united states department of labor employment and training administration eta region 3 - atlanta the...

UNITED STATES DEPARTMENT OFUNITED STATES DEPARTMENT OF LABOR LABOR Employment and Training AdministrationEmployment and Training Administration

ETA Region 3 - Atlanta

The Basics of Eligibility The Basics of Eligibility Determination & Assessment of Determination & Assessment of Appropriate Services for WIA YouthAppropriate Services for WIA Youth

ETA Region 3 - AtlantaETA Region 3 - Atlanta 2

Session OverviewSession Overview

Youth service design frameworkYouth service design framework Program eligibility vs. service Program eligibility vs. service

eligibilityeligibility WIA youth program eligibility WIA youth program eligibility

criteriacriteria Definitions of program eligibility Definitions of program eligibility

criteria termscriteria terms Program eligibility documentation Program eligibility documentation

requirementsrequirements Service eligibilityService eligibility Objective assessment and ISS Objective assessment and ISS

developmentdevelopment Documentation for service Documentation for service

eligibilityeligibility

The ISS must meet statutory The ISS must meet statutory requirementsrequirements

WIA youth service eligibility and WIA youth service eligibility and the ISSthe ISS

What are we trying to achieve?What are we trying to achieve? What should the ISS contain?What should the ISS contain? How is the ISS constructed?How is the ISS constructed? Setting ISS goalsSetting ISS goals Questions?Questions?


Youth Service Design FrameworkYouth Service Design Framework

Intake &Eligibility Det.

Assessment

ISS

Service Delivery Follow-up

ISS

Set GoalsCase

Management Progress

Attain Goals


Program Eligibility vs. Service EligibilityProgram Eligibility vs. Service Eligibility

WIA is WIA is notnot an entitlement programan entitlement program WIA Section 195(12) - “Nothing in this title shall be construed to provide an WIA Section 195(12) - “Nothing in this title shall be construed to provide an

individual with an entitlement to a service under this title.”individual with an entitlement to a service under this title.” Two sets of eligibility criteriaTwo sets of eligibility criteria

Program eligibility refers to the statutory definition of the target group (i.e., Program eligibility refers to the statutory definition of the target group (i.e., characteristics of youth, like being between the ages of 14 and 21)characteristics of youth, like being between the ages of 14 and 21)

Service eligibility refers to program-eligible youth qualifying for the services Service eligibility refers to program-eligible youth qualifying for the services received based on the results of an objective assessmentreceived based on the results of an objective assessment

Program eligibility criteria permits local flexibilityProgram eligibility criteria permits local flexibility Grantees and sub-grantees may add criteria to the statutory-mandated criteria Grantees and sub-grantees may add criteria to the statutory-mandated criteria

to design programs that are responsive to local needs and to design programs that are responsive to local needs and funding availability (e.g., residence requirement, specific target funding availability (e.g., residence requirement, specific target group, etc.)group, etc.)



Services Services mustmust be designed to meet the needs be designed to meet the needs of the youth rather than having the youth meet of the youth rather than having the youth meet the needs of the services the needs of the services WIA Section 129(c)(1)(B) – “…WIA Section 129(c)(1)(B) – “…service strategies for service strategies for

each participant that shall identify an employment each participant that shall identify an employment goal (including, in appropriate circumstances, goal (including, in appropriate circumstances, nontraditional employment), appropriate achieve- nontraditional employment), appropriate achievement objectives, and appropriate services for the ment objectives, and appropriate services for the participant taking into account the assessment…” participant taking into account the assessment…”

Services should be targeted “to those who can benefit from, and who Services should be targeted “to those who can benefit from, and who are most in need of, such opportunities” (WIA Section 195(1))are most in need of, such opportunities” (WIA Section 195(1))



An objective assessment is key to determining An objective assessment is key to determining youth needs to be met by the services delivered youth needs to be met by the services delivered to program-eligible youth to program-eligible youth WIA Section 129(c)(1)(A) – “...provide an objective WIA Section 129(c)(1)(A) – “...provide an objective

assessment of the academic levels, skill levels, and service needs of each assessment of the academic levels, skill levels, and service needs of each participant…”participant…” Basic skills and occupational skillsBasic skills and occupational skills Prior work experience Prior work experience EmployabilityEmployability Interests and aptitudes Interests and aptitudes Supportive service and developmental needsSupportive service and developmental needs

