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Initial Assessments
Welfare Transition
2009
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Initial Assessment
According to the dictionary, assess is
The act of appraising
The collection of information
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Initial Assessment Each program participant is unique
Their own set of skills
Their own work history
Their own needs
Their own barriers
Each program participant deserves their own opportunities
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Initial Assessment
How do we make that happen?
We recognize that each participant is a unique individual
This is not a “one-size” fits all program
The program is really a set of processes that engage the program participant in services and activities designed to
Empower the participant to manage issues and daily emergencies
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Initial Assessment
How do we make that happen?
The program is really a set of processes that engage the program participant in services and activities designed to
Empower the participant to overcome barriers
Empower the participant to organize information
Empower the participant to gain additional skills
Empower the participant to move forward towards self-sufficiency
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Initial Assessment
Assessments are one of the foundational components of the case management process
Information from assessments are used to
Identify issues that keep the participant from moving forward
Help the participant create a network of support
Offer appropriate services
Assign participants to appropriate activities
Develop a written plan with the participant
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Initial Assessment
An assessment is not just a test, it is an ongoing process
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Initial Assessment
When should the assessment process start?
The assessment process should begin
During work registration
During the first one-on-one appointment
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Initial Assessment
When should the assessment process start?
Prior to entry into a program activity as a mandatory participant
Assessments are to help staff assign the appropriate activity based on the participant’s
Goals
Skills
Work history
Barriers
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Initial Assessment When should the assessment process start?
Prior to being connected to a worksite so that
Participants are connected to a Work Experience worksite directly connected with his/her job goals
Prior to being connected with an employer so that
Participants are referred to employers during Job Search and Job Readiness Assistance based on the skills the participant has, the goals the participant has outlined, and the skills the employer is looking for
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Initial Assessment
When should the assessment process start?
Prior to being referred to an education institution or training program
Participants are to be connected to a training directly related to their goals
Gain critical information
Gain critical skills
Gain certification
Gain basic knowledge
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Initial Assessment What does federal law require?
Federal law requires an initial assessment to be completed within 30 days of getting cash assistance
The 30 days is based on the following One Stop Service Tracking (OSST) system alerts New Case
Reopen
Transfer to
End Applicant
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Back to Basics What does an End Applicant To-Do look
like?
On the Case To-Do screen, the alerts are posted. In this case, the to-do is posted on the Historical To-Do screen because the To-
Do was “confirmed” by staff. “End Applicant” means the participant’s case was open while the individual was an
applicant. The participant started getting assistance and was referred. The record was received, and the system alerted the
staff to start engaging the customer as a required cash assistance recipient.
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Back to Basics
The case manager’s unconfirmed to-dos are posted on the Desktop
screen under the To-Do Lists. The case manager can click on the
Unconfirmed Items hyperlink to go to the list of alerts that need action
taken.
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Back to Basics
The FLORIDA system sent us a record in May and the interface took action. The OSST system reopened this case on May 7, 2009, which is documented by the Post Date. The monitors will look to
see if the Initial Assessment was completed within 30 days of this date.
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Back to Basics
What if the initial assessment was completed during the work registration process, which is before the case became mandatory?
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Back to Basics
If the applicant completed an initial assessment during work registration An initial assessment is nothing more than
questions and answers unless the information is used The information must be reviewed after the case
changes to “mandatory”
The initial assessment form and/or system should indicate that the information was reviewed and updated once the case became mandatory
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Back to Basics The participant
Was engaged as an applicant in April 2009
Became mandatory in May 2009
Met with staff May 31, 2009 The initial assessment form
was reviewed The hidden disability
assessment completed The participant referred for
services The case notes updated to
capture all the information
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Initial Assessment
The initial assessment process and tools are designed by the Regional Workforce Board (RWB)
The initial assessment must include an assessment of the participant’s (45 CFR 261.11)
Work history
Employability
Skills
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Brief Exercise
What does the region’s initial assessment include?
Is there a specific form?
Is there a combination of forms or assessments?
When is it completed?
When is it reviewed?
