ETA Region 3 - Atlanta 1 Youth Assessment and Case Management: Understanding the Big Picture South...

ETA Region 3 - AtlantaETA Region 3 - Atlanta 1

Youth Assessment and Case Youth Assessment and Case Management: Understanding the Management: Understanding the Big PictureBig Picture

South Carolina Partnership South Carolina Partnership SymposiumSymposium

Wednesday, February 22, 2012Wednesday, February 22, 2012

Winston Tompoe

Federal Project Officer & Regional Youth Lead

[email protected] 404.302.5372

ETA Region 3 - AtlantaETA Region 3 - Atlanta 2ETA Region 3 - AtlantaETA Region 3 - Atlanta 2

Youth Session Overview Youth Session Overview

The Youth Aren’t Alright – A Big Picture ViewThe Youth Aren’t Alright – A Big Picture View Youth Service Design FrameworkYouth Service Design Framework Program Eligibility vs Service EligibilityProgram Eligibility vs Service Eligibility Purpose of Comprehensive AssessmentPurpose of Comprehensive Assessment What to Assess in Objective AssessmentWhat to Assess in Objective Assessment Interpreting Assessment ResultsInterpreting Assessment Results Using Results to Develop Goal, Objectives, Using Results to Develop Goal, Objectives,

& Services& Services What is the ISS What is the ISS

ISS as Documentation for Service ISS as Documentation for Service

EligibilityEligibility

What Should the ISS Contain?What Should the ISS Contain? Components of an ISSComponents of an ISS Specific Contents of the ISSSpecific Contents of the ISS Development of the ISS – Steps Development of the ISS – Steps

to Taketo Take Case Management can Drive Case Management can Drive

Participants Success or FailureParticipants Success or Failure Effective Career PlanningEffective Career Planning Why Career Ladder OptionsWhy Career Ladder Options Job Matching and Supportive Job Matching and Supportive

ServicesServices Follow-upFollow-up

“The Class of 2011:The Class of 2011:

Young workers face a dire labor market Young workers face a dire labor market without a safety net”without a safety net”

Heidi Shierholz and Kathryn Anne EdwardsHeidi Shierholz and Kathryn Anne Edwards

Economic Policy Institute, April 20, 2011Economic Policy Institute, April 20, 2011


The Youth Aren’t AlrightThe Youth Aren’t Alright

Unemployment Twice as High for Young WorkersUnemployment Twice as High for Young Workers


Employment of Young H.S. Graduates PlummetsEmployment of Young H.S. Graduates Plummets


Young College Graduates Also Struggle to Find WorkYoung College Graduates Also Struggle to Find Work


Young Workers are not Sheltering in SchoolYoung Workers are not Sheltering in School

Service Design FrameworkService Design FrameworkIntake and Eligibility

Determination

CoreServices

Individual Employment Plan/Case File

IntensiveServices

Training Services

Set Goals Case Management Attain Goals

Need for IntensiveServices

Need for TrainingServices

EmployedFollow-up Services


Program Eligibility vs. Service EligibilityProgram Eligibility vs. Service Eligibility

Two sets of eligibility criteriaTwo sets of eligibility criteria Program eligibility refers to the statutory definition of the target Program eligibility refers to the statutory definition of the target

group (i.e., characteristics of youth, like being between the group (i.e., characteristics of youth, like being between the ages of 14 and 21)ages of 14 and 21)

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


Comprehensive Assessment is Comprehensive Assessment is Key to Determining Service Key to Determining Service

EligibilityEligibility

Case Managers should use assessment as tool to document the

need for service under WIA

Purpose of a Comprehensive AssessmentPurpose of a Comprehensive Assessment

20 CFR Part 652 Preamble states: 20 CFR Part 652 Preamble states: The purpose of assessment is to:The purpose of assessment is to:

Help individuals and program staff Help individuals and program staff ““make decisions make decisions about appropriate employment goals about appropriate employment goals””

Develop Develop ““effective service strategieseffective service strategies”” for reaching those for reaching those goalsgoals

Meaningful service planning cannot exist without “effective Meaningful service planning cannot exist without “effective assessment practices”assessment practices”

Assessment is the starting point when developing ISSAssessment is the starting point when developing ISS


What to Assess in Objective Assessment What to Assess in Objective Assessment

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…”

An objective assessment is key to determining An objective assessment is key to determining youth needs to be met for program-eligible youth youth needs to be met for program-eligible youth

ISS identifies specific activitiesISS identifies specific activities from different providers and from different providers and programs (including partner programs) to meet the needs programs (including partner programs) to meet the needs identified during objective assessmentidentified during objective assessment