Always keep in mind that youth who are interested in Always keep in mind that youth who are interested in the WIA youth program may be better served by others the WIA youth program may be better served by others in the community in the community


WIA Youth Program Eligibility CriteriaWIA Youth Program Eligibility Criteria

Youth who are ages 14 through 21 (through 24 if ARRA) at the Youth who are ages 14 through 21 (through 24 if ARRA) at the time of determination of eligibility and youth program time of determination of eligibility and youth program participation (see WIA Section 101(13)(A))participation (see WIA Section 101(13)(A))

AA Must be in compliance with the Military Selective Must be in compliance with the Military Selective

Service Act (WIA Section 189(h))Service Act (WIA Section 189(h)) Males born on or after Jan. 1, 1960 Males born on or after Jan. 1, 1960 Can register within 6 months of his18Can register within 6 months of his18thth birthday and up to age 26 birthday and up to age 26 Exempt if he is an honorably discharged veteran or has an Exempt if he is an honorably discharged veteran or has an

obvious disability which would disqualify him from military obvious disability which would disqualify him from military service service

Website to verify compliance: Website to verify compliance: www.sss.gov

ANDAND

ANDAND



ANDAND Must be a citizen, U.S. national, lawfully admitted permanent resident Must be a citizen, U.S. national, lawfully admitted permanent resident

alien, refugee, or other immigrant authorized by the Attorney General to alien, refugee, or other immigrant authorized by the Attorney General to work in the U.S. (WIA Section 188(a)(5))work in the U.S. (WIA Section 188(a)(5))

ANDAND Must be a low-income individual (WIA Sections 101(13)(B))Must be a low-income individual (WIA Sections 101(13)(B))

Receives or is a member of a family that receives cash payments under a Receives or is a member of a family that receives cash payments under a Federal, State, or local income based public assistance program (WIA Federal, State, or local income based public assistance program (WIA Section 101(25)(A))Section 101(25)(A))

TANFTANF Refugee AssistanceRefugee Assistance SSISSI Disability AssistanceDisability Assistance

ANDAND

ANDAND

OROR



Is a member of a household that receives (or has been determined Is a member of a household that receives (or has been determined within the 6-month period prior to application for the program involved to within the 6-month period prior to application for the program involved to be eligible to receive) Food Stamps (WIA Section 101(25)(C)be eligible to receive) Food Stamps (WIA Section 101(25)(C)

Qualifies as a homeless individual as defined in the Stewart B. Qualifies as a homeless individual as defined in the Stewart B. McKinney Homeless Assistance Act (WIA Section 101(25)(D))McKinney Homeless Assistance Act (WIA Section 101(25)(D))

Is a foster child on behalf of whom State or local government payments Is a foster child on behalf of whom State or local government payments are made (WIA Section 101(25)(E))are made (WIA Section 101(25)(E))

OROR

OROR

OROR

OROR



Received an income, or is a member of a family that received a total Received an income, or is a member of a family that received a total family income for the 6-month period prior to application family income for the 6-month period prior to application that, in relation to family size, does not exceed the higher that, in relation to family size, does not exceed the higher of the poverty level or 70% of the lower living standard of the poverty level or 70% of the lower living standard income level (LLSIL) (WIA Section 101(25)(B))income level (LLSIL) (WIA Section 101(25)(B)) Use the higher of either 100% of the poverty level or 70% of the LLSILUse the higher of either 100% of the poverty level or 70% of the LLSIL Family income Family income excludesexcludes - -

Unemployment compensationUnemployment compensation Child support paymentsChild support payments Cash payments under a Federal, State, or local income-based public assistance Cash payments under a Federal, State, or local income-based public assistance

programprogram Old-age and survivors insurance benefits (Section 202 of Old-age and survivors insurance benefits (Section 202 of

the Social Security Act) the Social Security Act)

