1 Assessment and Planning Agency for Workforce Innovation August 2007

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Assessment and Planning

Agency for Workforce Innovation

August 2007

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What is Assessment?

According to the dictionary, assess means

The act of appraising

To determine value

The collection of information

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Assessment

For the Welfare Transition program, assessments allow staff to make official evaluations based on information collected

Information from assessments are used to

Offer appropriate services

Assign appropriate activities

Develop a plan with the participant to guide him/her towards his/her goals

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Assessment

An assessment is not just a test, it is an ongoing process

Assessments

Are an introduction to the participant

Help staff to learn about the participant

Help the participant to get to know him/herself

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Assessment

Enable the participant to address needs, barriers and achieve goals

Find the starting point for plan development

Follow the participant’s progress for meeting goals

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Assessment

When should program applicants or participants be assessed

The assessment process should begin

With work registration, orientation or career specialist appointment

Each time the case reopens

Before entering certain activities

Before being referred to an employer

Etc.

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Thinking Points When does the RWB require

participants to complete the initial assessment?

What is the region’s initial assessment process?

Are the results reviewed with the participant by a career specialist?

Does the RWB require an assessment or employability review before entering job search, training or being referred to an employer?

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Initial Assessment

Federal law requires an initial assessment

To be completed within 30 days of eligibility determination

The 30 days is based on the date the OSST system creates a To-Do or an alert to the work program

Or the date the driver was run for both mandatory participation and cash receipt*

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Initial Assessment

The initial assessment is designed by the RWB or program provider and must include an assessment of the participant’s (45 CFR 261.11)

Work history

Employability

Skills

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Initial Assessment

This information must be used

To offer the right services or referrals to other agencies for services

To engage the participant in the right activities

To develop the Individual Responsibility Plan (IRP)

To help guide the participant towards self-sufficiency

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Initial Assessment

The initial assessment process is developed locally and may include

A series of tests

A form

An interview

Or a combination of all of the above

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Initial Assessment

Think about which components of the initial assessment in your area secures the following information required under federal law?

The participant’s skills

The participant’s prior work experience

The participant’s employability

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Initial Assessment

Why is it important for us to gather information about the participant’s skills, prior work experience and employability?

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Skills Can (s)he read?

Can (s)he run a register?

Can (s)he speak English?

Can (s)he type?

Has (s)he ever used a computer?

Does (s)he know how to answer a multi-line phone?

What do (s)he sound like when (s)he answers the phone?

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Skills Are program staff prepared to secure this information

Skills may be offered by the participant, or staff may have to dig to get the information

Skills may be found in

Work history

Job duties

Education history

Activities around the home

Volunteer work

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Why Does It Matter Anyway? Correctly referring the participant to the correct activity

directly impacts participation and performance

The participant is referred to an employer for a clerical position

The participant interviews at a school that serves hundreds of customers (parents and children)

The participant does not like children

The participant has never worked a multi-line phone

The participant can only type 10 WPM

The participant has never learned to use a data entry system

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Will this participant be successful at the worksite or job?

Will the participant accept the job?

If the participant accepts the job, will (s)he remain employed for a long time?

How will the employer feel about receiving an unqualified and inappropriate applicant from the Career Center?

Why Does It Matter Anyway?

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Prior Work Experience

The initial assessment must gather information about the participant’s prior work history and experience

Has (s)he ever had a steady job (not “as needed”)?

How long does (s)he usually stay employed?

When is the last time (s)he worked?

Why did (s)he leave?

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Work experience information directly impacts the participant’s ability to secure a job immediately and keep a job

Work experience can also provide notification of trends regarding work behaviors

Arguing with a supervisor

Being tardy

Being fired

Promotions

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The participant has kept the last three jobs for longer than two years

The participant was fired from the last three jobs for insubordination

The participant has not been in the workplace in eight months

Is job search appropriate for this customer? What about training or Work Experience?

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The participant has kept the last three jobs for longer than two years

We should review his/her skills to see if (s)he can re-enter the workforce immediately

The individual appears to have a steady work history that may positively impact his/her work search

We should highlight his/her length of employment on applications and resumes

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The participant was fired from the last three jobs for insubordination

The participant may need anger management and employability skills classes prior to a job referral or entry in to a job search program

The participant has not been in the workplace in eight months

The participant may need skills and work experience relevant to the current job market before entering the workplace or prior to entry in a job search program

The participant does not have a current employer for his/her references. A Work Experience supervisor may be a good start


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Employability Employability appears to be a very broad

topic

There are a lot of items that can “meet” the definition of employability

The local operating procedures must identify those items that are relevant for the region and ensure that information is secured

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Employability Can (s)he apply for a job and start today?

Can (s)he enter in a job that she will keep?

Can (s)he begin her career?

What barriers are preventing him/her from working?

