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					                                Policy and Procedures – May 31, 2007




COWIB Policy and Procedures
Youth Assessment and
Individual Service Strategy (ISS)
Pursuant to Oklahoma Employment & Training Issuance #7-2006, Change 1

Policy & Procedures
Revised – May, 2007

PURPOSE: To establish a local policy that supports effective, comprehensive Individual
Service Strategies for participants enrolled in the WIA Title I Youth program.

AUTHORITY: The authority for this policy derives from Oklahoma Employment and Training
Issuance #7-2006, Change 1 (―Policy for Youth Assessment and Individual Service Strategy
(ISS),‖ December 22, 2006). The issuance includes the State’s guidelines to Oklahoma Local
Workforce Investment Boards (LWIBs) for the development of local Assessment / ISS
procedures. The issuance states:

       “…LWIBs will develop the Assessment / ISS procedures or direct providers in
       their development. The State will issue Assessment / ISS Model Procedures….”

BACKGROUND: A previous version of the COWIB’s policy guidance on ―Assessment‖ and
―Individual Service Strategy‖ appears in the COWIB’s WIA Youth Program Operational Policy
(approved June 16, 2005). On the topic of ―Individual Service Strategy,‖ the following excerpts
appear:
      “All youth that are registered in the youth program will have an Individual Service Strategy
       (ISS) completed following Assessment.”
      “WIA youth contractor case manager, and staffing team (if appropriate), in conjunction with
       the youth, is responsible for the planning and development of the ISS.”
      “Our Youth program operates on the principles that assessment is an on-going process, that
       each customer is unique, and progression or regression occurs according to his/her own
       situations and needs.”

In April, 2003, the Oklahoma Employment Security Commission published a ―WIA Youth
Glossary‖ providing definitions of common terms in the WIA Youth program. The following
definition is included:

       ―INDIVIDUAL SERVICE STRATEGY - The Individual Service Strategy (ISS) is an ongoing
       strategy jointly developed by the participant and the case manager, which identifies an age
       appropriate employment / career goal, appropriate achievement objectives, and appropriate
       combination of services for the participant to reach these objectives. The ISS must be based on
       the objective assessment and should reflect the expressed interests and needs of the participant.
       The ISS should be reviewed and updated periodically to reflect the participant’s progress in
       meeting the objective of the ISS including progress in acquiring basic, work readiness, and
       occupational skills and the adequacy of the support services provided.‖
                               Policy and Procedures – May 31, 2007




STATE & FEDERAL REQUIREMENTS: In developing a local policy for Youth Assessment
and ISS, the Central Oklahoma Workforce Investment Board and its WIA Youth Providers must
be mindful of the requirements of our State and Federal funding sources.

Federal Policy: Section 129(c) of the Workforce Investment Act describes the requirement for
local areas to develop an objective assessment and individual service strategy for WIA Youth
program participants:

       “(c) Local Elements and Requirements.--
             “(1) Program design.--Funds allocated to a local area for eligible youth under paragraph
             (2)(A) or (3), as appropriate, of section 128(b) shall be used to carry out, for eligible
             youth, programs that--
                  “(A) provide an objective assessment of the academic levels, skill levels, and service
                  needs of each participant, which assessment shall include a review of basic skills,
                  occupational skills, prior work experience, employability, interests, aptitudes
                  (including interests and aptitudes for nontraditional jobs), supportive service
                  needs, and developmental needs of such participant, except that a new assessment
                  of a participant is not required if the provider carrying out such a program
                  determines it is appropriate to use a recent assessment of the participant conducted
                  pursuant to another education or training program;
                  “(B) develop service strategies for each participant that shall identify an
                  employment goal (including, in appropriate circumstances, nontraditional
                  employment), appropriate achievement objectives, and appropriate services for the
                  participant taking into account the assessment conducted pursuant to
                  subparagraph (A), except that a new service strategy for a participant is not
                  required if the provider carrying out such a program determines it is appropriate to
                  use a recent service strategy developed for the participant under another education
                  or training program….”

The federal requirements are further described in the following section of the WIA Final
Regulations:

       Sec. 664.405 How must local youth programs be designed?
             (a) The design framework of local youth programs must:
                  (1) Provide an objective assessment of each youth participant, that meets the
                  requirements of WIA section 129(c)(1)(A), and includes a review of the academic and
                  occupational skill levels, as well as the service needs, of each youth;
                   (2) Develop an individual service strategy for each youth participant that meets the
                  requirements of WIA section 129(c)(1)(B), including identifying an age-appropriate
                  career goal and consideration of the assessment results for each youth….

State Policy: Oklahoma Employment and Training Issuance #7-2006, Change 1, offers the
State’s most recent guidance on Youth Assessment and ISS’s. This new State policy is based on
Section 129(c)(1)(A) of the Workforce Investment Act. It also incorporates ―best practices.‖



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                              Policy and Procedures – May 31, 2007




LOCAL POLICY:
It shall be the policy of the Central Oklahoma Workforce Investment Board (COWIB) and its
Board of Local Elected Officials (LEO) that all Workforce Investment Act Title I-funded
services shall be delivered in a manner that fully complies with the WIA law and regulations.

Managers and staff members of the COWIB’s WIA Youth providers are hereby directed to use
the following procedures for the delivery of assessment and ISS services to WIA Youth program
participants.

The following procedures replace Sections VI and VII of the WIA Youth Program Operational
Policy (approved June 16, 2005).

POLICY ADDENDA: The COWIB Chief Executive Officer is authorized to issue additional
instructions, guidance, forms, etc., to further implement the requirements of this policy.

Inquiries about this policy should be directed to the COWIB’s Program Operations Manager at
(405) 622-2030.




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            Policy and Procedures – May 31, 2007




              Assessment / ISS
              PROCEDURES

       Based on the Model Assessment / ISS Procedures
published by the Oklahoma Employment Security Commission
                     December 22, 2006.


           Modified for use in Central Oklahoma
   by the Central Oklahoma Workforce Investment Board
                      February, 2007.
                     Policy and Procedures – May 31, 2007




                TABLE OF ATTACHMENTS



Attachment 1:                                               Pg. 15
   Instructions for completing OSL
   Employment Plan Fields


Attachment 2:                                               Pg. 20
   ISS Forms


Attachment 3:                                               Pg. 39
   Determining Career Goals


Attachment 4:                                               Pg. 55
   Determining Career Pathways
                               Policy and Procedures – May 31, 2007


                                    Assessment/ISS Model
                                         Procedures

I. Purpose

     The purpose of these procedures is to provide a step-by-step model for performing the
     minimum standards outlined in the Oklahoma Employment and Training Policy for
     Assessment/Individual Service Strategy development. These procedures provide a
     process that meet both state and federal reporting requirements, provides an assessment
     and planning tool, and creates a record for participants, case managers, and supervisors.
     Other uses of the procedures include oversight and personnel training.

II. Definitions

     Achievement Objective – Describes measurable planned action (services and training) necessary
     to accomplish or assist in accomplishing a goal(s).

     Adult Mentoring - The purpose of mentoring is to provide a participant with the opportunity to
     develop a positive relationship with an adult. The adult mentor should provide a positive role
     model for educational, work skills, or personal or social development. Mentoring for youth must
     be categorized as either academic (primarily provided to assist a youth in achieving academic
     success) or employment-related (primarily provided to assist a youth in achieving employment-
     related success). Adult Mentoring must be for duration of at least twelve (12) months, which may
     occur both during and after program participation.

     Advanced Training/Occupational Skills Training – To count as a placement for the Youth
     Common Measures, advanced training constitutes an organized program of study that provides
     specific vocational skills that lead to proficiency in performing actual tasks and technical
     functions required by certain occupational fields at entry, intermediate, or advanced levels. Such
     training should: (1) be outcome-oriented, and focused on a long-term goal as specified in the
     Individual Service Strategy; (2) be long-term in nature and commence upon program exit rather
     than being short-term training that is part of services received while enrolled in ETA-funded
     youth programs, and (3) result in attainment of a certificate (as defined below under this
     attachment). (Attachment B, TEGL 17-05)

     Age Appropriate Career Goal - The age appropriate goal determination shall include the selection
     of a single career goal or the identification of an initial career pathway of occupations to consider.
     Either will be considered as an age-appropriate goal.

     Apprenticeship
     A relationship between an employer and an employee, during which the worker or apprentice
     learns a trade. The training lasts a specific length of time. An apprenticeship covers all aspects
     of the trade and includes both on-the-job training and related instruction.

     Assessment Purpose – The purpose of assessment is to help individuals and program staffs make
     decisions about appropriate goals and develop effective service strategies for reaching those
     goals.




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                          Policy and Procedures – May 31, 2007


Basic Literacy Skills Deficient - The term "deficient in basic literacy skills" is defined at the local
level. These definitions may establish such criteria as are needed to address the local concerns,
and must include a determination that an individual:
   Computes or solves problems, reads, writes, or speaks English at or below the 8th grade
     level on a generally accepted standardized test or a comparable score on a criterion
     referenced test; or
   Is unable to compute or solve problems, read, write, or speak English at a level necessary to
     function on the job, in the individual's family or in society.

Note: Grade Level scores below 9.0 (e.g.8.9) should be considered as at or below the 8th grade
level.

Basic Skills – Basic skills includes reading comprehension, math computation, writing, speaking,
listening, problem solving, reasoning, and the capacity to use these skills.

Career Goal(s) – The occupation or several related occupations selected by the participant and
sanctioned by the Case Manager in which the participant wishes to receive related WIA services
and/or training. The career goal(s) is established by using a self-directed career decision-making
or job matching process that includes assessment instruments and occupational information to
determine the best job match for training/services. The career goal(s) is the basis for ISS
development.

Career Planning - A system in which individuals evaluate their abilities and interests, consider
alternative career opportunities, establish career goals, and plan practical development activities.
(Thomson Nelson – Educational Publishing Co.)

Case Management – The Provision of a client-centered approached in the delivery of services,
designed –
   To prepare and coordinate comprehensive employment plans, such as service strategies, for
     participants to ensure access to necessary workforce investment activities and supportive
     services, using, where feasible, computer-based technologies; and
   To provide job and career counseling during program participation and after job placement.
     (Workforce Investment Act, 1998, 112 STAT. 939, sec. 101(5))

Demand Occupation – The Oklahoma Employment and Training Issuance (OETI) #09-2005
requires that LWIBs develop a demand occupations list in accordance with its instructions. Any
reference to demand occupations in this ISS policy pertains to occupations on LWIBs’ lists.

Educational Functioning Levels - As outlined in the NRS—the National Reporting System
designed by the Department of Education to track WIA Title II funded adult education and
literacy programs—there are two sets of educational functioning levels – six levels for Adult
Basic Education (ABE) and six levels for English-as-a-second language (ESL) students. The
ABE levels roughly equate to two grade levels. Further guidance on the educational functioning
level descriptors can be found in Attachment C, TEGL 17-05. Each ABE and ESL level
describes a set of skills and competencies that students entering at that level demonstrate in the
areas of reading, writing, numeracy, speaking, listening, functional, and workplace skills. These
descriptors provide guidelines for placing participants in educational functioning levels, based on
performance on standardized tests. (From PEP)

Informed Customer Choice – Choices made by customers using the best information available,
including employment-related information (e.g., information about self such as abilities and
interests, knowledge of support services, training providers, etc.)


