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W-2 Case Management: Assessment,

Employability Plans, Activity Assignment

Purpose To develop skills for the inter-related processes of assessment, Employability Plan development, and activity assignment. Upon completion of this course you will be able to: • Identify the purpose and reason for use of multiple assessments. • Discuss the benefits of assessment to the W-2 applicant or participant,

and the W-2 worker. • Interpret assessment results with the W-2 applicant or participant, and

make case management decisions based on those results. • Formulate with the W-2 applicant or participant employment, education,

and personal goals based on assessment results. • Facilitate the W-2 applicant or participant’s identification of activities

based on the individual’s goals. • Demonstrate the relationships between assessment results, goals,

activity engagement, and the corresponding system documentation.

W-2 CM: Assessment, EPs and Activity Assignment

DFES/Partner Training Team 2 03/10/20 S://…EnhancedCaseManagement/W2CMAssessmentEPActivityAssignment _W2CMAssessmentEPActivityAssignment_ PG_031020

Table of Contents INTRODUCTION .................................................................................................................. 4

Six Word Memoir ........................................................................................................................................... 4

CASE MANAGEMENT IS A PROCESS .................................................................................... 5

ASSESSMENTS .................................................................................................................. 6

Assessment Process Model .......................................................................................................................... 7

INFORMAL ASSESSMENT .................................................................................................... 8

Informal Assessment Driver Flow ................................................................................................................. 9 Informal Assessment Inventory ................................................................................................................... 12

Activity: Informal Assessment Inventory ................................................................................................ 12 Career Assessment Page ...................................................................................................................... 15 Job Readiness Page .............................................................................................................................. 15

Conversation vs. Interrogation – Using the “BEST” Approach ................................................................... 19 Activity: River of Jobs (life)..................................................................................................................... 20

FORMAL ASSESSMENT ..................................................................................................... 21

Accommodations ......................................................................................................................................... 22 Documenting Accommodations ............................................................................................................. 23 Assessment – Putting it Together .......................................................................................................... 24

Assessment: The Bottom Line ................................................................................................................... 25

GOAL SETTING ................................................................................................................ 26

How to Formulate Goals: SMART Model .................................................................................................... 27 Goals within the W-2 Program .................................................................................................................... 28 Engagement in Activities ............................................................................................................................. 29

SYSTEM DOCUMENTATION................................................................................................ 30

CARES Screen WPAS ................................................................................................................................ 30 Program Activity Plan ............................................................................................................................. 30

WPCS/WPCH Documenting Activity Assignment ....................................................................................... 33 WPCH .................................................................................................................................................... 33

PIN COMMENTS .............................................................................................................. 34

Comment Types .......................................................................................................................................... 34 Comment Type Activity .......................................................................................................................... 34

WRAP UP ....................................................................................................................... 36

APPENDIX ....................................................................................................................... 38



W-2 Contact Information Questions regarding this training material should be directed via your local agency

process to the Partner Training Team, Email: [email protected]

A contact person is available to answer e-mailed questions related to this training material, assist you in completing any activity that you are having difficulty with, and/or

provide explanation of anything else about this training material.

Questions regarding W-2 production cases and systems should be directed via your local agency process to the BWF Work Programs Help Desk at:

Email: [email protected] Telephone: (608) 422-7900.

W-2 Policy questions should be directed to your Regional Office staff.

DCF is an equal opportunity employer and service provider. If you have a disability and need information in an alternate format, or need it

translated to another language, please contact (608) 535-3665 or the Wisconsin Relay Service (WRS) – 711.

For civil rights questions call (608) 422-6889 or

the Wisconsin Relay Service (WRS) – 711.

mailto:[email protected]

mailto:[email protected]



Introduction

Six Word Memoir Write down as many words or phrases as you can think of to describe yourself.

Now, choose only six words as your memoir.



Case Management Is a Process

Who is at the center of case management? Who is the reason for our work? What do applicants/participants give to us to help us provide effective case management? How do we get information from them?



Assessments W-2 Manual, Chapter 5.1

What is an assessment?

What does “assessment” mean to you? How do you define assessment?



Assessment Process Model Collection Evaluation Action Documentation



Informal Assessment What is an informal assessment? What are the benefits of completing an informal assessment? When does the process of informal assessment end? What actions might you take based on the outcome of the informal assessment?



Informal Assessment Driver Flow Below are the Informal Assessment driver flow pages in Wisconsin Work Programs (WWP). Indicate at least one case management benefit for each. Languages Purpose: This page collects information on languages the participant reads, writes, and speaks. Work History Purpose: This page collects information on the participant’s current and past employment, subsidized employment, and volunteer work. Work Programs Purpose: This page collects information on other work programs (e.g., FSET, DVR, WIOA, etc.) that the participant is currently involved in, has participated in previously, or will be working with in the future. Education History Purpose: This page collects information about the participant’s high school graduation status, or about test scores if the participant is working toward a GED/HSED. Post-Secondary Education Purpose: This page collects information about post-secondary education, licenses, and certifications that the participant has or is working on.



Military Service Purpose: This page collects information on the participant’s military service and training Housing Purpose: This page collects information on the participant’s current and past housing situations. Transportation Purpose: This page collects available transportation methods for the participant and the status of his or her driver’s license. Legal Issues Purpose: This page collects information about legal issues and required court appearances for the participant and members of the household. Participant Barriers Purpose: This page collects information on the participant’s health and wellness that may impact his or her ability to obtain and maintain employment including accommodations. Child and Youth Supports Purpose: This page collects information about children in the household who may need services and support, especially child care. There are also questions related to WIC, Head Start, and other community programs for youth.



Family Barriers Purpose: This page collects information about SSI/SSDI applications for the participant and other household members as well as information about other family issues that may impact a participant’s ability to participate in work or work activities. Non-Custodial Parents Purpose: This page collects information about the participant’s role as a Non-Custodial Parent (NCP), including information about the primary caretaker and the child. NCP Referral Purpose: This page collects information about the Non-Custodial Parent(s) (NCPs) of the participant’s children to determine if the agency can offer NCP services.