Need for childcare

Need for transportation assistance

Inability to complete a job application

Inability to provide a current and professional resume

Need for interview skills

Need for interview clothes

Need for skills, license or certification

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What Does It Matter Anyway?

If we have not properly assessed barriers to employment or participation

The participant will not show to his/her appointment or activity

The participant will not complete hours in his/her activity

The participation rate will be impacted negatively

Most importantly, the participant will not reach his/her goals

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What Does It Matter Anyway?

His/her children get out of school every day at 3:00 PM

(S)he does not have childcare

(S)he leaves her classes early every day to get his/her children

(S)he completes only 25 hours per week

(S)he does not get a satisfactory grade and does not progress to secure a certification

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Initial Assessment

Does staff know how to use this information to

Develop a road map for the participant

Assign activities

Provide supportive services

Remember, we are building a foundation for engagement

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Using the Initial Assessment Identify needs

Identify barriers

Issues that would prevent the participant from meeting goals

Issues that would prevent the participant from completing steps

Need for childcare

Unreliable transportation

Money for gas or bus pass

No clothing to interview in

Mental health or substance abuse issues

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Using the Initial Assessment

Services

Transportation

Childcare

Domestic violence counseling/shelter

Clothing

Counseling/Treatment

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Identify skills and strengths

Include this information on a resume

Include this information on applications

Use this information to connect to possible career opportunities

Match participants to employers

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Use this information to encourage further training

Use this information to encourage work experience activities

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Identify goals

Employment goals

Goals for earnings

Help the customer identify what (s)he wants

Home

Car

Money for holidays and birthdays

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What does the participant want?

Help him/her connect the career path to securing what (s)he wants

Help him/her understand that (s)he can get what (s)he want by working with our program

Help him/her plan a path towards career goals

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Assign appropriate activities

Connect the participant to an activity that will help him/her reach his/her goals

Connecting the participant to an activity that helps him/her achieve career goals will directly impact his/her participation

This is called “buy-in”

Ensure the activities are appropriate based on skills, employability needs, etc.


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What is an IRP?

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What is an IRP?

Individual Responsibility Plan (IRP) is designed with the participant

To be a road map to reach goals

To be a road map to reach wants

To document the participant’s weekly requirements

To document accountability on a regular basis

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What is an IRP?

The IRP can be a broad road map showing each major milestone towards the goal, but the IRP must also show

The activities the participant is engaged in

Hours the participant is required to complete each week for each activity

Expected completion dates for each activity and each step

These completion dates may be interim dates for turning in documentation or meeting with staff

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What is an IRP?

We recommend using the steps to self-sufficiency to document what the customer has agreed to do in a set period of time

We can immediately hold the participant accountable for each success and failure

The participant can see each requirement and how it moves him/her towards her goals

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What is an IRP? IRP

A complete IRP must be signed by both parties within 30 days of becoming eligible

The complete signed IRP must include Services provided to the participant to overcome

barriers to employment Steps the participant has to take to participate in the

program Activities, training and alternative activities the

participant is engaged in to reach self-sufficiency Number of hours assigned to each work and

alternative activity Expected completion dates for each work or alternative

activity

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What is an IRP?

The complete IRP must be developed with the participant

The complete IRP must be agreed on and signed by both parties

How often should the IRP be updated?

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How Often Should the IRP be Updated? The entire IRP should be updated when

the participant changes an activity or has another change regarding barriers, goals or life circumstances

However, the step to self-sufficiency, may be updated more frequently Clear, written requirements that connect

the participant to his/her wants, goals and path to self-sufficiency will lead to increased participation

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Steps to Self-Sufficiency

The “steps to self-sufficiency” is a critical component of the IRP

Based on research and monitoring, the steps should be clear and concise requirements for the participant

Provides written documentation of participation requirements

Use the steps to hold the participant accountable for successes and failures

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General steps versus specific steps

Participants need to learn the major benchmarks that demonstrate they are moving towards their goals

Participants also need to know what to do on a daily basis to reach the major benchmarks

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Frequent Statement

“My participant knows what to do. We talked about it at his/her appointment”

That is great. We should discuss with participants their activities and how it helps them reach their goals

All of our lives are busy. Many of our participants are dealing with daily “drama”

A written set of requirements reduces the likelihood of miscommunication and provides a notice or reminder to the participant

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General

Get GED

Get a job

Keep working

Complete 40 hours per week

Turn in proof of participation

This is a goal and major benchmark for success, but how does (s)he get a GED? Where does (s)he take

classes? How does (s)he register? When are timesheets due?

What steps does (s)he need to take to get a job?

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General

Get GED

Get a job

Keep working

Complete 40 hours per week

Turn in proof of participation

What does the participant have to do to complete 40 hours each week What if classes are only 15

hours and (s)he completes unsupervised job search because (s)he was not directed to attend a program?

Did (s)he really fail to comply?

Or, did we fail to communicate what we really wanted?