OROR



Falls into one or more of the following categories -Falls into one or more of the following categories - Deficient in basic literacy skillsDeficient in basic literacy skills A school dropoutA school dropout Homeless, a runaway, or a foster childHomeless, a runaway, or a foster child Pregnant or a parentPregnant or a parent An offenderAn offender An individual who An individual who requires additional assistancerequires additional assistance to complete an to complete an

educational program or to secure and hold employment*educational program or to secure and hold employment*

ANDAND

* Defined by State or local policy. If the State Workforce Investment Board defines * Defined by State or local policy. If the State Workforce Investment Board defines a policy, the State’s strategic plan must include this definitiona policy, the State’s strategic plan must include this definition


WIA Youth Program Eligibility CriteriaWIA Youth Program Eligibility Criteria Up to 5%Up to 5% of youth participants served by youth programs in a of youth participants served by youth programs in a

local area may be individuals who do not meet the income local area may be individuals who do not meet the income criterion for eligible youth, but who have criterion for eligible youth, but who have oneone or more of the or more of the following barriers –following barriers – School dropoutSchool dropout Basic skills deficientBasic skills deficient Behind one or more grade levelsBehind one or more grade levels Pregnant or parentingPregnant or parenting Individual with a disabilityIndividual with a disability Homeless or runawayHomeless or runaway OffenderOffender Face a serious barrier to employment as identified by the Face a serious barrier to employment as identified by the

local board local board


Definitions of Program Eligibility Criteria TermsDefinitions of Program Eligibility Criteria Terms

Family (WIA Section 101(15))Family (WIA Section 101(15)) - Two or more - Two or more persons related by blood, marriage, or decree persons related by blood, marriage, or decree of court, who are living in a single residence, of court, who are living in a single residence, and are included in one or more of the and are included in one or more of the following categories - following categories -

A husband, wife, and dependent childrenA husband, wife, and dependent children A parent or guardian* and dependent childrenA parent or guardian* and dependent children A husband and wifeA husband and wife

*** The issue of guardianship concerning dependent children may be determined by * The issue of guardianship concerning dependent children may be determined by decree of court or may be determined by a state or federal agency which has decree of court or may be determined by a state or federal agency which has established or assumed guardianshipestablished or assumed guardianship



Dependent child (Working Families Tax Relief Act of 2004)Dependent child (Working Families Tax Relief Act of 2004) – A youth – A youth under age 19 (or under age 24 and a full-time student), living in a under age 19 (or under age 24 and a full-time student), living in a single residence, and who is being claimed as a dependent on a single residence, and who is being claimed as a dependent on a parent’s or guardian’s income tax returnparent’s or guardian’s income tax return

Related by blood or adoptionRelated by blood or adoption Shared the same principal residence as the parent/guardian for more than Shared the same principal residence as the parent/guardian for more than

half of the tax year (exceptions apply in some cases)half of the tax year (exceptions apply in some cases) Met one of the following: younger than 19; younger than 24 if a full- time Met one of the following: younger than 19; younger than 24 if a full- time

student for at least 5 months during the year; or totally and permanently student for at least 5 months during the year; or totally and permanently disabled during any part of the yeardisabled during any part of the year

Did not provide more than half of his or her own support during the yearDid not provide more than half of his or her own support during the year A U.S. citizen or national, or a permanent residentA U.S. citizen or national, or a permanent resident



Basic literacy skills deficient (WIA Section Basic literacy skills deficient (WIA Section 101(4))101(4)) – T– The individual has English reading, he individual has English reading, writing, or computing skills at or below the writing, or computing skills at or below the 8th grade level on a generally accepted 8th grade level on a generally accepted standardized test or a comparable score on standardized test or a comparable score on a criterion-referenced testa criterion-referenced test

School dropout (WIA Section 101(39))School dropout (WIA Section 101(39)) – An individual who is no longer – An individual who is no longer attending school and has not received a secondary school attending school and has not received a secondary school diploma or its recognized equivalentdiploma or its recognized equivalent

Homeless (Homeless (Stewart B. McKinney Homeless Assistance Act)Stewart B. McKinney Homeless Assistance Act) – An – An individual who lacks a fixed, regular, adequate night- time individual who lacks a fixed, regular, adequate night- time residenceresidence