Informal Assessment Inventory W-2 Manual, Chapter 5.2.2

Activity: Informal Assessment Inventory Informal

Assessment Inventory Item

How we gather this information

What are some follow-up questions

Where we record this information

1

2

3



Informal Assessment Inventory Item




4

5

6

7

8



Informal Assessment Inventory Item




9



Career Assessment Page W-2 Manual, Chapter 5.4.3 Document career assessments covering work styles, skills, and interests within 30 days of placing a participant.

Job Readiness Page The Job Readiness page does not need to be completed all in the same appointment, but it must be completed within 30 days of a participant being placed. Although the questions on this page are great conversation starters, it is important to go beyond just asking the questions. Sometimes additional follow up questions may be needed.



Work Preferences Questions

Notes:



History Questions

Notes: Application Questions

Notes:



Interview Questions

Notes: Contact Questions

Notes:



Conversation vs. Interrogation – Using the “BEST” Approach B E S T

In what ways is the BEST approach demonstrated?



Activity: River of Jobs (life)

Part 1: Create Your River—Notes and Reflections of … Part 2: Sharing Your River with another Learner—Notes and Reflections of … Part 3: Large Group Debrief—Notes and Reflections of …

What to Include:

Paid Employment Volunteer employment/activities Education - Post HS, certificate programs,

trainings, etc. Life happenings - marriage, divorce, children,

births, deaths Assessments completed



Formal Assessment W-2 Manual, Chapter 5.5

1. What is the purpose of a formal assessment?

2. Describe the situations when a formal assessment must be offered within 30 days.

3. How do formal assessment results impact case management? How could you describe the formal assessment process to a participant?

4. Where do you document formal assessment results?



Accommodations How can we modify W-2 activities, so the person can successfully participate in these activities even with his or her disability or barrier? How do you explain and offer accommodations? A Resource for Accommodations: askjan.org

JAN is the Job Accommodation Network. Their website, www.askjan.org, has information on the ADA, disabilities, and accommodation ideas for those disabilities.

http://www.askjan.org/



Documenting Accommodations Services and Accommodations to Help You Do Your W-2 Activities (Form 2564) W-2 Manual, Chapter 5.5.1.2

Notes:



Assessment – Putting it Together Assessment is a ______________, not a _________________________. Assessment should impact ___________ _______________. W-2 policy requires __________________ and ________________ assessments. Informal assessment is not an ________________. Good informal assessment ____________ the participant. The end product of an assessment is ________________. Assessment is more than what is on a _____________. Assessment should be done when there is a _______ for ____________. Always ______________ the differences that assessment results make in case management. Assessment is ___________________. A participant cannot be _______________ for failing to cooperate with a formal assessment. The success of assessment is not just getting the information, but what you ________ with the information.



Assessment: The Bottom Line

Assessment should make a difference in case management. Be sure to show where it makes a difference.



Goal Setting How do you define goal setting? What is the importance of setting goals with participants?



How to Formulate Goals: SMART Model Specific Measurable Attainable Relevant Time-based/Time-bound What is your role in helping to set goals? Activity: Personal Practice Create a job, career, or education-related goal that meets the "SMART" criteria.



Goals within the W-2 Program

W-2 Manual, Chapter 6.1.1

Program Employment goals

• Primary • Secondary Related goals

• Long-term • Short-term Personal goals



Engagement in Activities Tying goals to activities How do activities help participants reach their goals? How can tying goals to assigned activities help keep participants engaged?



System Documentation CARES Screen WPAS Who is this screen for?

Program Activity Plan



List five statement you know to be true about EPs. 1 2 3 4 5 Employability Plans ARE:



Keys with EPs Remember the Purpose—It’s the participant’s goals and employability plan. Be a partner—personalize activities WITH the customer. Personalize Personal Goals! Be Outcome Based Consider Other Case Plans Keep It Current/Keep It Fresh Print the EP and Give it to the Participant Whenever it Is Updated.



WPCS/WPCH Documenting Activity Assignment Notes:

WPCH More than one activity on WPAS may be combined for one component, depending on the component definition. The number of hours on the EP must match the number of hours on WPCH.



PIN Comments PIN comments are a way of remembering what is going on with participants. Comment types help us quickly find specific comments.

Comment Types The following comment types are available for W-2: Appointment – EP Review Appointment – Other Attempted Contact Employability Plan/Activity Assignment Fraud General Good Cause Determination Informal Assessment Missed Appointment

Non-Health Barriers Overpayments/Auxiliary Payments Participation Tracking Performance Claims Phone Contact Placement Decision Third Party Contacts Time-Limited Evaluations Working with Partner Agencies

Comment Type Activity Marques has a recent work history, HS diploma, and reliable transportation. He does not have childcare set up and has been able to maintain employment for only two months at a time. Placing him as a CSJ today to work on his soft skills to improve job retention, secure childcare, and develop backup plans for childcare and transportation. Comment Type(s): Called Tyesha’s worksite supervisor to see how she is doing at her work experience. Supervisor states that Tyesha has great attention to detail and gets along well with her co-workers and clients. She states that Tyesha hasn’t been showing up for all her shifts though, and she hasn’t heard from her in over a week. Called Tyesha to follow-up. No answer. Left VM informing Tyesha that I wanted to check-in. Left contact information and requested a callback at her earliest convenience. Will discuss work experience at Monday’s appt. if do not hear back from Tyesha by then. Comment Type(s):



Met with Charity today for an ongoing appt. She states that she likes volunteering at Little Sprouts Daycare. Says they have been letting her run more activities with the kids, and she enjoys coming up with ways for them to learn while having fun. Charity expressed interest in getting a technical diploma in early childhood education, but is worried about how she would pay for it. Informed Charity about WIOA program, and asked if that is something she would be interested in. She states it is. Called WIOA case manager with Charity in the office, and they have an appt. scheduled for Tuesday. Charity signed ROI, see ECF. Updated EP to include 25 hours of volunteering at Little Sprouts and 5 hours of independent job search. Goal of volunteering is to gain experience in the childcare field and a current reference. Job search will focus on open positions in the childcare field. Will add meetings with WIOA case manager and class/study time to EP after she gets enrolled. Updated short-term goal is to enroll in the Early Education Teacher program at FVTC. Comment Type(s): Received call from Jema today at 8:36am. She states she is sick and is unable to attend Job Club or Work Experience. Requested that she call her worksite supervisor as well to let her know. States she did. Provided 1 hour of GC for Job Club and 4 hours of GC for Work Experience due to illness. Comment Type(s): Claire stopped in the office and turned in her activity logs for 2/3/2020 – 2/7/2020. She states she has an interview next week and would like to get some interview tips. Scheduled for appt. with Job Developer tomorrow. Completed 20/20 hours volunteering at Salvation Army, 2/2 hours Job Club, and 3/3 hours independent job search. Verified volunteering with worksite supervisor signature, Job Club with Job Developer signature, and called to verify that two applications were submitted. Completed all hours as assigned, no NP. Comment Type(s):