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Be careful

Do not assume that the participant understands exactly what is required

Do not assume the participant will remember what (s)he is required to do


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Just Remember Our participants are not

concerned with the participation rate

(S)he is focused on his/her wants, needs and goals

We need to provide clear direction regarding participation

We need to connect their activities with their goals

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Steps to Self-Sufficiency General-get a GED

Documents the first step with the participant

Provides a clear deadline to secure a schedule

Provides the number of hours required for each week

Provides a requirement to start class and secure signed time sheets

Specific

Sign up for GED classes at “XX school” on June 1, 2007

Bring in GED schedule and instructors names for 15 hours per week on June 15, 2007

Attend GED classes 15 hours per week based on schedule and have time sheet signed by the teacher daily

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Steps to Self-Sufficiency Steps to self-sufficiency should be

Simple

Clear

Concise

Steps should include

What the participant is supposed to do for a specific period of time

Activities

Deadlines

Return appointment

When documentation is due

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Steps to Self-Sufficiency Why are we now training for specific

steps to self-sufficiency

Monitoring results clearly showed

Customers were unclear of daily requirements

Customers did not connect daily requirements to general weekly participation requirements (complete 40 hours per week)

Requirements the participant was sanctioned for could not be established during audit

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Allows for staff to hold participant accountable in writing

Requires the steps to be updated on a frequent basis

The RWB may opt to use the system or a locally developed form

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System Break

Let’s review what we need to enter in OSST

Let’s review how to use OSST

Lets review some examples

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Needs and BarriersWe need to enter

“needs and barriers”. Needs and barriers

provide very important

Information. Even ifthe region has a locally

developed IRP,please enter needs

and barriers in OSST.

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Employment Goals

If the RWB uses thesystem IRP, pleaseenter employment

goals.

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Enter steps to self-sufficiency if the RWBuses the system tool.

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The user can enter

What the participant is required to do each day

The number of hours the participant is required to engage in these activities

The date the participant is expected to complete the activities, return documentation and return for a staff appointment

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The staff member (user) can

Enter the text of the steps to self-sufficiency

Order the steps to self-sufficiency by numbering them

The system will only print the steps that are numbered (once saved)

The system will enter a case note with the text of the numbered steps to self-sufficiency once the steps are printed

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To add a step to self-sufficiency, select the “Add”

tab on the bottom of theAlternative Plan

screen

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Enter the text of the steps. Ensure the steps

are short, clear andsimple. Do not

number the step.

Select “Save” after each step is entered

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Because we have not numbered the steps

(s)he are not in any specificorder. This is the display on the Plan Development

screen.

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To number the steps, selectthe “IRP Wizard” link

on the left menu.

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This page allows you to select the elementsthat will be includedon the printed IRP.

For a complete IRP, select all required elements to display. If youare just updating the steps to self-

sufficiency, the you can simplyselect the last checkbox.

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Number the steps. Use the numbersto place them in the appropriate order.

Select “Save”.The system will refresh the

page and put the steps in order basedon the numbering.

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To print the document, select “View to Print.”

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Only the numbered steps will display. The participant and the staff member must sign the IRP

to demonstrateagreement.

When the participant returns,the staff member can pull this signed IRP out of the file

and update the document by checking “Yes” or “No” under the completed column. This process shows the participant that (s)he

will be held accountable at each appointment.

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To update the steps to self-sufficiency,first enter the new steps.

Select the Add tab at the bottom of thescreen.

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Once the new steps are saved, the steps will appearunder the “History of Steps to Self-Sufficiency”.

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The user can also change the status of the steps to display

the steps as closed by selecting the Open link.

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Select Closed underthe Status drop-down. Enter a

completion date.If it is not completed,the staff can leave itopen and check “notcompleted” on the previously printed

document. If it is not completed but closed, the user can still enter

a completion date.

To put the steps in order, select the “IRP Wizard”icon on the left hand menu.

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If no other component is being updated,simply select the last checkbox,

Steps to Self Sufficiency.Select “Continue”.

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The display shows that the steps have been completed, each on 7/6/2007. The status of the first three steps is “closed”.

The steps can be renumbered to display only the new stepsdeleting the numbers from the old steps and numbering the

new steps.

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This display shows that the old steps canbe renumbered. Select “Save” so the

OSST system will retain the order of thesteps.

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This display shows the steps have been renumbered and reordered once thescreen refreshed. The old steps were

moved to the bottom of the list.Select “View to Print” to print the

new steps. The customer will need tosign the updated document to demonstrate

agreement with his/her plan.

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Only the numbered steps will display on theprinted document. Once again, the staff

member can pull out the signed IRPat the next appointment to update

the “Completed” column.

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If you have any questions, comments or concerns, please contact the

Welfare Transition Team

through the

Agency for Workforce Innovation’s

Call Center

1-866-352-2345An equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. All voice

telephone numbers on this document may be reached by persons using TTY/TDD equipment via the Florida Relay Service at 711.