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                         Policy and Procedures – May 31, 2007


Internship - A period of time spent in business, industry, or other agency for the purpose of
providing a student with opportunities to gain insight and direct experience related to one or more
functions of the organization. Internships give a student paid or unpaid work experience in a
career field of study.

Job Match – A process that allows individuals to make informed choices in determining career
goal(s) used for the selection of needed services and/or training. Occupations selected shall be
demand occupations, lead to self-sufficient salaries, and be compatible with participants’ abilities,
allowing them a probable chance for success.

Occupational Skills – Primary occupational skills encompass the proficiency to perform actual
tasks and technical functions required by certain occupational fields at entry, intermediate or
advanced levels. Secondary occupational skills entail familiarity with and use of set-up
procedures, safety measures, work-related terminology, record keeping and paperwork formats,
tools, equipment and materials, and breakdown and clean-up routines.

Operational Procedures – A written document that provides directions for step-by-step execution
of actions necessary to perform identified processes. Procedures must be developed with
sufficient detail to be used for the following:
   Executing functions
   Training personnel
   Conducting oversight

Self-Directed Decision Making Process – A step-by-step decision making process that allows the
participant to understand the problem, consider, and explore alternatives, and make informed
decisions.

Skills Assessment – Includes instruments or interview with criteria that measures acquired skills.

Work Experience -Work experiences for youth are planned, structured learning experiences that
take place in a workplace for limited period of time. A work experience may be paid or unpaid,
and be in the private, non-profit, or public sectors. Work experiences are designed to enable
youth to gain exposure to the working world and its requirements, and to help youth acquire the
personal attributes, knowledge and skills needed to obtain a job and advance in employment:
     Instruction in employability skills or generic workplace skills (such as SCANS)
     Exposure to various aspects of a particular industry;
     Progressively more complex tasks;
     Internships and job shadowing;
     Integration of basic academic skills into work activities;
     Supported work, work adjustment, and other transition activities;
     Entrepreneurship;
     Service Learning;
     Paid and unpaid community services;
     Other elements designed to achieve the goals of work experience
  (CFR 664.410/664.460)




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                              Policy and Procedures – May 31, 2007


III. Assessment and ISS Process

    The ―Oklahoma Employment and Training Policy for Assessment /Individual Service
    Strategy (ISS)‖ requires Comprehensive Assessment and the development of an ISS. The
    process is to be facilitated by the Case Manager, and the ISS is to be jointly developed
    between the Case Manager and participant. The State Policy requires specific tasks and
    documentation by Case Managers during and after the performance of this process. The
    processes include:
         Determine Career Goal(s) – Identify career goal(s) and/or career pathways
         Assess Needs – Identify Basic Skills, Work Readiness Skill, Occupational Skills, and
          Supportive Service Needs
         Develop an ISS – Set goals, develop achievement objectives, assign services to
          address identified needs and attain positive outcomes
         Conduct Progress Reviews – Conduct periodic reviews of the participant and their
          plan to determine progress and any related problems that may arise
         Provide Follow-up Services – Assess needs and plan follow-up services

    In this document, you will read about the processes to be used in assessing youth and
    developing Individual Service Strategies, and recording results in the Oklahoma Service
    Link Employment Plan. In carrying out these processes, a number of tools will be used.

    Below are procedures describing processes and tools to be used in assessing youth and
    developing Individual Service Strategies, and recording results in the Oklahoma Service
    Link Employment Plan.

    A. Assessment/ISS Tools

          The process of conducting the comprehensive assessment and developing the ISS must
          be performed and documented with the use of two tools designed for that purpose.
          These tools are listed and described below:

          1. Oklahoma Service Link (OSL) Employment Plan -This section provides fields for
             recording the assessment and planning process and must be completed according
             to instructions provided in Attachment 1.

          2. ISS section of the case file – The ISS section of participants’ case files will
             contain, when appropriate, the hard copy documents and forms provided in the
             ISS Forms section, Attachment 2 of these procedures.
              A description of how the ISS section is set up is provided below:
              a. ISS Case Checklist – For tracking purposes, an ISS case checklist will be used
                 as a standard cover sheet for the ISS section of the case file. It is organized as
                 follows: (Refer to ―ISS Case Checklist‖ in Attachment 2)




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                                    Policy and Procedures – May 31, 2007


                      i. The titles for processes needing to be documented are listed in the same
                         order as performed when practical.1
                      ii. The support document title (e.g., Supportive Service Checklist, SDS Score
                          sheet, etc.) is listed under the process title that it supports.
                      iii. When a document is filed, it should be checked on the checklist allowing
                           anyone who reviews it to know if the document is in the file and its
                           location.
                 b. Required Documents – Documents must include those listed below.
                    However, those followed by an asterisk (*) beside them will be completed
                    and filed only when a related program has been provided and/or a
                    measurement attained.
                      i. Copy of original OSL Employment Plan
                      ii. Occupational Assessment and Career Research
                            Any career assessment instrument results or score sheets
                      iii. Planning Process (needs, goals, objectives, services)
                              ISS Planning Worksheet
                      iv.    Economic Need Statement
                              Economic Needs Inventory (when applicable)
                      v.     Required Supportive Services during Active Participation
                              Supportive Service Needs Checklist
                      vi.    Client Involvement Statement
                              Copy of Client Involvement Statement
                      vii.   Necessary Documentation for Evaluation of Outcomes and Standards
                              Reading and Math Test Score Sheet (pre & post)
                              Work Readiness Skills Evaluation*
                              Occupational Skills Evaluation for Worksites*
                              Diploma*
                              Verification of enrollment in post secondary education or advanced
                               training/occupational skills*
                              Certificate*
                              Institutional verification of successful completion of work readiness
                               or occupational skills attainment *
                      viii. Other Documents
                             Any other documents that the Case Manager believes relevant to
                              support decisions made in the ISS




1
  The order of the processes may vary, depending on the needs of the participant and the resources of the WIA
Youth Provider. The State Policy (OETI #07-2006) states: ―“While the order in which these functions are
delivered may be flexible, based on the participants’ needs, the assessment and ISS shall generally follow the
logical order listed.”

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                         Policy and Procedures – May 31, 2007


    Deviation from these procedures may become necessary in certain cases by the Case
    Manager. When these exceptions occur, rationale should be provided in the
    ―Additional Notes‖ field of the OSL Employment Plan or the OSL program notes.

B. Performing and documenting processes
   Procedures for performing and documenting the above processes and the order in
   which they should occur are listed below:

     Procedures for performing and documenting the above functions are described in this
     section. The order in which these processes occur may be flexible, based on the
     participants’ needs. The assessment and ISS shall generally follow the logical order
     listed.

     1. Development of an age appropriate career goal
        The age-appropriate career goal may include either the selection of a single career
        goal or the identification of an initial career pathway of occupations to consider.
        This decision should be made after collaboration between the Case Manager and
        the participant.

        As noted in the ―Definitions‖ section of these procedures, an ―Age Appropriate
        Career Goal‖ may include either:

        (a)    The selection of a single career goal; or
        (b)    The identification of an initial career pathway of occupations to consider.

        For many older youth and some younger youth, it may be appropriate to describe
        a single career goal – depending on the clarity of intent of the participant. In all
        cases, the choice of a career goal or initial career pathway should be based on the
        participant’s informed consent.

        Explanations of both options are provided below:

        Determine Career Goal

        Participants’ career goals will be determined or confirmed using one of the three
        categories listed below:

              a. Individuals currently enrolled in training and needing assistance for
                 completion.
                     Verify participants have a career goal that matches their training.
                      This may be determined through interview. If not, they must
                      complete the job matching process described in the ―All Other
                      Individuals‖ category described later in this section.
                     Review the ―Demand Occupations List‖ to determine if the
                      occupation in which they are training is in demand.
                     Conduct a review of their training/education progress to assure that
                      they have a probable chance to successfully complete the training.

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                                     Policy and Procedures – May 31, 2007


                                 Have participants use the OKCIS occupation section to review the
                                  occupation they are using for their employment goal. Review
                                  information under the topics ―wages‖ and ―outlook.‖ Then go to the
                                  ―Related Information‖ section and have participants review the
                                  ―occupations‖ section to find jobs that are similar to their selected
                                  goal.
                 The above process verifies that participants have selected a demand occupation
                 that leads to self-sufficiency, and indicates other related occupations that may be
                 used with their training. Using this process helps to confirm they have made an
                 informed choice.

                     b. Individuals having gone through a job match or career decision-making
                        process with another agency or institution.
                                 Review all career assessment results including codes or scores to
                                  assure probable chance for success and file a copy of codes or
                                  scores.
                                 Review the demand occupations list to determine if the occupation,
                                  for which they are training, is a demand occupation. (Refer to
                                  demand occupation definition in section II.)
                                 Obtain the name of the LMI or occupational information used in the
                                  career research.

                     c. All other individuals
                          Case Managers will conduct a decision-making or job matching process in
                          conjunction with participants to determine their career goals using:

                          (i)       The ―Resource Package for Determining Career Goals‖
                                    (Attachment 3); or
                          (ii)      An equivalent procedure that has been approved by the Chief
                                    Executive Officer of the COWIB.2

                          When the Resource Package is used, the instructions included in
                          Attachment 3 must be followed.

                          When an alternative procedure is used, the Youth Provider must supply a
                          written description of the process – including the general sequence of
                          steps that will be taken in order to assist the Youth participant in choosing
                          an age-appropriate career goal.

                          For more information about job match or decision-making, refer to related
                          books and training such as the workshop Methods and Techniques of
                          Career Decision Making by the Workforce Oklahoma Training Institute or
                          Career Development Facilitator Training by Oakland University.


2
 A request to use an alternate procedure must be submitted in writing to the CEO of the Central Oklahoma
Workforce Investment Board, 3813 N. Santa Fe, Suite 135, Oklahoma City, OK 73118.
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                                   Policy and Procedures – May 31, 2007


                 Identify Initial Career Pathway
                 If the participant is ambiguous or unsettled about the choice of a career goal, or if
                 s/he is unready to commit to the choice of a single career goal, then it may be
                 appropriate to define a more flexible career goal. In these instances, it is
                 permissible to define an Initial Career Pathway.
                 Based on the youths’ aspirations, Case Managers will collaborate with them in
                 deciding on the pursuit of a career pathway. Most younger youth should be
                 encouraged to select an initial career pathway, however, an explanation of the
                 pathway process shall be made available and they must be given the opportunity
                 to determine if using the pathway or career goal process is most appropriate for
                 them. If the career pathway process is selected, pathway related activity should
                 be planned in the ISS. This activity may be developed into skills attainment goals
                 (e.g., successfully complete a series of tasks in work experience in one or several
                 related pathway occupations for the purpose of evaluating the pathway, or taking
                 a career development course at a technology center that is related to their
                 pathway). Pathway goals may be developed through using counseling and
                 information, classes, and worksite activity.
                 Process for defining an initial career pathway:
                     Case Managers will conduct a decision-making or job matching process in
                     conjunction with participants to determine their initial career pathway using:
                          (i)    The Resource Package for ―Determining Career Pathways‖
                                 (Attachment 4); or
                          (ii)   An equivalent procedure that has been approved by the Chief
                                 Executive Officer of the COWIB.3
                     When the Resource Package is used, the instructions included in Attachment 4
                     must be followed.
                     When an alternative procedure is used, the Youth Provider must supply a
                     written description of the process – including the general sequence of steps
                     that will be taken in order to assist the Youth participant in choosing an initial
                     career pathway.

