This publication was downloaded from the National Aging and Disability Transportation Center’s website (www.nadtc.org). It was developed by Easter Seals Project ACTION, a technical assistance center operated by Easter Seals, Inc. through a cooperative agreement with the U.S. Department of Transportation, Federal Transit Administration.

	

Lessons Learned from the Mobility Management Independent Living Coaches Program and Mobility Management Outreach Activities

Prepared by Easter Seals Project ACTION as part of U.S. Department of Transportation, Federal Transit Administration Project #DC 26 5266

This document is an accessible version provided for those using screen readers.

Three photos on the front cover: (1) A woman giving a presentation. (2) A group sitting around tables holding a discussion. (2) A posed group shot, one woman has a service dog and one man is using a wheelchair.

Four logos on the front cover: Easter Seals Project ACTION, Easter Seals, Association of Programs for Rural Independent Living (APRIL), and National Council on Independent Living (NCIL).

Inside Cover Page

Photos on cover page:
Left - Kathy Hatch, APRIL director of training and technical assistance, at the 2010 MMILC Training Review Meeting.
Top Right - ESPA hosts a community meeting on accessible transportation in 2011.
Bottom Right - Chamane Barrow, associate director of the Brazoria County Center for Independent Living and IL coach, during a mobility management training program she conducted for colleagues from transportation and human service sectors in Texas in 2011.

Easter Seals Project ACTION is funded through a cooperative agreement with the U.S.  Department of Transportation, Federal Transit Administration, and is administered by Easter Seals, Inc. This document is disseminated under the sponsorship of ESPA in the interest of information exchange. Neither Easter Seals nor the U.S. DOT, FTA assumes liability for its contents or use thereof.

September 2012

Three logos: Easter Seals, Easter Seals Project ACTION, U.S. Department of Transportation

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Contents

Note: The page numbers below correspond with the RTF version.

Introduction: Mobility Management Independent Living Coaches Program and Outreach Activities - 2
Section I - Phase I and Phase II of the Mobility Management Independent Living Coaches Program
I. Program History: Building on the ESPA Person-Directed Mobility Management Strategic Plan - 4
II. Program Goals - 5
III. Program Partners - 5
IV. The Role of an IL Coach and IL Coach Recruitment and Selection - 6
The Role of an IL Coach
IL Coach Recruitment and Selection
V. MMILC Program Orientation, including the MMILC Toolkit, Engagement, and Program Supports - 7
VI. Phase II: IL Coach Engagement and Program Supports - 8
VII. Extending the Reach of Mobility Management through Outreach - 8

Section II: Accomplishments, Learning, Challenges, and Recommendations
I. Program Accomplishments - 9
II. Lessons Learned - 10
a.	Various Activities Supported Relationships across IL Coaches and Mobility Managers.
b.	IL Coaches Possessed a Range of Competencies.
c.	Innovation Characterized the Work of IL Coaches.
d.	IL Coaches were Catalysts for Building Capacity across Systems
III. Challenges Reported by IL Coaches and Implications for Model Replication - 13
IV. Advantages of Using an Intermediary Model such as the MMILC Program to Build the Capacity of Mobility Managers - 14
V. Recommendations for Moving Forward - 15
References and Resources - 15

Attachments
A. 	MMILC Program Conceptual Framework - 18
B. 	IL Coaches Roster by FTA Region - 19
C.	IL Coach Case Studies and Stories from the Field - 22
D.	IL Coach Strategies Table - 27
E. 	Demonstration of Attributes per Scale - 28 

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Introduction: Mobility Management Independent Living Coaches Program and Outreach Activities

Since 2010, the Mobility Management Independent Living Coaches (MMILC) program, a joint demonstration program of Easter Seals Project ACTION (ESPA), the Association of Programs for Rural Independent Living (APRIL) and the National Council on Independent Living (NCIL), has worked to bridge the gap between the independent living and transportation communities. Through this program, funded by the U.S. Department of Transportation, Federal Transit Administration (FTA), representatives from Centers for Independent Living (called IL coaches) linked with mobility managers to strengthen relationships between their groups and raise awareness of the issues people with disabilities face as they seek the transportation they need. The program has also helped the IL coaches build the capacity of their centers around accessible transportation services for the individuals that the center supports. Easter Seals was a partner in the Partnership for Mobility Management (PFMM), a cooperative project among Easter Seals, the Community Transportation Association of American, and the American Public Transportation Association. Knowledge gained from MMILC program activities has contributed to the knowledge base around disability, mobility management and accessible transportation.

Text Box 1: Mobility management is an approach to service development and management 
that focuses on individualized customer markets and involves establishing a variety of services tailored to meet the needs of those markets. It also entails a responsibility for establishing a coordinated service delivery network to achieve connectivity for customers and efficiency for taxpayers. – http://www.unitedweride.gov/Mobility_Management_Strategies_-_Operations.doc.
ESPA and its’ partners, APRIL and NCIL, compiled this report to share an overview of the two-year project, offer a syntheses of lessons learned and provide recommendations for future work around mobility management.  Section I includes a description of the person-directed mobility management strategic plan, which served as the foundation for this work; an overview of the program goals and partners; and a description of the orientation, engagement and support activities that provided an infrastructure for the program. The section also includes descriptions of the two phases of the MMILC program and a discussion of the comprehensive outreach efforts to build mobility management systems across the nation.  As detailed in the conceptual framework underpinning this work (attachment A), Phase I of the MMILC program had the purpose of building the program infrastructure, including people and supports, whereas the purpose of Phase II was to have IL coaches, with the knowledge and skills they garnered in Phase I, use the infrastructure and supports to enhance the capacity of mobility managers and other human services professionals to address the transportation needs of individuals with disabilities.  Through Phase II outreach activities, features of the program and opportunities for engagement were shared widely with diverse audiences.

Text Box 2: The project also identified key Center for Independent Living (CIL) staff members around the country who are responsible for training future IL coaches in their local areas as well as developing relationships with a variety of advocates within their community.  These relationships were with transportation leaders, advocates and providers who enriched the CIL’s own transportation program to assist people with disabilities. – Dara Baldwin & Kelly Buckland, NCIL, taken from a report to FTA, June 2012
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Section II includes a summary of the accomplishments and learning that has taken place across the MMILC program.  This summary is based on learning from three major program activities including:
1) Analyses of activities and roles assumed by IL coaches (synthesized in the ESPA resource, Building Relationships Between Mobility Managers & Centers for Independent Living: Strategies from the Mobility Management Independent Living Coaches Program)
2) Case studies reported by IL coaches as success stories that reflect major highlights of their work (see attachment C) 
3) An overview of the strategies used by IL coaches in their work to facilitate relationships with mobility managers and others (see attachment D)

4) An independent program evaluation conducted by nationally recognized evaluator Dr. Patricia Noonan, offered in the ESPA resource Scaling-Up Models that Connect Centers for Independent Living and Mobility Managers: Learning from the Mobility Management Independent Living Coaches Program.
It is expected that Center for Independent Living (CILs) and mobility managers can use the range of materials developed under this program, such as the MMILC webinar, orientation materials, toolkit, and the materials described above, to replicate the key features of the MMILC model. At the very least, learning from this program can add to the range of activities across CILs and mobility management systems. 
Photo: A posed group photo with about thirty people. Five people in the front row are using wheelchairs.
Photo Caption: Attendees of the September 2010 MMILC Program Training Review Meeting.

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Section I

MMILC Program Phase II and Phase II Activities

I. Program History: Building on the ESPA Person-Directed Mobility Management Strategic Plan

	ESPA’s efforts to improve mobility and transportation options for those accessing community services, workforce development centers, education, and health services is founded in a National Strategic Plan for Human Services Person-Directed Mobility Management.  The plan was developed in 2008 in coordination with the Community Transportation Association of America and with the direct input of over 50 stakeholders representing disability services and rural, medical, aging, Hispanic, state Temporary Assistance for Needy Families (TANF), workforce, independent living, transit, tribal, education, and children & family agencies and organizations.  Over the course of a two-day conference in September 2008, the stakeholders identified four ways that mobility management can be implemented at the local, regional or state levels: (a) policy adoption or development of institutional standards; (b) agency-to-agency coordination; (c) development of the coordination manager or navigator role; and (d) direct customer service to individuals and their families.  

The themes and recommendations from the conference were presented to over 30 national association and federal agency representatives during a one-day summit in November 2008.  The national representatives discussed general goals, objectives and tasks that ESPA could include in a strategic plan to address the four levels of mobility management discussed during the September conference.  Based on the national agency recommendations, ESPA staff developed the National Strategic Plan that includes goals of building capacity across the U.S. for mobility managers, assessing existing options and setting priorities, putting local plans in place to ensure access to mobility services, and expanding community awareness of transportation needs and options.  All of these goals lead to a fifth and final goal: ensuring long-term sustainable and efficient transportation options.