Wrap Up



After-Class Peer Evaluation Within two weeks after completing this class, you must complete a peer evaluation using a real case in WWP/CARES Production. Look for ways you feel your peer did a good job applying the concepts discussed in class. If you do not have a peer that works in the same office as you, ask your supervisor to provide a case to review. A trainer will review the peer evaluation and confirm that you have completed the class requirements. This is a required part of the coursework. You will not be given credit for completing the course until you complete this assignment. You will not “pass” or “fail” based on the evaluation of your peer’s case work, but if you do not send in a completed peer evaluation by the deadline, you will not get credit for completing the class. The completed peer evaluation must be completed by using the link below. The link also will be sent to you following completion of the classroom portion of this training. Link to the online evaluation: https://forms.gle/nPm8jBg5diWsNy9H8

https://forms.gle/nPm8jBg5diWsNy9H8



Appendix



Appendix A: Assessment Process Model – PSA Collection (of information)

You collect information through many sources. Below is a summary of four sources of information and a brief explanation of what they provide. Forms Provide us with facts and answers to specific questions that may warrant further exploration. Example: A participant reports on an intake form that she or he does not have a driver’s license. Why is that? Did she or he ever had one? Was it taken away? Testing/Assessment Provides us data in the form of scores, ranges, percentages, and/or lists. Examples: Educational needs assessment, interest inventories, career assessments, aptitude assessments Collateral Contacts Provide us views of the participant through another person’s eyes. This information could come from a work experience supervisor, Job Club facilitator, or resource room staff; it could be anyone who interacts with the participant. Examples: A work experience site supervisor observes that a participant has conflicts with co-workers or uses appropriate or inappropriate language in the workplace. A Job Club facilitator may note that the participant would be a good mentor for someone else. Personal Interaction Provides insight to draw conclusions on the participant’s feelings, attitude, and behavior. This is an opportunity for you to discuss other assessment results with the participant and make first-hand observations and evaluations. Your personal interaction through conversation with a participant also provides the following: insight into their world, what they want in life, their hopes and dreams for their children, and their experiences and what motivates or inspires them. It’s important to know what assessment tools you have available, what assessments your agency uses, what information those assessment tools provide, and how to interpret and use the results.



Evaluation (of information) After information has been collected, it must be evaluated to determine its significance and value to the participant and the case management process. The process of evaluation includes determining what to do or how to use the collected information. We must evaluate all information collected. Evaluation of any assessment results should involve both the FEP and the participant. The participant needs to fully understand what the assessment results mean in order to participate meaningfully in setting goals and understanding the purpose of engaging in specific activities. This understanding empowers participants to “make choices,” not “take chances.” If they understand their own assessment information, they can have a more realistic view of the future and choose goals that meet the SMART goals criteria. Asking yourself and the participant specific questions can help you both evaluate the results. Here are some questions that you and the participant may need to address when evaluating assessment information, and reasons why it is important to ask each question. What does this result mean? Accurate interpretation of the result is critical. If you are not qualified to do it, or have questions about it, work with someone who can provide that expertise. What else might have influenced the result? Are there other factors in the mix? Did the participant have a bad day? Does she or he not do well on written assessments? What does the result mean to the participant? This is critical to the participant’s buy-in of the process and the accuracy of the outcome. How does the result impact our case management plan? What do we need to change? What was reinforced? Is that documented? Is any further assessment needed? Sometimes, completion of one assessment leads to finding the need for another. It also may lead to further discussion with the participant, consultations with other professionals, or referrals for other services.



Action (based on information)

Action based on the evaluation of information collected can include: • Updating the Employability Plan • Changing Placement • Assigning new/different activities • Making referrals • Offering and providing accommodations When you act based on the evaluation of assessment information, there must be a connection between this information and the participant’s goals and assigned activities. Many times, we see cases where multiple assessments are conducted, but there is no connection to the developed goals and assigned activities. Implications for not acting or not using information collected and evaluated may include: • Lack of participant engagement, • Non-participation, • Missed opportunities for referrals to employment, or • Exhausting the TANF 60-month time limit. There may be multiple types of actions based on assessment information. Some of these actions may include: • Referral for formal assessment, • Change in activities assigned, • Referral to a Job Skills Training program, • Providing accommodation(s) on a work site, or • Inclusion of treatment plans in the Employability Plan A common saying you may have heard is, “If a tree falls in the woods and no one is there to hear it, does it make a sound?” A similar statement could be made about assessment. “If a FEP conducts a wonderful assessment with a participant, but does not use the information it produces, did it really do any good?”



Documentation (of information) Documentation is the evidence that serves as the record of the case management process. All the information collected assists you in making case management decisions such as whether or not to assign up-front job search activities, what placement to assign a participant to, ongoing activities to assign, and if you need to offer additional assessments including a formal assessment. Documentation, when done correctly, includes: • what was collected • how it was evaluated • what the conclusions were • what happened based on having this information • what impact the information had There are many places where we document information and track the impact of any information that is collected, evaluated, and acted on. • WWP (including detail fields and notes sections, PIN level comments) • CWW (case level comments, eligibility related information, change in placement) • WPJS/WPAS (goals and activity engagement) • ECF (Electronic Case File)



Appendix B: Arya Scenario If no information is provided in this scenario for a section, indicate ‘None Identified’ or N/A (not applicable) on the chart. Background Arya is 23 years old. She lives with her mother, Caitlyn, and has a four-year-old son, Robbie. She left her job six weeks ago and realizes she needs help figuring out what to do now. She came in to apply because she says the W-2 program helped her out in the past. Languages Arya speaks, read and writes in English.

