid?

19.

Liaison Services: If disclosure occurs and is based on client identified need and preference, the supported education worker(s)
serve as a proactive liaison to educational programs in order to address participant and programmatic issues. Collaboration
and communication with relevant campus personnel occurs on a consistent and regular basis.

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Example Interview Questions

-Program Coordinator:
Describe the types of activities that Supported Education Specialists do in their role as liaison to institutions (i.e. communicate
concerns of the institution to the program coordinator, develop and maintain relationships with relevant staff and faculty at the
institution, seek reasonable resolution of student issues with staff and of institution)? Are supported education
workers/specialists available to act as a mediator on behalf of the participant with the school or other agencies? If so, please
give some examples of the circumstances in which this service has been used. Is the participant present during the mediation
process? If not, why not?
-Supported Education Specialist/Worker:
Describe the types of activities that you do in your role as liaison to institutions (see above)? Are supported education
workers/specialists available to act as a mediator on behalf of the participant with the school or other agencies? If so, please
give some examples of the circumstances in which this service has been used. Is the participant present during the mediation
process? If not, why not? What steps are taken to build the skills and confidence necessary for the participant to act on his/her
own behalf?
-Program Participant:
Has the supported education worker ever helped you solve problems at the education institution? How did they go about doing
this? Is the supported education worker/specialist available to act as a mediator on your behalf with the school or other
agencies? Have you used this service? If so, please describe the circumstances in which this service was provided for you? Were
you present when this service was provided? If not, why not? Has the supported education worker/specialist taught you about
the skills necessary to mediate problems? If so, what are some of those skills?
20.

Individualization: Educational Support Workers provide support that is individualized by participants preferences and needs.
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
Are services provided by the supported education program individualized to to meet participants educational preferences and
needs? If so how? Please provide some examples.
-Program Participant:
Have you ever been told that your educational preferences or needs could not be accommodated? If so why? How are your
individual preferences included in the program? If you have educational needs, how are they accommodated?

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Mobile/immediate supports: are available when the student requires it. A supported educational worker is able to respond
when a participant needs immediate support (travel to educational institution).
Example Interview Questions:
-Program Coordinator & Supported Education Specialist/Worker:
Are mobile support services available to participants? If so, please describe how these services are delivered (when, where, how
workers are contacted, how quickly they are able to respond). Is the supported education worker/specialist available to
accompany the participant to the school? If so, please give examples of the circumstances in which the participant has requested
accompaniment.
-Program Participant:
Is the supported education worker/specialist available to accompany you to the school? Have you used this service? If so, what
supports were you given? If the participant has not used the service inquire about why the service has not been used. Are
mobile support services available to you? Have you used this service? If so, please describe your experience (what were the
circumstance of the need, how you contacted the worker, where you received the service, how long the response time was).
Was the service helpful? Why or why not?

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(SAMPLE) Fidelity Review Report

______________ Team
Supported Education Program
Purpose
This report describes the Supported Education (SEd) program at __________ Community Mental Health center in ______________, ________
for the baseline report of participation as a pilot program of Supported Education.
Method
The fidelity review took place on _______________. Data for the fidelity assessment was gathered through interview and record review.
Interviews were conducted with ________ of the SEd workers, the Program Manager, ______ Case Managers, ______ Clinicians, and _____
participants in the SEd Program. The case-file review consisted of ten randomly selected consumer records.
Substantial Strengths of the Supported Education Program
 The program was able to achieve a fidelity score of 3.94 despite never having a previous review and having never received extensive
consultation or technical assistance for implementing supported education (apart from supported employment).
 The program does a very good job with assertive engagement and has well documented assertive engagement services.
 The consumers interviewed reported high quality services being delivered by the team staff.

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Recommendations for the Supported Education Program

A score of 3.94 is very good for a baseline review. The following are the primary recommendations based on the in-depth review:
 The areas where the team scored lower primarily had to do with documentation of educational services. This is not surprising as this
team was developed initially to be a supported employment team and supported education was added as a service later. Ensuring that
education specific services and outcomes are consistently tracked will greatly increase many of the items where the team scored low. If
desired, example forms are available from the reviewers which can be modified to meet this teams unique needs and can ensure that
education specific outcomes and services are tracked. However, these forms are examples and not a requirement. The team could
develop their own tracking mechanisms if they prefer.
 Consistent with the previous recommendation, development of education specific brochures and other recruitment media will ensure
that the word gets out that the team provides more than employment services, but educational services as well. To be a truly
integrated team providing both supported employment and education services, educational services need to be formally integrated into
flyers and other recruitment media, not just available through word-of-mouth.
 Ensuring that adequate education related conversations about disclosure occurs will be important. Some of the consumers interviewed
indicated that they had great conversations about whether or not to disclose to potential employers, but that it was just assumed that
they would want to disclose to the educational institution in order to obtain accommodations. The disclosure conversation to
educational institutions should include both the pros and cons of disclosing and the pros and cons of not disclosing to educational
institutions, students, teachers, and others using a shared-decision making process and format.