From ESPA’s perspective, mobility management is centered on the individual and identification of the best transportation options to meet an individual’s travel needs. ESPA refers to this approach to mobility management as person-directed.  Elements of person-directed mobility management include:

	•	identifying needed services and transportation needed to access those services 
	•	assessing community transportation resources
	•	assessing the individual’s ability to use those resources
	•	filling transportation service or information gaps so that individuals can find out about community transportation resources
	•	providing agencies and individuals with information and training materials on local transportation and how to use those local transportation services

The MMILC program, established in 2010 in cooperation with NCIL and APRIL, is one of the first formal programs to grow out of ESPA’s strategic plan.  The MMILC program supports the plan’s goals of building capacity for mobility managers, helping local agencies conduct assessments and expanding community awareness of transportation issues and options. In particular, the MMILC program focuses on relationship-building at the local level by bringing together mobility managers and CILs so that each can understand the others’ needs, services and institutional practices.  As a result, each group has the opportunity to take a more visible, vocal role in their community and state.   

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Photo: People seated at tables with microphones. 
Photo caption: IL coaches at the 2010 MMILC Training Review Meeting.

II. Program Goals

The MMILC program was an integral component of the ESPA person-directed mobility management strategic plan. This multi-faceted plan included a national outreach effort, sustained relationships and activities with partners affiliated with the Partnership for Mobility Management, and the unique model offered by the MMILC program. Our work complemented these other efforts and had the following goals:

•	Build capacity of the national mobility manager network.
•	Create a network of people with disabilities who are knowledgeable in transportation, who understand the purpose of mobility management and who have strong leadership and group facilitation skills to serve as coaches for state mobility managers.
•	Instill knowledge of diverse, disability-related mobility needs and perspectives into the nationwide network of mobility managers.

III. Program Partners: 

ESPA invited APRIL and the NCIL to our mobility management work and leveraged their capacity to reach broad disability audiences because of both their infrastructure and history. APRIL and NCIL are comprised of members from the 391 Centers for Independent Living in the United States. With an additional 321 satellite (branch) offices reaching out in their service areas, CIL offices are available in every state and territory of the country. In addition, APRIL has international members from Peru and Puerto Rico. CIL are grassroots, advocacy-driven organizations run by and for people with disabilities. They focus on civil rights, the independent living philosophy, and inclusion. All CILs provide individual and systems advocacy, information and referral, peer support, and independent living skills training. 

An outcome of the national disability rights and independent living movements, CILs were founded to embody the values of disability culture and serve as the organizational backbone of grassroots initiatives for the civil and human rights of people with disabilities. CILs vest power in people with disabilities by ensuring they control the services, management and direction of the organization.

Text Box 3: IL coaches were impressed that people were eager to learn more and to work together to make changes that would improve transportation access and availability in their communities. – Billy Altom & Kath y Hatch, APRIL, taken from a report to FTA, January 2012

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As ESPA subcontractors, APRIL and NCIL were charged with the following goals:

•	Identify twenty prospective coaches (ten each) from their CIL memberships who will agree to train at least one more IL coach in a different state. 
•	Work with ESPA to develop training for the IL coaches, including a how-to booklet (i.e. Training Manual – possibly in virtual format) for training the trainers. 
•	Coordinate with ESPA staff one on-site event to train potential coaches on: 
mobility management, group and individual facilitation, and educating others to successfully collaborate with the disability community.
•	Develop performance measures to track and report progress of the project. 
•	Design a 1-2 page template for sharing success stories from CILs. 
•	Test project materials with IL coaches and mobility managers. 
•	Provide all curriculum and training materials in alternative formats. 

IV. The Role of an IL Coach and IL Coach Recruitment & Selection

In the following sections, we describe the role of an IL coach and descriptions of the supports provided through the MMILC program. As one of its final deliverables, APRIL and NCIL were tasked with providing an analyses of the IL coach competencies and offered exemplars of particular activities through which these competencies were manifested. Attachment E is one of the deliverables provided to ESPA by its partners and provides a summary of the competencies exhibited by IL coaches. The lessons learned, which are the main intent of this report, are based on an analyses of these competencies as well as quantitative information garnered objectively through evaluation (Noonan) and also qualitatively through the stories and cases submitted by IL coaches (Attachment C & D) and the personal interactions that program leaders have had with IL coaches over the past two years. This work has been a professional and personal journey for everyone involved—IL coaches and program leaders—and we hope our learning will prompt other CILs and mobility managers to take a similar journey.

The Role of an IL Coach

In the ESPA MMILC program model, an IL coach is an individual representing a disability community, typically a CIL, who has content knowledge across the fields of disability and mobility management, including the resources and services best suited to support varying disability populations. This professional also understands the types of mobility and accessible transportation supports that may be available to various populations and can leverage resources to make these supports available. Appendix A includes a roster of the 18 IL coaches across FTA regions that were active contributors to this work.

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The IL coach is someone who is skilled in meeting facilitation, coaching and mentoring, and is experienced in identifying needs, aligning resources and continuously assessing issues to ensure that supports are consistent with needs. The notion of self-directed was always the underlying tenet of the MMILC program and our decision to partner with organizations such as APRIL and NCIL, whose spirit and philosophy elicit the tone of continuous engagement and self-direction of individuals with disabilities, was deliberate. People with disabilities themselves should be engaged in decision-making and choices about mobility management and accessible transportation, and the MMILC model holds true to this belief. The ability of the IL coach to collaborate with mobility managers and transportation professionals was at the heart of this model. In text box 4 below, an IL coach described his role, affirming the innovative nature of the role and the model. However, since collaboration and its impacts are not easily measured or articulated, ESPA contracted with the services of nationally recognized researcher, Dr. Patricia Noonan. Noonan assisted ESPA to evaluate the relationships that developed across IL coaches and mobility managers, and, in this process, articulated some of the knowledge, skills and activities that were critical in the IL coach role (see the ESPA report Scaling-Up Models that Connect Centers for Independent Living and Mobility Managers: Learning from the Mobility Management Independent Living Coaches Program).

Text Box 4: My work has been to build relationships with and to facilitate and support relationships between transportation providers, at the same time, promoting as many options as possible, so that together we can create more rides for more people with disabilities through conversation, collaboration, coordination, consolidation and other strategies we may not have thought of yet. – An IL Coach 

ESPA’s partners APRIL and NCIL were key in helping to identify IL coaches both at the beginning of the project and as the need for additional coaches, due to attrition, became evident. Once selected, IL coaches themselves were important in assisting program partners to develop materials, inform the orientation and training, and describe the expected supports that would be needed throughout the two-year program. Program partners and IL coaches always agreed that the supports provided would be amended based on needs of the field, conditions and requirements evident across mobility management and transportation, and the requests of mobility managers themselves. 

IL Coach Recruitment and Selection

APRIL and NCIL brought their experience and national reputation to this work, which facilitated their ability to work closely with ESPA to recruit and select the IL coaches that would be part of this demonstration project. The goal was to select two IL coaches in each of the ten FTA regions, and ESPA, APRIL and NCIL developed a position description that detailed the competencies and skills required in this role (in Section II of this report we identify the competences that were critical in the role). It was expected that IL coaches would have a proven ability and capacity to establish and sustain working relationships with mobility managers and other transportation professionals, receive the support and commitment of their respective CIL, and offer the interest and dedication to participate in the MMILC program for the duration of the two-year pilot.  The APRIL and NCIL networks and communication systems enabled outreach and recruitment that yielded a pool of highly qualified and interested potential IL coaches. A systematic screening process and the expertise of APRIL and NCIL resulted in the initial selection of IL coaches, who would than go on to participate in the MMILC program orientation.

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V. MMILC Program Orientation, including the MMILC Toolkit, Engagement and Program Supports

ESPA, APRIL and NCIL, along with IL coaches representing the 10 FT A regional offices convened for two days in Washington, DC for the launch of the program. Participants engaged in an interactive orientation session that addressed content related to:

•	Disability advocacy and history 
•	Transportation policy and legislation
•	Mobility management options and systems
•	Strategies to engage in mobility management networks

The intense orientation allowed participants to share their experiences with providing services around accessible transportation and their work with mobility managers and transportation officials. Since the infrastructures for mobility management vary widely across communities and regions, so too did the experiences of the IL coaches. Some of the participants did have prior connections to the mobility managers in their area, while others had no previous experience. 
The program team developed a MMILC toolkit that was used for two purposes. First, the toolkit was a resource and training tool for IL coaches around topics related to mobility management. For instance, modules focused on transportation legislation under the FTA programs around mobility management, offered descriptions of mobility management roles and provided examples of varying transportation modes such as fixed-route and paratransit services. The toolkit was used throughout the MMILC program as a refresher for existing IL coaches and also as an orientation toolkit for new coaches who joined the program. Second, the MMILC toolkit was used as a training and technical assistance resource by IL coaches as they advanced their work with mobility managers. Especially relevant in this training and technical assistance were the toolkit’s contents around specific disability topics and the history and philosophy of the independent living movement. Throughout the two-year program, IL coaches referenced the toolkit as an important resource in their work to build the capacity of mobility managers on disability and human services topics. 