Work History Arya is unemployed. She worked as a Personal Care Attendant at a local nursing home for two years. Her duties included bedside personal hygiene, maintaining records, cleaning and disinfecting equipment, laundry, administering medications, and helping with meals. The job did offer paid time off and medical insurance. She left due to stress from the job. She made $9.90 per hour for 40 hours per week when she started. When she left, she made $11.90 per hour for the overnight shift. Arya says she liked working one-on-one with residents. As time went on, staffing became an issue, and she couldn’t spend as much time with residents. The pressure of taking on additional duties to cover for staff shortages caused her anxiety. She does not want to return to a health care occupation, as she feels the stress is too much for her. Education History While Arya was previously enrolled in W-2, she successfully obtained her HSED. Post-Secondary Education She obtained a Personal Care Worker Certificate from the local tech college, while on W-2. Housing Arya is staying with her mother since she lost her apartment, and she is not paying any rent. After Arya lost her job, she could no longer afford the rent on her own apartment that she had lived in for the last four years, since Robbie was born. This situation violates her mom’s lease agreement, and the landlord has given Arya six weeks to move out. Transportation Arya has a valid Wisconsin driver’s license, and she owns her own vehicle.



Participant Barriers She left her job due to stress and anxiety, but she doesn’t think this will cause her problems with her W-2 activities or finding a new job. She thinks she’ll be fine as long as she finds a less stressful job. Child and Youth Supports Robbie stays with his grandmother, Caitlyn, when Arya needs him to. Arya intends to continue using this arrangement, but she would be open to other childcare options. Non-Custodial Parents Arya has no other children. She is not an NCP. NCP Referral Robbie’s father, Brandon, does not live with Arya. Brandon works full time and pays $175 month in child support. Brandon has visitation with Robbie every other weekend and one overnight every Wednesday.



Languages:

Legal Issues:

Work History:

Participant Barriers:

Work Programs:

Child and Youth Supports:

Education History:

Post-Secondary Education:

Family Barriers:

Military Service:

Non-Custodial Parents:

Housing:

NCP Referral:

Transportation:



Appendix C: Kelly Scenario If no information is provided in this scenario for a section, indicate ‘None Identified’ or N/A (not applicable) on the chart. Background Kelly is applying for W-2 services. She is 32 years old. Kelly is a single parent of an infant daughter, Violet (two months). Violet had several health issues when she was first born. Violet is now doing well; the prior health issues are no longer a factor. Kelly shares she was a career woman and that the pregnancy was a surprise. She was told that she could never have children. Languages Kelly is fluent in Spanish, in addition to English.

Work History Kelly is currently unemployed. She has not worked since she was put on bed rest seven months ago due to complications with her pregnancy. She was a human resources manager at a factory. She started as a human resources assistant nine years ago after doing her own post-college job search, working 40 hours per week at $14.00 per hour. After a few years, she worked her way up to HR generalist. Two years ago, she was promoted to human resources manager, which led to her earning a salary instead of an hourly wage, which was an increase, paying $43,000 per year. She regularly worked 45 hours per week. Her job duties included staff training and scheduling, handling staff conflicts, talent acquisition, and performance management. In all positions, she did get paid time off and health insurance. Kelly excelled at her job, and it provided her a perfect opportunity to use her bilingual skills, as several of the staff speak Spanish. Unfortunately, the business closed five months ago, and she is unable to return to this job. Kelly received a severance package including wages and insurance benefits, but these both ran out one week after her daughter was born. While she was in college, she worked at T.J. Maxx. A friend also worked there and told her about the job opening. She started as a sales associate earning $8.25 per hour. She regularly worked 30 hours per week. Her duties included merchandizing, customer service, and cashiering. She left just before she graduated to start a human resources internship. Education History Kelly graduated from high school with honors, 14 years ago.



Post-Secondary Education Kelly graduated from college with a bachelor’s degree in Business Management and Human Resources nine years ago. Housing Kelly has lived in her current location, a townhouse she is purchasing, for the last five years. Kelly received short term disability while she was on bed rest and maternity leave. She has exhausted her savings and the severance pay she received when her employment ended, but has been able to maintain her mortgage payment. Kelly states she had contacted her lender regarding her situation, and they said they would work with her. She also is current on all utility bills but is worried about her ability to pay moving forward. Transportation Kelly owns her own car and has a valid driver’s license. Participant Barriers Kelly doesn’t have any physical barriers. She had quite a few complications with her pregnancy, but is fine now. Kelly states she feels depressed dealing with the stress of Violet’s health issues and not being able to work to support herself and her baby. Kelly never expected to be in a position where she would need to apply for assistance. She is worried about what other people may think of her. Child and Youth Supports Kelly does not have child care arranged for Violet. Violet was not able to attend regulated child care due to her medical needs, as she returned home from the hospital only about a month ago. Kelly has a friend who can watch Violet for short periods of time on occasion, but she is hesitant to leave her with just anyone. The pediatrician states Violet is doing very well and can go to a day care setting, and feels it would be good for her to socialize and build up some immune resistance. Family Barriers Violet was born with some medical issues. Per Kelly, the pediatrician didn’t want her in a day care setting until her health improved. At the last checkup, Violet was given the go ahead to attend day care. Non-Custodial Parents Violet is Kelly’s only child. NCP Referral Kelly states Violet’s father, Andrew Clifford, lives in Chicago. She met him when she attended a human resources conference last year. She said they are not in contact, and when she told him she was pregnant, he said he already has a wife and kids and quit taking her calls. She stated she tried to contact him again after her daughter was born,



but the phone number she had for him was disconnected. She has no other way to reach him, and is not entirely certain Andrew Clifford is even his real name. Languages:

Legal Issues:

Work History:


Work Programs:


Education History:


Family Barriers:

Military Service:


Housing:

NCP Referral:

Transportation:



Appendix D: Leilani Scenario If no information is provided in this scenario for a section, indicate ‘None Identified’ or N/A (not applicable) on the chart. Background Leilani is 38 years old. She has an eight-year-old son, Adrian, and lives with her wife, Malika. Malika is not Adrian’s legal guardian. Leilani left her job two years ago to help take care of her mother, who passed away three weeks ago. She has not been able to find a job since her mother’s passing, and heard about the W-2 program from a friend.