Overall this team did exceptionally well for a baseline review and for a self-instigated implementation effort. Any recommendations we
provide should not detract from the sense of accomplishment this team should feel.

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Summary of Scores
Item Category
Staffing and Organizational Factors
Referral and Engagement

Overall Rating
4.57
4

Assessment and Goal Planning

2.33

Enrollment/Ongoing Supports

OVERALL SCORE

3.94

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Staffing and Organizational Factors

Item
1. The person providing supported education services provides all phases of the supported education process
(referral, engagement, assessment, enrollment support, and ongoing educational support).

Rating
5

Program participants receive services from the same worker throughout their educational tenure.
2A. The Supported Education team is integrated with mental health treatment as illustrated by: (1) attending at least
one case- management team meeting per month, (2) attending all CM team meetings quarterly, and (3) having at least
three client-related contacts per week with CMs.

The workers meet with each case-management team weekly and contact CM usually about 10 times per week.
2B. The Supported Education team is integrated with mental health treatment as illustrated by: (1) attempting to recruit
new clients at CM team meetings, and (2) coordinating services at CM team meetings 3) During individual CM contact,
inquiring about possible new referrals from case managers caseloads.

The team is integrated with the mental health team and attempt to meet all three of the team meeting criteria.
3. The Supported Education team: (1) tracks outcomes including: (a) % in education (b) % completed (c) GPA (d)
withdrawals/terminations, (e) # of credits, and (f) type of degree program. (2) the outcomes tracked and shared on a semiannual basis at a minimum (3) the outcomes tracked are shared with stakeholders (including clients and community
members) (4) the outcomes tracked are shared with staff (5) the outcomes tracked include both individual and aggregate
data.
While many of these outcomes are tracked they are not shared regularly with stakeholders.

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4. Supported Education workers have a total caseload of 25 or less for an integrated model (combined supported
employment and supported education caseload).

67

For integrated teams this team has a slightly higher caseload than is suggested by the fidelity scale (25 or less). The team has approximately
30 individuals per case-manager.
5. Supported Education supervisor ensures program objectives are met by: (1) Providing weekly supervision, (2)
communicating with mental health service supervisors quarterly to resolve programmatic issues and to encourage referrals
4
to the SEd program, (3) provides field mentoring every quarter, (4) provides individualized feedback regarding outcomes,
and (5) helps develop new strategies and ideas to help clients achieve their educational goals.
The supported education supervisor provides 4 out of 5 of the services. Field mentoring specific to educational services should increase.
6. The Supported Education program offers services individualized for the specific educational needs of each consumer
meant to further career development (e.g. GED/HS diploma, post-secondary education, vocational school, English as a
Second Language, basic educational skills, online programs, apprenticeships, etc).

The team provides these individualized services.

Overall Rating

4.57

The team scored very well for staffing and organizational features! Especially for a baseline review. Excellent work. Some small adjustments
in outcome reporting and other services will make this score even higher.

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Referral and Engagement

Item

Rating

4.

Consumers are not screened out of Supported Education Services based on formal or informal educational or non5
educational eligibility requirements such as literacy, substance use, language barriers, symptoms, perceived
readiness, motivation, age, hygiene, medication compliance, etc.
It appears that consumers are not screened out of SEd services based on formal or informal criteria. Consumers with barriers to employment
are provided services and coached for success.
5. Case-managers and supported education workers regularly and frequently talk with all CSS clients about education as
an option (e.g. ask clients if they ever thought about it, convey education as a possibility, discuss pros and cons, ask
5
clients about their past experience with education, discuss connections between employment and educational goals,
and discuss what their future educational goals might be if they were to pursue it)*
There are structures in place to ensure that conversations take place between case-managers and participants about education. There is some
indication that the quality of these conversations might improve, but not strong enough evidence to reduce the scoreon this item.
6. Individuals who receive agency services are aware of the educational services provided as evidenced by displays of
SEd program materials (posters, brochures, flyers) that are highly visible and are present in multiple locations that
consumers frequent.