VI. Phase II:  IL Coach Engagement and Program Supports

During Phase II of the MMILC program, IL coaches used the materials developed during the first phase of the project to support their activities to develop relationships with mobility managers, transportation professionals and other human services personnel. Participants used various forums to exchange information about their work and experiences, including bi-weekly telephone calls and electronic formats. IL coaches would routinely communicate with each other and project leaders to ensure project activities reflected the intent and purposes of the MMILC program. IL coaches expressed an interest in having a system and platform for ongoing dialogue and strategy exchange, and initially monthly teleconferences were held. Later in the program, noting the varying learning styles and learning channels of adult learners, ESPA launched an MMILC program online community where IL coaches could share materials, have conversations and learn about events pertinent to mobility management. MMILC program leadership was cognizant of having supports available to participants using various communication mechanisms and being flexible in the way in which content was shared. IL coaches used the formal supports available through the online community and the feedback from project partners as they addressed the various topics that emanated from their relationships with mobility managers and human services and transportation professionals.  

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The network established across IL coaches became an important source of support for individual coaches. While the monthly teleconferences, ongoing resource sharing and the online community were the channels of communication, the real support came through the case studies and strategies shared by IL coaches (Appendix D & E includes a summary of these cases). Formally, through success stories submitted by IL coaches in the second phase of the program, and informally, through the dialogues that transpired across IL coaches, the activities and experiences of IL coaches became a critical learning resource for all program participants. 

VII. Extending the Reach of Mobility Management through Outreach

Text Box 5: We appreciate your help and guidance —especially since we don’t have any staff in each of our states…just in the regional office. –  FTA Region 10 Administrator

In Phase II, using materials developed in Phase I about mobility management and the MMILC Program, ESPA and its partners undertook outreach activities. Descriptions of program activities were shared across transportation and non-transportation sectors.  For instance, ESPA communicated either via email or face-to-face meetings with administrators across all ten FTA regions. FTA administrators and other U.S. DOT staff welcomed the information provided regarding the work of the IL coaches to facilitate connections regarding disability topics across their region. Several FTA administrators agreed to share information about ESPA and the MMILC program across their regions through communication channels established within each region, and ESPA and FTA regional administrators explored opportunities, such as regional meetings and events, at which additional information could be shared. IL coaches themselves on occasion had opportunities to conduct outreach with FTA regional staff, and, when appropriate, this information was conveyed to regional administrators, as a way to sustain their knowledge of the MMILC program.

Communication with regional administrators at times led to additional outreach activities that extended to metropolitan planning councils as well as transit organizations. For instance, ESPA was invited to share content regarding the MMILC program at the Massachusetts State Office of Human Services Transportation, Maricopa Association of Governments, the New York City Metropolitan Planning Council, and the Southwest Transit Association. These forums provided an opportunity to reach out to a wide variety of transit and human services professionals to engage their participation in mobility management. Early in Phase II of the program, ESPA and its partners hosted a webinar on the MMILC program, which was attended by over 150 mobility managers, representatives of CILs, and other human services and transportation professionals. ESPA’s participation in the Partnership for Mobility Management (PFMM) provided another platform for outreach to mobility management audiences. Electronic forums, such as the PFMM LinkedIn group page and webinars, provided opportunities for ESPA to reach out to provide information about mobility management and about the MMILC program specifically. The face-to-face forums organized by PFMM and ESPA’s active participation in the planning of these face to face meetings were also a critical outreach opportunity. The MMILC program was featured throughout these face-to-face events, enabling new and diverse audiences to enhance their knowledge of the work. The meetings also provided additional opportunities for IL coaches to interact with a broad range of mobility managers and transportation professionals. 

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Phase II activities included outreach to new and diverse sectors that may not typically be involved in mobility management. For example, information about mobility management was shared through a variety of education-oriented events including at national meetings of the IDEA (Individuals with Disabilities Act) Partnership; the Office of Special Education and Rehabilitative Services, U.S. Department of Education; and the National Secondary Transition Technical Assistance Center. Organizations such as the Division on Career Development and Transition and the Council for Exceptional Children were ideal organizations to which to convey information regarding how educators could participate in mobility management systems. The interest of audiences in these non-traditional forums demonstrated the breadth of mobility management.

Over the two years of this project, Phase I and Phase II activities, the contributions of APRIL and NCIL, the dedication of IL coaches, and the infrastructures provided through this program led to key accomplishments and learning. Diverse outreach activities provided further opportunities to learn about how the characteristics of MMILC program contributed to the program’s success. Section II includes a summary of MMILC program accomplishments and outcomes. Its contents can be useful for other CILs who may be interested in replicating the model, for mobility managers who are interested in establishing linkages with CILs in their communities, and for the FTA as mobility management systems are extended across our nation. 

Section II: Accomplishments, Learning, Challenges, and Recommendations

I. Program Accomplishments

•	IL coaches established relationships with over 150 mobility managers, human services transportation professionals, and others involved in ensuring that individuals with disabilities have access to accessible transportation.
•	The role and activities undertaken by IL coaches across all 10 FTA regions reflected the needs of the region and the heterogeneity of the critical issues affecting access to transportation for individuals with disabilities.
•	Overwhelming, the IL coaches reported that the program supports, model design and opportunities provided through the MMILC program contributed to their knowledge of accessible transportation topics and supported their ability to establish relationships with mobility managers and transportation professionals in ways that contributed to the quality of accessible transportation services for individuals with disabilities.
•	Program partners reflected that the MMILC program represented an important collaboration across projects funded by U.S. Department of Education, Rehabilitative Services Administration (RSA) (which provides funding for CILs) and the U.S. DOT, FTA. This model provided opportunities for cross-agency collaboration that may not have occurred outside of the MMILC program.

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•	Outreach activities resulted in communication with all 10 FTA administrators and yielded invitations to participate and conduct presentations in a variety of regional metropolitan planning organization events and forums.
•	Through outreach and relationship-building with non-transportation sectors, such as the education and health and human services sectors, new and diverse audiences learned about the opportunities to participate in mobility management systems.
•	An independent evaluation, conducted by nationally recognized researcher Dr. Patricia Noonan, affirmed that the supports and framework inherent in the MMILC model contributed to the ability of the IL coaches to sustain relationships with mobility managers and transportation and human services professionals.
•	Relationships across the Partnership for Mobility Management were strengthened as a result of our active participation in planning and carrying out PFMM activities including webinars, LinkedIn posts and mobility management conferences.
•	Program leaders were able to generate a variety of tools and products based on the learning that can be replicated by CILs, human services organizations, mobility managers, and transportation professionals to scale-up similar work across the nation.

II. Lessons Learned

a. Varying Activities Supported Relationships across IL Coaches and Mobility Managers. 

Unsurprisingly,  more than one right way exists to establish an intermediary model like the MMILC program. The individuality of IL coaches, including their experiences, their settings and the mobility management systems in which they operate, makes it difficult to offer a single way of suggesting how to establish relationships across disability and mobility management professionals. Building Relationships Between Mobility Managers & Centers for Independent Living: Strategies from the Mobility Management Independent Living Coaches Program, another resource generated through this work, includes a synthesis of the many varied strategies and activities that comprised the work of the IL coaches and mobility managers. The syntheses is based on information from the stories that IL coaches submitted  reflecting their work with mobility managers and an objective review of MMILC program activities reported by IL coaches in quarterly reports. An analysis of these multiple sources provides a list of strategies and activities that can serve as the foundation for a relationship between CILs and mobility managers, and confirms there is not one set of activities that can apply across settings or across relationships. Rather, the activities are contextually based, with the needs of the mobility manager and his system driving the relationship and activities. 

Text Box 6: Upon review of 12 MMILC success stories, three main strategies for collaboration emerged: a) participating on committees/councils, b) training or attending joint training, and c) grant development. The majority of the IL coaches discussed participating in committees or groups outside their primary place of work that would further relationship-building and lend support to transit stakeholders. Some examples included: participating on a paratransit advisory council, serving on state-level transition coordination team, and attending ongoing transit summits and meetings. 