Runaway (WIASRD)Runaway (WIASRD) – A person under 18 years of age who – A person under 18 years of age who absents himself or herself from home or place of legal residence absents himself or herself from home or place of legal residence without the permission of his or her family without the permission of his or her family

Foster Child (WIA Section 101(25(E))Foster Child (WIA Section 101(25(E)) – An individual who is in – An individual who is in foster care for whom foster care for whom State or local government payments are State or local government payments are made made

Pregnant or Parenting (WIASRD)Pregnant or Parenting (WIASRD) – An individual who is either – An individual who is either under 22 years of age and who is pregnant, or an individual under 22 years of age and who is pregnant, or an individual (male or female) who is providing custodial care for one or more (male or female) who is providing custodial care for one or more dependents under the age of 18dependents under the age of 18



Offender (WIA Section 101(27))Offender (WIA Section 101(27)) – An individual – An individual who is or has been subject to any stage of the who is or has been subject to any stage of the criminal justice process, for whom services criminal justice process, for whom services under this Act may be beneficial; or who under this Act may be beneficial; or who requires assistance in overcoming artificial requires assistance in overcoming artificial barriers to employment resulting from a record of barriers to employment resulting from a record of arrest or convictionarrest or conviction

Individual with a disability (WIA Section 101(17))Individual with a disability (WIA Section 101(17)) – An individual – An individual with any disability as defined in section 3 of the Americans with any disability as defined in section 3 of the Americans with Disabilities Act of 1990with Disabilities Act of 1990


Program Eligibility Documentation RequirementsProgram Eligibility Documentation Requirements

The regulations (20 CFR 661.120) give states and local areas The regulations (20 CFR 661.120) give states and local areas authority to establish their own policies and guidelines relating to authority to establish their own policies and guidelines relating to verifying and documenting eligibility, as long as they are verifying and documenting eligibility, as long as they are consistent with WIA, the regulations and other federal statutesconsistent with WIA, the regulations and other federal statutes

““Data Validation Policy for Employment and Training Programs,” Data Validation Policy for Employment and Training Programs,” TEGL No. 3-03 and subsequent updates (go to TEGL No. 3-03 and subsequent updates (go to http://www.doleta.gov/performance/reporting/Directives.cfm))

Grantees are required to annually validate data –Grantees are required to annually validate data – Report validation (required before submitting the WIA annual report)Report validation (required before submitting the WIA annual report) Data element validation (required within 120 days after Data element validation (required within 120 days after

submitting WIASRD individual records)submitting WIASRD individual records)


Program Eligibility Documentation RequirementsProgram Eligibility Documentation Requirements

ETA’s data element validation requirement outlines acceptable ETA’s data element validation requirement outlines acceptable documentation for significant data elements reported to ETA documentation for significant data elements reported to ETA (see Data Reporting and Validation System guides at(see Data Reporting and Validation System guides at http://www.doleta.gov/performance/reporting/tools_datavalidation.cfmhttp://www.doleta.gov/performance/reporting/tools_datavalidation.cfm))

For program eligibility items not covered included in ETA’s data element For program eligibility items not covered included in ETA’s data element validation guide, states and local areas may establish their own policies validation guide, states and local areas may establish their own policies and guidelines relating to and guidelines relating to verifying and documenting eligibilityverifying and documenting eligibility as long as long as they are consistent with the law and applicable guidance as they are consistent with the law and applicable guidance

If self-certification is used, the state or local area must If self-certification is used, the state or local area must incorporate a random sampling methodology to determine the incorporate a random sampling methodology to determine the accuracy of the self-certification method (TEGL 12-01, accuracy of the self-certification method (TEGL 12-01, Attachment C)Attachment C)


Service Eligibility Service Eligibility

Services Services mustmust be designed to meet the needs be designed to meet the needs of the youth rather than having the youth meet of the youth rather than having the youth meet the needs of the services the needs of the services WIA Section 129(c)(1)(B) – “…WIA Section 129(c)(1)(B) – “…service strategies for service strategies for

each participant that shall identify an employment each participant that shall identify an employment goal (including, in appropriate circumstances, goal (including, in appropriate circumstances, nontraditional employment), appropriate achieve- nontraditional employment), appropriate achievement objectives, and appropriate services for the ment objectives, and appropriate services for the participant taking into account the assessment…” participant taking into account the assessment…”

