Youth Assessment and Case Management: Understanding the Big Picture

1. Youth Assessment and Case Management: Understanding the Big Picture South Carolina Partnership Symposium Wednesday, February 22, 2012 Winston Tompoe Federal Project Officer & Regional Youth Lead Tompoe.winston@dol.gov 404.302.5372 ETA Region 3 - Atlanta 1

2. Youth Session Overview The Youth Aren’t Alright – A Big Picture View Youth Service Design Framework Program Eligibility vs Service Eligibility Purpose of Comprehensive Assessment What to Assess in Objective Assessment Interpreting Assessment Results Using Results to Develop Goal, Objectives, & Services What is the ISS ISS as Documentation for Service Eligibility • What Should the ISS Contain? • Components of an ISS • Specific Contents of the ISS • Development of the ISS – Steps to Take • Case Management can Drive Participants Success or Failure • Effective Career Planning • Why Career Ladder Options • Job Matching and Supportive Services • Follow-up ETA Region 3 - Atlanta ETA Region 3 - Atlanta 2 2

3. “The Class of 2011: Young workers face a dire labor market without a safety net” Heidi Shierholz and Kathryn Anne Edwards Economic Policy Institute, April 20, 2011 The Youth Aren’t Alright ETA Region 3 - Atlanta 3

4. Unemployment Twice as High for Young Workers

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6. Employment of Young H.S. Graduates Plummets ETA Region 3 - Atlanta 6

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8. Young College Graduates Also Struggle to Find Work ETA Region 3 - Atlanta 8

9. Young Workers are not Sheltering in School ETA Region 3 - Atlanta 9

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11. Service Design Framework Intake and Eligibility Determination Employed Follow-up Services Core Services Need for Intensive Services Intensive Services Need for Training Services Training Services Individual Employment Plan/Case File Set Goals Attain Goals Case Management

12. Program Eligibility vs. Service Eligibility Two sets of eligibility criteria 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) Service eligibility refers to program-eligible youth qualifying for the services received based on the results of an objective assessment ETA Region 3 - Atlanta 12

13. Comprehensive Assessment is Key to Determining Service EligibilityCase Managers should use assessment as tool to document the need for service under WIA ETA Region 3 - Atlanta 13

14. Purpose of a Comprehensive Assessment 20 CFR Part 652 Preamble states: The purpose of assessment is to: Help individuals and program staff “make decisions about appropriate employment goals” Develop “effective service strategies” for reaching those goals Meaningful service planning cannot exist without “effective assessment practices” Assessment is the starting point when developing ISS

15. What to Assess in Objective Assessment WIA 129(c)(1)(A) – “…provide an objective assessment of the academic levels, skill levels, and service needsof each participant, which assessment shall include a review ofbasic skills, occupational skills, prior work experience, employability, interest, aptitudes…,supportive services needs and developmental needs of such participants…” An objective assessment is key to determining youth needs to be met for program-eligible youth ISS identifies specific activities from different providers and programs (including partner programs) to meet the needs identified during objective assessment ETA Region 3 - Atlanta 15

16. Interpreting Assessment Results Assessment results must be interpreted and incorporated in ISS plan (documented in file) Establish rapport with participant by summarizing results Ask for their impressions of the test result and then explain the scoring system Interpret in terms of the kinds of decisions participants must make Use language that is easily understood and inoffensive to clients Don’t avoid low scores but don’t make low scores the center of the interpretation Emphasize results are to focus on career exploration process Keep documentation of test results and briefs of what participant was told; maintain in case file

17. Use Results to Develop Goals, Objectives, and Services Services must be designed to meet the needs of the youth rather than having the youth meet the needs of the services WIA Section 129(c)(1)(B) – “…service strategies for each participant that shall identify an employment goal (including, in appropriate circumstances, nontraditional employment), appropriate achieve- ment objectives, and appropriate services for the participant taking into account the assessment…” Services should be targeted “to those who can benefit from, and who are most in need of, such opportunities” (WIA Section 195(1)) ETA Region 3 - Atlanta 17

18. What is the ISS? ISS • Every youth participant must have an ISS (WIA 129(c )(1)(B) • ISS should be a specific plan developed for each youth; based on the objective assessment and identifies: • Employment goal (including, in appropriate circumstances, nontraditional employment) • An educational goal • Appropriate achievement objectives, and • Appropriate services for the youth ETA Region 3 - Atlanta 18

19. ISS as Documentation for Service Eligibility ISS • The ISS is a core documentations for service eligibility. It provides: • Proof of needs • Documentation of needs • Establishes eligibility for services to be provided. • Serves as basic instrument to: • Document appropriateness of decisions • Justification for mix of services, including referrals to other programs for specified activities. ETA Region 3 - Atlanta 19

20. What Should the ISS Contain? Objective Assessment It must contain an interpretation of each assessment result; the interpreted results must be incorporated in the plan and must serve as the basis/justification for why the service(s) is being provided 20 CFR 664.405(a)(2) “develop an ISS for each youth…,including identifying an age-appropriate career goal and consideration of the assessment results for each youth…” Description of how each service is connected to the assessment results – clearly linking the assessment results to appropriate service plan WIA Section 129(c )(1)(B) “develop service strategies for each participant that shall identify an employment goal….. appropriate achievement objectives, and appropriate services for the participanttaking into account the assessment conducted…..” ETA Region 3 - Atlanta 20