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Table 1:  Working Knowledge of:	
•	IL philosophy	
•	Mobility management	
•	The built environment	
•	Livable/sustainable communities	
•	Human transportation service coordination	
•	State/local coordinated transportation plans	
•	Transportation planning (funding/decision-making & MPOs, RPOs, etc)	
•	Public/private transportation services	
•	Transportation provisions of ADA	
•	Transit modes	
•	Local Depts of Public Works	
•	How state departments of motor vehicles & local departments of public works affect people with disabilities 	
•	Views of national organizations representing older adults, school age children, veterans, and people with disabilities	

Skills for Working with Mobility Managers:	
•	Meeting facilitation	
•	Coaching (teaching)	
•	Mentoring (advising)	
Skills for Supporting Systems Change Activities:	
•	Identifying community leaders	
•	Identifying a vision	
•	Working in partnership with diverse stakeholders	
•	Identifying policies that require revision	
•	Identifying funding to support new activities	
•	Marketing/communications campaigns	
•	Obtaining resources for program evaluation	

Working Knowledge about Mobility Supports:	
•	Travel training	
•	One call centers	
•	Environmental barrier analysis & remedies	
Understanding of Relationships Between Transportation Services and:	
•	Business community	
•	Human service agencies	
•	Schools/universities	
•	Faith-based community	

b. IL Coaches Possessed a Range of Competencies 

ESPA and its partner, APRIL, developed a scale to assess the competency of IL coaches in the knowledge and skills identified as being important to the role. The original competencies were identified when the program was initially launched and were based on the experience of the project leadership team, data garnered through a literature review and the guidance of the MMILC program advisory committee.  These competencies included a range of content across disability and transportation topics that are indicated in Table 1. 

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Photo: People seated around tables with microphones.
Photo caption: IL coaches at the 2010 MMILC Training Review Meeting.

Toward the end of the MMILC program, program leadership developed a scale to assess the level at which IL coaches demonstrated these competencies.  This review was not conducted as a way to measure the performance of individual IL coaches; rather, it was a way to help  identify content areas in which additional supports could be provided, as the model was replicated in future sites. Knowledge areas that were identified as less developed included livable/sustainable communities, state and local coordinated transportation plans, funding, and decision-making with planning organizations. It was also noted that IL coaches were less skilled in obtaining resources to support program evaluation—though more than one IL coach described their work to survey transit organizations or identify opportunities to collect information from mobility managers regarding needs and the kinds of services that could support these needs. Limitations in program evaluation may have come from IL coaches having limited understanding regarding how to use objective data collection to inform and/or improve the relationship and the services inherent within this model. 
 
With this understanding of the topical needs, related to both working knowledge and skills, that were not fully addressed through the MMILC program, program leaders can ensure that content is shared on these topics as the model is extended to additional areas. The data garnered through the evaluation conducted by Noonan is also helpful in identifying competency need areas (see Scaling-Up Models that Connect Centers for Independent Living and Mobility Managers). Since these data are self-reported by IL coaches, the independent rating process described above serves as a reliability check to substantiate the knowledge and skills that were less developed across IL coaches and could be addressed through additional professional development and supports. 

c. Innovation Characterized the Work of IL Coaches. 

One IL coach submitted a case regarding his work to establish relationships with transit and, simultaneously, raise awareness regarding the issues that riders with disabilities face as they navigate public transportation systems. The IL coach reflected, I asked about the possibility of traveling to each of the 18 communities in Iowa to ride a fixed-route bus. The purpose would be to demonstrate how a blind person could easily use public transit and therefore others could also make use of this transit alternative. In order to obtain funding for this effort I had to write a grant, which was then submitted by the public transit authority in my community.  Only public transit authorities can seek grant funding from the Iowa Department of Transportation. The grant was awarded through a [New] Freedom Fund program and the grant began on July 1, 2011. The statement indicated in the text box below summarizes the approach taken by many of the IL coaches. 

Text Box 7: I learned that we need to think creatively and take direct action to promote transit services. – An IL Coach

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d. IL Coaches were Catalysts for Building Capacity across Systems. 

Text Box 8: The mobility manager invited me to attend her pilot program to “develop coordination plans with transit agencies in NE ND” as a part of a pilot regional coordination program requested by the ND state legislature. – An IL Coach

Many of the IL coaches were invited to forums and workgroups across their region that had systemic improvement and coordination as their purpose. For instance, as indicated in the text box above, one IL coach became a standing member of a coordination effort, which initially was launched as a pilot program. Now the IL coach is a key member of this regional coordination effort and offers expertise that supports the region in building its mobility management system. Another capacity building activity in which many of the IL coaches were involved included participating in state and regional policy and legislative efforts focused on accessible transportation. As one IL coach indicated,  There have been many meetings, starting in April of 2010, [of which] the final outcome has been the passing of a comprehensive transportation plan (Transportation Investment Act - TIA) – passed by state legislators, Mayors and County Chairs.

In the MMILC program, capacity building involved enhancing the knowledge and skill of transportation professionals around disability topics. As indicated in text box 9 below, finding the right person representing the transit sector and providing the right information goes a long way. The IL coach is now a regular member of the providers’ training team. 

Text Box 9: Within two weeks, the transit operations manager contacted me by phone. I shared with him information about the ESPA MMILC project, consumer’s stories with the use of public transit systems, and my personal story with the use of public transit systems as a person with a spinal cord injury (quadriplegia) and user of a power wheelchair. We spoke for over an hour on the phone. He was intrigued and excited to learn more. Therefore, the Manager then invited me to take part in and play a role with training his newly hired drivers how to properly, fasten, treat and speak to riders who have disabilities. – An IL Coach

As will be indicated in the forthcoming section, one of the challenges faced by IL coaches was identifying the most appropriate person from the mobility management or transit sector with whom to establish the relationship. As one IL coach indicated, I chose to work with [the transit agency] because it involves mobility managers at the decision-making level. I have attempted to increase mobility options at lower levels in the past and have had limited success. Part of that limitation is because I have worked with mobility managers who agree with me in defining the problem but, like myself, lack the capacity to directly solve anything. The IL coach recommended that other CILs implementing a model like the MMILC program should spend time in identifying the expectations for the relationship across the CIL and the mobility management system and ensuring that the people involved have the capacity and authority to make decisions.  

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III. Challenges Reported by IL Coaches and Implications for Model Replication

The many platforms through which issues and concerns could be raised enabled IL coaches to engage frequently in discussions with MMILC program leaders or with other IL coaches. The availability of diverse communication forums may have mitigated some issues from becoming challenges that could stymie the work of the IL coaches. The barriers that were shared and the ways that MMILC program leaders addressed these challenges are included in table 2. These strategies can be important to build into the model as it is replicated.

Table 2:  Challenges and Strategies	
IL Coach Reported Challenge	Strategy used by MMILC Program Leads to Address the Challenge	
Difficulty identifying the right mobility managers or transportation official	Developed a list of known mobility managers and systems across regions as a way to familiarize IL coaches with titles and roles.	
Limited funding to travel to meet with mobility managers and attend events	IL coaches were supported with a small honorarium to acknowledge their contribution to this work; These funds could be used to support MMILC activities. The orientation materials included content related to funding, and through monthly calls IL coaches shared stories about innovative strategies they used to procure financial resources.	
Getting cooperation across diverse agencies and organizations	IL coaches were encouraged to use materials from ESPA’s online training related to forming partnerships. These resources include strategies for garnering support and cohesion across diverse perspectives.	
Having enough time	For those IL coaches whose work at their CIL included services related to accessible transportation, their work with the MMILC program was viewed as part of their typical work activities. For others, whose naturally occurring work did not include a focus on mobility management, MMILC program leaders helped IL coaches think about ways that they could integrate this content into other work activities—such as responsibilities associated with advocacy and information & referral. 	
Defining Success	This work is about relationship development and creating systems for sharing tangible strategies and supports that resulted in change.  The expectation was that there would be changes in knowledge, practice, and attitude by both the IL Coach and the mobility manager. The program evaluation conducted by Noonan on behalf of ESPA was helpful in identifying a continuum of outcomes associated with these relationships (networking, cooperation, coordination, coalition, and collaboration). 	

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Some of these challenges were captured in the evaluation report. As Noonan stated, 
IL coaches as a group have increased their level of collaboration with individuals representing 14 professional roles, including mobility managers and transportation professionals, as a result of participating in the MMILC program. Coaches were satisfied with their level of training on mobility issues and felt that the MMILC toolkit and training program was useful to increase knowledge and create a level of basic expertise. IL coaches clearly felt, however, that the success of the intervention was contingent on building relationships with stakeholders and facilitating a process towards improvement. This process included getting the right people to the table, listening and learning to others, determining needs, brainstorming solutions, and then changing current systems together as a group. 

IV. Advantages of Using an Intermediary Model such as the MMILC Program to Build the Capacity of Mobility Managers

Mobility managers are charged with coordinating transportation services for broad and diverse populations and, therefore, have an enormous amount of responsibly. There is the expectation that these professionals will understand the needs of a widely ranging and variant population, including the transportation supports that are needed by particular populations, the availability of transportation services in a community and the process for aligning the two. An intermediary, or in this case an IL coach, with expertise in a particular topical area, such as disability, can contribute to the knowledge base of a mobility manager. They become a trusted resource and an information conduit for mobility managers and, therefore, alleviate the need for mobility managers to have intense and in-depth knowledge of the particular needs of a population, such as people with disabilities. 