While there are high quality materials for the supported employment services provided by the team, brochures and other media for educational
services have not yet been developed.
7.

A. Individuals seeking supported education services receive their first contact by the supported education team
within one week of referral.
According to staff interviews and case-file review 60-74% of cases have a visit the first week.

10 B. Individuals seeking supported education services have one concrete educational activity completed within one
month of referral.
All participants have one concrete educational activity completed within one month of referral.

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8.

Assertive engagement and outreach (phone, mail, email, community visits) occurs with new referrals or when a
participant stops participating in SEd services until the individual acknowledges they do not want to continue SEd
5
services or re-engage. The following elements should be in place: 1) a systematic means of tracking outreach efforts
2) SEd workers make a minimum of five outreach attempts within one month 3) Has contacted the primary treatment
team about the non-engagement.
According to case-file reviews (and corresponding staff interviews) assertive engagement is a strength of this team. Efforts to re-engage are well
documented and consumers reported that outreach efforts are made if they start to isolate. WELL DONE!
Overall Rating

This item is scored at a 4 which is still high for a baseline review. This team has a strength with assertive engagement. However, not having
educational specific flyers and brochures as well as not meeting with all newly referred participants within one week lower the overall score.
Developing and disseminating some educational specific marketing tools will rapidly increase this score.

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Assessment and Goal Planning

Item
9. Educational Support Workers assess participants (1) educational interests, (2) talents, skills, environmental supports,
resources (3) preferences, (4) academic history, (5) future academic aspirations, (6) barriers to education, and (7)
accommodations/support needs and documents their assessment using an educational assessment tool. The
educational assessment is updated quarterly with new information based on changes in the participants life situation.

Rating

While documentation regarding employment outcomes is of high quality, documentation of specific educational activities is not consistent or is
not present. More explicit documentation of educational assessment is needed. Example forms which help with initial educational assessment
can be provided by the fidelity reviewers if desired.
10. Educational support workers assist participants in making an informed decision regarding disclosure to school staff,
faculty and students. An informed decision includes the following: (1) disclosure is not required (2) offer to discuss
pros and cons including how the decision influences access to accommodations (3) discuss what/how information
may be appropriately disclosed including examples (4) workers discuss disclosure and revisit it at least quarterly.

While documentation of employment related disclosure is well documented, the concerns regarding disclosure to educational institutions is not
documented. If you would like, the reviewers will adapt your current disclosure forms for you to reflect these additional educational concerns.
11. Educational Support Workers provide individualized educational goal planning that is updated quarterly and meet
these criteria: (1) consumer preferences; (2) includes long-term goal(s), (3) short-term action steps, (4) date(s) for
completion, and (5) responsibilities.

Four out of five of these criteria are updated quarterly. The person responsible for completing the goal(s) was not included in the update(s).
Overall Rating

2.33

Recommendations: Primary concerns in this section have to do with documentation. This can be addressed by the use of accurate and
consistent tracking of educational outcomes. While periodically noted that forms are available from the reviewers that can help with this,
these are supplemental forms and not a requirement. As long as the team tracks these outcomes in some form to ensure services are
delivered the scores on these items will increase.

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Enrollment/Ongoing Supports
Item
1. (Essential Services) At a minimum, the following services are provided for individuals beginning enrollment or
continuing enrollment at an educational institution. 1) application for admission 2) financial aid 3) books and supplies
4) transportation 5) class scheduling

Rating

While most of these services were documented periodically, they were not documented consistently. This item is scored a three because it was
unclear via documentation whether educational specialists ensure that all of these services occur. If desired, quarterly update checklist forms are
available from reviewers as a template for SEd programs ensure these services are delivered.
2. (Supplemental Services) At a minimum, the following services are provided for individuals beginning enrollment or
continuing enrollment at an educational institution. 1) familiarization with educational institution 2) introduction to
campus resources and personnel 3) tutoring 4) accommodations 5) peer support