Languages Leilani speaks, reads, and writes English. Work History Leilani is unemployed. She cared for her mom for two years through IRIS, a program that allows adults with disabilities and fragile elders to employ workers to assist them with their long-term needs. Her duties included assisting with personal hygiene, changing the sheets, doing laundry, preparing meals, and taking her mom to doctor appointments. Because she was being paid through IRIS, she did not receive any benefits. She was paid $10.50 an hour. Prior to caring for her mother, Leilani worked as a receptionist at 2020 Vision, the local eye clinic. She started at the eye clinic shortly after Adrian was born, and worked there for five and a half years. She states that she left on good terms and was sad that she had to leave. Leilani states that she tried to get her old job back, but they didn’t have any job openings. She says her supervisor is willing to be a reference. Her duties as a receptionist included greeting clients when they arrived, scheduling appointments, handling and maintaining confidential records, and assisting clients in eye glass selection. She was paid $14.25 per hour, and received paid time off and medical insurance. Education History Leilani graduated high school 20 years ago. Post-Secondary Education She states she has never been interested in going back to school. Housing Leilani has been renting the same house with her wife, Malika, for three years. Their rent is $650 a month. Malika barely makes enough to cover rent and their other expenses. Leilani states she feels bad that Malika needs to support her and Adrian, and wants to start helping with bills again as soon as possible.



Transportation Leilani has a valid driver’s license. She has been using her mother’s car to get around, and is trying to register that vehicle in her name so she can get insurance on it. She states she doesn’t like driving the car without insurance, so she tries to walk to where she needs to go if it is close enough. Participant Barriers Leilani does not report any physical, mental health, or AODA barriers, and no cognitive/learning needs. She reports that Adrian’s father was abusive toward her, and he is now in prison. She states that she has learned how to cope with the abuse, and that it no longer affects her ability to work. Child and Youth Supports Leilani says that Adrian enjoys school and rarely misses a day. He goes to the Boys and Girls Club after school and when school is closed. Non-Custodial Parents She has no other children and is not an NCP. NCP Referral Adrian’s father is in prison, and Leilani does not wish to provide his information. She states that Malika is interested in becoming Adrian’s legal guardian, and they are trying to save up money for a lawyer to assist with the process.



Languages:

Legal Issues:

Work History:


Work Programs:


Education History:


Family Barriers:

Military Service:


Housing:

NCP Referral:

Transportation:



Appendix E: Khadra Scenario If no information is provided in this scenario for a section, indicate ‘None Identified’ or N/A (not applicable) on the chart. Background Khadra is applying for W-2 services. She is 44 years old. Khadra is a refugee from Somalia. She has three children: son, Yasir (age 19), son, Maximed (age 16) and daughter, Nala (age 14). Khadra and her children arrived in the United States three days ago. They spent their first day in New York, then were transported to Wisconsin. Khadra is accompanied by staff

members from World Relief and a volunteer from an area church. An economic support worker is also in attendance to complete Khadra’s application for FoodShare and BadgerCare. ROIs are explained, completed and signed by Khadra for the agencies to share information as needed regarding her case. Languages Khadra reads, writes, and speaks Somali and Arabic. She has very limited English-speaking skills. There is an interpreter on the phone during the appointment. Work History Khadra is unemployed. She has no employment history to document, but did help others in her village with farm work, child care, and making clothes. Khadra is anxious to find work as soon as she is settled, but realizes her limited English-speaking skills, education, and work experience could prevent her from finding a job. Work Programs Khadra is participating in the Refugee Employment Services Program with World Relief. Education History Khadra does not have any formal schooling. She never attended school because her family needed her to work at home. Housing Khadra and her children have been living in an apartment since they arrived. She receives a housing subsidy from World Relief and is not responsible for paying any rent. She is required to participate in W-2 in lieu of any rent obligation. Prior to arriving in the U.S., she was living with her family in various refugee camps.



Transportation Khadra doesn’t have a driver’s license or a car. She gets rides from volunteers at World Relief and members from a local church group. Khadra states she is eager to start learning her way around the community, and plans to walk to nearby places when she is able and weather permits. She is open to using public transportation, but is a bit nervous about learning the routes and potentially getting lost. She states she would feel more comfortable taking the bus with someone who knows the area and speaks English. Participant Barriers Khadra has back pain due to many years of helping at various farms. She also identified that she has issues with her hands and is not able to sew as much as she would like. She said both issues started occurring within the last year. Participant Barrier Khadra has physical limitations with her back and both hands. She agrees to a formal assessment with a medical doctor. She already has an appointment scheduled next week at the local community health clinic. Khadra expresses the need for several accommodations for work and activities: lifting restrictions and ability to sit or stand as needed; limited writing and fine motor skills due to cramping of her hands. Non-Custodial Parents Khadra has no other children. She is not an NCP. NCP Referral Khadra’s husband, Filsan, is presumed living in Somalia. He is the father of all her children. She has not heard from him in over a year. They were separated before reaching the first refugee camp.



Languages:

Legal Issues:

Work History:


Work Programs:


Education History:


Family Barriers:

Military Service:


Housing:

NCP Referral:

Transportation:



Appendix F: Practice Scenario Worksheet Languages:

Legal Issues:

Work History:


Work Programs:


Education History:


Family Barriers:

Military Service:


Housing:

NCP Referral:

Transportation:



Appendix G: Arya Career and Educational Needs Assessment Results

CareerOneStop Interest Assessment RIASEC Scores Based on your assessment, you tested the strongest in:

More information about each interest area is listed below. (R) Realistic Realistic people tend to have athletic interests, prefer to work with objects, machines, tools, plants or animals, and like to be outdoors. (I) Investigative Investigative people like to observe, learn, investigate, analyze, and solve problems. (A) Artistic Artistic people like to work in unstructured situations using their imagination and creativity. (S) Social Social people like to work with people to inspire, inform, help, train or cure them. At work and at home, you may:

• be patient, insightful, responsible, cooperative, outgoing, and skilled with words • like to work in groups, volunteer, solve personal problems, or serve your

community • be able to teach others, mediate disputes, lead a discussion, communicate well,

or plan and supervise activities

https://www.careeronestop.org/



(E) Enterprising Enterprising people like to work with people to influence, persuade and lead them, and to achieve organizational or financial goals. (C) Conventional Conventional people like to work with information, carry out detailed tasks, and have clerical or numerical interests. Data on this tool come from various sources:

• The information and formula for matching interests to careers comes from O*NET’s Interest Profiler.

