Narrative: d. 4.

The State requires One-Stop Center and LWDBs to provide services to participants with the specific intent of developing a quality outcomes. For this reason, the State bases its performance accountability system on the quality of services and not the number of services provided.

The State has replaced the concept of “Intake Process” with “Assessment Process” (which is the step following “Common Intake”), further dividing the assessment process into an “Initial Assessment” and “Comprehensive Assessment”. The assessment process is continuous and ongoing in the context of referrals and assistance in acquiring training, education, access to resources, and employment.

Assessments shall include the use of assessment tools and processes modified by local leadership to be most effective based on the demographics of their local area, customer base, staffing levels, program (and Program Partner) availability, and supportive services access. To provide a foundation for all services, as a minimum, job seeker services shall include: initial registration, WP and (when applicable) WIOA Enrollment, with the appropriate staff assisted first service.

One-Stop operators shall provide both core and intensive services as appropriate based on job seeker and employer need, and the most recently directed criteria associated with compliance and performance under any applicable USDOL grant. These services may include, but are not limited to: assisted job search activities, evaluation of skills, interests, preferences, career counseling training options, matching skills to current job openings, intensive services, case management and follow up.

Comprehensive assessment is vital to collecting information on job seeker barriers to employment, employment goals, knowledge skills and abilities, and proficiency in occupational knowledge. This assessment shall be done as a client centered approach to evaluating the needs of a participant without regard to services or training program availability. The purpose of the assessment will be to determine the job seeker’s needs and not simply to match the job seeker to what is available.

This assessment is best defined operatively as an “intensive interviewing process.” which includes behavioral observations and may also require the use of structured assessment tools. Other information gathered may include detailed work history, family support available, social services affiliations, offender status, and a detailed education history.

Comprehensive assessments must be documented via case notes, with regard to privacy and Health Insurance Portability and Accountability Act of 1996 (“HIPAA”) rules.

The comprehensive assessment is the foundation for development of an IEP. No IEP shall be created without completing a comprehensive assessment. In many cases the comprehensive assessment will be an ongoing process that may result in changes to the goals and objectives of the IEP.

The IEP is developed with a job seeker to identify or create employment goals, appropriate achievement objectives, and the right combination of services to assist in achieving goals and objectives. In short — “where am I now,” “where do I want to go,” “how will I get there?”

The IEP is a plan for the future, not a rehash of the past. It must include goals and objectives that are SMART (specific, measureable, attainable, realistic, and time bound).

Case Management requires a regular follow-up and review or revision of the IEP, until such time as the job seeker becomes workforce ready or enters a training program. In either case follow-up is critical, using the 30, 60, and 90-day cycle until employed or training is complete is appropriate — except for long term training. For long-term training, Career Specialists should follow the most current guidance.