Assessment and
Planning
Agency for Workforce Innovation
August 2007
1
What is Assessment?
 According to the dictionary,
assess means

The act of appraising

To determine value

The collection of information
2
Assessment
 For the Welfare Transition program, assessments
allow staff to make official evaluations based on
information collected
 Information from assessments are used to

Offer appropriate services

Assign appropriate activities

Develop a plan with the participant to guide him/her
towards his/her goals
3
Assessment
 An assessment is not just a test, it is an
ongoing process
 Assessments

Are an introduction to the participant

Help staff to learn about the participant

Help the participant to get to know him/herself
4
Assessment

Enable the participant to
address needs, barriers and
achieve goals

Find the starting point for plan
development

Follow the participant’s
progress for meeting goals
5
Assessment
 When should program applicants or
participants be assessed

The assessment process should begin
 With
work registration, orientation or career
specialist appointment
 Each
time the case reopens

Before entering certain activities

Before being referred to an employer

Etc.
6
Thinking Points
 When does the RWB require
participants to complete the initial
assessment?
 What is the region’s initial
assessment process?
 Are the results reviewed with the
participant by a career specialist?
 Does the RWB require an
assessment or employability
review before entering job search,
training or being referred to an
employer?
7
Initial Assessment
 Federal law requires an initial assessment

To be completed within 30 days of eligibility
determination
 The
30 days is based on the date the OSST
system creates a To-Do or an alert to the work
program
 Or
the date the driver was run for both
mandatory participation and cash receipt*
8
Initial Assessment
 The initial assessment is designed by
the RWB or program provider and must
include an assessment of the
participant’s (45 CFR 261.11)

Work history

Employability

Skills
9
Initial Assessment
 This information must be used

To offer the right services or
referrals to other agencies for
services

To engage the participant in the
right activities

To develop the Individual
Responsibility Plan (IRP)

To help guide the participant
towards self-sufficiency
10
Initial Assessment
 The initial assessment process is developed
locally and may include

A series of tests

A form

An interview

Or a combination of all of the above
11
Initial Assessment
 Think about which components of the
initial assessment in your area secures
the following information required under
federal law?

The participant’s skills

The participant’s prior work experience

The participant’s employability
12
Initial Assessment
 Why is it important for
us to gather
information about the
participant’s skills,
prior work experience
and employability?
13
Skills
 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?
 What do (s)he sound like when (s)he answers
the phone?
14
Skills
 Are program staff prepared to secure this information

Skills may be offered by the participant, or staff may
have to dig to get the information
 Skills may be found in

Work history

Job duties

Education history

Activities around the home

Volunteer work
15
Why Does It Matter Anyway?
 Correctly referring the participant to the correct activity
directly impacts participation and performance

The participant is referred to an employer for a clerical
position

The participant interviews at a school that serves hundreds
of customers (parents and children)

The participant does not like children

The participant has never worked a multi-line phone

The participant can only type 10 WPM

The participant has never learned to use a data entry
system
16
Why Does It Matter Anyway?
 Will this participant be successful at the
worksite or job?
 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?
17
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 (not “as
needed”)?

How long does (s)he usually stay employed?

When is the last time (s)he worked?

Why did (s)he leave?
18
Why Does It Matter Anyway?
 Work experience information directly impacts
the participant’s ability to secure a job
immediately and keep a job
 Work experience can also provide notification
of trends regarding work behaviors

Arguing with a supervisor

Being tardy

Being fired

Promotions
19
Why Does It Matter Anyway?
 The participant has kept the last three
jobs for longer than two years
 The participant was fired from the last
three jobs for insubordination
 The participant has not been in the
workplace in eight months
 Is job search appropriate for this
customer? What about training or Work
Experience?
20
Why Does It Matter Anyway?
 The participant has kept the last three jobs for
longer than two years

We should review his/her skills to see if (s)he can
re-enter the workforce immediately

The individual appears to have a steady work
history that may positively impact his/her work
search

We should highlight his/her length of employment
on applications and resumes
21
Why Does It Matter Anyway?
 The participant was fired from the last three jobs
for insubordination

The participant may need anger management and
employability skills classes prior to a job referral or
entry in to a job search program
 The participant has not been in the workplace in
eight months

The participant may need skills and work experience
relevant to the current job market before entering the
workplace or prior to entry in a job search program

The participant does not have a current employer for
his/her references. A Work Experience supervisor
may be a good start
22
Employability
 Employability appears to be a very broad
topic
 There are a lot of items that can “meet”
the definition of employability
 The local operating procedures must
identify those items that are relevant for
the region and ensure that information is
secured
23
Employability
 Can (s)he apply for a job and start today?
 Can (s)he enter in a job that she will keep?
 Can (s)he begin her career?
 What barriers are preventing him/her from working?