                 Procedures for determining a career goal are provided in Attachment 3 and
                 determining an initial pathway are provided in Attachment 4.

                 Documentation for this section:
                         Complete OSL Employment Plan fields ―Occupational Assessment and
                          Career Research‖ and ―Justification for Employment Goal.‖
                         File career instrument score or codes sheet in the ISS section of case file
                         Any related notes in ―Additional Notes‖ section of the OSL Employment
                          Plan



3
 A request to use an alternate procedure must be submitted in writing to the CEO of the Central Oklahoma
Workforce Investment Board, 3813 N. Santa Fe, Suite 135, Oklahoma City, OK 73118.
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                          Policy and Procedures – May 31, 2007




Principles of Youth Assessment and ISS Development
All youth that are registered in the youth program will have an Individual Service
Strategy (ISS) completed following Assessment. The ISS will identify an
employment goal (including, in appropriate circumstances, nontraditional
employment), appropriate achievement objectives, and appropriate services for the
participant taking into account the assessment conducted. Case managers will utilize
the case management capabilities of Oklahoma Service Link (OSL).

NOTE: When identifying employment goals for participants, Youth Providers shall
allow WIA Youth to explore Non-Traditional Occupations. An occupation is
considered to be non-traditional when employment in the occupation or field of work
for which individuals of the participant’s gender comprise less than 25% of the
individuals employed in such occupation or field of work. Both males and females
may be in nontraditional employment.

The WIA Youth Provider case manager, and a staffing team (if appropriate), in
conjunction with the youth, is responsible for the planning and development of the
ISS. Oklahoma Service Link has been designed to allow case managers, staffing
team and customer to progress according to the development and needs of the
customer.

Our Youth program operates on the principles that assessment is an on-going process,
that each customer is unique, and progression or regression occurs according to
his/her own situations and needs. A copy of the ISS must be provided to the youth
participant upon request. Copies of all assessment results must also be included and
provided to the participant. The provision of the employment plan to the participant
is extremely important, as this has been shown to assist with participant motivation,
self-esteem, self-assessment, and program commitment.

To enhance youth participant choice, the youth shall be involved in the selection of
educational and training activities. The case file in OSL is to be a working tool that
serves as a roadmap to attaining the goals identified through the assessment process.
It is to outline a logical sequence of activities and services that will assist the youth to
achieve the goals. It describes the services and activities that will be provided as well
as the expectation for participation.

The ISS may also include non-WIA funded services that are part of the strategy to
address needs and achieve goals. These should be identified in OSL. The customer’s
case file in OSL is to be maintained as a current tool. It should be updated whenever
activities change, goals are attained, or additional service needs are identified. Case
notes are to be utilized anytime there is significant contact with the youth.




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                  Policy and Procedures – May 31, 2007



2. Plan for Overcoming Identified Barriers (Assess Needs, Select Goals, Develop
   Achievement Objectives)

   The results of the processes completed under this section will be used to complete
   the Plan for the Overcoming Identified Barriers field in the OSL Employment
   Plan. The instructions for identifying the needs of the three categories -- basic
   skills, work readiness skills, occupational skills -- and a method for addressing
   those identified with goals and achievement objectives are provided in the ―ISS
   Planning Worksheets‖ with detailed instructions (Attachment 2).
   When performing an assessment of basic skills, Youth Providers should pay
   particular attention to guidance given in State and Federal Policy, including:
          Oklahoma Employment and Training Issuance #08-2003, ―WIA
           Youth Glossary,‖ dated April 25, 2003; and
          Training & Employment Guidance Letter #17-05, ―Common
           Measures Policy for the Employment and Training Administration’s
           (ETA) Performance Accountability System and Related Performance
           Issues,‖ dated February 17, 2006.

   The WIA Youth Glossary (OETI #08-2003) provides a definition of the term,
   ―Basic Skills Deficient,‖ referencing an individual score on a generally
   accepted standardized test or a comparable score on a criterion-referenced
   test. Tests of English, reading, writing, and computing skills must yield
   results in terms of Grade Level equivalents.

   The Common Measures Policy (TEGL #17-05) provides useful guidance on
   appropriate test instruments and methods for measuring math and reading
   skills. For out-of-school youth, Youth Providers should carefully follow the
   guidance for measuring Literacy and Numeracy gains, including the
   following requirements:
          ―It is allowable to use pre-tests that are administered up to six months
           prior to the date of first WIA youth service, if such pre-test scores are
           available. If prior pre-tests are not available, administration of the
           pre-test must occur within 60 days following the date of first youth
           program service….‖
          ―To measure the increase in skills of individuals, programs must use
           an assessment procedure comprised of a standardized test or a
           performance assessment with standardized scoring protocols that
           crosswalk directly to the NRS [National Reporting System]
           educational functioning levels….‖

   Therefore, WIA Youth programs must use one of the assessment tools listed
   in Attachment C of TEGL 17-05.
   With respect to the assessment tools listed in TEGL 17-05, the COWIB has
   determined that the following instruments are allowable for the WIA Youth
   Program—

                                   10
                                    Policy and Procedures – May 31, 2007


                         TABE;
                         CASAS; and
                         ABLE.

                 WorkKeys is not an allowable assessment instrument to be used when
                 determining if a youth is basic skills deficient. The WorkKeys assessment
                 does not give a grade equivalency.

                 Documentation for this section:

                         ISS Planning Worksheets - Using the results from the ―ISS Planning
                          Worksheets,‖ complete the ―Plan for Overcoming Identified Barriers‖
                          field. Refer to the instruction for each field in Attachment 2.

                         Reading and Math tests score sheet (pre-test) - file in the ISS section of the
                          case file.

                         When achievement objectives are attained, file the necessary
                          documentation in the ISS section of the case file.

                         Any related notes in OSL Employment Plan ―Additional Notes‖ field.

             3. Supportive and Assistive Technology Needs4
                 Have participants complete the ―Supportive Service Needs Checklist‖ from
                 Attachment 2. Review each item checked, and determine if it is a barrier to
                 reaching their career goals and/or vocational goal. If barriers are identified,
                 search for WIA or community services that may be used to address the issues and
                 include those services in the ―Required Supportive Services During Active
                 Participation‖ field. The State Policy considers the determination of assistive
                 technology needs, and plans to address those identified, as part of the supportive
                 services function. The assistive technology need(s) may be identified by using
                 the ―Supportive Service Needs Checklist.‖ However, results must be recorded in
                 the ―Assistive Technology Needs for Achieving Goals‖ field of the OSL
                 Employment Plan.
                 Documentation for this section:


4
  Supportive services are to be provided to youth who need support to ensure successful participation. See the
Supportive Service Policy for the COWIB’s WIA Youth Program for additional information concerning limitations
on the dollar amount that may be expended on supportive services. Supportive services may include, but are not
limited to:
    1.   Assistance with transportation;
    2.   Assistance with child care and dependent care;
    3.   Assistance with uniforms or other appropriate work attire and work-related tools,
         including such items as eye glasses and protective eye gear;
    4.   Assistance with housing;
    5.   Linkages to community services; and
    6.   Referrals to medical services.

                                                         11
                                      Policy and Procedures – May 31, 2007


                           Complete OSL Employment Plan field ―Supportive and Assistive
                            Technology Needs‖
                           ―Supportive Service Needs Checklist‖ (Attachment 2)
                           Any related notes in ―Additional Notes‖ section of the OSL Employment
                            Plan

              4. Economic Needs Statement and Planning5
                  Complete this section for those participants who will receive occupational skills
                  training. Do a quick review to determine if there are other financial resources that
                  will assist in paying for participants’ training costs or if there are other support
                  resources.

                  Assess the financial situation of participants to determine if they have the support
                  to maintain themselves through the training period. Use the ―Economic Needs
                  Inventory‖ form to assist in making this determination. The field is also optional
                  for use with any participants who need to identify and use financial resources in
                  their planning (e.g., food stamps, child support, etc.).

                  Documentation for this section:
                           Complete OSL Employment Plan field ―Economic Needs Statement and
                            Planning‖
                           Economic Needs Inventory form in Attachment 2 - file in the ISS section
                            of the case file
                           Any related notes should be recorded in the ―Additional Notes‖ section of
                            the OSL Employment Plan

              5. Vocational Goal
                  To determine the career goal during the job matching process, participants will
                  have researched related training information. Included in the information are
                  institutions that provide training in occupations they are considering, including
                  the training provider list. When the career goal has been determined and
                  occupational skills training is needed, a vocational or training goal should be
                  developed. The goal will include the training course of study, the name of the
                  institution providing the training, and the final result (e.g., ―By successfully
                  completing the Northeast Technology Center CNA program and passing the state
                  CNA exam, the participant will have the skills necessary for attaining her career
                  goal.‖). It is possible that WIA may not be paying any of the training costs or
                  only part of it and providing other services, such as job search skills. If WIA is
                  not paying for the training costs, note it after the goal.

                  Documentation for this section:
                           Complete OSL Employment Plan field ―Justification for Vocational Goal‖

5
  The completion of this process is necessary only if the WIA Youth program provides funding for the occupational
skills training activity. In the event that non-WIA resources are used to pay for the cost of the training activity, then
the use of the Economic Needs Inventory form is not required.
                                                          12
                   Policy and Procedures – May 31, 2007


          Any related notes in ―Additional Notes‖ section of the OSL Employment
           Plan


6. Post Employment Needs
   Participants must receive some form of follow-up services for a minimum
   duration of 12 months. All assessment and planned follow-up services will be
   recorded in the OSL Program Notes section.
          Date of contact or identification of problem
          Need (if appropriate)
          Service (if applicable)
   Documentation for this section:
          Record required items in the OSL Program Notes section

7. Client Involvement Statement
   The participant, in consultation with a case manager, selects the career goal and
   the ISS must be jointly developed. It is the intent of this LWIB, that ISSs are
   jointly developed with the participants. However, Case Managers should use
   their discretion to override participant decisions contrary to program policy or
   law. On these occasions, Case Managers will provide appropriate rationale in the
   ―Additional Notes‖ section of the OSL Employment Plan. The client involvement
   statement to be used by this area is provided under Attachment 2. Case
   Managers should have participants read the involvement statement before signing
   at the bottom of the plan. Documentation of this section:

          Record NA in the OSL Employment Plan field ―Client Involvement
           Statement‖
          Client Involvement Statement from Attachment 2 - file in the ISS section
           of the case file

8. Progress Review and ISS Modification
   a. Progress Review – Progress reviews will be conducted every thirty days on all
      participants and may be by phone, in office, or on-site visits. The following
      items shall be reviewed and results will be recorded in the OSL Program
      Notes section:
           Progress –Training progress report from instructor or supervisor.
           Needs of participants – Services and/or personal issues identified by
            participants, instructors or supervisors

      Documentation for this section:

      Progress review notes in the OSL Program Notes section, not less than once
      every thirty days

                                     13
                           Policy and Procedures – May 31, 2007


           b. OSL Employment Plan Modification – Reviews may not always occur on a
              scheduled progress review date, but initiated when a problem or change
              necessitates a modification. Case Managers should review any issues to
              determine if modifications to the plan need to be made. If areas of the
              Employment Plan need to be modified, use the instructions and sample on
              page 16.
           Documentation for this section:
                      Modify according to instructions on page 16
                      Any related notes in OSL Program Notes section
Results from each of the processes described in section III will be used to complete its related
field in the OSL Employment Plan. Instructions for completing each field are listed in the
Oklahoma Service Link Employment Plan Instructions (Attachment 1).