While some of these services were documented periodically, they were not documented consistently. This item is scored a two because it was
unclear via documentation whether educational specialists ensure that all of these services occur if they are needed/requested. If desired,
quarterly update checklist forms are available from reviewers as a template for SEd programs ensure these services are delivered.
3. Ongoing essential and supplemental supports are provided at least monthly to each SEd client. After preparing clients
to attend an academic program (e.g. application for admission, financial aid, coarse schedule) it is part of the SEd staffs
4
job to follow the progress of each SEd client to provide support, encouragement and to address needs in advance (e.g.
tutoring, accommodations).
Participants are contacted at least monthly. However, it is unclear whether SEd workers assess for, and ensure that, all of the essential ongoing
and supplemental services are provided to participants if needed.
4. If disclosure occurs and is based on client identified need and preference, the supported education worker(s) serve as a
proactive liaison to educational programs in order to address participant and programmatic issues. Collaboration and
communication with relevant campus personnel occurs on a consistent and regular basis.
According to interviews (both staff and participant) this service occurs for 100% of participants.

Supported Education Toolkit 3.0

5. Educational Support Workers provide support that is individualized by participants preferences and needs.

72

All participants enrolled in the program receive individualized services.

6. Mobile/immediate supports are available when the student requires it. A supported educational worker is able to
5
respond when a participant needs immediate support (travel to educational institution).
Documentation provided examples when mobile support was available, staff indicated that they were available to provide such a service, and
participants indicated that they often received mobile support services.
Overall Rating

The team scored very well in this category in general. Especially given that this is the baseline review. Many of the issues throughout the review
thus far have surrounded the concern about education specific service delivery and documentation. It is not surprising that other services are
documented (especially employment services) as that is the primary goal for many of those who join the team. However, care consideration and
documentation of essential and ongoing educational services being provided by the team will improve scores on these items as well.

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Five Year Total Fidelity Score Overview

Fidelity Item Category

Staffing and Organizational Factors

Referral and Engagement

Base Line
Rating

4.57

Assessment and Goal Planning

2.33

Enrollment/Ongoing Supports

Total Score

3.94

Six Month
Rating

One Year
Rating

18 month
/2 yr
Rating

Three Year
Review

Four Year
Review

Five Year
Review

Supported Education Toolkit 3.0

SECTION 3:
Tools for Implementation Sites

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OVERVIEW
The following tools and forms are meant to assist supported education implementation sites in their assessment and
delivery of supported education services. These forms are not meant to be prescriptive, but rather provide examples of
the types of forms sites can use for tracking and delivering services. The following tools are provided here: 1) Referral
Form 2) Educational Assessment and Goal Planning Form, Disclosure form, and the Quarterly Update Checklist.

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SUPPORTED EDUCATION REFERRAL FORM

Date: __________________

Name:________________________________

Phone: Home _________________

Address: ________________________________

Cell: _______________ Email: ________________________

Best methods to reach you: ________________________________________________

What is the highest level of school you have completed? ___________________________
Are you currently enrolled in school or a training program? Yes___

No____

What is your educational goal?________________________________________________________________________

What types of services or supports do you think you would need to succeed in returning to or continuing in school?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Other information you would like to share:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Case Manager: ________________________________
Therapist: ________________________________
Referred by: _________________________________

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Educational Assessment for Supported Education

PRESENT SITUATION
Name: ______________________________________
Phone: Home _________________

Date: __________________

Cell: _______________

Email: ________________________

What are the main reasons you enrolled in the Supported Education program?
 Career/educational exploration
 Help with applying for Financial Aid
 Help with school enrollment
 Help with requesting academic accommodations
 Help with study skills
 Help with test taking strategies
 Help through tutoring
 Improving math skills
 Improving writing skills
 Interest in attending preparatory classes
 Gaining familiarity with college environment
 Other, please list

Address: ____________________________________________

Supported Education Toolkit 3.0

EDUCATIONAL HISTORY
What is the highest level of education completed:

Other:

G.E.D.