Services should be targeted “to those who can benefit from, and who Services should be targeted “to those who can benefit from, and who are most in need of, such opportunities” (WIA Section 195(1))are most in need of, such opportunities” (WIA Section 195(1))


Objective Assessment and ISS DevelopmentObjective Assessment and ISS Development

WIA 129(c)(1)(A) – “…provide an objective assessment of the WIA 129(c)(1)(A) – “…provide an objective assessment of the academic levels, skill levels, and academic levels, skill levels, and service needsservice needs of each of each participant, which assessment participant, which assessment shall include a review ofshall include a review of basic basic skills, occupational skills, prior work experience, employability, skills, occupational skills, prior work experience, employability, interest, aptitudes…,supportive services interest, aptitudes…,supportive services needs needs and and developmental developmental needs needs of such participants…”of such participants…”

The objective assessment identifies the needsThe objective assessment identifies the needs

An ISS identifies specific activitiesAn ISS identifies specific activities from different providers and from different providers and programs (including partner programs) to meet the needs identified programs (including partner programs) to meet the needs identified during objective assessment as well as other needs the youth may during objective assessment as well as other needs the youth may havehave


Documentation for Service Eligibility Documentation for Service Eligibility

The Individual Service Strategy is the core document- The Individual Service Strategy is the core documentation for service eligibility; it provides proof that a ation for service eligibility; it provides proof that a participant is in need of and eligible for services to be participant is in need of and eligible for services to be provided provided

The ISS is also used as the basic instrument for the The ISS is also used as the basic instrument for the local area to document appropriateness of decisions made about the local area to document appropriateness of decisions made about the mix and combination of services, including referrals to other programs mix and combination of services, including referrals to other programs for specified activities, that will help the youth reach his or her goalsfor specified activities, that will help the youth reach his or her goals

At such, the assessment results, barriers identified, supportive At such, the assessment results, barriers identified, supportive services needs, employment goals, etc. should be basis for services needs, employment goals, etc. should be basis for servicesservices

ISS


The ISS Must Meet the Statutory RequirementThe ISS Must Meet the Statutory Requirement

Develop an Individual Service Strategy that meets Develop an Individual Service Strategy that meets the requirements of WIA Section 129 (c )(1) (B):the requirements of WIA Section 129 (c )(1) (B):

Identifying an age appropriate career goalIdentifying an age appropriate career goal Provide preparation for postsecondary educationProvide preparation for postsecondary education Links to academic and occupational learningLinks to academic and occupational learning Prepare youth for employmentPrepare youth for employment Build strong links to job market and employersBuild strong links to job market and employers Basic Skills Deficiency and other barriers must be addressed in the Basic Skills Deficiency and other barriers must be addressed in the

service strategyservice strategy


WIA Youth Service Eligibility and the ISSWIA Youth Service Eligibility and the ISS

The Individual Service Strategy (ISS) builds on the information gathered in the The Individual Service Strategy (ISS) builds on the information gathered in the assessment. The more comprehensive the assessment, the better the plan.assessment. The more comprehensive the assessment, the better the plan.

ISS is a process for helping each INDIVIDUAL accomplish as much as ISS is a process for helping each INDIVIDUAL accomplish as much as possible, whether or not a job is the end resultpossible, whether or not a job is the end result

Results of the interview and other assessments feed into initial training and Results of the interview and other assessments feed into initial training and employment goalsemployment goals

Jointly interpret how these facts shape into a job goal … ask:Jointly interpret how these facts shape into a job goal … ask: What needs will a job fulfill?What needs will a job fulfill? What type of employment are you considering?What type of employment are you considering? What do you want out of a job?What do you want out of a job? What type of occupation or job do you want?What type of occupation or job do you want? When do you expect to be ready to apply for the type of job When do you expect to be ready to apply for the type of job

you want?you want?