Interpreting Assessment ResultsInterpreting Assessment Results

Assessment results must be interpreted and incorporated in ISS Assessment results must be interpreted and incorporated in ISS plan (documented in file)plan (documented in file)

Establish rapport with participant by summarizing resultsEstablish rapport with participant by summarizing results Ask for their impressions of the test result and then explain the Ask for their impressions of the test result and then explain the

scoring systemscoring system Interpret in terms of the kinds of decisions participants must makeInterpret in terms of the kinds of decisions participants must make Use language that is easily understood and inoffensive to clientsUse language that is easily understood and inoffensive to clients Don’t avoid low scores but don’t make low scores the center of the Don’t avoid low scores but don’t make low scores the center of the

interpretationinterpretation Emphasize results are to focus on career exploration processEmphasize results are to focus on career exploration process Keep documentation of test results and briefs of what participant Keep documentation of test results and briefs of what participant

was told; maintain in case filewas told; maintain in case file


Use Results to Develop Goals, Objectives, and Use Results to Develop Goals, Objectives, and ServicesServices

Services Services mustmust be designed to meet the needs be designed to meet the needs of the youth rather than having the youth meet the of the youth rather than having the youth meet the needs of the servicesneeds 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 ment objectives, and appropriate services for the participant taking into account the the participant taking into account the assessment…”assessment…”

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


What is the ISS? What is the ISS?

Every youth participant must have an ISS (WIA 129(c )(1)(B) Every youth participant must have an ISS (WIA 129(c )(1)(B) ISS should be a specific plan developed for each youth; based on ISS should be a specific plan developed for each youth; based on

the objective assessment and identifies:the objective assessment and identifies: Employment goal (including, in appropriate circumstances, Employment goal (including, in appropriate circumstances,

nontraditional employment)nontraditional employment) An educational goalAn educational goal Appropriate achievement objectives, andAppropriate achievement objectives, and Appropriate services for the youth Appropriate services for the youth

ISS


ISS as Documentation for Service Eligibility ISS as Documentation for Service Eligibility

The ISS is a core documentations for service eligibility. It The ISS is a core documentations for service eligibility. It provides:provides:

Proof of needsProof of needs Documentation of needsDocumentation of needs Establishes eligibility for services to be provided.Establishes eligibility for services to be provided.

Serves as basic instrument to:Serves as basic instrument to: Document appropriateness of decisionsDocument appropriateness of decisions Justification for mix of services, Justification for mix of services,

including referrals to other programs for specified including referrals to other programs for specified activities. activities.

ISS


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

Objective Assessment Objective Assessment It must contain an interpretation of each assessment result; It must contain an interpretation of each assessment result;

the interpreted results must be incorporated in the plan and the interpreted results must be incorporated in the plan and must serve as the basis/justification for why the service(s) must serve as the basis/justification for why the service(s) is being providedis 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 how each service is connected to the Description of how each service is connected to the assessment results – clearly linking the assessment results assessment results – clearly linking the assessment results to appropriate service plan to appropriate service plan WIA Section 129(c )(1)(B) “WIA Section 129(c )(1)(B) “develop service strategies for each participant develop service strategies for each participant

that shall identify an employment goal….. appropriate achievement that shall identify an employment goal….. appropriate achievement objectives, and appropriate services for the participantobjectives, and appropriate services for the participant taking into account taking into account the assessment conductedthe assessment conducted…..”…..”


Components of the ISSComponents of the ISS Identifying information Identifying information Objective assessments resultsObjective assessments results

Basic skillsBasic skills Prior work experiencePrior work experience Employment skills or other Employment skills or other

work readiness/life skillswork readiness/life skills Occupational interest Occupational interest

(including nontraditional (including nontraditional occupations)occupations)

Occupational aptitudesOccupational aptitudes Developmental needs (what Developmental needs (what

a youth needs in order to a youth needs in order to develop employability and develop employability and career-related skills in each career-related skills in each of the areas above)of the areas above)

Other factors, for exampleOther factors, for example Adult role modelsAdult role models Learning successes and Learning successes and

challengeschallenges Study skillsStudy skills Career awarenessCareer awareness Leadership experienceLeadership experience Other interests or involvementOther interests or involvement

Career pathway of connected Career pathway of connected long and short-term employment long and short-term employment and educational goals (moving and educational goals (moving from where he/she is – a high from where he/she is – a high school dropout – to where school dropout – to where he or she wants to be – he or she wants to be – a registered nurse) a registered nurse)


Components of an ISSComponents of an ISS Sequence of specific solutions Sequence of specific solutions

and activities under program and activities under program elements to meet the youth’s elements to meet the youth’s immediate needs – supportive immediate needs – supportive service needs, and service needs, and developmental needs to attain developmental needs to attain short and long-term employment short and long-term employment and educational goalsand educational goals

