1. 1 Initial Assessments Welfare Transition 2009

2. 2 Initial Assessment According to the dictionary, assess is  The act of appraising  The collection of information

3. 3 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

4. 4 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

5. 5 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

6. 6 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

7. 7 Initial Assessment An assessment is not just a test, it is an ongoing process

8. 8 Initial Assessment When should the assessment process start?  The assessment process should begin During work registration During the first one-on-one appointment

9. 9 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

10. 10 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

11. 11 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

12. 12 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

13. 13 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.

14. 14 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.

15. 15 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.

16. 16 Back to Basics What if the initial assessment was completed during the work registration process, which is before the case became mandatory?

17. 17 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

18. 18 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

19. 19 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

20. 20 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?

21. 21 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)

22. 22 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)

23. 23 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

24. 24 Back to Basics Think about it  You take the TABE survey that looks like this

25. 25 Back to Basics What is the correct answer?  (d) is the correct answer if this is how you see the information

26. 26 Back to Basics Because you  Are dyslexic  Were timed  Were not able to evaluate the order of the answers You received a 2 nd grade result Instead of entry into the vocational training program you wanted, you received entry into a remediation program

27. 27 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

28. 28 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

29. 29 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?

30. 30 Initial Assessment Lets get back to meeting our participant for the first time We will discuss more about individualizing our program as we continue

31. 31 Initial Assessment Why is it important for us to gather information about the participant’s  Skills  Prior work history  Employability

32. 32 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?

33. 33 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?

34. 34 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

35. 35 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?

36. 36 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?

37. 37  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?

38. 38 Why Does It Matter Anyway? What do you think the result of this activity assignment will be?

39. 39 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?

40. 40 Back to Basics

41. 41 Back to Basics

42. 42 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?

43. 43 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?

44. 44 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?

45. 45 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

46. 46 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

47. 47 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?

48. 48 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?

49. 49 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

50. 50 Back to Basics

51. 51 Back to Basics To add a “Need or Barrier”  Click the Add button To edit the “Need or Barrier”  Click the blue hyperlink

52. 52 Back to Basics

53. 53 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.

54. 54 Back to Basics

55. 55 Back to Basics

56. 56 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

57. 57 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

58. 58 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

59. 59 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

60. 60 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

61. 61 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

62. 62 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

63. 63 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

64. 64 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

65. 65 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.