The ISS will serve as the basis for the entire case management The ISS will serve as the basis for the entire case management service strategy and as a guide for delivery of appropriate service strategy and as a guide for delivery of appropriate servicesservices

The ISS should clearly indicate the youth’s participation in the The ISS should clearly indicate the youth’s participation in the development, signature is importantdevelopment, signature is important

Goal statements must be relevant for the participants academic, Goal statements must be relevant for the participants academic, social and career needs social and career needs

Ensure that the ISS is clear and specific enough that even Ensure that the ISS is clear and specific enough that even individuals who have had no prior involvement with the case individuals who have had no prior involvement with the case can understand itcan understand it



Relate every training activity to enhancement of Relate every training activity to enhancement of a skill assessed as needed for employment a skill assessed as needed for employment

Set priorities for action stepsSet priorities for action steps Clarify responsibility and consequencesClarify responsibility and consequences Set dates to review progress and, if necessary, Set dates to review progress and, if necessary,

modify the plan modify the plan


What Are we Trying to Achieve? What Are we Trying to Achieve?

Starting with the end in mindStarting with the end in mind Consider other things needed to make the youth Consider other things needed to make the youth

successfulsuccessful But also consider the common measure as a But also consider the common measure as a

goal in mindgoal in mind The goals of the common measures are generally two fold:The goals of the common measures are generally two fold:

Education attainment - (attainment of degree or certificate, or literacy or Education attainment - (attainment of degree or certificate, or literacy or numeracy gains)numeracy gains)

Education and job attainment - (placement in employment or education)Education and job attainment - (placement in employment or education) For 14-18 years old - younger youth:For 14-18 years old - younger youth:

In-schoolIn-school Attainment of degreeAttainment of degree

Out-of-school/dropoutOut-of-school/dropout Employment; education; occupational skills attainment/Increasing Employment; education; occupational skills attainment/Increasing

basic skills; literacy and numeracy gains basic skills; literacy and numeracy gains


What Should the ISS Contain? What Should the ISS Contain? Education/work goal:Education/work goal: Including a job that the participant is interested in Including a job that the participant is interested in

doing and for which s/he needs to acquire the skills to do the job when doing and for which s/he needs to acquire the skills to do the job when the plan is completed; it should take into account abilities, interests, and the plan is completed; it should take into account abilities, interests, and experiencesexperiences

Steps:Steps: Actions steps that are needed to reach the participant’s goal and Actions steps that are needed to reach the participant’s goal and how long it will take him/her to complete themhow long it will take him/her to complete them

Services:Services: List of services that the participant will require to reach his/her List of services that the participant will require to reach his/her goalgoal

Provider:Provider: Who will provide the services?Who will provide the services? Supportive services:Supportive services: List barriers that were identified thru the List barriers that were identified thru the

assessment; plan must state how each barrier will be addressedassessment; plan must state how each barrier will be addressed Progress:Progress: Outline of how progress towards the education Outline of how progress towards the education

and/or work goal will be evaluatedand/or work goal will be evaluated


What Should the ISS Contain? What Should the ISS Contain?

The ISS should clearly indicate the youth The ISS should clearly indicate the youth participation in the development; a signature is participation in the development; a signature is importantimportant

Goal statements must be relevant for the Goal statements must be relevant for the participant’s academic, social and career needs participant’s academic, social and career needs

ISS



Objective Assessment SummaryObjective Assessment Summary The objective assessment summary should sum up the results of all The objective assessment summary should sum up the results of all

assessments conductedassessments conducted It must contain an interpretation of each assessment result; the It must contain an interpretation of each assessment result; the

interpreted results must be incorporated in the plan and must serve as the interpreted results must be incorporated in the plan and must serve as the basis/ justification for why the service(s) is being providedbasis/ justification for why the service(s) is being provided

20 CFR 664.405(a)(2) “develop an ISS for each youth…,including 20 CFR 664.405(a)(2) “develop an ISS for each youth…,including identifying an age-appropriate career goal and identifying an age-appropriate career goal and consideration of the consideration of the assessment results for each youthassessment results for each youth…”…”