*Year___________

*School_________________

High School diploma

*Year___________

*School_________________

Vocational School

*Year___________

*School_________________

Vocational certificate

*Year___________

*School_________________

College attendance

*Number of college hours completed:___________

Associates degree

*Year___________

*School_________________

Bachelors degree

*Year___________

*School_________________

Masters degree

*Year___________

*School _________________

Ph.D. or doctorate degree

*Year___________

*School _________________

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INTEREST INVENTORY
Interest inventories can be used to help spur educational ideas for participants. After filling out an interest inventory supported education
workers and participants can converse and set educational goals which may be based on the interest inventory. There are many interest
inventory assessments available of which the included is an optional example. Interest inventory assessments are organized in many different
ways and serve a variety of purposes. Finding an inventory that meets the needs of your participants, agency, and region is important. An
interest inventory should not be used to limit the educational pursuits of participants; instead they should be viewed as optional tools to help
participants brainstorm ideas.
Examples of additional interest inventory assessments available online include:
The Career Clusters Interest Survey
http://breitlinks.com/careers/career_pdfs/InterestSurvey.pdf
The MAPP Career Assessment
http://www.assessment.com/MemberCenter/login.asp?GoTo=%2FMemberCenter%2FDefault%2Easp
The Live Career, Career Test
http://www.livecareer.com/career-test

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Educational Interest Inventory Tool

Name _______________________________ Date ______________
Please check the following areas have interest in learning more about
A
accounting
Acting
acupressure
aerobic kickboxing
aerobics
air conditioning
algebra
anatomy
anthropology
Appalachian clogging
apparel construction
archaeology
architecture
art
art history
astronomy
automotive tech
B
ballroom dance
barn dancing
basket weaving
basketball
beading
beekeeping
bicycle maintenance
biology
botany
bowling
bread making

breathing exercises
breathing
bridge
bronze casting
bus communications
bus management
business
business applications
business law
butterfly gardening
buying a car
buying a computer
C
cake decorating
calligraphy
candle making
candy making
career planning
career/life planning
cell & molecular biology
ceramics
chemistry
chemistry in society
childrens literature
Chinese
circuit training
civil engineer
clay
color design
comedy

computer intro.
computer spreadsheets
computer graphics
Concrete
construction methods
consumer as providers
Cooking
country dancing
C.P.R.
creative writing
crime prevention
criminal justice
D
Databases
dental hygiene
Dentistry
dental materials
desktop publishing
Diesel fundamentals
digital electronics
doll making
downhill skiing
Drafting
Drawing
E
e-bay
Electronics
Electrical engineering
Electrician
Energy systems

F
first aid
flexibility conditioning
floral entrepreneurship
flowerbed design
fly fishing
fossils
French
fused glass
G
garment design
G.E.D.
gemstones
geology
glass painting
golf
guitar
H
Health career exploration
health screening
heating
history
hockey
holiday crafts
home economics
home maintenance
home ownership
Homeopathy
horses
horticulture

hospitality
houseplant care
human relations
humanities
Human services
I
investing
Italian
J
Japanese
job search skills
journalism
K
Karate
Kendo
keyboarding
L
landscape painting
learning strategies
Leisure for lifetime
M
machine knitting
macintosh-computer
magic
marketing
massage
mat class
math
medical
medical transcription
meditation
metal & silver
metal fabrication
mind/body fitness
mini gardens

modern dance
money management
motorcycle maintenance
music
mythology
N
native American
nursing
nutrition counseling
O
ocean/marine
oil painting
oil exploration
organic chemistry
organic farming
P
paralegal
parenting
pastel drawing
periodontics
personal computers
personal finance
personal training exercise
pet safety
philosophy
photography
photo-shop
physical education
physics
piano
poetry
programming
proofreading skills
psychology
public speaking

Publishing
Puppetry
Q
Quilting
R
racquetball
radiology
railroad operations
reading
recipe modification
reflexology
Russian
relationship classes
religion
respiratory therapy
ring making
rock climbing
rowing
rubber stamping
running
S
salsa dance
savings & investing
sculpture
self-defense
salsa dance
savings & investing
sculpture
self-defense
swimming
swing dance
self-healing classes
sign language
small engines
soap making

social work
sociology
soccer
social skills
song writing
Spanish
special education
speech & debate
spelling
spirituality & painting
T
time management
V
voice
volleyball
W
water color
water exercise
watercolor
web design
welding
wellness technology
windows
word processing
writing
writing strategies
X
X-ray technician
Y
youth & childcare
yoga
Z
zoology
OTHER:

Supported Education Toolkit 3.0

ASSESSING EDUCATIONAL STRENGTHS AND INTERESTS
1. Prioritize your top three areas of interest (using an interest inventory can help with this):
#1
#2
#3

2. What is your educational goal?

3. Do you know the educational requirements for this goal?

4. If you are not enrolled, how soon would you like to begin classes?

5. What kind of resources do you think you will need to reach your educational goals? (e.g. transportation; support
from family; computer access; tutor/mentor; help with college application; tuition; books/supplies, etc.)