The recognition that the IL coach could bring this expertise to the mobility manager was highlighted in one region in which the mobility manager asked the IL coach for assistance in organizing and carrying out a focus group of people with disabilities. The mobility manager was interested in honest and valid feedback from disability riders and knew that the IL coach could help in convening the group. As indicated in text box 10 below, the mobility manager used the focus group findings to implement changes to the transit agency’s fixed-route system—changes that accurately reflected the needs of individuals with disabilities who use the transit system and was garnered through the ability and skill of the IL coach to convene the focus group. 

Text Box 10: This focus group allowed [the mobility manager] to apply the independent living philosophy in her work by obtaining necessary feedback from the people disabilities who utilize the system.  [The mobility manager] was not only able to distinguish topics for the training video but was able to identify several areas within the fixed route bus system that needed improvement in order for more people with disabilities to utilize the system with ease.  – An IL Coach

The MMILC program can serve to build capacity across regions in ways that a national model could not. For instance, one of the IL coaches used program materials related to disability topics in a professional development event for transit professionals across her region. As indicated in the text box 11 below, this forum served as a first step in building the knowledge and skill of other transit professionals across the region and across many topics. 

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Text Box 11: In addition, each participant stated that the training helped them to understand what role they could each have in helping to create and improve funding options regarding availability and accessibility through community partnerships and what role they can have in contributing to best practice models to address disability issues in transportation systems as they relate to emergency preparedness – An IL Coach

The MMILC program highlighted other advantages as well. Overtime, several of the IL coaches were invited to provide additional supports to the mobility manager that initially were not considered in the role. For instance, several of the IL coaches contributed to grants and other projects initiated by the mobility managers and the organizations with which they worked. These opportunities, resulting from the IL coach-mobility manager relationship, led to additional business opportunities for the coach and their CIL. The contribution of the IL coach to these new mobility management projects demonstrated an acknowledgement by the system that disability expertise was important and valued in the work. 

V. Recommendations for Moving Forward 

This two-year program enabled us to capture data and information about strategic opportunities to extend mobility management systems. Based on this experience, and the accomplishments indicated below, we offer the following recommendations: 
•	Package information regarding the strategies and activities that transpired across IL Coaches and mobility managers and consider ways that these activities can be applied across other human services systems.
•	Identify specific human services infrastructures, at the national, regional, and State levels as a conduit to facilitate their participation in mobility management.
•	Implement targeted and consistent opportunities to leverage these human services infrastructures as a way to facilitate their participation in mobility management efforts.
•	Vary outreach strategy based on the unique attributes of the human services system.
•	Extend outreach activities to broad and diverse audiences, including those with whom relationships have been established and identified in this report.
•	Apply the communication systems and dissemination channels used by IL coaches to other human services infrastructures.
•	Continue to collect formative and summative data about the process, outcomes, and impacts of the work.

VI. Summary

The MMILC program evaluation conducted by Noonan found, Overwhelmingly, IL coaches expressed the importance and value of the MMILC program in improving accessible transportation for individuals with disabilities. The development process where a group examines issues and generates solutions can be highly effective in changing systems as it provides a forum for discussing diverse issues, solutions and logistics. Furthermore, the process includes the most important voices in achieving true accessibility—people with disabilities.

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Text Box 12: [Regarding advice to novice IL coaches: IL coaches’] 
answers focused on the need to build relationships and network, particularly with transit providers. IL coaches reported that the best ways to build relationships are by numerous face-to-face encounters where a new IL coach can: a) observe, listen, feel (get a sense), act patient, b) get to know stakeholders, and c) do his homework and let mobility/transit providers know that he needs to be at the table. – Dr. Patricia Noonan

ESPA and its partners were proud to be part of an innovative model like the MMILC program. The tools and infrastructure afforded by this program enabled project participants to reach out to diverse audiences on the topic of engaging in mobility management. As fiscal and personnel resources become tighter across transportation sectors, it makes sense to leverage the knowledge and skill of those experts, such as professionals from CILs. It also makes sense to draw on the experiences of professionals who can serve as mentors and supports for new professionals and who can offer advice such as that indicated in text box 12 above. 

We close this report with a reflection offered by an IL coach about what our work was truly all about.

Text Box 13: Likely the most successful person using our programs is “Maggie.” She has Down Syndrome and turned 18 not too long ago. Her mom, like most other moms of teenagers has always provided Maggie’s transportation. After graduation, Maggie started doing more things like working part time, going to yoga and volunteering. Her mother didn’t have time to do anything but drive her daughter around. In the beginning, both mom and Maggie had reservations about her using a bus or taxi alone. We were able to assist her in understanding how the bus system works and how to make the call for a taxi. After her first ride, Maggie was hooked and her new found freedom began. She still lives at home with her parents but she comes and goes as often as she wants. That is what our program is about; it is about being able to have access to the community without being dependent on others.
– An IL Coach

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References and Resources

Easter Seals Project ACTION, Building Relationships Between Mobility Managers & Centers for Independent Living: Strategies from the Mobility Management Independent Living Coaches Program. (2012). Washington, DC: Author.

Map/Roster of IL Coaches – Identifies the IL coaches in each Federal Transit Agency region 
http://www.projectaction.org/Initiatives/MobilityManagement/MobilityManagementIndependentLivingCoachesPro.aspx

Noonan, P. (2012). Scaling-Up Models that Connect Centers for Independent Living and Mobility Managers: Learning from the Mobility Management Independent Living Coaches Program. Washington, DC: Easter Seals Project ACTION. 

Webinar on Connecting CILs and Mobility Managers for Accessible Transportation – View the presentation and transcript from this February 2012 webinar http://projectaction.easterseals.com/site/Calendar/1640006317?view=Detail&id=37286. 

External Organizations:

Association of Programs for Rural Independent Living (APRIL) – a national network of rural centers for independent living and other organizations and individuals concerned with the unique aspects of rural independent living. http://www.april-rural.org/

Elementary and Middle Schools Technical Assistance Center (1997-2001), Linking Agent Training – a five year contract between the American Institutes for Research (AIR) and the US Department of Education, Office of Special Education Programs (OSEP). The objectives of EMSTAC are to: 

-	Identify and meet the needs that school districts face in improving educational outcomes for children with disabilities 
-	Collaborate with existing local, state, regional, and national providers of technical assistance to establish a resource bank of individuals, organizations and materials 
-	Implement and evaluate the Center's three strategies for providing technical assistance in order to determine the most effective way of providing technical assistance to school districts nationally. http://www.emstac.org/ 

ILRU Directory – Includes the contact information for centers for independent living and their satellites or branches for each state, U.S. Territory and Canada. http://www.ilru.org/html/publications/directory/index.html
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National Council on Independent Living (NCIL)  – is the longest-running national cross-disability, grassroots organization run by and for people with disabilities. Founded in 1982, NCIL represents thousands of organizations and individuals including: Centers for Independent Living (CILs), Statewide Independent Living Councils (SILCs), individuals with disabilities, and other organizations that advocate for the human and civil rights of people with disabilities throughout the United States. http://www.ncil.org/
Partnership for Mobility Management – is a joint effort of national organizations that work with national, local, state and regional leaders and organizations to realize the possibilities of improving transportation options for all Americans wherever they live and to assist those especially in need of alternative transportation options. http://web1.ctaa.org/webmodules/webarticles/anmviewer.asp?a=1790&z=95. 

United We Ride – is a federal interagency initiative aimed at improving the availability, quality and efficient delivery of transportation services for older adults, people with disabilities and individuals with lower incomes. Transportation plays a critical role in providing access to employment, health care, education, community services, and activities necessary for daily living. The importance is underscored by the variety of transportation programs that have been created in conjunction with health and human services programs and by the significant federal investment in accessible public transportation systems throughout the nation. http://www.unitedweride.gov/1_3_ENG_HTML.htm 

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Attachment A
Mobility Management Independent Living Coaches Program Conceptual Framework

Chart description: “Drivers” is in a box and has two arrows pointing to other boxes. The first arrow points to a box labeled “Rationale.” The second arrow points to “Phase I”, then “Phase 1” points to “Phase II”, then “Phase II” points to “Accomplishments and Lessons Learned.”

Drivers
•	ESPA Person-Directed Mobility Management Strategic Plan.
•	Role in Partnership for Mobility Management.