Supportive services that enable Supportive services that enable the youth to participate in WIA the youth to participate in WIA program activitiesprogram activities

Benchmarks, action steps, and Benchmarks, action steps, and responsibilities for both the responsibilities for both the youth and the case manageryouth and the case manager

Measurable short-term goals that Measurable short-term goals that correspond to long-term goalscorrespond to long-term goals

Educational goals such as Educational goals such as complete high school or complete complete high school or complete occupational skill trainingoccupational skill training

Employment goals such as obtain Employment goals such as obtain internshipinternship

Supportive services Supportive services Life skills such as develop a Life skills such as develop a

personal budgetpersonal budget Projected dates for completion of Projected dates for completion of

objectives and goalsobjectives and goals Services provided by partnersServices provided by partners Signatures to show mutual Signatures to show mutual

commitmentcommitment


Development of the ISS – Steps to TakeDevelopment of the ISS – Steps to Take

1.1. Meet the youth’s immediate needs firstMeet the youth’s immediate needs first A youth’s immediate needs are basic needs for human comfort, safety, A youth’s immediate needs are basic needs for human comfort, safety,

and security, including financial securityand security, including financial security A youth may also express a need that s/he perceive as immediate, A youth may also express a need that s/he perceive as immediate,

such as getting a GEDsuch as getting a GED Meeting a youth’s immediate need or perceived need first helps make Meeting a youth’s immediate need or perceived need first helps make

the ISS a partnership between youth and the case manager; it builds the ISS a partnership between youth and the case manager; it builds commitment and interest to succeedcommitment and interest to succeed

Begin activities under program elements, core labor exchange Begin activities under program elements, core labor exchange services, or supportive services designed to meet the youth’s services, or supportive services designed to meet the youth’s immediate needsimmediate needs

If a youth wants a job or income:If a youth wants a job or income: Refer youth to core labor exchange servicesRefer youth to core labor exchange services Help youth develop and post resume, search job Help youth develop and post resume, search job

listings, and apply for jobslistings, and apply for jobs Provide work readiness skills trainingProvide work readiness skills training


Development of the ISS – Steps to TakeDevelopment of the ISS – Steps to Take

2. Develop an action plan2. Develop an action plan Identify benchmarks that will help the youth reach long-term and Identify benchmarks that will help the youth reach long-term and

short-term employment and educational goalsshort-term employment and educational goals Be sure benchmarks include small, achievable steps so youth can Be sure benchmarks include small, achievable steps so youth can

experience successexperience success Example of effective benchmarks: a) make a C in all courses; b) Example of effective benchmarks: a) make a C in all courses; b)

improve reading skills to grade level 8.0; d) complete 6 months of on-improve reading skills to grade level 8.0; d) complete 6 months of on-the-job training (OJT) in auto mechanicsthe-job training (OJT) in auto mechanics

Prioritize benchmarksPrioritize benchmarks Set 2-3 benchmarksSet 2-3 benchmarks Develop benchmarks as a partnership between youth and case Develop benchmarks as a partnership between youth and case

managermanager Include time for completion for each benchmarkInclude time for completion for each benchmark

Specific Contents of the ISS Specific Contents of the ISS

Establishment of Goal: Establishment of Goal: Include a job the participant interested in doingInclude a job the participant interested in doing List skills to be acquired to do the job upon plan completionList skills to be acquired to do the job upon plan completion

Action Steps:Action Steps: Actions steps needed to reach work/education goalActions steps needed to reach work/education goal List how long it will take him/her to complete themList how long it will take him/her to complete them

Services:Services: List services needed to reach career/education goalList services needed to reach career/education goal

Provider:Provider: Who will provide the services the participant need to go to workWho will provide the services the participant need to go to work

Supportive Services:Supportive Services: List barriers identified through the assessmentList barriers identified through the assessment Plan must articulate how each barrier will be addressedPlan must articulate how each barrier will be addressed

Progress:Progress: State how progress towards the goal will be measuredState how progress towards the goal will be measured



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 options as appropriateDevelop multiple occupational training options as appropriate 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 individual from where he or she is – a dropout (how to get the individual from where he or she is – a dropout or high school graduate – to where he or she wants to be – a registered nurse) - or high school graduate – to where he or she wants to be – a registered nurse) - (e.g., from dropout – CNA - Medical Assistant – LPN – RN)(e.g., from dropout – CNA - Medical Assistant – LPN – RN)

Develop short-term and long-term goalsDevelop short-term and long-term goals OutcomesOutcomes