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Initial Assessment Information gathered during the initial
assessment process is the foundation of engagement
The information must be used
To identify issues that may interfere with success
To offer the right services
To offer referrals to other agencies for services
To engage the participant in the right activities
To develop the Individual Responsibility Plan (IRP)
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Initial Assessment
The initial assessment process should include a hidden disabilities screening
Thirteen questions that are read to the participant
The answers are scored quickly
Refer the participant for a complete evaluation if (s)he scores higher than a 12
This must be completed prior to requiring the participant to complete a formal test such as the Test of Adult Basic Education (TABE)
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Back to Basics Why should regional staff complete the
hidden disabilities screening with the participant prior to a formal test?
A right to meaningful engagement
If the participant has a hidden disability and scores at the second grade on the TABE, (s)he will be placed in activities that may not be appropriate
Engagement will not be meaningful, and the participant will be frustrated
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Back to Basics Think about it
You take the TABE survey that looks like this
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Back to Basics
What is the correct answer?
(d) is the correct answer if this is how you see the information
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Back to Basics
Because you
Are dyslexic
Were timed
Were not able to evaluate the order of the answers
You received a 2nd grade result
Instead of entry into the vocational training program you wanted, you received entry into a remediation program
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Back to Basics What might be the result of this situation?
Quit
Sanction
This outcome does not help the program participant access the program in a meaningful way
This outcome does not help the program’s performance either
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Back to Basics Equality is the law
Individuals have the right to access
Services
Activities
Our program
Access means
The ability to participate
The ability to get something out of it
The ability to have meaningful participation
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Back to Basics How can we make our program accessible in a meaningful way?
Other types of accommodations
Computer with a larger screen
Large print books
Staff to read questions and answers
Tutoring while in school
Employers willing to assist with skill development
Referral for services
Access to appropriate assessments
Assignment to activities based on professional screening Who do you refer
participants to for hidden disability assessment?
Who helps your participants determine the right path if (s)he has a hidden disability?
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Initial Assessment
Lets get back to meeting our participant for the first time
We will discuss more about individualizing our program as we continue
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Initial Assessment
Why is it important for us to gather information about the participant’s
Skills
Prior work history
Employability
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Skills
What skills does the participant have?
Can (s)he read?
Can (s)he run a register?
Can (s)he speak English?
Can (s)he type?
Has (s)he ever used a computer?
Does (s)he know how to answer a multi-line phone?
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Skills Review the initial assessment form and consider
the information You may have to ask for more information
Examples I see that you worked for Two Man Moving Company
What did you do for the company?
Tell me about your typical work day?
Who were your customers?
How did you help your customers?
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Skills
Write down the information
Update the form directly
Date the information and initial the changes
This documents that you reviewed the information and that you updated the initial assessment timely
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Skills What do we do with this information?
Based on the participant’s skills
Does the participant have skills that can be used in a different job?
Does the participant know how to put that information on an application?
What else can you do with the information that the participant gives you related to his/her skills?
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Why Does It Matter Anyway?
Correctly referring the participant to the correct activity directly impacts his or her success, as well as performance
This participant is referred to an employer for a clerical position
Based on the participant’s skills, is this a good fit as a first activity?
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This participant interviews for an office position
This position requires the individual to work directly with customers
During the initial assessment, we did not discover the fact that this participant Has never worked a multi-line phone
Cannot type
Is not very good communicating with customers
Why Does It Matter Anyway?
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Why Does It Matter Anyway?
What do you think the result of this activity assignment will be?
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Will the participant accept the job?
If the participant accepts the job, will (s)he remain employed for a long time?
How will the employer feel about receiving an unqualified and inappropriate applicant from the Career Center?
Why Does It Matter Anyway?
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Back to Basics
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Back to Basics
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Prior Work Experience The initial assessment must gather information
about the participant’s prior work history and experience Has (s)he ever had a steady job?
Are the jobs “as needed”?
Are the jobs 10 hours a week or 40 hours a week?
How long does (s)he usually stay employed?
One month?
Two months?
Years?
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Prior Work Experience The initial assessment must gather information about
the participant’s prior work history and experience
When was the last time (s)he worked?
Has the participant worked during the past year?
Why did (s)he leave?
Did the employer go out of business?
Did the job go over seas?
Was the job seasonal?
Did the participant get fired?
Did the participant quit?