Rationale
•	Mobility managers and human services professionals are interested in knowledge and skill in disability topics.
•	CILs have unique capacity and personal experience around disability topics.
•	APRIL and NCIL networks represent an efficient system for building capacity.
                     Phase I
•	Solidify partnerships.
•	Confirm goals, outcomes  supports.
•	Develop infrastructure, communication channels and materials, including toolkit.
•	Recruit, select and orient IL coaches.
•	Evaluate processes and materials.

Phase II
•	Maintain sustained support across network using case studies, teleconferences and information exchange.
•	Develop case studies, articulate strategies and use forums for capacity-building and exchange.
•	Conduct outreach across regional FTA offices.
•	Conduct outreach across other human services sectors including education and health & human services.
•	Conduct outreach to planning organizations and transit.
•	Evaluate processes and materials.

Accomplishments & Lessons Learned

Based on:
•	Contributions of partners (APRIL and NCIL).
•	Contributions of IL coaches (case studies and strategy exchange).
•	Outreach experience.
•	Independent external evaluation.

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Attachment B

Mobility Management Independent Living Coaches Program
Coaches Roster by FTA Region

Region 1 – Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut

Vacant

Region 2 – New Jersey, New York, Virgin Islands
Marc Molde, Information & Referral Specialist 
DAWN Center for Independent Living, Inc.
30 Broad St., Suite 5
Denville, NJ  07834
973.625.1940 – Ext 211 
973.625.1942 fax
info@dawncil.org

Tim Maxwell, Peer Counselor/Computer Network Technician
Capital District Center for Independence
845 Central Avenue, South 4
Albany, NY  12206
518.459.6422
518.459.7847 fax
tmaxwell@cdciweb.com

Region 3 – Delaware, Maryland, Pennsylvania, Virginia, West Virginia, District of Columbia
John Lorence, Transportation Advocate 
TRIPIL, Inc.
69 E. Beau St.
Washington, PA  15301
724.223.5115
jljr@tripil.com

Wayne Goings, Mobility Manager 
Southern Maryland CIL, Inc.
38588 Brett Way, Suite 2
Mechanicsville, MD  20659
301.884.4498
wgoings@smcil.org

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Region 4 – Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, 
	South Carolina, Tennessee, Puerto Rico
Doug Towne, Chief Executive Officer
Disability Relations Group (DRG)
12552 Belcher Rd., S
Largo, FL  33773
727.531.1000
dougt@drgglobal.com

Ken Mitchell, Advocacy Coordinator
disABILITY Link
755 Commerce Drive, Suite 105
Decatur, GA  30030
404.687.8890
kmitchell@disabilitylink.org

REGION 5 – Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin (2)
Marilyn Hughes, Resource Management Specialist
LINC, Inc.
#1 Emerald Terrace
Swansea, IL  62226
618.235.9988
mhughes@lincinc.org

Autumn Misko, Resource Specialist
IndependenceFirst
540 South 1st Street
Milwaukee, WI  53204
414.226.8387
amisko@independencefirst.org

Bob Olsgard, Transportation Coordinator
North Country Independent Living
69 North 28th Street, Suite 28
Superior, WI  54880
715.392.9118 – Ext 20
bob@northcountryil.org

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Marc Sherman, Program Director
accessABILITY Center for Independent Living, Inc.
5302 E. Washington Street
Indianapolis, IN  46219
317.926.1660 – Ext 500
MSherman@abilityindiana.org

Region 6 – Arkansas, Louisiana, New Mexico, Oklahoma, Texas
Chamane Barrow, Associate Director
BCCIL
1104 D. East Mulberry
Angleton, TX  77515
979.849.7060
979.848.8465 fax
cbarrow@cbfl.cc

Region 7 – Iowa, Kansas, Missouri, Nebraska
Frank Strong, Associate Director
Central Iowa CIL
655 Walnut – Suite 131
Des Moines, IA  50309
515.243.1742
frank@centraliowacil.com

Region 8 – Colorado, Montana, North Dakota, South Dakota, Utah, Wyoming
Liz Hunter-Ball, Community Organizer
The Independence Center
729 South Tejon Street
Colorado Springs, CO 80903
719-471-8181 x141
Lhunter-ball@theindependencecenter.org

John Johnson, Advocate/Trainer
Options Interstate CIL
318 Third St., NW
East Grand Forks, MN  56721
218.773.6100
john@myoptions.info
(Serves North Dakota and Minnesota)

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Steve Juergens, Executive Director
Wyoming Services for IL
342 N. Clark St. – PO Box 765
Powell, WY  82435
307.754.4868
sjuergens@wyoming.com

Region 9 – Arizona, California, Hawaii, Nevada, American Samoa, Guam, North Mariana Islands

David Carey, Advocacy Specialist
AZ Bridge to Independent Living – ABIL
5025 E. Washington Street, Suite 200
Phoenix, AZ  85034
602.443.0723
602.443.0721 fax
davidc@abil.org
 
Cynde Soto, Systems Change Advocate
California Center for Independent Living
634 S. Spring St., 2nd Floor
Los Angeles, CA  90014
213.627.0477
cydsoto1@yahoo.com

Region 10 – Washington, Oregon, Idaho, Alaska
Melva Heinrich, Advocacy Director
Living Independence Network Corp.
1182 Eastland Drive, N – Suite C
Twin Falls, ID  83301
208.733.1712
MHeinrich@lincidaho.org

Patrick Reinhart, Business and Industry Liaison
Governor’s Council on Disability and Special Education
Alaska Department of Health/Social Services
PO Box 2402429 – Suite 740
Anchorage, AK  99524
907.269.8554
patrick.reinhart@alaska.gov

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Attachment C

IL Coach Case Studies and Stories from the Field

In Phase II of the MMILC program, IL coaches used support materials, including a toolkit, to establish relationships with mobility managers and transportation professionals within their community. The roles and activities across IL coaches varied and were largely driven by the needs of the mobility managers with whom they worked. The diverse range of activities undertaken by IL coaches are described in the lessons learned section of this report and are also captured in another resource emanating from the MMILC program. Building Relationships Across Mobility Managers and Centers for Independent Living summarizes the activities of IL coaches according to roles, such as information purveyor, resource linker, trainer and technical assistance provider, presenter, and advisor, and provides insight into the varying roles that are important to facilitate the linkage across human service and transportation sectors. 

The following reflects the case studies and stories submitted by IL Coaches as they shared accounts of their work to reach out to mobility managers across all ten FTA regions. The use of case studies, as well as the various informational channels, such as monthly teleconferences, and the online community, were opportunities for IL Coaches to share their activities and strategies. The following is a summary of the case studies and success story submitted by the IL Coaches. Where appropriate, content from the IL case studies is included and is reflected by italicized text. 

Serving as a Catalyst for Coordinated Transportation Planning (FTA Region 8)

The IL coach serving  FTA Region 8 stated, I work with Linx, a transportation cooperative of the Yellowstone Business Partnership.  The goal of this program is to increase transportation opportunities for all individuals within Western Wyoming, Southern Montana and Eastern Idaho. This group is made up by transportation providers, businesses, non-profit groups and other interested parties.

The MMILC program enables IL coaches to participate in mobility management systems at varying levels, and the materials and supports provided by the program often provide the foundation for the work between IL coaches and mobility managers. The IL coach further wrote, I chose to work with Linx because it involves mobility managers at the decision-making level. Linx offers the opportunity to advocate and provide training for transportation-related issues that are important to an IL Center to those who have the ability to expand services. I have been very impressed with the willingness of these providers to comply with—and exceed—ADA requirements and to treat individuals with a disability as they would any other passenger.

Materials produced through the MMILC program are often shared by IL coaches at regional meetings and events, as the IL coach described, I have participated in an ongoing series of public forums and meetings with providers whereby I have used the materials from this project to advocate for and provide training on mobility management issues as they have arisen. When asked about outcomes, the IL coach reported, one of the most tangible successes of Linx to date is the operation of a pilot program providing transit through Yellowstone and Grand Teton National Parks. This allowed for communities on each side of these parks to be directly connected by public transportation. These direct connections made 8-10 hour trips into 3-4 hour trips.   

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The IL coach was asked to lead trainings and facilitate groups of mobility managers. The case study reflected the impacts of the IL coach participation: The really bright spot for some at the training was a “light bulb moment”; the realization that in IL consumers–with support–do their own work.  The mobility managers’ “aha” at what IL means was visible if not audible. The “aha” arrived after a conversation about a deep-seated fear for some of the mobility managers—many with a human services background—that if someone fails to follow through and get the ride, it’s somehow the fault of the mobility manager.  We talked about the logic inherent in the “caring” framework.  The group phrased it: “I’m so afraid you’re not capable I need to do things for you.” As ubiquitous as it is destructive to independent initiative, the deeply ingrained mental pathway dictates that the provider “does for” rather than “does with”. While it was suggested that losing one’s job might be part of the concern, none of the mobility managers at the training session expressed anything but relief at the notion that consumers might not need their services for all time.  