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Supported Education Toolkit 3.0

6. What types of challenges/barriers have you faced in the past or think may happen in the future as you return to
school? (e.g. difficulty talking to instructors, medication side effects).

7. What might help in overcoming these barriers to education?

8. What time of day do you think it would be best for you to take a class?

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BARRIERS TO EDUCATION CHECK SHEET

Using research from students and the literature, there appear to be several common themes that serve as barriers for individuals to return or
sustain their educational involvement. This checklist provides a starting point to assess and strategize options for overcoming educational
barriers.

____Transportation (e.g. dont have a car or dont know how to use public transit)
Strategy: ____________________________________________________________
____Past failures and negative experiences (e.g. didnt do well in school previously)
Strategy: ____________________________________________________________
____Side effects from medication (e.g. Medication makes it hard to concentrate)
Strategy: ____________________________________________________________
____Symptoms (e.g. Depression gets in the way, voices make it hard to listen in class)
Strategy: ____________________________________________________________
____Academic learning skills (e.g. Lack of computer skills or poor study skills)
Strategy: ____________________________________________________________
____Fears of the unknown (e.g. Fear of failure)
Strategy: ____________________________________________________________
____Lack of support (e.g. Not sure what to enroll in or how to get around campus)
Strategy: ____________________________________________________________
____Funding (e.g. Need money to go to school, need to work while attending school)
Strategy: ____________________________________________________________

Supported Education Toolkit 3.0

____Need accommodations (e.g. Note taker, longer test time, tutors)
Strategy: ____________________________________________________________
____Physical Disability (e.g. Difficult to get around campus or to sit through a class)
Strategy: ____________________________________________________________
____Other commitments (e.g. Work, family)
Strategy: ____________________________________________________________
____Other: (List any other barriers that may get in the way of reaching your educational goal)
Strategy: ____________________________________________________________

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CURRENT RESOURCES AND NEEDED RESOURCES

FINANCIAL
 Have you applied for financial aid?
 Type/amount receiving:
 Have you previously defaulted on a student loan?

 Do you owe money on a student loan? If so, how much?

 Are you receiving funding from other sources?

 What is your current work situation?

 Income source and amount:

 Do you plan to work while continuing your education/training?

Will you need supports in any of these areas?
Housing:

Transportation:

Childcare:

Other:

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EDUCATIONAL GOAL PLAN

Long-term Educational goal: ________________________________________________
Short-term (3 months) educational goal: _____________________________________________
#

Short Term Action Steps

Responsibility

Date to
Accomplish
This Step By:

1
2
3
4
5
6
7
8

Name________________________________________________

Date______________

Supported Education Specialist:___________________________

Date______________

Comments

Date Step
Completed

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SUPPORTED EDUCATION DISCLOSURE FORM

Some people who use supported education services choose to disclose their disability to the educational institution which they plan
to attend and others choose not to. Most people choose to disclose in order to have access to formal accommodations. Some
students choose informal services in place of formal services such as sharing notes other students instead of getting a formal note
taker. There are lots of options, for instance, some individuals choose to disclose to their peers, but not to instructors, or to disclose
to the accommodations office, but not to their peers. There are advantages and disadvantages to all of these approaches. It is
important for you and your supported education specialist to talk about the pros and cons of these options. This form is meant to
help you determine what type of disclosure decision is right for you.
Common Reasons Not to Disclose:
Some students fear the stigma that may be attached to disclosing a mental illness.
Some students dont mind if the accommodations office and teachers know but dont want their peers to know.
Some students choose not to disclose formally to the school, but rather disclose informally to people they choose.
Some students say that they dont want to disclose because they are working on
recovery and want build responsibility through trying out school without disclosure.
Some students just dont feel that disclosure for accommodations purposes is necessary. They feel pretty sure that they can be
successful without it.
Common Reasons to Disclose:
Some students want to get formal help (accommodations) with coursework, tests, tutors, and other school assignments when
needed.
Some students choose to disclose even though they dont currently need accommodations just in case they decide they do in the
future.
Some students choose to disclose to get in-class help from teachers who know about the unique challenges faced by individuals
with a psychiatric disability.
Some students choose to disclose so their supported education specialist might be able to advocate for them. For example, if your
psychiatric disability made it difficult for you to complete some course requirements the specialist may be able to talk to your
instructor and other school officials to help extend deadlines. The school may not agree with your educational specialist, but the
educational specialist will be there to help regardless.