• Outlook data come from O*NET’s Bright Outlook occupations. • Wage data come from the U.S. Department of Labor’s Bureau of Labor

Statistics, Occupational Employment Statistics Survey. • Education data come from the U.S. Department of Labor’s Bureau of Labor

Statistics, Office of Occupational Statistics and Employment Projections. • RIASEC information on occupations comes from O*NET’s Interest Profiler.

https://www.onetcenter.org/IP.html

https://www.onetonline.org/find/bright

https://www.bls.gov/oes/


https://www.bls.gov/emp/





We found careers matching your interest assessment. Results Filtered by: Match - Best

Match Career Outlook Hourly Wages Education

Best Adapted Physical Education Specialists Bright No Data

Available Bachelor's degree

Best Adult Basic & Secondary Education & Literacy Teachers & Instructors

Below Average $25.05 Bachelor's

degree

Best Career/Technical Education Teachers, Middle School Average No Data

Available Bachelor's degree

Best Child, Family, & School Social Workers Bright $21.34 Bachelor's

degree

Best Community Health Workers Bright $18.45 High school diploma or equivalent

Best Eligibility Interviewers, Government Programs Average $21.35

High school diploma or equivalent

Best Equal Opportunity Representatives & Officers Average $32.63 Bachelor's

degree

Best Health Educators Bright $25.93 Bachelor's degree

Best Nannies Bright $10.72 High school diploma or equivalent

Best Patient Representatives Bright $15.81 High school diploma or equivalent

Best Recreational Therapists Average $22.92 Bachelor's degree

Best Tour Guides & Escorts Bright No Data Available




Educational Needs Assessment Summary Individual Profile: Arya Report Criteria ID: 00001 Test Name: TABE 9 Complete Battery Test Finish Date: 03-11-2019 Report Date: 03-11-2019

State: Wisconsin District: MATC School: Downtown Class: Monday ABE

Test Scheduler: Isabella Instructor

Test Results

Content Area Level Number of Questions Scale Score

Grade Equivalent Total Correct Attempted

Applied Mathematics A 50 32 50 569 9.8 Language A 50 46 50 585 12.0

Math Computation A 50 30 50 562 8.4 Reading A 50 44 50 603 11.3

Total Battery** 579 10.3 Total Mathematics* 565 9.1

Note: Level

• This is the level she tested into with her locator test. Scale Score

• The scale score is what’s used to compare performance with average test takers in the same level and content area. These can be compared across all subject areas and TABE levels.

• The grade equivalent mirrors the typical structure seen in K-12 education, with

the numbers representing a particular school year and month. These scores are not comparable across different test levels.



Appendix H: Kelly Career and Educational Needs Assessment Results




community




• be able to teach others, mediate disputes, lead a discussion, communicate well, or plan and supervise activities

(E) Enterprising Enterprising people like to work with people to influence, persuade and lead them, and to achieve organizational or financial goals. (C) Conventional Conventional people like to work with information, carry out detailed tasks, and have clerical or numerical interests. Data on this tool come from various sources:














We found careers matching your interest assessment.


Best Chief Executives Below Average $88.11 Bachelor's

degree

Best Child, Family, & School Social Workers Bright $21.34 Bachelor's

degree

Best Compensation & Benefits Managers Average $57.27 Bachelor's

degree

Best Credit Counselors Bright $21.50 Bachelor's degree

Best Customer Service Representatives Bright $15.81


Best Educational, Guidance, School, & Vocational Counselors Bright $26.64 Master's degree

Best Eligibility Interviewers, Government Programs Average $21.35


Best Financial Managers, Branch or Department Bright $60.14 Bachelor's

degree

Best First-Line Supervisors of Office & Administrative Support Workers Bright $26.47


Best General & Operations Managers Bright $48.27 Bachelor's degree

Best Human Resources Managers Average $52.94 Bachelor's degree

Best Human Resources Specialists Average $29.01 Bachelor's degree

Best Insurance Sales Agents Bright $23.90 High school diploma or equivalent

CareerOneStop Interest Assessment





Best Interviewers Average $15.92 High school diploma or equivalent

Best Loan Officers Bright $31.09 Bachelor's degree

Best Medical & Health Services Managers Bright $47.29 Bachelor's

degree

Best Meeting, Convention, & Event Planners Bright $23.22 Bachelor's

degree

Best Patient Representatives Bright $15.81 High school diploma or equivalent

Best Personal Financial Advisors Bright $43.58 Bachelor's degree

Best Probation Officers & Correctional Treatment Specialists Average $24.71 Bachelor's

degree

Best Receptionists & Information Clerks Bright $13.65


Best Social & Community Service Managers Bright $30.82 Bachelor's

degree

Best Social & Human Service Assistants Bright $15.92


Best Training & Development Specialists Bright $29.02 Bachelor's

degree

Best Travel Agents Below Average $17.78




Appendix I: Leilani Career and Educational Needs Assessment Results

CareerOneStop Interest Assessment RIASEC Scores

Based on your assessment you tested the strongest in:

More information about each interest area is listed below. (R) Realistic Realistic people tend to have athletic interests, prefer to work with objects, machines, tools, plants or animals, and like to be outdoors. (I) Investigative Investigative people like to observe, learn, investigate, analyze, and solve problems. (A) Artistic Artistic people like to work in unstructured situations using their imagination and creativity. (S) Social Social people like to work with people to inspire, inform, help, train, or cure them.