                                             14
      Policy and Procedures – May 31, 2007



                                             ATTACHMENT 1




       INSTRUCTIONS
      FOR COMPLETING
OSL EMPLOYMENT PLAN FIELDS




                      15
                                                                  Policy and Procedures – May 31, 2007

                                                               Oklahoma Service Link Employment Plan

                                  INSTRUCTIONS                                                                     EXAMPLE                                      REFERENCE

     Occupational Assessment and Career Research                                        Option 1 Career Goal
                                                                                        1. Assessment - Self-Directed Search; Codes - SER                      Sec. 129 (c) (B)
     Option 1: Career Goal
     1. Occupational Assessment – Using the selected combined career assessment         2. Career Research – OKCIS (Occupations Sec.), Demand                  * CFR pg. 49350
        program or career assessment instruments, record the instrument name(s)            Occupations List                                                    CFR 664.405 (a)
        and results. If participants are currently enrolled in training, record                                                                                (2)
        ―currently enrolled.‖                                                           Option 2: Career Pathway                                               TEGN 3-04, pg. 4
     2. Career Research – Record name of occupational information used; or              1. Assessment – Career Clusters Interest Survey; Cluster – Health      &6
                                                                                           Science; Pathway – Therapeutic Services
     Option 2: Career Pathway                                                           2. Career Research – OKCIS (Occupations Sec.), Career Tech
     1. Occupational Assessment – Record instrument(s) used to identify                    pathway brochure, personal information
        occupational cluster(s) and record results
     2. Career Research – Record name of information used

     Justification for Employment Goal                                                  Option 1: Career Goal                                                  Sec. 129 (c) (B)
                                                                                        Goal: CNA
16




     Option 1:Career Goal                                                               Rationale: CNA was selected by the participant and occupational        * CFR pg. 49350
     Record the career goal(s) resulting from a decision-making process and record      assessment and career research indicates that there is a demand and    CFR 664.405 (a)
     the title with rationale for selection. If the goal cannot be sanctioned by the    probable chance for success in the career goal.                        (2)
     Case Manager, provide an explanation under the field ―Additional Notes.‖                                                                                  TEGN 3-04, pg. 4
                                                                                        Option 2: Career Pathway                                               &6
     Option 2: Career Pathway                                                           Goal: Health Science Cluster & Therapeutic Services Pathway
     Record the career goal or age-appropriate career goal(s). This may be              Rationale: Based on the participant’s interests, personal qualities,
     occupational cluster and/or pathway. Record rationale for selection.               school subjects, and other information, the ―therapeutic services‖
                                                                                        pathway was chosen as the age-appropriate goal.




     Justification for Vocational Goal
                                                                                        By successfully completing the Northeast Technology Center CNA
     Record the vocational training goal and how it will assist in achieving the        program and passing the state CNA exam, the participant will have
     career goal. If training cost is not being provided by WIA, note it. When a goal   the skills necessary for attaining her career goal.
     is not appropriate, record ―NA‖ in the field
                                                             Policy and Procedures – May 31, 2007

                              INSTRUCTIONS                                                                   EXAMPLE                                       REFERENCE
     Client Strength                                                           Optional
     Not in use
                                                                               CATEGORY: Basic Skills
     Plan for Overcoming Identified Barriers (or needs)                        GOAL: Increase reading skills one or more functional levels                 TEGL 17-05,
     Record the following information                                          OBJ: Provide tutoring to Increase reading skills one or more functional     ATT. D. p.19 &
           skills category                                                    levels                                                                      ATT. B. p.1.
           goal                                                               SERVICE: Tutoring                                                           Sec. 129 (c) (B)
                                                                               START: 9-20-06 – END: 3-20-07
           achievement objective
           service                                                            CATEGORY: Work Readiness
           projected start and end dates                                      GOAL: Increase Pre-employment skills
      If there are no needs in a category, record the category and note that   OBJ: Complete the Center Job Readiness class with not less than an 85%
     there is no deficiency. If there is a deficiency and it will be           score on the class evaluation
     addressed at a later time, record ―to be addressed at a later time.‖      SERVICE: Work Readiness/Pre-employment Skills
     When addressed use the modification process.                              START: 9-16-06 – END: 11-16-06

                                                                               CATEGORY: Occupational Skills
                                                                               GOAL: Attain a degree or certificate
                                                                               OBJ: Complete Gordon Cooper CNA course and receive certificate for
                                                                               successful completion. --- SERVICE: occupational skills training
                                                                               START: 9-23-06 – END: 1-10-07

                                                                               Participant has been diagnosed with a hearing problem and has been
17




     Assistive Technology Need for Achieving Goals
                                                                               referred to Vocational Rehabilitation for assistance with the purchase of
     If the participant has a disability, identify it and describe any         a hearing aid.
     accommodations that will be made to assist participants in achieving
     their stated goal(s).

     Client Responsibilities and Agency Responsibilities                       Optional

     Economic Need Statement and Planning                                      WIA program funds will pay for the participant’s training cost. She is
                                                                               unable to obtain enough grant money for her training. Participant’s only
     This field is required for participants receiving occupational skills     other source of income is from SSA in the amount of $632.00 per
     training to assess and plan for their economic needs. The field is also   month.
     optional for use with any participants who need to identify and
     address financial resources.
     Required Supportive Services During Active Participation                  Transportation problems – OCIA will provide participant with travel
                                                                                                                                                           CFR 664.440
                                                                               assistance money
      Record any supportive service needs and supportive service
     provided
                                                                      Policy and Procedures – May 31, 2007


                                    INSTRUCTIONS                                                                    EXAMPLE                                     REFERENCE

     Post Employment Needs                                                                Record in OSL Notes (Enrollment or Program) section                   CFR 664.450

     Record the follow-up services provided for 12 month duration in the OSL Notes
     (Enrollment or Program) section

     Client Involvement Statement                                                         In consulting with my Case Manager, I have determined that the
     Refer to section J. of this policy for alternative                                   career goal is one of my choices and the service strategy stated in
                                                                                          the ISS has been developed in collaboration with me. I also
                                                                                          understand that this is a general plan of services and training and
                                                                                          it is neither an entitlement nor a contract between the program
                                                                                          and the participant.


     Client Progress Review                                                               Record in OSL Notes (Enrollment or Program) section
18




     Additional Notes                                                                     9-15-06-- REQUIRED SUPPORTIVE SERVICES DURING
     Case Management Notes – ISS notes relating to the original planning or               ACTIVE PARTICIPATION –- Participant indicated that she
     modification process will be recorded in the ―Additional Notes‖ field and used       would have to catch a ride with a friend to the Workforce Center
     to document details regarding the OSL Employment Plan. Progress Review and           for her job readiness class and would have to help pay for the
     Post Employment notes will be recorded in the ―OSL Program or Enrollment             gas. Making this payment would create a hardship on her, which
     Notes‖ sections. Follow the guidelines listed below to record any ISS notes:         may prohibit her from taking the class.


     Date – Date the notes were written. If notes are related to an action in the plan,
     it should reflect the same date as the action in the plan. Stating the date first
     will provide a method of tracking any notes from the time it occurred in the ISS.
     OSL Employment Plan Field – If the notes apply to an Employment Plan field
     such as ―Justification for Employment Goal,‖ write the name of the field behind
     the date before adding the notes. Using the date and field assists in tracking the
     notes to the OSL Employment Plan field.
                                                                 Policy and Procedures – May 31, 2007

                                   SAMPLE EMPLOYMENT PLAN MODIFICATION WITH INSTRUCTIONS
     Modification Instructions: In the field to be changed, go to the end of the existing required information and record the modified information. A modification to a plan
     may require the changing of more than one field. Record the information listed below:
          Mod date
          Mod number
          Record only the areas that are modified from the original
          R
              e
     Justification for Employment Goal                                             Goal: CNA
              c                                                                    Rationale: CNA was selected by the participant and occupational assessment and career
              o                                                                    research indicates that there is a demand and probable chance for success in the career goal.
     Career Goal
              r
     Record the career goal(s) resulting from a decision-making process and
              d
     record the title with rationale for selection. If the goal cannot be          Date: 10-3-06
     sanctioned by the Case Manager, provide an explanation under the field
              r                                                                    Mod: 1
     ―Additional Notes.‖
              a                                                                    Goal: LPN
              t
              i                                                                    Rationale: After beginning CNA class, both participant and the instructor felt she was
              o                                                                    capable of a higher level health care occupation. Her test scores also indicated that she had
              n                                                                    the ability to achieve at a higher level. Jane will be enrolled in the Gordon Cooper LPN
              a                                                                    program which begins next week. LPN is a demand occupation.
              l
              e
      Justification for Vocational Goal                                          By successfully completing the Gordon Copper Technology Center CNA program and passing
                                                                                 the state CNA exam, the participant will have the skills necessary for attaining her career goal.
              f
      Record the vocational training goal and how it will assist in achieving
              o
      the career goal. If training cost is not being provided by WIA, note it.
              r                                                                  Date: 10-3-06
      When a goal is not appropriate, record ―NA‖ in the field                   Mod: 1
19




             c                                                                   By successfully completing the Gordon Cooper Technology Center LPN program and passing
             h                                                                   the state LPN exam, the participant will have the skills necessary for attaining her career goal
             a
             n
                                                                                 CATEGORY: Occupational Skills
             g
      Plan for Overcoming Identified Barriers (or needs)                         GOAL: Attain a degree or certificate
             e
      Record the following information                                           OBJ: Complete Gordon Cooper CNA course and receive certificate for successful completion.
              skills category                                                   SERVICE: occupational skills training
              goal                                                              START: 9-23-06 – END: 1-10-07
              achievement objective                                             Date: 10-3-06
              service                                                           Mod: 1
              projected start and end dates                                     OBJ: Complete Northeast Technology Center LPN course and receive certificate for
                                                                                 successful completion
                                                                                 START: 10-14-06 – END: 8-3-07
Policy and Procedures – May 31, 2007

                                       ATTACHMENT 2




    ISS FORMS




                20
                                Policy and Procedures – May 31, 2007


                                      ISS Case Checklist

Directions: File documents in order of the sequence provided below:

  I. Plans
       OSL Employment Plan

 II. Occupational Assessment and Career Research
       Career Assessment Instruments Score Sheets

III. Planning Process (needs, goals, objectives, services)
        ISS Planning Worksheet

 IV. Economic Need Statement
       Economic Needs Inventory

 V. Supportive Service Needs
      Supportive Service Needs Checklist

 VI. Client Involvement
       Client Involvement Statement

VII. Necessary Documentation for Evaluation of Outcomes or Standards
     Basic Skills
       Pre-Reading and Math Test Score Sheet
       Post-Reading and Math Test Score Sheet
     Work Readiness
       Diploma or Equivalent
       Work Readiness Evaluation(s)*
       Verification of successful classroom completion*
     Occupational Skills
       Certificate
       Occupational Skills Evaluation for Worksite
       Verification of enrollment in Post-Secondary Education or Advanced Training/Occupational
       skills
VIII. Other Documents



   * Not common measure
                                                                                        Rev.12/06/06

                                                21
                                  Policy and Procedures – May 31, 2007

                                    ISS PLANNING WORKSHEET
                                          INSTRUCTIONS


Introduction:

For the purpose of this policy and procedures, employable youths are those who have their basic skills,
work readiness skills, and occupational skills (TEGL 17-05, Att. D., p19). The attached Worksheets in
conjunction with a skilled Case Manager and other relevant information will be used to assess these
three categories and plan necessary outcomes to complete the ―Plan for Overcoming Identified
Barriers.‖

Prerequisite:

Before beginning this process the following items must be completed.
    Reading and Math test score sheet (pre-test)
    Intake Form
    Employment History (if available)

Instructions:

 I. Age-Appropriate Career Goal -The Career goal blank at the top of the Skill Category Needs
    Indicators table should contain the age-appropriate goal. Even though positive outcomes (common
    measures) are sought, the attainment of participants’ career goals should be the ultimate measure of
    all assessment, planning, and program activity, even if these are long term.

