U.S. DEPARTMENT OF LABORU.S. DEPARTMENT OF LABOREmployment & Training AdministrationEmployment & Training Administration

Integrated Case Integrated Case ManagementManagement

Terri LonowskiTerri LonowskiLonowski.terri@dol.govLonowski.terri@dol.gov

ETA/ASTD RegionalETA/ASTD Regional

Technical Assistance ForumsTechnical Assistance ForumsRegion 3: Targeted Populations Forum Seeking Skills for Success

Atlanta, GA October 12-14, 2011

Winston TompoeWinston TompoeTompoe.winston@dol.govTompoe.winston@dol.gov

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Promoting Effective Case Management Promoting Effective Case Management is a Technical Assistance Project of the is a Technical Assistance Project of the Employment Training Administration of Employment Training Administration of

the U.S. Department of Laborthe U.S. Department of Labor

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Question 1Question 1

A.A. Direct Service OnlyDirect Service Only

B.B. Only Supervise Line StaffOnly Supervise Line Staff

C.C. Direct Service and Supervise Line StaffDirect Service and Supervise Line Staff

D.D. Supervise at Local Administration LevelSupervise at Local Administration Level

E.E. Supervise at State Administration LevelSupervise at State Administration Level

F.F. OtherOther

In what capacity do you primarily In what capacity do you primarily work?work?

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Question 2Question 2

Using One WordUsing One Word

What would you need to make What would you need to make case management more effective case management more effective

in your agency?in your agency?

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Organize StaffOrganize Staff

Are all staff at your One-Are all staff at your One-Stop Career Center Stop Career Center

qualified to serve every qualified to serve every customer that walks in customer that walks in

the door?the door?

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Organize StaffOrganize Staff

Organize staff to match your vision of customer Organize staff to match your vision of customer carecare

Design a consistent customer flowDesign a consistent customer flow

Create teams based on function not programCreate teams based on function not program

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Customer-Centered ServicesCustomer-Centered Services

The Result:The Result:

• Reduced customer wait timeReduced customer wait time

• Customer doesn’t have to tell his story over Customer doesn’t have to tell his story over and overand over

• Smooth transition to each step of the Smooth transition to each step of the employment planemployment plan

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Assessment and Case Assessment and Case Management in a Non-Management in a Non-

Integrated ModelIntegrated Model

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Key Case Management ActivitiesKey Case Management Activities

• Comprehensive assessmentComprehensive assessment

• Career planning Career planning

• Workforce preparation and trainingWorkforce preparation and training

• Supportive servicesSupportive services

• Job matching and placementJob matching and placement

• Follow-up Follow-up

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Characteristics of an Ideal Case Characteristics of an Ideal Case Management System at the Local LevelManagement System at the Local Level

Local policy should consider:Local policy should consider:• Customer focusCustomer focus• Frequency of case management/career Frequency of case management/career

guidanceguidance• Training and qualifications of case Training and qualifications of case

management staffmanagement staff• Follow-up proceduresFollow-up procedures• Linkage with business services representativesLinkage with business services representatives• Knowledge of labor market information and Knowledge of labor market information and

trendstrends• Developing/identifying targeted sector and Developing/identifying targeted sector and

occupationsoccupations• ITA policies and proceduresITA policies and procedures• Effective case notesEffective case notes

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Comprehensive AssessmentComprehensive Assessment

• It is important for case managers to know how to It is important for case managers to know how to access, administer (or refer to an entity that can access, administer (or refer to an entity that can administer), and interpret the results of multiple administer), and interpret the results of multiple assessment toolsassessment tools

• Assessment is required; part of full case Assessment is required; part of full case management processmanagement process

• 20 CFR 663.310 (b) -20 CFR 663.310 (b) - Who may receive training Who may receive training services? An individual may receive training:services? An individual may receive training:

......””after an interview, evaluation, or assessment, and after an interview, evaluation, or assessment, and case management…”case management…”

after being “determined to be in need of training after being “determined to be in need of training services” services”

““have the skills and qualifications to successfully have the skills and qualifications to successfully complete the selected training program” complete the selected training program”

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Purpose of a Comprehensive Purpose of a Comprehensive AssessmentAssessment

• 20 CFR Part 652 Preamble 20 CFR Part 652 Preamble states the purpose states the purpose of assessment is to:of assessment is to:• Help individuals and program staff “make decisions Help individuals and program staff “make decisions

about appropriate employment about appropriate employment goals”goals”

• Develop “effective service strategies” for reaching Develop “effective service strategies” for reaching those goalsthose goals

• Meaningful service planning cannot exist Meaningful service planning cannot exist without without ““effective assessment practiceseffective assessment practices””

• Assessment is initiated when core services Assessment is initiated when core services alone are insufficient to help the participant alone are insufficient to help the participant gain employmentgain employment

• Assessment is the starting point when Assessment is the starting point when developing an Individual Employment Plan (IEP)developing an Individual Employment Plan (IEP)

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Content of Comprehensive AssessmentContent of Comprehensive Assessment

• 20 CFR Part 652 Preamble -20 CFR Part 652 Preamble - Comprehensive Comprehensive assessment (an intensive service) is a detailed assessment (an intensive service) is a detailed examination of issues, and explores things examination of issues, and explores things relevant to the development of a person’s IEPrelevant to the development of a person’s IEPEducational attainmentEducational attainmentEmployment historyEmployment history In-depth information about basic literacy and In-depth information about basic literacy and

occupational skills levelsoccupational skills levels InterestsInterestsAptitudesAptitudesFamily and financial situationFamily and financial situationEmotional and physical health, including disabilitiesEmotional and physical health, including disabilitiesAttitudes toward workAttitudes toward workMotivation; and Motivation; and Supportive service needsSupportive service needs

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Career Planning and IEP Career Planning and IEP

Effective development of an IEPEffective development of an IEP• 20 CFR 663.24520 CFR 663.245 – – What is an IEP?What is an IEP?