(E) Enterprising Enterprising people like to work with people to influence, persuade and lead them, and to achieve organizational or financial goals. (C) Conventional Conventional people like to work with information, carry out detailed tasks, and have clerical or numerical interests. At work and at home, you may:

• be efficient, well-organized, persistent, methodical, or conscientious; • like to follow a plan, organize information or materials, work with numbers, use a

computer, or collect data; • be able to meet deadlines, keep accurate records, file and organize documents,

use a database, or work with systems. Data on this tool come from various sources:

• The information and formula for matching interests to careers come from the O*NET’s Interest Profiler.



Statistics, Office of Occupational Statistics and Employment Projections. • RIASEC information on occupations come from O*NET’s Interest Profiler.










We found careers matching your interest assessment. Results Filtered by: Match – Best Match Career Outlook Hourly

Wages Education

Best Administrative Services Managers Bright $46.24 Bachelor’s degree

Best Auditors Bright $33.89 Bachelor’s degree

Best Bill & Account Collectors Below Average

$17.32 High school diploma or equivalent

Best Billing, Cost, & Rate Clerks Bright $18.17 High school diploma or equivalent

Best Brokerage Clerks Average $24.71 High school diploma or equivalent

Best Budget Analysts Average $36.65 Bachelor’s degree

Best Cargo & Freight Agents Bright $20.77 High school diploma or equivalent

Best Cashiers Bright $10.78 No formal educational credential

Best Claims Examiners, Property & Casualty Insurance

Below average


Best Clinical Nurse Specialists Bright $34.48 Bachelor’s degree

Best Compensation & Benefits Managers Below average

$58.18 Bachelor’s degree

Best Compensation, Benefits, & Job Analysis Specialists

Average $30.29 Bachelor’s degree

Best Correspondence Clerks Below average


Best Counter & Rental Clerks Average $13.12 No formal educational credential



Educational Needs Assessment Summary Individual Profile: Leilani

Report Criteria ID: 00002 Test Name: TABE 9 Complete Battery Test Finish Date: 01-12-2020 Report Date: 01-12-2020

State: Wisconsin District: MATC School: Downtown Class: Monday ABE


Test Results

Content Area Level Number of Questions Scale Score

Grade Equivalent Total Correct Attempted

Applied Mathematics A 50 47 50 589 11.8 Language A 50 38 50 573 10.6 Math Computation A 50 59 50 603 12.0 Reading A 50 44 50 605 11.4 Total Battery** 549 11.4 Total Mathematics* 596 11.9

Note: Level

• This is the level she tested into with her locator test. Scale Score

• The scale score is used to compare performance with average test takers in the same level and content area. These can be compared across all subject areas and TABE levels.

• The grade equivalent mirrors the typical structure seen in K-12 education, with

the numbers representing a particular school year and month. These scores are not comparable across different test levels.



Appendix J: Khadra Career and Educational Needs Assessment Results




community




• be able to teach others, mediate disputes, lead a discussion, communicate well, or plan and supervise activities

(E) Enterprising Enterprising people like to work with people to influence, persuade and lead them, and to achieve organizational or financial goals. (C) Conventional Conventional people like to work with information, carry out detailed tasks, and have clerical or numerical interests.

Data on this tool come from various sources:














We found careers matching your interest assessment. Results Filtered by: Match - Best


Best Ambulance Drivers & Attendants Bright $11.66 High school diploma

or equivalent

Best Counter Attendants, Cafeteria, Food Concession, & Coffee Shop

Bright $10.23 No formal educational credential

Best Crossing Guards Average $13.28 No formal educational credential

Best Dental Hygienists Bright $35.61 Associate's degree

Best Fitness Trainers & Aerobics Instructors Bright $18.85 High school diploma

or equivalent

Best Home Health Aides Bright $11.16 High school diploma or equivalent

Best Locker Room, Coatroom, & Dressing Room Attendants Average $10.98 High school diploma

or equivalent

Best Massage Therapists Bright $19.23 Postsecondary certificate

Best Personal Care Aides Bright $11.11 High school diploma or equivalent

Best Transportation Attendants Average $13.38 High school diploma or equivalent

Best Ushers, Lobby Attendants, & Ticket Takers Average $10.01

No formal educational credential

Best Waiters & Waitresses Bright $10.01 No formal educational credential

CareerOneStop Interest Assessment




Educational Needs Assessment Summary Individual Profile: Khadra Report Criteria ID: 00002 Test Name: TABE CLAS-E Test Finish Date: 03-11-2019 Report Date: 03-11-2019

State: Wisconsin District: MATC School: Downtown Class: Tuesday ESL


Combined Test Profile Tests Level Combined Test Scale Score Functioning

Level NRS SPL

READING + WRITING

1 (Reading Scale Score 266 + Writing Scale Score 222) ÷ 2 = 244

1 0

LISTENING + SPEAKING

1 (Listening Scale Score 301 + Speaking Scale Score 321) ÷ 2 = 311

1 1

Khadra tested low on her English abilities. She would be in Beginning ESL 1. After she progresses into level 4, she can be given the regular TABE to determine her level for general basic education. Note:

• Level o This is the level she tested into with her locator test.

• Functioning Level o NRS is the National Reporting System for Adult Education. It is an

outcome-based reporting system for State-administered, federally funding adult education programs.

o SPL is the Student Performance Level. These are descriptors of the capability the participant has of general language ability, listening comprehension, and oral communication of the language.



Appendix K: Practice Scenario Employability Plan Worksheet Work Interests/Career Path:

Long-term Goal:

Short-term Goal:

Personal Goals: 1. ________________________________________________________________

________________________________________________________________ 2. ________________________________________________________________

________________________________________________________________ 3. ________________________________________________________________

________________________________________________________________

Activities: 1. Activity Code: _____ Description: _____________________________________

Location: ________________________________________________________ Hours/week: ______ Schedule: _______________________________________

2. Activity Code: _____ Description: _____________________________________ Location: ________________________________________________________

Hours/week: ______ Schedule: _______________________________________








Hours/week: ______ Schedule: _______________________________________ Comments:

SMART GOALS Specific Measurable Attainable Relevant Time-bound/based)

W-2 Case Management: Assessment, EPs, and Activity Assignment


MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8:00am

8:30am

9:00am

9:30am

10:00am

10:30am

11:00am

11:30am

12:00pm

12:30pm

1:00pm

1:30pm

2:00pm

2:30pm

3:00pm

3:30pm

4:00pm

4:30pm

5:00pm After 5:00pm: Add any activities that occur after 5:00pm in the space below. Include how child care and transportation are arranged.