II. Determine needs – Under each category in the Skill Category Need Indicators table are indicators
    that will assist Case Managers and participants in determining if there are needs in that category.
    Below each indicator is an information reference (e.g., Test Score Sheet, Employment History,
    etc.) that was completed before this process began. These references should be reviewed and used
    in responding to the indicators. After indicators have been considered in a category, the Case
    Managers and participants will identify needs that should be addressed. If indicators are checked in
    a category, the ―Needs Assistance – Yes‖ blank should be checked. If no indicators are checked,
    then the ―No‖ blank should be checked. Responding to these indicators assists Case Managers in
    understanding participants’ background, past experiences, current skills, etc. In no instance should
    checked categories be used as absolute answers for decision making. Decisions should be made
    jointly with Case Managers having the discretion to override responses made in any category, but
    must provide appropriate rationale in the OSL Program Notes. Some participants may have so
    many needs that all identified can’t be addressed in the original plan, but will require ongoing
    planning over a period of time. In this case, it should be noted in the ―comments‖ blank of this
    section (e.g., ―will work on retention skills need at a later time.‖ The modification system (p. 13)
    will be used when addressing these unmet needs.



                                                                                             (Rev. 12-20-06)




                                                   22
                                   Policy and Procedures – May 31, 2007


III. Select goals to address identified needs – From the Potential Skill Goals table select a goal or goals
     that address needs in each of the categories. An example is an ―increase in reading skills 1 or more
     functional levels‖ may assist or attain a ―literacy gain‖ common measure. During the planning
     process, Case Managers should consider outcomes at exit and ones that may be reached in other
     quarters. Record the goal(s) in the ―Plan for Overcoming Barriers‖ field according to instructions
     in Attachment 1.

IV. Develop objectives that achieve selected goals - The achievement objective ―describes measurable
    planned action (services and/or training) necessary to attain or assist in the attainment of the goal.‖
    Select the appropriate service and training from the Services and Training table, and develop
    necessary achievement objectives. Record the achievement objective(s) in the ―Plan for
    Overcoming Barriers‖ field according to instructions in Attachment 1.

Use the results of this ISS Planning Worksheet to complete the fields in the ―Plan for Overcoming
Barriers‖ and ―Justification for Vocational Goal‖ fields.




                                                    23
                                                                 Policy and Procedures – May 31, 2007
                                                                                                                                                           (Rev. 12/6/06)
                                                                       ISS PLANNING WORKSHEET

      Career Goal (Age-Appropriate)                                                                                                           CM = Common Measure

                                                               SKILL CATEGORY NEED INDICATORS

                    BASIC SKILLS                                    WORK READINESS                                                OCCUPATIONAL

                                                                      Career Development
      Has a reading grade level at or below 8th    Lacks decision making skills, planning skills, skills      Has no job experience in the stated career goal Ref:
       grade. (CM ) Ref: Test Score Sheet [For          necessary to access LMI, etc. Ref. Intake III. D.        Employment History
       CM must be O/S, 1 functional level]          Has selected pathway or cluster(s), but not
                                                       completed appropriate pathway activities (self rept).    Skills not adequate to obtain, retain, or be promoted to
      Has a math grade level at or below 8th                       Pre-Employment Skills                        self-sufficient salary in stated career goal Ref:
       grade. (CM) Ref: Test Score Sheet [For       Has not completed a Pre-Employment Skills class,            Employment History
       CM must be O/S, 1 functional level]             resource guide, or equivalent. (self report)
                                                    Does not have job search skills Ref. Intake II. D, self    Has not successfully completed training and attained a
                                                       report                                                    certificate (CM) in a stated career goal Ref: Intake
                                                                  Survival/Daily Living Skills                   Form I. B.&C.
                                                    Has not taken survival Skills class (self report)
                                                    Has not demonstrated independent living skills Ref.        Not enrolled in post-secondary education or advanced
24




                                                       Intake II. H..                                            training/occupational skill training (CM) Ref: Intake I D
                                                                         Retention Skills
                                                    Has not successfully participated in any work for a        Not currently employed (CM) Ref: Employment History
                                                       sustained period of at least 6 weeks Ref: Work
                                                       Hist.
                                                    Has had problems with supervisors/teacher/
                                                       classmates in past. Ref: Intake II. E.
                                                    Personal problems have interfered with school/work
                                                       in past. Ref: II. E.
                                                             High School Diploma or Equivalent
                                                    Does not have a degree, diploma or GED) (CM)
                                                       (Att. A.) Ref: Intake I.A.
     Total of 1 or more checks indicates need      Total of 1 or more checks indicates need for                Total of 1 or more checks indicates need for assistance.
     for assistance.                               assistance.                                                 Needs Assistance: YES__ NO__
     Needs Assistance: YES__ NO__                  Needs Assistance: YES__ NO__
     Comments  Measures                            Comments                                                    Comments




     Participant Signature                                              Date             Case Manager Signature                                                Date
                                                              Policy and Procedures – May 31, 2007




                                                                POTENTIAL SKILL GOALS
                                                                    (TEGL # 17-05, ATT. D, p. 18)



                      BASIC SKILLS                                           WORK READINESS                                   OCCUPATIONAL

     TEGL #17-05, Att.C &TEGL #7-9, p.22)                     Increase Career Development skills – Continue to      Placement in Employment (CM)
                                                               refine employment goal or career pathway using
         Increase Reading Skills 1 or more functional         classes, workplace activity, and information or       Enroll in post-secondary education
          levels (CM)                                          increase skills and knowledge of labor market          (CM)
                                                               knowledge, world-of-work awareness, career
         Increase Math Skills 1 or more functional levels     planning, decision making, etc.                       Enroll in Advance
          (CM)                                                                                                        Training/Occupational Skills (CM)
                                                              Increase Pre-employment Skills– Completion of Pre-
                                                               employment class, resource guide, etc.                Attain a degree or certificate
25




                                                                                                                      (Technical or Occupational Skills)
                                                              Increase Survival/Daily Living Skills – Complete       (CM)
                                                               class or activity

                                                              Increase Retention Skills/Work Maturity Skills –
                                                               Complete class, workplace activity or equivalent

                                                              Attain a degree or certificate (GED or Diploma)
                                                               (CM )




         Use results from the table above to set goals in the ―Plan for Overcoming Identified Barriers‖ in the OSL Employment Plan.
                                                               Policy and Procedures – May 31, 2007

                                                                    SERVICES AND TRAINING
                                                                       TEGL 17-05, p. 11- 14
                  BASIC SKILLS                                        WORK READINESS                                                OCCUPATIONAL

         Tutoring (tu)                                         Continued Career Development Services                  Occupational Skills Trng. (os)
         Study Skills Training. (tu)               Career Development Assistance(fs)                                 OJT (os)
                                                    Work Experience (we)                                              Work Experience (we)
                                                    Training. In decision making (ld)                                 Summer Employment Opportunities (se)
                                                    Exposure to Postsecondary Educational Opportunities (ld)          Exposure to Post-Secondary Educational
                                                    Summer Employment Opportunities (se)                                Opportunities(ld)
                                                    Job shadowing (we)                                                Career Development Assistance(fs)
                                                    Internship (we)                                                   Guidance and Counseling (gc)
                                                    Individual Service Strategy - Development of pathway plan,        Adult Mentoring (am)
                                                     refinement of choices for employment goal, etc.                   Job Shadowing (we)
                                                 Adult Mentoring (am)                                                 Internship (we)
                                                   Pre-employment – Completion of Pre-employment/Job Readiness
                                                 Work Readiness/Pre-employment Skills
                                                 Peer Support Group (fs)
                                                 Adult Mentoring (am)
                                                 Life Skills Workshop (ld)
26




                                                                        Survival/Daily Living Skills
                                                 Guidance and Counseling (gc)
                                                 Leadership Development Opportunities (ld)
                                                 Citizenship Trng. (ld)
                                                 Organizational & Team Work Trng. (ld)
                                                 Peer Centered activities (ld)
                                                 Job Readiness
                                                                Retention/Work Maturity Skills (664.30)
                                                 Community & Service Learning Projects (ld)
                                                 Peer Centered activities (ld)
                                                 Regular contact with youth and/or employer (fs)
                                                 Guidance and Counseling (fs)
                                                 Work Experience with soft skill specific evaluation (we)
                                                                   High School Diploma or Equivalent
                                                 Tutoring (tu)
                                                 Study Skills Training. (tu)
                                                 Instruction Leading to Secondary School Completion (tu)
                                                 Alternative Secondary School Offerings (ae)
     Use the results from the above planning sheet to complete Achievement        tu – Tutoring                 os – Occupational Skills Training
     Objectives in the Youth Elements OSL Employment Plan, ―Plan for              ae – Alternative Education    ss – Supportive Services
     Overcoming Identified Barriers‖ field.                                       we – Work Experience          am – Adult Mentoring
                                                                             fs – Follow Up Services            cc – Comprehensive Guidance & Counseling
                                                                             se – Summer Employment             ld – Leadership Development Opportunities
                                    Policy and Procedures – May 31, 2007


Name:                                                              Date:

                                              Intake Form
I. Education/Training

   A. Did you complete high school or get a GED?
      If not, what was the last grade you completed?

   B. Have you received any post-high school education or training?
      What?
      Where?                              Did you complete the training?

   C. What, if any, occupational license or skills certifications do you possess?
      (ex: LPN, welding, nurse aide, cosmetology, etc.)

   D. Are you currently attending any school, training, or educational classes?
      What?                                        Where?

   E. What, if any, training or education would you require to attain a career goal and
      self-sufficiency?

II. Skills/Experience

   A. What job experience and/or occupational skills do you currently possess?
      _____________________________

   B. Do your skills/experience qualify you for employment at an adequate wage?

        If so, explain.

   C. Do you have experience and skills that are not marketable in the current labor
      market?        If so, explain.

   D. Do you possess good job search skills such as interviewing, completing applications,
      resume writing, etc.? ____ Explain: _________________________

   E. Have you encountered problems with classmates/supervisors/co-workers in the past?

   F. Have personal problems interfered with employment/school in the past?
      Explain.

   G. Have you ever been fired?

   H. Are you experienced in daily living skills such as keeping a checkbook, doing your own grocery
      shopping, keeping a budget, making payments on credit, using public transportation, etc.?