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Why Does It Matter Anyway?
What services can we offer a participant whose job went overseas?
What services can we offer a participant who recently lost his/her job because of the economic downturn?
The participant is a Veteran who recently left full-time military duty or returned from deployment. What services can we offer this participant?
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Why Does it Matter Anyway? Information about a participant’s work experience gives
us indicators about services the individual may need or activities that may (or may not be) appropriate
Work experience can also provide information about workplace habits
Arguing with a supervisor
Being tardy
Being fired
Promotions
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Employability
What does “employability” mean?
Employability is a very broad topic
There are a lot of issues that impact a participant’s ability to get and keep a job
What questions on your region’s tool address “employability”?
Write these down
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Employability Lets review some of the information
Can (s)he apply for a job and start today?
Does (s)he need childcare?
Does (s)he have reliable transportation?
Does (s)he need workplace accommodations?
Does (s)he have the skills needed for the job/career (s)he wants?
Does (s)he have a felony charge that may interfere with getting hired or keeping the job once hired?
Does (s)he have a child with health issues?
Is (s)he facing a mental health or substance abuse issue that has interfered with past employment?
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What Does It Matter Anyway? His/her children get out of school every day at
3:00 PM and (s)he does not have childcare (S)he leaves her classes early every day to get his/her
children
(S)he completes only 25 hours per week
(S)he does not get a satisfactory grade and does not progress in the program
What happened? Did we not recognize the need for childcare during the
initial assessment process?
Did we not question the participant about his/her arrangements for childcare?
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What Does It Matter Anyway? If we have not properly assessed barriers to
employment or participation
The participant will not show for his/her appointment or activity
The participant will not complete hours in his/her activity
The region’s performance will be negatively impacted
Most importantly, the participant will not reach his/her goals
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Back to Basics
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Back to Basics To add a “Need or Barrier”
Click the Add button
To edit the “Need or Barrier”
Click the blue hyperlink
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Back to Basics
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Back to Basics
To update or close a barrier, click on the appropriate hyperlink. The barrier “Transportation” was entered in 2006.
This one is being terminated and a new “Transportation” barrier entered.
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Back to Basics
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Back to Basics
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Using the Initial Assessment We must use this
information to
Offer services
Empower the participant to develop and use a support network
Engage the participant as a unique individual
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Using the Initial Assessment Identify goals
Employment goals
Goals for earnings
Help the customer identify what (s)he wants
Home
Car
Money for holidays and birthdays
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Using the Initial Assessment Identify needs and barriers
Issues that would prevent the participant from completing steps towards his/her goals
Need for childcare
Unreliable transportation
Money for gas or bus pass
No clothing to interview in
Mental health or substance abuse issues
Hidden or other disabilities/limitations
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Using the Initial Assessment Offer services that
are available through the WT program
Transportation
Childcare
Refer the participant to secure services
Domestic violence counseling/shelter
Clothing
Counseling/Treatment
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Using the Initial Assessment Have the participant begin
creating a network of resources
Phone number to the United Way
Family members that can help out if a child is sick
Neighbors that can help out of a child is sick
The bus route in case the car breaks down
Empower participants to plan ahead and use their resources
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Using the Initial Assessment
Identify skills and strengths
Include this information on a rèsumè
Include this information on applications
Use this information to connect to possible career opportunities
Match participants to employers
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Using the Initial Assessment
Use this information to encourage further training or Work Experience
Does the participant need to learn how to speak English better to get the job (s)he wants?
This may include classroom training
This may include Work Experience to practice communicating effectively
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Using the Initial Assessment
Does the participant need to gain computer skills to get the job (s)he wants? The participant may be able to gain skills
through classroom training
The participant may also be able to gain skills through Work Experience
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Assign appropriate activities
Connect the participant to an activity that will help him reach his goals
Connecting the participant to an activity that helps him achieve career goals will directly impact his participation
This is called “buy-in”
Ensure the activities are appropriate based on skills, and employability needs
Using the Initial Assessment
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Questions, Comments, Concerns
Agency for Workforce Innovation
1-866-352-2345
An equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. All voice telephone numbers on this document may be reached by persons using TTY/TDD
equipment via the Florida Relay Service at 711.