Appendix L: Practice Scenario Updates Arya – Non-Participation: Arya has not turned in logs for the last two weeks, and did not attend her ongoing appointment today. You reach her by phone. Arya tells you she is not feeling like herself. She says she is really bummed out, feeling detached from what goes on around her. Arya reports she hasn’t left home in over a week, and her mom has been helping out with Robbie. She knows she should have called you, but she was worried you would be disappointed that she has not completed her activities recently. What would you do? Kelly – Employment: Kelly reports she found employment! She accepted a position with your agency as a Resource/Eligibility Specialist. She applied for this position after speaking with the Job Developer. Kelly thinks this will be a good opportunity for her to re-enter the workforce after being off due to her pregnancy and maternity leave. She looks forward to the opportunity to help others who are facing situations similar to her own. She reports she will be working 40 hours/week and earning $16.00/hour. Her first day will be next week Monday. What would you do? Leilani – Work Program: Leilani comes in for her ongoing appointment and states she enrolled in the WIOA program. She says she thinks getting a technical diploma will help her get a higher paying job, and she will begin taking classes in two weeks. Along with being enrolled full-time in classes, she will be meeting with her WIOA case manager, Wilma, every week, and she signs a Release of Information. Leilani asks for a change in her W-2 activities because she will be busy with classes. What would you do? Khadra – Formal Assessment Results: Khadra brought in documentation for her recent formal assessment with Dr. Melanie Franklin. Dr. Franklin indicates Khadra would benefit from a flexible schedule, and the ability to alternate sitting/standing as needed. Khadra has a lifting restriction of 15 pounds. The doctor indicates Khadra could benefit from work experience activities, adult basic education or literacy, job readiness or life skills workshops, job skills training, and supportive job search activities. The formal assessment does not indicate the amount of hours Khadra can participate in W-2 activities. Dr. Franklin referred Khadra to a physical therapist. She will be attending physical therapy for two days per week, beginning next week. She will follow up with her primary doctor in three months to evaluate her progress. What would you do?



Arya - Housing Crisis: Arya has come to see you without a scheduled appointment. She says her mother told her she has to move out by the end of the week due to the six-week deadline. Arya said she applied for housing assistance and is next on the waiting list, but was told it may take 1-2 months for approval. Arya is not sure what to do in the meantime, and does not have anywhere else to go. She didn’t attend her activities today due to coming to see you. What would you do? Kelly - EP Review: Kelly reports she is doing well with her activities, but has become a bit bored with them. She states she would like to try something different than what she currently is doing. She mentions that participating in the W-2 program has been a humbling experience, as she never thought she would be in this type of situation. Kelly says she’s enjoyed getting to know people she likely would not have met if she were not in W-2, and she would like to use her past professional experience in Human Resources to help them if possible. What would you do? Leilani – Employment: Leilani calls you and tells you that she got a call from her previous supervisor. One of the receptionists went out on maternity leave, and they were hoping she could work until the receptionist gets back. She reports that the position is expected to last only three months, and she starts today. She will be working 25 hours/week and earning $14.00/hour. Leilani hopes to find a more permanent job and wants to continue to participate in W-2. What would you do? Khadra - Education Progress: Khadra is at your office today for an appointment to review progress in her ESL activities. Khadra is attending ESL classes to improve her English skills. She is meeting with you because she feels she is ready to take the TABE Clas-E test. What would you do?


DFES/Partner Training Team 76 02/19/20 S://…EnhancedCaseManagement/W2_CM_Assessment_EP_ActivityAssignment/W-2_CM_Ass_EP_ActAssng_PG_021920

Appendix M: Activities, Activities, Activities

Component Code AA AD AL Name of Activity & Description/ Tasks

AODA Assessment

Disability and Learning Assessment

Physician’s Assessment

Agency Specific Activities

Component Code AM AV BE Name of Activity & Description/ Tasks

Mental Health Assessment

Domestic Violence Assessment and Supportive Services

Adult Basic Education (ABE)


Component Code CA CC CD Name of Activity & Description/ Tasks

AODA Counseling

Child Care Related Activities

Caring for Disabled Child




Component Code CE CF

Name of Activity & Description/ Tasks

Career Planning & Counseling

Caring for Other Family Member


Component Code CL CM CR Name of Activity & Description/ Tasks

Learnfare Counseling

.

Mental Health Counseling

Career Advancement Services


Component Code DR EC EI Name of Activity & Description/ Tasks

Driver Education

Child Care for Employment Skill Training (2 Year) .

Employer Intervention Services




Component Code EL ES FC Name of Activity & Description/ Tasks

ESL (English as a Second Language)

Employment Search

Family Member Treatment/Counseling


Component Code GE HE HR Name of Activity & Description/ Tasks

GED (General Educational Development)

HSE (High School Equivalency Diploma)

Housing-Related Activities


Component Code JR JS LA Name of Activity & Description/ Tasks

Job Retention Services

Job Skills Training

Court-Related/Legal Appts.




Component Code LF LS MN Name of Activity & Description/ Tasks

Life Skills

Literacy Skills

Mentor/Coach


Component Code MO MP OC Name of Activity & Description/ Tasks

Job Readiness/Motivation

Ongoing Medical/Personal Care

Occupational Testing


Component Code OJ PA PD Name of Activity & Description/ Tasks

On-the-Job Training (OJT)

Parenting Skills Personal Development




Component Code PR RS SD Name of Activity & Description/ Tasks

Physical Rehabilitation Regular School (K-12) SS(D)I Advocacy/Application


Component Code TC TT Name of Activity & Description/ Tasks

Technical College Activities

Technical College Study Time


Component Code UC UE UR Name of Activity & Description/ Tasks

Up-front Career Planning

Up-Front Employment Search

Up-Front Job Readiness




Component Code VA VE VL Name of Activity & Description/ Tasks

Vocational Adult Basic Ed.

Vocational ESL

Vocational Literacy Skills


Component Code WE WF WP Name of Activity & Description/ Tasks

Work Experience

Working Full-Time

Working Part-Time


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