                                                                                               (Rev. 8-24-06)
                                                     27
                                   Policy and Procedures – May 31, 2007



   I. Do you have a disability or personal circumstances that do not allow your employment
      in previously held occupations?

III. Career Goals

   A. Do you have a career goal or career interest?

   B. What wage will you require to be self-sufficient?

   C. Name three specific personal goals that you hope to achieve as a result of working.
      (ex: car, home, vacation, independence, pay bills, etc.)
      1.
      2.
      3.

   D. Do you know how to find information about your career interests (e.g., growing or emerging
      occupations in your area of interest, knowledge, and skills necessary for your occupations of
      interest)?




                     Participant Signature




                                                      28
                                   Policy and Procedures – May 31, 2007


                                       EMPLOYMENT HISTORY
                                              (Present to Past)


Job Title:                                Duties:
Employer/Company:                                                                   Phone #:
Address:
Contact Person:                                                   Title:
Start Date:                                      End Date:
                                                                           Hourly   Weekly     Monthly   Annually
Hours Per Week:            Wage:                    Check One (X)
Reason for Leaving:

Job Title:                                Duties:
Employer/Company:                                                                   Phone #:
Address:
Contact Person:                                                   Title:
Start Date:                                      End Date:
                                                                           Hourly   Weekly     Monthly   Annually
Hours Per Week:            Wage:                    Check One (X)
Reason for Leaving:

Job Title:                                Duties:
Employer/Company:                                                                   Phone #:
Address:
Contact Person:                                                   Title:
Start Date:                                      End Date:
                                                                           Hourly   Weekly     Monthly   Annually
Hours Per Week:            Wage:                    Check One (X)
Reason for Leaving:

Job Title:                                Duties:
Employer/Company:                                                                   Phone #:
Address:
Contact Person:                                                   Title:
Start Date:                                      End Date:
                                                                           Hourly   Weekly     Monthly   Annually
Hours Per Week:            Wage:                    Check One (X)
Reason for Leaving:



                      Signature                                                                Date
                                                                                                         Rev. 6-13-05

                                                    29
                                   Policy and Procedures – May 31, 2007


                                   ECONOMIC NEEDS INVENTORY


Name:                                                             Date:
School:

                Per Semester Funding/Expenses                Per Year Funding/Expenses
Semester/Year                       ( ) Spring     ( ) Summer        (    ) Fall

 TRAINING/EDUCATION EXPENSES                        TRAINING/EDUCATION FUNDING

Tuition            Fees                            Pell                 OTAG
Tools              Uniforms                        BIA                  SEOG
Books              Transp                          CWS                  VA
Room & Board                                       DHS                  WtW
Other                                              TAA                  Other


Training/Education Expenses          Training/Education Funding               Unmet Training/Education Need

                               -                                    =



          WIA AWARD:                               ITEM                       AMOUNT

                                                                          $
                                                                          $
                                                                          $
                                                                          $
                                                                          $
                                                                          $
                                                   TOTAL                  $

Comments:




                                                                                                   Revised 6/13/05

                                                   30
                                       Policy and Procedures – May 31, 2007



Name                                                                 Date


                             SUPPORTIVE SERVICE NEEDS CHECKLIST
SERVICE
                                                                     YES      NO

1. Assistance with transportation                                            

2. Assistance with child care and dependent care                             

3. Assistance with housing                                                   

4. Referral to medical services                                              

5. Assistance with uniforms or other work attire                             

6. Assistance with work related tools                                        

7. Assistance with eye glasses and/or protective eye glasses                 

8. Needs special adaptation for work skill because of disability             


Indicate any special concerns not addressed in the above list:




               Participant Signature




                                                       31
                                         Policy and Procedures – May 31, 2007

                                 WORK READINESS SKILLS EVALUATION


Directions:      List skills necessary to complete the stated goal. A minimum of six skills are required.

Participant’s Name:
Goal:
Service:
Achievement Objective:
Location:



                                                                                                           Scale
                                               Skills
                                                                                                         Yes No
 1.
 2.
 3.
 4.
 5.
 6.
 7.
 8.
 9.
10.
11.
12.


Rating Scale:
        Yes = Meets expectation
        No = Does not meet expectation

Average Rating            (must average 80% of ―Yes‖ items for successful completion)


I certify that this participant has achieved the identified skills at the levels checked above.



                         Authorized Signature                                                     Date


                                                                                                                   Rev 9/14/06

                                                             32
                                         Policy and Procedures – May 31, 2007


                                                        (SAMPLE)

                                 WORK READINESS SKILLS EVALUATION


Directions:      List skills necessary to complete the stated goal. A minimum of six skills are required.

Participant’s Name:      Kyle Jones
Goal:                    Increase Retention Skills
Service:                 Work Experience
Achievement Objective:            Complete work experience program with not less than 80% score on the
                         Work Readiness Skills Evaluation
Location:                City of Tulsa – Utilities Dept.



                                                                                                           Scale
                                               Skills
                                                                                                         Yes No
 1. Demonstrates positive work habits
 2. Presents a neat appearance
 3. Follows instructions and completes tasks
 4. Accepts criticism from supervisor
 5. Shows initiative and reliability
 6. Assumes responsibilities involved in maintaining a job
 7. Demonstrates motivation and adaptability
 8. Demonstrates effective coping and problem-solving skills
 9. Demonstrates regular attendance
10. Demonstrates ability to work as a team member


Rating Scale:
        Yes = Meets expectation
        No = Does not meet expectation

Average Rating            (must average 80% of ―Yes‖ items for successful completion)


I certify that this participant has achieved the identified skills at the levels checked above.



                         Authorized Signature                                                     Date


                                                             33
                                         Policy and Procedures – May 31, 2007

                                                        (SAMPLE)

                                 WORK READINESS SKILLS EVALUATION


Directions:      List skills necessary to complete the stated goal. A minimum of six skills are required.

Participant’s Name:      Kyle Jones
Goal:                    Increase Career Development Skills
Service:                 Work Experience (Career Pathway-Construction)
Achievement Objective:            Complete career pathway related work experience with not less than 80%
                         score on the Work Readiness Skills Evaluation
Location:                Ada City Maintenance Dept.



                                                                                                           Scale
                                               Skills
                                                                                                         Yes No
        Exposure to Carpenter’s Helper Tasks:
 1. Position lumber in place for fastening or cutting
 2. Assist in erecting scaffolding
 3. Select tools and materials, and set up work site
 4. Clean worksite to maintain safe work area
 5. Hold plumb bobs and sighting rods to aid in establishing reference points and lines
 6. Smooth and sand surfaces to remove ridges
 7. Manage time to accommodate carpenters
        Exposure to Carpenter’s Helper Knowledge:
 8. Explain safety rules for worksite
 9. Identify basic hand and electric tools, and explain their purpose
10. Explain necessary adjustments to equipment for cutting specific angles and degrees
11. Identify basic symbols from a blue print

Rating Scale:
        Yes = Meets expectation
        No = Does not meet expectation

Average Rating            (must average 80% of ―Yes‖ items for successful completion)

I certify that this participant has achieved the identified skills at the levels checked above.



                         Authorized Signature                                                     Date
                                                             34
                                        Policy and Procedures – May 31, 2007



                                 Occupational Skills Evaluation for Worksites

Occupational Skills Goal - A measurable increase in occupational skills encompassing the proficiency to perform
actual tasks and technical functions required by certain occupational fields at entry, intermediate or advanced levels.

Instructions:

  1. Identifying Task - Before listing the task to evaluate in the "assessment" section of this instrument, they must
     first be identified and then written specifically for the occupation on this worksite. To identify these tasks, an
     interview must be conducted with the supervisor or employer. To assist the supervisor/employer in identifying
     them, tasks from the O’NET may be used to stimulate some elements of work. Also, a few key action words
     that might help in both thinking of tasks and writing them are listed below.

         Operate           Use                 Cut                     Type                  Organize
         Align             Read                Mix                     Handle                Connect
         Grind             Select              Ream                    Apply                 Measure
         Produce           Plan                Thread                  File                  Help
         Mill              Drill               Replace                 Locate                Clean
         Weld              Set up              Make                    Write                 Stitch
         Solder            Remove              Construct               Identify
         Sell              Fit                 Test                    Sew

  2. Selection of tasks - The Case Manager and supervisor/employer will identify and select tasks according to the
     option selected. These tasks constitute the minimum for rating on the "Occupational Skills Evaluation" form.

  3. Writing Tasks - Once the tasks are determined, they must be written in the assessment section of this form. Use
     key action words to describe the task. Either use one from the list in "Section 1" or make up one that best suits
     the function. The task must include these three (3) principles.

        (1) An action word
        (2) An element of work
        (3) Must be measurable

      Examples might be:
        Operate a small tractor
        Read an electrician's blueprint
        Grind drill bits
        Thread 3/4" steel conduit
        Type 60 words per minute




                                                           35
                                         Policy and Procedures – May 31, 2007

                      OCCUPATIONAL SKILLS EVALUATION FOR WORKSITES

Participant's Name:
Goal:
Service:
Worksite:
Occupation:

                                                                                                    Scale
                                                  Tasks                                          Yes      No

   1.

   2.

   3.

   4.

   5.

   6.

   7.

   8.

   9.

  10.

  11.

  12.


Rating Scale:

     Yes = Skilled
     No = Not Skilled

Average Rating __________ (must average 80% of ―Yes‖ items for successful completion)

I certify that this participant has achieved the tasks at the identified levels checked above.



                 Authorized Signature                                                            Date




                                                                                                          Rev 9/7/06

                                                            36
                                         Policy and Procedures – May 31, 2007


                                                         (SAMPLE)

                      OCCUPATIONAL SKILLS EVALUATION FOR WORKSITES

Participant's Name:      David Brown
Goal:   Develop primary and/or secondary occupational skills for selected occupation
Service:         Work Experience
Worksite:        OSU (Okmulgee) Physical Plant
Occupation:      Electricians Helper

                                                                                                     Scale
                                                   Tasks                                          Yes      No

   1. Measure, cut, and bend wire and conduit, using measuring instruments

        Push wiring through openings, using hand tasks
   2. I certify that this participant has achieved thetools at the
      levels check above.
   3. Disassemble defective electrical equipment

   4. Install receptacles using hand tools

   5. Transport tools, materials, equipment, and supplies to work site

   6. Set up work site with romex , tools, and other materials for days work

   7. Examine electrical units for loose connections and broken insulation

   8.

   9.

  10.

  11.

  12.

Rating Scale:

     Yes = Skilled
     No = Not Skilled

Average Rating __________ (must average 80% of ―Yes‖ items for successful completion)

I certify that this participant has achieved the tasks at the identified levels checked above.



                 Authorized Signature                                                            Date

                                                                                                         Rev 8/15/06


                                                             37
                                    Policy and Procedures – May 31, 2007


                            CLIENT INVOLVEMENT STATEMENT


In consulting with my Case Manager, I have determined that the career goal is one of my choices and the
service strategy stated in the ISS has been developed in collaboration with me. I also understand that this is
a general plan of services and training and it is neither an entitlement nor a contract between the program
and the participant.