Description of the actual services that are being provided and their Description of the actual services that are being provided and their sequence - an example: sequence - an example: David James is being enrolled in a number of service activities; he and his case David James is being enrolled in a number of service activities; he and his case

manager wrote the following in his service strategy: Training – Start Date ___/ Est. manager wrote the following in his service strategy: Training – Start Date ___/ Est. End Date _____: Narrative: David James’ employment goal is _______________. End Date _____: Narrative: David James’ employment goal is _______________. He has completed his education and training at ________. Although Mr. James He has completed his education and training at ________. Although Mr. James now possesses the skills necessary to be marketable as a _________, he does not now possesses the skills necessary to be marketable as a _________, he does not possess the job readiness skills necessary to find employment. To obtain the possess the job readiness skills necessary to find employment. To obtain the necessary skills he will participate in Job Readiness Training, where he will attend necessary skills he will participate in Job Readiness Training, where he will attend workshops and receive instructions in life skills management, resume writing, workshops and receive instructions in life skills management, resume writing, interviewing, labor market research and job development techniques. In addition, interviewing, labor market research and job development techniques. In addition, he will utilize our Resource Room on a regular basis. James is expected he will utilize our Resource Room on a regular basis. James is expected to visit and utilize the Resource Room at least twice a week - it to visit and utilize the Resource Room at least twice a week - it will be documented in his participant file. will be documented in his participant file.



Description of how each service is connected to the Description of how each service is connected to the assessment results – clearly linking the assessment assessment results – clearly linking the assessment results to appropriate service plan – (WIA Section results to appropriate service plan – (WIA Section 129(c )(1)(B) “ 129(c )(1)(B) “develop service strategies for each develop service strategies for each participant that shall identify an employment goal….. participant that shall identify an employment goal….. appropriate achievement objectives, and appropriate services appropriate achievement objectives, and appropriate services for the participant for the participant taking into account the assessment taking into account the assessment conductedconducted…..”…..”



Services: Developing Multiple Options for Career LadderServices: Developing Multiple Options for Career Ladder Based on the assessment results:Based on the assessment results:

Develop multiple occupational training optionsDevelop multiple occupational training options Career ladder/pathwayCareer ladder/pathway of connected long-term and short-term employment and of connected long-term and short-term employment and

educational goals - educational goals - (how to get the youth from where he or she is – a dropout or (how to get the youth from where he or she is – a dropout or high school graduate – to where he or she wants to be – a registered nurse) - high school graduate – to where he or she wants to be – a registered nurse) - (e.g., (e.g., from dropout – CNA - Medical Assistant – LPN – RN)from dropout – CNA - Medical Assistant – LPN – RN)

Develop short-term and long-term goalsDevelop short-term and long-term goals Outcomes: Outcomes:

For each service, list the outcome that is expected to be achieved from the For each service, list the outcome that is expected to be achieved from the activity; once achieved, update ISS to document the outcome - (e.g., work activity; once achieved, update ISS to document the outcome - (e.g., work experience ended successfully, occupational training was experience ended successfully, occupational training was completed and certificate obtained)completed and certificate obtained)


How is the ISS Constructed?How is the ISS Constructed?

Use information in the assessment to build the Use information in the assessment to build the plan plan StrengthsStrengths BarriersBarriers Support services needed to overcome barriersSupport services needed to overcome barriers Training needed to overcome barriersTraining needed to overcome barriers

ISS determines the training strategy and timing/phasing of each ISS determines the training strategy and timing/phasing of each strategystrategy ClassroomClassroom Work experienceWork experience


Setting ISS Goals Setting ISS Goals

Meet the youth’s immediate needs firstMeet the youth’s immediate needs first A youth’s immediate needs are basic – the need for human comfort, education, A youth’s immediate needs are basic – the need for human comfort, education,

employment, safety, security, including financial securityemployment, safety, security, including financial security A youth may also express a need that he or she perceives as immediate, such as A youth may also express a need that he or she perceives as immediate, such as

getting a GED certificate; meeting a youth’s immediate need or perceived need getting a GED certificate; meeting a youth’s immediate need or perceived need first helps make the ISS a partnership between the youth and the case managerfirst helps make the ISS a partnership between the youth and the case manager