“the Individual Employment Plan is an ongoing strategy jointly developed by the participant and the case manager…”

It must have 3 components: 1. participant’s employment goals,2. the appropriate achievement objectives3. the appropriate combination of services

for the participant to achieve the employment goals

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Content of the IEPContent of the IEP

Employment goalsEmployment goals• The goal of an IEP should be a specific

employment situation (i.e., occupation or occupational category)An example of an appropriate goal would be “LPN;”

this becomes the occupational goal upon which the his becomes the occupational goal upon which the plan is developedplan is developed

Assessment:Assessment: Analyze results, interpret results, and Analyze results, interpret results, and demonstrate how it informs or influence goal settingdemonstrate how it informs or influence goal setting

Occupational track:Occupational track: Must be in a demand Must be in a demand occupation; use LMI and provider performance data occupation; use LMI and provider performance data to inform participant’s decision-making to inform participant’s decision-making

Multiple Career Options:Multiple Career Options: Provide participants with Provide participants with career ladder choices; choices based on assessment career ladder choices; choices based on assessment results, demand occupation, growth sectors or results, demand occupation, growth sectors or occupational tracksoccupational tracks

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Content of the IEPContent of the IEP

Appropriate achievement objectivesAppropriate achievement objectives• Develop a series of objectives that are Develop a series of objectives that are

needed to reach employment goals (20 CFR needed to reach employment goals (20 CFR 663.245)663.245)An objective is a major milestone (An objective is a major milestone (significant or significant or

important eventimportant event) that must be achieved in order ) that must be achieved in order to attain the IEP goalto attain the IEP goal• Following the example of a LPN, an example of Following the example of a LPN, an example of

an appropriate achievement objective would an appropriate achievement objective would be “Attain LPN Certificate” be “Attain LPN Certificate”

– 2-year Nursing Degree2-year Nursing Degree– Successfully pass state board examine Successfully pass state board examine

• Notice that the achievement objective is Notice that the achievement objective is directly connected to the program goal; goals directly connected to the program goal; goals and objectives are relatedand objectives are related

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Content of the IEPContent of the IEP

Combination of Services Combination of Services • Determine the appropriate combination of Determine the appropriate combination of

services for the participant to achieve the services for the participant to achieve the employment goals (20 CFR 663.245)employment goals (20 CFR 663.245)A service is the activity or assistance that enables the

customer to achieve an objective• In the LPN example, an appropriate service might include

“Attend nursing school” (See how the service is directly connected to the objective which supports the goal)

Services must be traceable to results from Services must be traceable to results from assessment, evaluation, and identified occupational assessment, evaluation, and identified occupational training needstraining needs

Timeframe for achieving each recommended service – Timeframe for achieving each recommended service – serves as means for ensuring appropriate planning, serves as means for ensuring appropriate planning, accountability, expectations, etc.accountability, expectations, etc.

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Content of the IEPContent of the IEP

Combination of Services Combination of Services • Support ServicesSupport Services

Determine the obstacles that participants need to Determine the obstacles that participants need to address and overcome to attain their employment address and overcome to attain their employment goal(s)goal(s)

Identify how each barrier or need will be addressed Identify how each barrier or need will be addressed and by whomand by whom

Conduct periodic reviews of actual activities in relation Conduct periodic reviews of actual activities in relation to participant plans to determine progress and any to participant plans to determine progress and any related problems that may arise related problems that may arise

• The case manager should understand the The case manager should understand the difference between long-term planning (LTP) and difference between long-term planning (LTP) and short-term planning (STP). Both should be short-term planning (STP). Both should be accounted for in the customer’s IEPaccounted for in the customer’s IEP

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Content of the IEPContent of the IEP

Combination of Services (cont’d)Combination of Services (cont’d) • STP STP is based on the employment goal

It includes everything that should happen to and for the customer while he or she is enrolled in the program

It includes goals, objectives, services, and milestones based on the vision of where the customer currently is in life and what type of employment the customer would like to have at the end of the program

• LTP occurs after the customer exits the program and while program follow-up is taking place; it should account for the 9-12 months after a customer exits the program If STP is about employment and the services necessary

to achieve employment, then LTP is about transforming employment into a successful lifestyle

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Common Uses of the IEPCommon Uses of the IEP

IEP IEP • Documents service eligibilityDocuments service eligibility• Determines what the participant does in the Determines what the participant does in the

programprogram• Provides a system of accountability for both the Provides a system of accountability for both the

customer and the case manager to help keep the customer and the case manager to help keep the action moving forward towards attaining the goalaction moving forward towards attaining the goal

• Authorizes and involves training providers and Authorizes and involves training providers and other service providers in the processother service providers in the process

• Provides a vehicle for the case manager to know Provides a vehicle for the case manager to know whether the customer is on schedule, ahead of whether the customer is on schedule, ahead of schedule, or behind schedule in the planschedule, or behind schedule in the plan

• Provides proper documentation Provides proper documentation • Tracks participant progressTracks participant progress

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Who am I?Who am I? • Interests• Aptitudes• Work experience• EducationWhere am I going?Where am I going? • Assessment information• Labor market informationHow will I get there?How will I get there? • Describes the process, lays out a roadmap for

success, and is largely the substance of the IEP; the plan is based on the results of the assessment

Basic Questions for IEP Basic Questions for IEP

• Basic skills• Transferable skills• Support system

• Occupational trends• Related issues

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QuestionsQuestions