Signed                                                              Date


Signed                                                              Date




                                                      38
      Policy and Procedures – May 31, 2007



                                             ATTACHMENT 3




DETERMINING CAREER GOALS




                      39
             Policy and Procedures – May 31, 2007




      RESOURCE PACKAGE
                         FOR
           CAREER GOAL(S)




        Workforce Oklahoma Training Institute
University of Oklahoma, College of Continuing Education
          555 E. Constitution Street, Room 118
             Norman, Oklahoma 73072-7820
                     405/325-1443
                                                          Revised 7/19/06




                             40
    Policy and Procedures – May 31, 2007




               PART I

ASSESSING YOUR STRENGTHS
     AND WEAKNESSES




                    41
                            Policy and Procedures – May 31, 2007


      ASSESSING JOB TRAITS AND MATCHING OCCUPATIONS
                                  (Directions for Case Manager)

1. Complete one combined instrument or one set of following instruments. Select the instrument
   based on the assessment needs of the individual.

              Self-Directed Search
              Career Key Inventory
              COPS, CAPS, and COPES
              O*Net Interest Profiler, Skills, and O*Net Work Importance Locator

     Interpret the results by reviewing and explaining the scores/codes and the lists of occupations
     that are generated by the participants’ instrument results.

2. Gather other information such as hobbies, past work history, past school work and any other
   career related background information. With the participant, factor this information into the
   process by checking for any similar traits revealed by the instrument(s) to this information. Also
   determine if there are any occupations related to their past experiences in which they are
   interested, but are not included on the instruments generated lists. If so, they may want to add
   them on the next page.




                                              42
                               Policy and Procedures – May 31, 2007

                      ALTERNATIVE OCCUPATIONS


Find Occupations by:

Look over the occupations identified from the instruments you took. Make a list of any occupations that
look good to you. Try to come up with at least ten.

                     Title                                              Title




                                                43
                                    Policy and Procedures – May 31, 2007


                                               PART II

                            Career Researching Alternatives
Directions:

       Pick 5 occupations from your list in Part I of this package that looks better to you than the
       others. Write each one of the occupational titles at the top of one of the Occupational
       Evaluation sheets in this section. Then complete the sheet using information from the
       ―Occupation‖ section of the OKCIS. Ask a staff member to show you how to get the
       information from the web site.




                                                      44
                                  Policy and Procedures – May 31, 2007

                                   OCCUPATION EVALUATION

Occupation:

Directions:   Review and grade this occupation by using the scale below. When you finish, add up the
              numbers and put the total in the blank beside ―Total Score.‖ When you complete all of your
              evaluations, write the scores on the ―How Occupations Scored‖ sheet (pg. 49).

                                              Rating Scale

                                   3 = Good match to me or my desires
                                   2 = Moderate match to me or my desires
                                   1 = Poor match to me or my desires

                                Item                                        Rating
 1.   Overview                                                              (     )
 2.   Skills and Abilities                                                  (     )
 3.   Wages                                                                 (     )
 4.   Outlook                                                               (     )
 5.   Preparation                                                           (     )
                             Total Score


Employment Outlook:

Salary:

                                           Comments




                                                   45
                                  Policy and Procedures – May 31, 2007


                                   OCCUPATION EVALUATION

Occupation:

Directions:   Review and grade this occupation by using the scale below. When you finish, add up the
              numbers and put the total in the blank beside ―Total Score.‖ When you complete all of your
              evaluations, write the scores on the ―How Occupations Scored‖ sheet (pg. 49).

                                              Rating Scale

                                   3 = Good match to me or my desires
                                   2 = Moderate match to me or my desires
                                   1 = Poor match to me or my desires

                                Item                                        Rating
 1.   Overview                                                              (     )
 2.   Skills and Abilities                                                  (     )
 3.   Wages                                                                 (     )
 4.   Outlook                                                               (     )
 5.   Preparation                                                           (     )
                             Total Score


Employment Outlook:

Salary:

                                           Comments




                                                   46
                                  Policy and Procedures – May 31, 2007

                                   OCCUPATION EVALUATION

Occupation:

Directions:   Review and grade this occupation by using the scale below. When you finish, add up the
              numbers and put the total in the blank beside ―Total Score.‖ When you complete all of your
              evaluations, write the scores on the ―How Occupations Scored‖ sheet (pg. 49).

                                              Rating Scale

                                   3 = Good match to me or my desires
                                   2 = Moderate match to me or my desires
                                   1 = Poor match to me or my desires

                                Item                                        Rating
 1.   Overview                                                              (     )
 2.   Skills and Abilities                                                  (     )
 3.   Wages                                                                 (     )
 4.   Outlook                                                               (     )
 5.   Preparation                                                           (     )
                             Total Score


Employment Outlook:

Salary:

                                           Comments




                                                   47
                                  Policy and Procedures – May 31, 2007


                                   OCCUPATION EVALUATION

Occupation:

Directions:   Review and grade this occupation by using the scale below. When you finish, add up the
              numbers and put the total in the blank beside ―Total Score.‖ When you complete all of your
              evaluations, write the scores on the ―How Occupations Scored‖ sheet (pg. 49).

                                              Rating Scale

                                   3 = Good match to me or my desires
                                   2 = Moderate match to me or my desires
                                   1 = Poor match to me or my desires

                                Item                                        Rating
 1.   Overview                                                              (     )
 2.   Skills and Abilities                                                  (     )
 3.   Wages                                                                 (     )
 4.   Outlook                                                               (     )
 5.   Preparation                                                           (     )
                             Total Score


Employment Outlook:

Salary:

                                           Comments




                                                   48
                                  Policy and Procedures – May 31, 2007


                                   OCCUPATION EVALUATION

Occupation:

Directions:   Review and grade this occupation by using the scale below. When you finish, add up the
              numbers and put the total in the blank beside ―Total Score.‖ When you complete all of your
              evaluations, write the scores on the ―How Occupations Scored‖ sheet (pg. 49).

                                              Rating Scale

                                   3 = Good match to me or my desires
                                   2 = Moderate match to me or my desires
                                   1 = Poor match to me or my desires

                                Item                                        Rating
 1.   Overview                                                              (     )
 2.   Skills and Abilities                                                  (     )
 3.   Wages                                                                 (     )
 4.   Outlook                                                               (     )
 5.   Preparation                                                           (     )
                             Total Score


Employment Outlook:

Salary:

                                           Comments




                                                   49
                                  Policy and Procedures – May 31, 2007

                                   OCCUPATION EVALUATION

Occupation:

Directions:   Review and grade this occupation by using the scale below. When you finish, add up the
              numbers and put the total in the blank beside ―Total Score.‖ When you complete all of your
              evaluations, write the scores on the ―How Occupations Scored‖ sheet (pg. 49).

                                              Rating Scale

                                   3 = Good match to me or my desires
                                   2 = Moderate match to me or my desires
                                   1 = Poor match to me or my desires

                                Item                                        Rating
 1.   Overview                                                              (     )
 2.   Skills and Abilities                                                  (     )
 3.   Wages                                                                 (     )
 4.   Outlook                                                               (     )
 5.   Preparation                                                           (     )
                             Total Score


Employment Outlook:

Salary:

                                           Comments




                                                   50
                                  Policy and Procedures – May 31, 2007

                                   OCCUPATION EVALUATION

Occupation:

Directions:   Review and grade this occupation by using the scale below. When you finish, add up the
              numbers and put the total in the blank beside ―Total Score.‖ When you complete all of your
              evaluations, write the scores on the ―How Occupations Scored‖ sheet (pg. 49).

                                              Rating Scale

                                   3 = Good match to me or my desires
                                   2 = Moderate match to me or my desires
                                   1 = Poor match to me or my desires

                                Item                                        Rating
 1.   Overview                                                              (     )
 2.   Skills and Abilities                                                  (     )
 3.   Wages                                                                 (     )
 4.   Outlook                                                               (     )
 5.   Preparation                                                           (     )
                             Total Score


Employment Outlook:

Salary:

                                           Comments




                                                   51
                                  Policy and Procedures – May 31, 2007

                                   OCCUPATION EVALUATION

Occupation:

Directions:   Review and grade this occupation by using the scale below. When you finish, add up the
              numbers and put the total in the blank beside ―Total Score.‖ When you complete all of your
              evaluations, write the scores on the ―How Occupations Scored‖ sheet (pg. 49).

                                              Rating Scale

                                   3 = Good match to me or my desires
                                   2 = Moderate match to me or my desires
                                   1 = Poor match to me or my desires

                                Item                                        Rating
 1.   Overview                                                              (     )
 2.   Skills and Abilities                                                  (     )
 3.   Wages                                                                 (     )
 4.   Outlook                                                               (     )
 5.   Preparation                                                           (     )
                             Total Score


Employment Outlook:

Salary:

                                           Comments




                                                   52
                                   Policy and Procedures – May 31, 2007

                                   HOW OCCUPATIONS SCORED


Directions:

       List each occupation and how it scored below. Record them in order with the high scores on
       top and lowest on bottom.



                      Occupation                                               Score
  1.
  2.
  3.
  4.
  5.
  6.




                                                   53
                                    Policy and Procedures – May 31, 2007

                             PRIORITIZING ALTERNATIVES


1. On the lines below, write the names of the five (5) occupations you like best.

   a.                                        d.

   b.                                        e.

   c.


2. Answer each question below using the five (5) occupations you listed above.

   Which had you rather become?
                                                      a    or   b?
                                                      a    or   c?
                                                      a    or   d?
                                                      a    or   e?
                                                      b   or    c?
                                                      b    or   d?
                                                      b    or   e?
                                                      c    or   d?
                                                      c    or   e?
                                                      d    or   e?



3. Count the total number of times each occupation appeared in the results of exercise II and rank the
   occupations from highest to lowest.


   1.                                               4.

   2.                                               5.

   3.

4. Compare your results from the ―How Occupations Scored‖ sheet with your results from this exercise
   and select your employment goal(s).




                                                     54
             Policy and Procedures – May 31, 2007



                                                    ATTACHMENT 4




         DETERMINING
       CAREER PATHWAYS




        Workforce Oklahoma Training Institute
University of Oklahoma, College of Continuing Education
          555 E. Constitution Street, Room 118
             Norman, Oklahoma 73072-7820
                     405/325-1443




                                                           Revised9/27/06



                             55
                                    Policy and Procedures – May 31, 2007




                             FINDING YOUR CAREER PATHWAY
                                         (Directions for Case Manager)

       1. Administer the Career Clusters Interest Survey. (Refer to http://www.careerclusters.org/)

       2. Interpret the results by reviewing and explaining the identified clusters generated by the survey.

       3. Gather other information such as hobbies, past work history, past school work and any other
          career related background information. Using a client centered approach, factor this information
          into the process by checking for any similar traits revealed by the instrument and the aspirations
          of the participant.

       4. Review the top three clusters and their pathways from the National Career Clusters Resource CD
          or pathway brochures and review occupations in each of the pathways. Select an initial
          pathway(s). This pathway will be used for the Age Appropriate Career Goal on the ISS Planning
          Worksheet and the OSL Occupational Assessment and Career Research field.




                                    REFINING YOUR PATHWAY
                                          (Career Development Goal)

Refine and verify your decisions of the selected pathway(s) and any career goal(s) by participating in
several activities:

      Counseling - Continue to explore information with the coordination and/or assistance of your Case
       Manager.
      Classes – Facilitate enrollment in related secondary elective classes, extra-curricular activities,
       technology center courses, etc. Use the Career Plans of Study from the Cluster Resource CD or the
       portfolio section of OKCIS for guidance
      Workplace – Enroll in related internships, work experience or other workplace activities which will
       provide you with exposure and/or hands-on experiences.