21. Components of the ISS Identifying information Objective assessments results Basic skills Prior work experience Employment skills or other work readiness/life skills Occupational interest (including nontraditional occupations) Occupational aptitudes Developmental needs (what a youth needs in order to develop employability and career-related skills in each of the areas above) • Other factors, for example • Adult role models • Learning successes and challenges • Study skills • Career awareness • Leadership experience • Other interests or involvement • Career pathway of connected long and short-term employment and educational goals (moving from where he/she is – a high school dropout – to where he or she wants to be – a registered nurse) ETA Region 3 - Atlanta 21

22. Components of an ISS Sequence of specific solutions and activities under program elements to meet the youth’s immediate needs – supportive service needs, and developmental needs to attain short and long-term employment and educational goals Supportive services that enable the youth to participate in WIA program activities Benchmarks, action steps, and responsibilities for both the youth and the case manager • Measurable short-term goals that correspond to long-term goals • Educational goals such as complete high school or complete occupational skill training • Employment goals such as obtain internship • Supportive services • Life skills such as develop a personal budget • Projected dates for completion of objectives and goals • Services provided by partners • Signatures to show mutual commitment ETA Region 3 - Atlanta 22

23. Development of the ISS – Steps to Take Meet the youth’s immediate needs first A youth’s immediate needs are basic needs for human comfort, safety, and security, including financial security A youth may also express a need that s/he perceive as immediate, such as getting a GED Meeting a youth’s immediate need or perceived need first helps make the ISS a partnership between youth and the case manager; it builds commitment and interest to succeed Begin activities under program elements, core labor exchange services, or supportive services designed to meet the youth’s immediate needs If a youth wants a job or income: Refer youth to core labor exchange services Help youth develop and post resume, search job listings, and apply for jobs Provide work readiness skills training ETA Region 3 - Atlanta 23

24. Development of the ISS – Steps to Take 2. Develop an action plan Identify benchmarks that will help the youth reach long-term and short-term employment and educational goals Be sure benchmarks include small, achievable steps so youth can experience success 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-the-job training (OJT) in auto mechanics Prioritize benchmarks Set 2-3 benchmarks Develop benchmarks as a partnership between youth and case manager Include time for completion for each benchmark ETA Region 3 - Atlanta 24

25. Specific Contents of the ISS Establishment of Goal: Include a job the participant interested in doing List skills to be acquired to do the job upon plan completion Action Steps: Actions steps needed to reach work/education goal List how long it will take him/her to complete them Services: List services needed to reach career/education goal Provider: Who will provide the services the participant need to go to work Supportive Services: List barriers identified through the assessment Plan must articulate how each barrier will be addressed Progress: State how progress towards the goal will be measured

26. Specific Contents of the ISS Services: Developing Multiple Options for Career Ladder Based on the assessment results: Develop multiple occupational training options as appropriate Career ladder/pathwayof connected long-term and short-term employment and educational goals - (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) - (e.g., from dropout – CNA - Medical Assistant – LPN – RN) Develop short-term and long-term goals Outcomes 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 experience ended successfully, occupational training was completed and certificate obtained) ETA Region 3 - Atlanta 26

27. Specific Contents of the ISS Combination of Services Determine the appropriate combination of services for the participant to achieve the employment goals (20 CFR 663.245) Services must be traceable to results from assessment, evaluation, and identified occupational training needs Timeframe for achieving each recommended service – serves as means for ensuring appropriate planning, accountability, expectations, etc. Obstacles that participants need to address and overcome to attain their employment goal(s) Identify how each barrier or need will be addressed and by whom Conduct periodic reviews of actual activities in relation to participant plans to determine progress and any related problems that may arise; record in case note

28. Case Management Practices That Drive Success or Failure • Here are areas of CM that impact participant success: • Comprehensive Assessment & ISS Development • ISS serves as the basis for entire case management • It guides the delivery of appropriate services • Effective Career Planning • Job Matching and Job Placement Strategies • Supportive Services • Follow-up services 28

29. Effective Career Planning Based on the assessment results: Develop multiple occupational training options as appropriate Career ladder/pathway of connected long-term and short-term 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 wants to be – a registered nurse) - (e.g., from dropout – CNA - Medical Assistant – LPN – RN) May start with entry level training Use career ladders and lattices to show pictorial image of career path and progression in jobs Use career options to help participant develop short-term and long-term goals Based on ISS , help participant select careers with portable recognized credentials 29

30. Example of a Career Ladder for Nursing Registered Nurse Licensed Practical Nurse Certified Nurse Assistant Home Health Aide Personal and Home Care Aide Direct Support Professional 30

31. Used to: Attract individuals to industry by showing potential career progression beyond entry points, Focus career development efforts Show workers how different jobs interconnect within careers in an industry, and Inform workers about the training, education, and developmental experiences that would enable them to accomplish their career objectives Why Career Ladder Options? 31

32. Job Matching and Supportive Services Job matching and placement: Start job development strategies early; don’t wait till graduation Coordinate job hunt closely with business service reps Look at industry trend, what are employers looking for to hire new entrance? Arrange for mock job interviews (multiples if needed) Supportive Services Participation can suffer when appropriate safety nets are not in place 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 non-WIA funded supportive services

33. Follow-up Effective follow-up increases long-term employment Provide FU services (i.e. job keeping skills, new certification, etc.) that helps increase wages, retention Follow-up is required for 12 months