1 assessment and planning agency for workforce innovation august 2007
TRANSCRIPT
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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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Why Does It Matter Anyway?
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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Why Does It Matter Anyway?
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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Why Does It Matter Anyway?
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
Why Does It Matter Anyway?
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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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Using the Initial Assessment
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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Using the Initial Assessment
Use this information to encourage further training
Use this information to encourage work experience activities
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Using the Initial Assessment
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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Using the Initial Assessment
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.
Using the Initial Assessment
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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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Steps to Self-Sufficiency
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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Steps to Self-Sufficiency
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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Steps to Self-Sufficiency
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
Steps to Self-Sufficiency
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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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Steps to Self-Sufficiency
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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Steps to Self-Sufficiency
Enter steps to self-sufficiency if the RWBuses the system tool.
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Steps to Self-Sufficiency
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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Steps to Self-Sufficiency
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.