Providing Disability Etiquette Training and Resources Garnered through the MMILC Program to Transportation Operators in Colorado (FTA Region 8) and Indiana (FTA Region 5)

The IL coach representing Colorado reflected, The exact success story started with a few barriers. A year ago, I approached the previous contractor for the bus drivers. They did not provide a response. I had offered training on disability etiquette. When the current contractor came on board, I gave the same offer and they gobbled it up right away. 

The actual training provided three sessions throughout the day. Each session provided the same material on disability etiquette and focused on people who have visual impairments, people who are deaf or hard of hearing, service animals, physical disabilities, and the fare card system that the CIL provides that allows a passenger with a disability to ride for half price.

The IL coach developed relationships and wrote: After presenting to Colorado Springs Transit management (bus drivers), the drivers know they can call upon The Independence Center for clear information about the ADA law and disability etiquette. The IL coach reported using the posters on disability etiquette and the Riders’ Guide to Public Transit for People with Disabilities so that the drivers understand what the law says. Some did not know about the non-profit transportation options in town. 

When asked about the impact of her work around disability etiquette training, the IL coach described, since the disability etiquette, complaints about drivers have been less. 

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A similar story was told by the IL coach from Indiana. The case study indicated that the local taxi cab company requested the assistance of the IL coach in training new drivers how to properly transport, treat and speak to people with any kind of disability. The IL coach reported, The operations manager invited me to take part in and play a role with training his newly hired drivers how to properly fasten, treat and speak to riders who have disabilities. Additional topics on which the IL coach supported the transportation providers included the independent living philosophy and its history, person-first language, communication, hidden disabilities, assistive technology, service/guide animals, and personal care attendants.

Building the Capacity of State Independent Living Councils and Centers for Independent Living Around Mobility Management in Idaho (FTA Region 10)

Materials and tools were an integral part of the MMILC program. IL coaches used these tools and developed others to assist state and local independent living organizations to engage in mobility management. As the IL coach from Idaho, FTA Region 10 reported, With assistance from Americorps members we have developed a manual to develop a transportation program. This manual gives all the information to start a successful “purchase of Service” program. It contains pictures, graphs and all the information you need to get started.  This is a project that was a mass undertaking that took over 2,000 hours to complete. That in its self is a success story.

The IL coach participated in grant development efforts in collaboration with transit and other human services providers that increased the capacity of the community to provide rides to a wider range of individuals. The case study eloquently captures the sentiment of the IL coach: I have learned that I can do more to change the landscape of transportation in my state.  It will take some time and a lot of educating people about public transportation, but as a community we can make change.

Supporting Human Services Organizations to Enhance their Participation in Mobility Management (FTA Regions 4 and 10)

In Alaska, transportation infrastructures and resources are scarce, particularly in rural areas such as Valdez. The IL coach in FTA Region 10, who was serving on a statewide disability council, was able to support the ability of a rural non-profit to acquire grants to build a mobility management infrastructure. The platform created an infrastructure through which various transportation services were coordinated, providing a wider range of riders access to reliable accessible transportation options. As indicated by the IL coach, The success of this work was that relationships were developed through a broad community coalition.

In FTA Region 4, the IL coach shared a similar story about his role to build relationships across human services sectors. Since 2005, when I was first hired as North Country Independent Living’s transportation coordinator, the chief goal of my work has been to build relationships with and to facilitate and support relationships between transportation providers, at the same time, promoting as many options as possible, so that together we can create more rides for more people with disabilities through conversation, collaboration, coordination, consolidation, and other strategies we may not have thought of yet.  

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Assisting Mobility Managers in Wisconsin to Organize Forums to Identify Transit Issues Affecting Riders with Disabilities (FTA Region 5)  

An IL coach in FTA Region 5 reported, I assisted Milwaukee County’s Mobility Manager with a focus group.  The mobility manager contacted me to set up a group of individuals with disabilities who have used or are using the fixed-route bus.  The focus group was to develop a training video for Milwaukee County bus drivers.  This training video would help bus drivers assist people with disabilities to utilize the fixed route.  

The case study described the method she used to arrange for the focus group which included ensuring that people with a range of disabilities were present in the group. The charge of the focus group was to report on barriers that they faced in accessing and using public transit. The IL coach described, One major issue that was discussed was the inconsistency with the announcement of stops and locations.  It was discussed that this was important for both disability reasons and non-disability reasons.  

As the IL coach shared the outcomes of her work, she indicated, The focus group provided the opportunity for people with disabilities to provide valuable information on barriers that they encounter when using the bus.  This focus group allowed the mobility manager to apply the independent living philosophy in her work by obtaining necessary feedback from the people disabilities who utilize the system.  The mobility manager was not only able to distinguish topics for the training video but was able to identify several areas within the fixed-route bus system that needed improvement in order for more people with disabilities to utilize the system with ease.   

Changing Public Perception regarding the use of Transit (FTA Region 7)

The IL coach from FTA Region 7 reported, I know how valuable and important public transit is.  I also understand that public transit can help us reduce our "carbon footprint" and reduce traffic congestion and air pollution. Although public transit may not be a panacea, public transit is a viable option for many people who choose not to use it. People choose not to use public transit because of the stigma that only people with disabilities and poor people ever use transit. This is not true, but regardless of what the perception may be, we need to promote public transit.

One means that the IL coach used to change perception was to ride each of the 18 fixed-route bus systems in Iowa. The IL coach is blind and demonstrated how a blind person could easily use public transit and therefore others could also make use of this transit alternative. She added, In order to obtain funding for this effort I had to write a grant, with my transit agency, which was then submitted by the public transit authority in my community. The grant was awarded through a [New] Freedom Fund program and the grant began on July 1, 2011. 

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The IL coach wrote, The purpose of the grant is to promote awareness and use of public transit. The purpose of the grant is also to inform people that buses are accessible to people with all kinds of disabilities…So far, it has been interesting to learn how a very small transit system with a fleet of nine buses can serve a community of 24,000 people and the service is remarkably good. I have learned, for example, that some bus systems only have a handful of drivers and a couple of administrative staff to operate the entire system. I learned that in one community the transit director actually puts on coveralls and maintains and repairs buses. And in that same transit system the drivers themselves actually fuel and wash the buses!  The IL coach indicated that an outcome of this work was Awareness of public transit has been raised in each of the communities thus far visited.

Supporting State Officials in North Dakota to Establish Mobility Manager Positions and Extend Mobility Management Networks (FTA Region 8)
One of the IL coaches in FTA Region 8 described numerous meetings with mobility managers and state transportation officials to share information about the needs of individuals with disabilities around accessible transportation. When the state received federal dollars to support a mobility manager position, the IL coach was positioned to provide orientation and informational supports to the new mobility manager on the topic of disability and accessibility. He leveraged resources across the MMILC program and the IL network to ensure that the new mobility manager as well as a new manager at the State Department of Transportation had access to the knowledge and resources available through his role as an IL coach. 

The relationship evolved, and the IL coach reported, The new State DOT official invited me to attend her pilot program to “develop coordination plans with transit agencies in NE ND” as a part of a pilot regional coordination program requested by the ND state legislature. When asked about his successes, the IL coach offered the following accomplishments:

•	The hiring of a mobility manager in his region/service area
•	The hiring of a state transit mobility coordinator
•	The four county collaborative, now to include  Cities Area Transit (CAT) transit
•	The inclusion of veterans’ services and legislative leaders in the collaborative
•	The breaking down of barriers and turf issues and the willingness to cooperate for the good of people who need transportation
•	The collaborative participants are aware of the needs, destination points, and access issues of those with disabilities, veterans, and senior citizens 
•	The legislators are now aware of the reasons for this pilot project and see the need for increased travel coordination throughout the state.

Serving as a Catalyst for Statewide Legislation and Policy Changes on Coordinated Transportation Planning (FTA Region 4)
IL coaches in FTA Region 4 contributed to research and data that resulted in state-level policy and legislative changes. In Georgia, the IL coach indicated, As a result of many meetings, starting in April of 2010, the final outcome has been the passing of a comprehensive transportation plan (Transportation Investment Act - TIA) – passed by state legislators, mayors and county chairs. 

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The IL coach case study indicated three things the disability community advocates wished to be included in the TIA plan:
1. A mobility management system – coordinate information and the surrounding transit systems to have a coordinated plan
2. Accessible Pathways – universal design on any new transit construction, including roads and bridges
3.  Accessible Taxies – the Atlanta region, which has about five million people, has less than five fully accessible taxies. 

Also in FTA Region 4, the IL coach described his participation in efforts to increase the prevalence of accessible taxis. The first round has been an education and awareness process for all concerned. It has raised the level of debate on the subject of wheelchair-accessible taxis, the cost and on-demand availability of wheelchair transport and drawn out the issues at the local level that need to be dealt with.