Need for childcare

Need for transportation assistance

Inability to complete a job application

Inability to provide a current and professional resume

Need for interview skills

Need for interview clothes

Need for skills, license or certification
24
What Does It Matter Anyway?
 If we have not properly assessed barriers
to employment or participation

The participant will not show to his/her
appointment or activity

The participant will not complete hours in
his/her activity

The participation rate will be impacted
negatively

Most importantly, the participant will not
reach his/her goals
25
What Does It Matter Anyway?
 His/her children get out of school every day at
3:00 PM
 (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 to secure a certification
26
Initial Assessment
 Does staff know how to use
this information to

Develop a road map for the
participant

Assign activities

Provide supportive services
 Remember, we are building a
foundation for engagement
27
Using the Initial Assessment
 Identify needs
 Identify barriers

Issues that would prevent the participant from
meeting goals

Issues that would prevent the participant from
completing steps

Need for childcare

Unreliable transportation

Money for gas or bus pass

No clothing to interview in

Mental health or substance abuse issues
28
Using the Initial Assessment
 Services

Transportation

Childcare

Domestic violence
counseling/shelter

Clothing

Counseling/Treatment
29
Using the Initial Assessment
 Identify skills and strengths

Include this information on a resume

Include this information on applications

Use this information to connect to possible
career opportunities
 Match
participants to employers
30
Using the Initial Assessment

Use this information
to encourage
further training

Use this information
to encourage work
experience
activities
31
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
32
Using the Initial Assessment
 What does the participant want?

Help him/her connect the career path to
securing what (s)he wants

Help him/her understand that (s)he can get
what (s)he want by working with our
program

Help him/her plan a path towards career
goals
33
Using the Initial Assessment
 Assign appropriate activities

Connect the participant to an activity that will
help him/her reach his/her goals
 Connecting
the participant to an activity that helps
him/her achieve career goals will directly impact
his/her participation


This is called “buy-in”
Ensure the activities are appropriate based on
skills, employability needs, etc.
34
What is an IRP?
35
What is an IRP?
 Individual Responsibility Plan (IRP) is
designed with the participant

To be a road map to reach goals

To be a road map to reach wants

To document the participant’s weekly
requirements

To document accountability on a regular basis
36
What is an IRP?
 The IRP can be a broad road map showing each
major milestone towards the goal, but the IRP must
also show

The activities the participant is engaged in

Hours the participant is required to complete each week
for each activity

Expected completion dates for each activity and each
step

These completion dates may be interim dates for turning
in documentation or meeting with staff
37
What is an IRP?
 We recommend using the steps to self-
sufficiency to document what the
customer has agreed to do in a set
period of time
 We can immediately hold the participant
accountable for each success and failure
 The participant can see each
requirement and how it moves him/her
towards her goals
38
What is an IRP?
 IRP

A complete IRP must be signed by both parties within
30 days of becoming eligible

The complete signed IRP must include

Services provided to the participant to overcome
barriers to employment

Steps the participant has to take to participate in the
program

Activities, training and alternative activities the
participant is engaged in to reach self-sufficiency

Number of hours assigned to each work and
alternative activity

Expected completion dates for each work or alternative
activity
39
What is an IRP?
 The complete IRP must be developed
with the participant
 The complete IRP must be agreed on
and signed by both parties
 How often should the IRP be updated?
40
How Often Should the IRP be
Updated?
 The entire IRP should be updated when
the participant changes an activity or has
another change regarding barriers, goals
or life circumstances
 However, the step to self-sufficiency,
may be updated more frequently

Clear, written requirements that connect
the participant to his/her wants, goals and
path to self-sufficiency will lead to
increased participation
41
Steps to Self-Sufficiency
 The “steps to self-sufficiency” is a critical
component of the IRP
 Based on research and monitoring, the
steps should be clear and concise
requirements for the participant

Provides written documentation of
participation requirements

Use the steps to hold the participant
accountable for successes and failures
42
Steps to Self-Sufficiency
 General steps versus specific steps

Participants need to learn the major
benchmarks that demonstrate they are
moving towards their goals

Participants also need to know what to do
on a daily basis to reach the major
benchmarks
43
Frequent Statement
 “My participant knows what to do. We talked
about it at his/her appointment”

That is great. We should discuss with participants
their activities and how it helps them reach their
goals

All of our lives are busy. Many of our participants
are dealing with daily “drama”

A written set of requirements reduces the likelihood
of miscommunication and provides a notice or
reminder to the participant
44
Steps to Self-Sufficiency
 General

Get GED

Get a job

Keep working

Complete 40 hours
per week

Turn in proof of
participation
 This is a goal and major
benchmark for success,
but how does (s)he get a
GED?