Next, determine activities using the 10 program elements, core labor Next, determine activities using the 10 program elements, core labor exchange services, and supportive services needed to exchange services, and supportive services needed to meet the youth’s immediate needsmeet the youth’s immediate needs It is important to prioritize needs – short-term, long-term, and immediate – It is important to prioritize needs – short-term, long-term, and immediate –

especially for older, out-of-school youthespecially for older, out-of-school youth Often, youth will disappear if needs they consider to be critical Often, youth will disappear if needs they consider to be critical

are not met immediatelyare not met immediately



Review objective assessments results to help youth Review objective assessments results to help youth identify long-term and short-term employment and identify long-term and short-term employment and education goals education goals Explain how continued WIA youth services can move Explain how continued WIA youth services can move

the participant beyond their immediate need, i.e. - the participant beyond their immediate need, i.e. - How supportive (childcare, transportation) can allow youth to continue to How supportive (childcare, transportation) can allow youth to continue to

participate in WIA activitiesparticipate in WIA activities How occupational skill training and basic skill can prepare the youth for a How occupational skill training and basic skill can prepare the youth for a

better job in a skilled occupationbetter job in a skilled occupation Use labor market information about the occupation to help develop/enhance Use labor market information about the occupation to help develop/enhance

their interest for needing to start and complete occupational training, if their interest for needing to start and complete occupational training, if appropriateappropriate



Focus on the needs and strengths of the youth as identified Focus on the needs and strengths of the youth as identified in objective assessment, not on the needs of the program. in objective assessment, not on the needs of the program. Needs and strengths might include: Needs and strengths might include: Basic skillsBasic skills Prior work experiencePrior work experience Occupational skillsOccupational skills Employability (e.g. SCANS skills or other work readiness/life skills)Employability (e.g. SCANS skills or other work readiness/life skills) Occupational interestOccupational interest Occupational aptitudesOccupational aptitudes Developmental needs (what a youth needs in order to develop employability Developmental needs (what a youth needs in order to develop employability

and career-related skills in each area aboveand career-related skills in each area above



Help youth identify long-term employment and education goals in an Help youth identify long-term employment and education goals in an occupation or career that leads to self-sufficiencyoccupation or career that leads to self-sufficiency

Work with the youth to identify short-term employment and education Work with the youth to identify short-term employment and education goals that lead to long-term goals (short-term goals in “bites” that lead goals that lead to long-term goals (short-term goals in “bites” that lead to long-term goal of youth)to long-term goal of youth)

Help youth identify a specific career pathway to attain tHelp youth identify a specific career pathway to attain the long-term he long-term employment goal - employment goal - You as a case manager needs to have knowledge You as a case manager needs to have knowledge about the various career ladder and opportunities to help the youth – about the various career ladder and opportunities to help the youth – so do some homeworkso do some homework

Anticipate potential barriers or challenges to completing Anticipate potential barriers or challenges to completing the plan and reaching goals the plan and reaching goals



What performance measures apply? – these measures will drive, to a large What performance measures apply? – these measures will drive, to a large extent, the activities and goals setextent, the activities and goals set

Where is this person now? – assessment results and career exploration Where is this person now? – assessment results and career exploration drive long and short-term goalsdrive long and short-term goals

Where do you want to go? – work as partners to negotiate mutual Where do you want to go? – work as partners to negotiate mutual agreementsagreements

For each long-term goal – a set of sequenced short-term goals – youth For each long-term goal – a set of sequenced short-term goals – youth achieve regular “wins”achieve regular “wins”

Time-sequence and prioritize the goals and objectives – an action plan that Time-sequence and prioritize the goals and objectives – an action plan that focuses on “bite-size” piecesfocuses on “bite-size” pieces

Determine who does what – who needs to be involved – Determine who does what – who needs to be involved – case manager’s organization and/or referrals to case manager’s organization and/or referrals to partners partners

Questions?Questions?


Winston TompoeWinston TompoeYouth Program SpecialistYouth Program SpecialistAtlanta Regional OfficeAtlanta Regional Office

[email protected]@DOL.GOV

united states department of labor employment and training administration eta region 3 - atlanta the...

Documents

service needs

youth program participation

service eligibilityservices

service eligibilitythe

characteristics of youth

aptitudes supportive

opportunities wia section

assessment services