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Attachment D   
IL Coach Strategies Table
IL Coach 	Strategy	
Marc Molde,
Denville, N.J.	•	Attended national and regional mobility manager conferences for information sharing.
•	Participated on paratransit advisory councils and assumed leadership positions.
•	Used knowledge to help community receive a Rural Route grant.	
Ken Mitchell,
Decatur Ga.	•	Helped create content that facilitated the passing of a Georgia  transportation act.
•	Helped to facilitate a statewide transportation plan.	
Autumn Misko,
Milwaukee, Wis.	•	Set up a focus group so a mobility manager could collect information from riders with disabilities.
•	Helped a mobility manager identify challenges and solutions regarding accessible transportation for individuals with disabilities that will be incorporated into a training video for the community’s fixed-route bus drivers.	
Marc Sherman,
Indianapolis, Ind.	•	Learned about [the transit company’s] operations.
•	Assisted the company with reviewing training and communications materials to ensure the content was accurate and reflected IL philosophy. 
•	Provided training to taxicab drivers regarding how to transport, treat and speak to people with any kind of disability.	
Marilyn Hughes,
Swansea, Ill.	•	Served as a catalyst and advocate for an older rider by helping facilitate the paperwork process related to services.
•	Attempted to reorganize the center’s advisory council. 	
Chamane Barrow,
Brazoria County, Angleton, Texas	•	Held a two-day workshop for mobility managers and transit providers regarding IL and disability topics.
•	Organized ongoing trainings with mobility managers from across the region.	
Frank Strong,
Des Moines, Iowa	•	Helped mobility managers and transit providers develop a media campaign around accessible transportation.
•	Helped to write and carryout a grant to raise awareness of public transportation.	
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Steve Juergens,
Powell, Wyo.	•	Participated in an ongoing series of public forums and meetings with providers.
•	Used the materials from the MMILC program to advocate for and provide training on mobility management issues as they have arisen.
•	Wrote letters of support for grant applications so that the transit provider can get additional funding to support transit projects.
•	Provided support to transit agencies and mobility managers and to their launch of pilot programs.
•	Helped mobility managers and transit providers identify funding sources.	
John Johnson
Minn. and N. D.	•	Identified a mobility manager in a success story.
•	Held series of orientation meetings with transit organizations; the transit provider indicated they were hiring a mobility manager.
•	Helped to orient a new regional mobility manager  about IL topics.
•	Assisted transit company with travel training services by identifying trainers.
•	Was invited to participate in state level transit coordination meetings.
•	Participated in discussions regarding centralized tracking systems.
•	Collaborated with local and state officials on coordinating systems across counties. 	
Andrea Archer
Colorado Springs, Colo.	•	Provided disability etiquette training on three occasions to transit (bus) drivers; the IL coach indicated that complaints by riders with disabilities has increased.	
Melva Heinrich
Twin Falls, Idaho	•	Attended transit summits and meetings.
•	Used resources to write grants.
•	Extended the CILs purchase of service transportation program.
•	Provided direct coordination services to consumers.	
Patrick Reinhart
Anchorage, Alaska	•	Became part of a community coalition to build transportation system in Valdez. 
•	Worked with human services agency connecting them with their mobility manager to procure grants.	

Attachment E
Demonstration of Core Attributes per Scale

The following information is not meant as a definitive rating of competencies among IL Coaches. It was developed using a review of reports, success stories and through personal discussion and observations of coaches and their accomplishments during Phase 2 of this project. It is not to be used to judge or evaluate coaches' performance, but as a guide to focus future training.

Scale:  

0 = unknown (no information available)

1 = Competency not demonstrated in any activity description reported by Coach, nor was there evidence that the competency was connected to outcomes of Coach activities.

2 = Competency demonstrated in one activity in descriptions reported by the Coach, and  competency was minimally connected to 1 outcome of coach activities.

3 = Competency demonstrated in 2 or more, but not all activity descriptions reported by the Coach, and at least 2 or these activities resulted in outcomes that were connected to competency.

4 =Competency demonstrated in all activity descriptions reported by the Coach and a clear and consistent connection was made between outcomes of the activity and competency.

		A	B	C	D	E	F	G	H	I	J 	K	L	M	N	O	P	Q	R	S		
Working knowledge of:																					
	IL philosophy	4	4	2	4	3	4	4	4	2	4	4	4	4	4	0	4	4	4	4		
	Mobility management	4	4	2	4	3	4	4	4	3	4	4	4	4	4	0	4	2	4	4		
	The built environment	4	4	1	4	3	4	4	4	3	4	4	4	4	4	0	4	4	4	4		
	Livable/sustainable communities	2	2	0	2	1	2	2	2	2	2	2	2	2	2	0	2	1	2	3	*	
																						
Working knowledge of:																					
	Human transportation service coordination	4	4	2	4	4	4	3	4	0	4	4	3	4	4	0	4	3	4	4		
	State/local coordinated transportation plans	4	4	2	4	2	4	3	4	0	4	4	3	4	4	0	4	2	4	4	*	
	Transportation planning (funding/decision making & MPOs, RPOs, etc)	4	4	2	4	2	4	3	4	0	4	4	3	4	4	0	4	1	4	4	*	
																						
Working knowledge of:																					
	Public/private transp. services	4	4	2	4	3	4	4	4	0	4	4	4	4	4	0	4	3	4	4		
	Transportation provisions of ADA	3	3	3	3	3	3	3	3	0	4	4	3	4	3	0	3	3	3	3		
	Transit modes	4	4	2	4	3	4	3	4	0	4	4	3	4	4	0	4	0	4	3		
	Local Depts of Public Works	1	1	1	1	1	1	1	1	0	1	1	1	1	1	0	1	1	1	1	*	
	How State DMV & local DPW affect pw/d	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	*	
																						
Working knowledge of:
	Views of nat'l orgs representing	 	 	 	 	 	 	 	 	 	 	 	 	 	 	 	 	 	 	 		
	 - older adults	3	3	0	3	3	4	3	3	0	4	3	3	4	3	0	3	3	3	3		
	 - school age children	3	3	0	3	3	3	3	3	0	3	3	3	3	3	0	3	3	3	3	*	
	 - veterans	0	0	0	0	0	4	0	0	0	0	0	0	4	0	0	0	0	0	0	*	
	 - pw/ds from various groups	4	4	2	4	4	4	4	4	0	4	4	4	4	4	0	4	4	4	4		
																						
Working knowledge about mobility supports:																
	Travel training	3	3	2	3	2	3	2	3	0	3	3	3	3	3	0	3	2	3	3	*	
 	One call centers	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	*	
 	Environmental barrier analysis & remedy options	4	4	0	4	4	4	4	4	0	4	4	4	4	4	0	4	4	4	4		
																						
Understanding of relationships between transp. services and:											
	Business community	4	4	2	4	2	4	4	4	0	4	4	3	4	4	0	4	2	4	4		
	Human service agencies	4	4	2	4	4	4	4	4	0	4	4	3	4	4	0	4	4	4	4		
	Schools/universities	0	0	0	0	0	0	0	0	0	0	3	0	0	0	0	0	0	3	0	*	
	Faith based community	0	0	0	4	2	0	0	0	0	0	0	0	0	3	0	0	0	3	0	*	
																						
Skills for working with Mobility Managers:																	
	Meeting facilitation	4	4	2	4	2	4	4	4	0	4	4	3	4	4	0	4	4	4	4		
	Coaching (teaching)	4	4	2	4	2	4	4	0	0	4	4	4	4	4	0	4	4	4	4		
	Mentoring (advising)	4	4	2	4	2	4	4	4	0	4	4	4	4	4	0	4	4	4	4		
																						
Skills for supporting systems change activities:																
	Identifying community leaders	4	4	2	4	2	4	4	4	0	4	4	3	4	4	0	4	2	4	4	*	
	Identifying a vision	3	4	0	4	0	4	4	4	0	4	4	2	4	4	0	4	0	4	4	*	
	Working in partnership with diverse stakeholders	4	4	2	4	0	4	4	4	0	4	4	2	4	4	0	4	2	4	4		
	Identifying policies that require revision	4	0	2	4	2	4	4	4	0	4	4	2	4	4	0	4	2	4	4		
	Identifying funding to support new activities	3	0	0	4	2	4	3	0	0	3	4	1	3	4	0	3	0	4	4	*	
	Marketing/communications campaigns	0	4	0	4	0	0	4	4	0	4	3	0	0	3	0	0	0	4	4	*	
	Obtaining resources for program evaluations	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	*	
																						
	*Areas that could use training																					

Back Cover

Easter Seals Project ACTION
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Easter Seals Project ACTION is a funded through a cooperative agreement with the U.S. Department of Transportation, Federal Transit Administration.
9/2012

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