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When educational specialists talk to school accommodations offices, it is usually possible for them to keep some things private. For
example, some people dont want their educational specialist to share information like diagnosis or medications. Talk this over with
your educational specialist and write down the things that you wouldnt want the specialist to share with an educational institution.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Some people choose to only disclose elements of their psychiatric disability that interfere with educational goals. For example,
some psychiatric symptoms interfere with concentration making it important to have additional time to take tests. If you were
disclose your disability, what aspects of your disability would you disclose?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Here you can write down some of your personal thoughts about disclosure.
Reasons for Disclosing to __________
(ex: teachers, peers, financial aid etc.)

Reasons for Disclosing to Accommodations Office

Reasons for Disclosing to __________

(ex: teachers, peers, financial aid etc.)

Reasons for Not Disclosing to Accommodations Office

Supported Education Toolkit 3.0

For now, what is your preference about disclosing to your educational institution?
____ I dont want to disclose formally or informally.
____ I want to disclose to the accommodations office but not teachers or students.
____ I want to disclose to my teachers and accommodations office but not to other students.
____ I want to disclose informally to students but not to teachers or the accommodations office.
____ I dont mind disclosing to anyone at the school.
____ I am not sure right now and I would like some more time to think about this and receive some more information.
____ Other

____________________________________________ _____________
Client
Date
____________________________________________ _____________
Educational Specialist
Date

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SUPPORTED EDUCATION QUARTERLY UPDATE CHECKLIST

Participant Name:_________________________________________
Worker:_________________________________________________
Date Checklist Completed:_________________________________
Initial Enrollment ______ Ongoing Enrollment ______ (Check One)

Enrollment/Ongoing Supports
Item
Essential Supports
Application for
Admission
Financial Aid
Books and Supplies
Transportation
Class Scheduling

Disclosure Decisions

Identified
Need
Y/N

SEd
Provided
Y/N

Date(s)
Who
Completed Completed
(Date)
(Name)

Comments

Supported Education Toolkit 3.0

Item
Supplemental Supports
Familiarization with
Educational Institution

Introduction to Campus
Resources and Personnel
Tutoring

Accommodations

Peer Support

Liason Services

Mobile Supports

Identified
Need
Y/N

SEd
Provided
Y/N

Date
Who
Completed Completed
(Date)
(Name)

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Comments

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93

1. Has the clients goal changed during the past quarter? Yes____
No_____
If so, what is the new goal:
__________________________________________________________________________________________
Has Tx plan/goal plan been updated?
Is the SEd goal stated in quotations (indicating consumer preference)?
Are there long- term academic objective(s)?

Y / N Date in chart:_________________
Y/N
Y/N

2. Has the client achieved any short-term steps?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
________________________
Short-term action steps in goal plan (with target completion dates and responsibilities cited)

Y/N

3. What barriers or challenges have been addressed in the past semester?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
________________________
4. Have new barriers been identified?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
________________________
5. Describe the progress towards the goal during the last quarter:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________

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6. What collaboration or communication has occurred with other treatment providers in goal planning?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
________________________
Info note in file? Y / N

Date:______________

7. Dates you met with consumer during the quarter:

______________________________________________________________________________________________________
______________________________________________________________________________________________________
________________________
(If you did not meet with consumer submit info note explaining circumstances)

*Note: SEd workers should ensure that all of the above services in the checklist are provided as needed. Workers do not need to
provide these services themselves necessarily, but do need to ensure that they are completed. Tracking who completed the task
(e.g. participant, case-manager, peer support worker, SEd worker, or other) and the date completed ensures that these services are
provided. In the name category do not write the persons title, simply insert the name of the person who completed the service.

Supported Education Toolkit 3.0

SECTION 4:
Bibliography

95

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SUPPORTED EDUCATION BIBLIOGRAPHY

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Arbesman, M. & Logsdon, D. W. (2011). Occupational therapy interventions for employment and education for adults with serious
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Atkinson, S., Bramley, C., & Schneider, J. (2009). Professionals perceptions of the obstacles to education for people using mental
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Bateman, M. (1997). The development of a statewide supported education program: Assessing consumer and family needs.
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Compiled by Trevor Manthey, MSW, Ph.D. Candidate. Please email Trevor at [email protected] if you would like to include
additional resources or suggestions for the next iteration of this bibliography or toolkit.