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)


Combination of Services Combination of Services Determine the appropriate combination of services for the participant to Determine the appropriate combination of services for the participant to

achieve the employment goals (20 CFR 663.245)achieve the employment goals (20 CFR 663.245) Services must be traceable to results from assessment, evaluation, and Services must be traceable to results from assessment, evaluation, and

identified occupational training needsidentified occupational training needs Timeframe for achieving each recommended service – serves as means for Timeframe for achieving each recommended service – serves as means for

ensuring appropriate planning, accountability, expectations, etc. ensuring appropriate planning, accountability, expectations, etc. Obstacles that participants need to address and overcome to Obstacles that participants need to address and overcome to

attain their employment goal(s)attain their employment goal(s) Identify how each barrier or need will be addressed and by whomIdentify how each barrier or need will be addressed and by whom

Conduct periodic reviews of actual activities in relation to Conduct periodic reviews of actual activities in relation to participant plans to determine progress and any related participant plans to determine progress and any related problems that may arise; record in case note problems that may arise; record in case note

Case Management Practices That Drive Success or Case Management Practices That Drive Success or FailureFailure

Here are areas of CM that impact participant success:Here are areas of CM that impact participant success: Comprehensive Assessment & ISS DevelopmentComprehensive Assessment & ISS Development

ISS serves as the basis for entire case managementISS serves as the basis for entire case management It guides the delivery of appropriate servicesIt guides the delivery of appropriate services

Effective Career PlanningEffective Career Planning Job Matching and Job Placement StrategiesJob Matching and Job Placement Strategies Supportive ServicesSupportive Services Follow-up servicesFollow-up services

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Effective Career PlanningEffective Career Planning

Based on the assessment results:Based on the assessment results: Develop multiple occupational training options as appropriateDevelop multiple occupational training options as appropriate Career ladder/pathway of connected long-term and short-term Career ladder/pathway of connected long-term and short-term

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

May start with entry level training May start with entry level training

Use career ladders and lattices to show pictorial image of career path and Use career ladders and lattices to show pictorial image of career path and progression in jobsprogression in jobs

Use career options to help participant develop short-term and long-term goalsUse career options to help participant develop short-term and long-term goals Based on ISS , help participant select careers with portable recognized Based on ISS , help participant select careers with portable recognized

credentialscredentials29

Example of a Career Ladder for NursingExample of a Career Ladder for Nursing

Home Health Home Health AideAide

Personal and Personal and Home Care AideHome Care Aide

Direct Support Direct Support ProfessionalProfessional

Certified Nurse Certified Nurse AssistantAssistant

Licensed Licensed Practical NursePractical Nurse

Registered Registered NurseNurse

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Used to: Used to: Attract individuals to industry by showing potential career Attract individuals to industry by showing potential career

progression beyond entry points, progression beyond entry points, Focus career development efforts Focus career development efforts Show workers how different jobs interconnect within careers Show workers how different jobs interconnect within careers

in an industry, and in an industry, and Inform workers about the training, education, and Inform workers about the training, education, and

developmental experiences that would enable them to developmental experiences that would enable them to accomplish their career objectivesaccomplish their career objectives

Why Career Ladder Options?Why Career Ladder Options?

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Job Matching and Supportive ServicesJob Matching and Supportive Services Job matching and placement:Job matching and placement:

Start job development strategies early; don’t wait till graduationStart job development strategies early; don’t wait till graduation Coordinate job hunt closely with business service repsCoordinate job hunt closely with business service reps Look at industry trend, what are employers looking for to hire new Look at industry trend, what are employers looking for to hire new

entrance?entrance? Arrange for mock job interviews (multiples if needed)Arrange for mock job interviews (multiples if needed)

Supportive ServicesSupportive Services Participation can suffer when appropriate safety nets are not in placeParticipation can suffer when appropriate safety nets are not in place All supportive services identified in ISS must be addressed; but WIA does All supportive services identified in ISS must be addressed; but WIA does

not have to pay in all cases. Refer to appropriate one-stop partners for not have to pay in all cases. Refer to appropriate one-stop partners for non-WIA funded supportive servicesnon-WIA funded supportive services

Follow-upFollow-up

Effective follow-up increases long-term employmentEffective follow-up increases long-term employment Provide FU services (i.e. job keeping skills, new certification, etc.) Provide FU services (i.e. job keeping skills, new certification, etc.)

that helps increase wages, retentionthat helps increase wages, retention Follow-up is required for 12 monthsFollow-up is required for 12 months

ETA Region 3 - Atlanta 1 Youth Assessment and Case Management: Understanding the Big Picture South...

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