Where does (s)he take
classes?
How does (s)he register?
When are timesheets due?
 What steps does (s)he
need to take to get a job?
45
Steps to Self-Sufficiency
 General

Get GED

Get a job

Keep working

Complete 40 hours per
week
 What does the participant have
to do to complete 40 hours
each week



Turn in proof of
participation

What if classes are only 15
hours and (s)he completes
unsupervised job search
because (s)he was not
directed to attend a program?
Did (s)he really fail to
comply?
Or, did we fail to
communicate what we really
wanted?
46
Steps to Self-Sufficiency
 Be careful

Do not assume that the participant
understands exactly what is required

Do not assume the participant will
remember what (s)he is required to do
47
Just Remember
 Our participants are not
concerned with the
participation rate
 (S)he is focused on his/her
wants, needs and goals
 We need to provide clear
direction regarding
participation
 We need to connect their
activities with their goals
48
Steps to Self-Sufficiency
 General-get a GED

Documents the first
step with the participant

Provides a clear
deadline to secure a
schedule


Provides the number of
hours required for each
week
Provides a requirement
to start class and
secure signed time
sheets
 Specific

Sign up for GED classes
at “XX school” on June 1,
2007

Bring in GED schedule
and instructors names for
15 hours per week on
June 15, 2007

Attend GED classes 15
hours per week based on
schedule and have time
sheet signed by the
teacher daily
49
Steps to Self-Sufficiency
 Steps to self-sufficiency should be

Simple

Clear

Concise
 Steps should include

What the participant is supposed to do for a specific
period of time

Activities

Deadlines

Return appointment

When documentation is due
50
Steps to Self-Sufficiency
 Why are we now training for specific
steps to self-sufficiency

Monitoring results clearly showed
 Customers
were unclear of daily requirements
 Customers
did not connect daily requirements
to general weekly participation requirements
(complete 40 hours per week)
 Requirements
the participant was sanctioned
for could not be established during audit
51
Steps to Self-Sufficiency
 Allows for staff to hold participant
accountable in writing
 Requires the steps to be updated on a
frequent basis
 The RWB may opt to use the system or a
locally developed form
52
System Break
 Let’s review what we need
to enter in OSST
 Let’s review how to use
OSST
 Lets review some
examples
53
Needs and Barriers
We need to enter
“needs and barriers”.
Needs and barriers
provide
very important
Information. Even if
the region has a locally
developed IRP,
please enter needs
and barriers in
OSST.
54
Employment Goals
If the RWB uses the
system IRP, please
enter employment
goals.
55
Steps to Self-Sufficiency
Enter steps to selfsufficiency if the RWB
uses the system tool.
56
Steps to Self-Sufficiency
 The user can enter

What the participant is required to do each
day

The number of hours the participant is
required to engage in these activities

The date the participant is expected to
complete the activities, return
documentation and return for a staff
appointment
57
Steps to Self-Sufficiency
 The staff member (user) can

Enter the text of the steps to self-sufficiency

Order the steps to self-sufficiency by
numbering them
 The
system will only print the steps that are
numbered (once saved)

The system will enter a case note with the
text of the numbered steps to self-sufficiency
once the steps are printed
58
To add a step to selfsufficiency, select the “Add”
tab on the bottom of the
Alternative Plan
screen
59
Enter the text of the
steps. Ensure the steps
are short, clear and
simple. Do not
number the step.
Select “Save” after
each step is entered
60
Because we have not
numbered the steps
(s)he are not in any specific
order. This is the display
on the Plan Development
screen.
61
To number the steps, select
the “IRP Wizard” link
on the left menu.
62
This page allows you
to select the elements
that will be included
on the printed IRP.
For a complete IRP, select all
required elements to display. If you
are just updating the steps to selfsufficiency, the you can simply
select the last checkbox.
63
Number the steps. Use the numbers
to place them in the appropriate order.
Select “Save”.
The system will refresh the
page and put the steps in order based
on the numbering.
64
To print the document,
select “View to Print.”
65
Only the numbered steps will
display. The participant and the
staff member must sign the IRP
to demonstrate
agreement.
When the participant returns,
the staff member can pull this signed IRP out of the file
and update the document by checking “Yes” or “No” under the
completed column. This process shows the participant that (s)he
will be held accountable at each appointment.
66
To update the steps to self-sufficiency,
first enter the new steps.
Select the Add tab at the bottom of the
screen.
67
Once the new steps are saved, the steps will appear
under the “History of Steps to Self-Sufficiency”.
68
The user can also change the
status of the steps to display
the steps as closed by selecting
the Open link.
69
Select Closed under
the Status dropdown. Enter a
completion date.
If it is not completed,
the staff can leave it
open and check “not
completed” on the
previously printed
document. If it is not
completed but closed,
the user can still enter
a completion date.
To put the steps in order, select the “IRP Wizard”
icon on the left hand menu.
70
If no other component is being updated,
simply select the last checkbox,
Steps to Self Sufficiency.
Select “Continue”.
71
The display shows that the steps have been completed, each on
7/6/2007. The status of the first three steps is “closed”.
The steps can be renumbered to display only the new steps
deleting the numbers from the old steps and numbering the
new steps.
72
This display shows that the old steps can
be renumbered. Select “Save” so the
OSST system will retain the order of the
steps.
73
This display shows the steps have been
renumbered and reordered once the
screen refreshed. The old steps were
moved to the bottom of the list.
Select “View to Print” to print the
new steps. The customer will need to
sign the updated document to demonstrate
agreement with his/her plan.
74
Only the numbered steps will display on the
printed document. Once again, the staff
member can pull out the signed IRP
at the next appointment to update
the “Completed” column.
75
If you have any questions, comments or concerns,
please contact the
Welfare Transition Team
through the
Agency for Workforce Innovation’s
Call Center
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.
76