Being exposed to multiple experiences over a period of time will assist the participant in making realistic
and informed choices. Criteria must be set for the process and a standard set and evaluated. For an example
refer to sample ―Work Readiness Evaluation‖ on page 30 of ISS Model Procedures.




                                                     56
                                               Policy and Procedures – May 31, 2007

                                                Career Clusters Interest Survey

Name:

School:                                                                     Date:

Directions: Circle the items in each box that best describe you. You may make as many or as few circles in each box
as you choose. Add up the number of circles in each box. Look to see which three boxes have the highest numbers.
Find the corresponding Career Clusters on the pages immediately following this survey to see which Career Clusters
you may want to explore.


        Activities that describe what I like to do:       Personal qualities that        School subjects that I like:      Total
                                                          describe me:                                                    number
        1. Learn how things grow and stay alive.                                         1.   Math                       circled in
        2. Make the best use of the earth’s natural       1.   Self-reliant              2.   Life Sciences                Box 1
           resources.                                     2.   Nature lover              3.   Earth Sciences
BOX 1




        3. Hunt and/or fish.                              3.   Physically active         4.   Chemistry
        4. Protect the environment.                       4.   Planner                   5.   Agriculture
        5. Be outdoors in all kinds of weather.           5.   Creative problem solver
        6. Plan, budget, and keep records.
        7. Operate machines and keep them in
           good repair.




        Activities that describe what I like to do:       Personal qualities that        School subjects that I like:      Total
                                                          describe me:                                                    number
        1. Read and follow blueprints and/or                                             1.   Math                       circled in
           instructions.                                  1. Curious                     2.   Drafting                     Box 2
        2. Picture in my mind what a finished             2. Good at following           3.   Physical Sciences
           product looks like.                               directions                  4.   Construction Trades
BOX 2




        3. Work with my hands.                            3. Pay attention to detail     5.   Electrical Trades/Heat,
        4. Perform work that requires precise             4. Good at visualizing              Air Conditioning and
           results.                                          possibilities                    Refrigeration/
        5. Solve technical problems.                      5. Patient and persistent           Technology Education
        6. Visit and learn from beautiful, historic, or
           interesting buildings.
        7. Follow logical, step-by-step procedures.




        Activities that describe what I like to do:       Personal qualities that        School subjects that I like:      Total
                                                          describe me:                                                    number
        1. Use my imagination to communicate new                                         1.   Art/Graphic design         circled in
           information to others.                         1. Creative and imaginative    2.   Music                        Box 3
BOX 3




        2. Perform in front of others.                    2. Good communicator/          3.   Speech and Drama
        3. Read and write.                                   good vocabulary             4.   Journalism/Literature
        4. Play a musical instrument.                     3. Curious about new           5.   Audiovisual Technologies
        5. Perform creative, artistic activities.            technology
        6. Use video and recording technology.            4. Relate well to feelings
        7. Design brochures and posters.                     and thoughts of others
                                                          5. Determined/tenacious

Source: Adapted from the Guidance Division Survey; Oklahoma Department of Career and Technology Education (2005)


                                                                   57
                                                Policy and Procedures – May 31, 2007

Note: This survey does not make any claims of statistical reliability and has not been normed. It is intended for use as a guidance tool to
generate discussion regarding careers and is valid for that purpose.

        Activities that describe what I like to do:           Personal qualities that            School subjects that I like:           Total
                                                              describe me:                                                             number
        1. Perform routine, organized activities but                                             1. Computer Applications/            circled in
           can be flexible.                                   1.   Organized                        Business and Information            Box 4
        2. Work with numbers and detailed                     2.   Practical and logical            Technology
BOX 4




           information                                        3.   Patient                       2. Accounting
        3. Be the leader in a group.                          4.   Tactful                       3. Math
        4. Make business contact with people.                 5.   Responsible                   4. English
        5. Work with computer programs.                                                          5. Economics
        6. Create reports and communicate ideas.
        7. Plan my work and follow instructions
           without close supervision.



        Activities that describe what I like to do:           Personal qualities that            School subjects that I like:           Total
                                                              describe me:                                                             number
        1. Communicate with different types of                                                   1.   Language Arts                   circled in
           people.                                            1.   Friendly                      2.   Social Studies                    Box 5
        2. Help others with their homework or to              2.   Decision maker                3.   Math
BOX 5




           learn new things.                                  3.   Helpful                       4.   Science
        3. Go to school.                                      4.   Innovative/Inquisitive        5.   Psychology
        4. Direct and plan activities for others.             5.   Good listener
        5. Handle several responsibilities at once.
        6. Acquire new information.
        7. Help people overcome their challenges.




        Activities that describe what I like to do:           Personal qualities that            School subjects that I like:           Total
                                                              describe me:                                                             number
        1. Work with numbers.                                                                    1. Accounting                        circled in
        2. Work to meet a deadline.                           1.   Trustworthy                   2. Math                                Box 6
        3. Make predictions based on existing facts.          2.   Orderly                       3. Economics
BOX 6




        4. Have a framework of rules by which to              3.   Self-confident                4. Banking/Financial
           operate.                                           4.   Logical                          Services
        5. Analyze financial information and interpret        5.   Methodical or efficient       5. Business Law
           it to others.
        6. Handle money with accuracy and
           reliability.
        7. Take pride in the way I dress and look.




                                                                        58
                                                  Policy and Procedures – May 31, 2007


         Activities that describe what I like to do:          Personal qualities that        School subjects that I like:         Total
                                                              describe me:                                                       number
         1. Be involved in politics.                                                         1.   Government                    circled in
         2. Negotiate, defend, and debate ideas and           1.   Good communicator         2.   Language Arts                   Box 7
            topics.                                           2.   Competitive               3.   History
BOX 7




         3. Plan activities and work cooperatively with       3.   Service minded            4.   Math
            others.                                           4.   Well organized            5.   Foreign Language
         4. Work with details.                                5.   Problem solver
         5. Perform a variety of duties that may
            change often.
         6. Analyze information and interpret it to
            others.
         7. Travel and see things that are new to me.


         Activities that describe what I like to do:          Personal qualities that        School subjects that I like:         Total
                                                              describe me:                                                       number
         1. Work under pressure.                                                             1.   Biological Sciences           circled in
         2. Help sick people and animals.                     1. Compassionate and caring    2.   Chemistry                       Box 8
BOX 8




         3. Make decisions based on logic and                 2. Good at following           3.   Math
            information.                                         directions                  4.   Occupational Health classes
         4. Participate in health and science classes.        3. Conscientious and careful   5.   Language Arts
         5. Respond quickly and calmly in                     4. Patient
            emergencies.                                      5. Good listener
         6. Work as a member of a team.
         7. Follow guidelines precisely and meet strict
            standards of accuracy.


         Activities that describe what I like to do:          Personal qualities that        School subjects that I like:         Total
                                                              describe me:                                                       number
         1. Investigate new places and activities.                                           1.   Language Arts/Speech          circled in
BOX 9




         2. Work with all ages and types of people.           1.   Tactful                   2.   Foreign Language                Box 9
         3. Organize activities in which other people enjoy   2.   Self-motivated            3.   Social Sciences
            themselves.                                       3.   Works well with others    4.   Marketing
         4. Have a flexible schedule.                         4.   Outgoing                  5.   Food Services
         5. Help people make up their minds.                  5.   Slow to anger
         6. Communicate easily, tactfully, and courteously.
         7. Learn about other cultures.


         Activities that describe what I like to do:          Personal qualities that        School subjects that I like:         Total
                                                              describe me:                                                       number
         1. Care about people, their needs, and their                                        1. Language Arts                   circled in
            problems.                                         1. Good communicator/good      2. Psychology/Sociology             Box 10
BOX 10




         2. Participate in community services and/or             listener                    3. Family and Consumer
            volunteering.                                     2. Caring                         Sciences
         3. Listen to other people’s viewpoints.              3. Non-materialistic           4. Finance
         4. Help people be at their best.                     4. Uses intuition and logic    5. Foreign Language
         5. Work with people from preschool age to old        5. Non-judgmental
            age.
         6. Think of new ways to do things.
         7. Make friends with different kinds of people.




                                                                        59
                                                   Policy and Procedures – May 31, 2007

         Activities that describe what I like to do:            Personal qualities that               School subjects that I like:        Total
                                                                describe me:                                                             number
         1. Work with computers.                                                                      1.   Math                         circled in
         2. Reason clearly and logically to solve complex       1.   Logic/analytical thinker         2.   Science                       Box 11
            problems.                                           2.   See details in the big picture   3.   Computer Tech/Applications
BOX 11




         3. Use machines, techniques, and processes.            3.   Persistent                       4.   Communications
         4. Read technical materials and diagrams and           4.   Good concentration skills        5.   Graphic Design
            solve technical problems.                           5.   Precise and accurate
         5. Adapt to change.
         6. Play video games and figure out how they
            work.
         7. Concentrate for long periods without being
            distracted.
         Activities that describe what I like to do:            Personal qualities that               School subjects that I like:        Total
                                                                describe me:                                                             number
         1.   Work under pressure or in the face of danger.                                           1.   Language Arts                circled in
BOX 12




         2.   Make decisions based on my own observations.      1.   Adventurous                      2.   Psychology/Sociology          Box 12
         3.   Interact with other people.                       2.   Dependable                       3.   Government/History
         4.   Be in positions of authority.                     3.   Community-minded                 4.   Law Enforcement
         5.   Respect rules and regulations.                    4.   Decisive                         5.   First Aid/First Responder
         6.   Debate and win arguments.                         5.   Optimistic
         7.   Observe and analyze people’s behavior.


         Activities that describe what I like to do:            Personal qualities that               School subjects that I like:        Total
                                                                describe me:                                                             number
         1. Work with my hands and learn that way.                                                    1.   Math-Geometry                circled in
BOX 13




         2. Put things together.                                1.   Practical                        2.   Chemistry                     Box 13
         3. Dou routine, organized, and accurate work.          2.   Observant                        3.   Trade and Industry courses
         4. Perform activities that produce tangible results.   3.   Physically active                4.   Physics
         5. Apply math to work out solutions.                   4.   Step-by-step thinker             5.   Language Arts
         6. Use hand and power tools and operate                5.   Coordinated
            equipment/machinery.
         7. Visualize objects in three dimensions from flat
            drawings.



         Activities that describe what I like to do:            Personal qualities that               School subjects that I like:        Total
                                                                describe me:                                                             number
         1. Shop and go to the mall.                                                                  1. Language Arts                  circled in
BOX 14




         2. Be in charge.                                       1.   Enthusiastic                     2. Math                            Box 14
         3. Make displays and promote ideas.                    2.   Competitive                      3. Business Education/
         4. Give presentations and enjoy public speaking.       3.   Creative                            Marketing
         5. Persuade people to buy products or to               4.   Self-motivated                   4. Economics
            participate in activities.                          5.   Persuasive                       5. Computer Applications
         6. Communicate my ideas to other people.
         7. Take advantage of opportunities to make extra
            money.




                                                                           60
                                                   Policy and Procedures – May 31, 2007


         Activities that describe what I like to do:         Personal qualities that      School subjects that I like:        Total
                                                             describe me:                                                    number
         1. Interpret formulas.                                                           1. Math                           circled in
         2. Find the answers to questions.                   1.   Detail oriented         2. Science                         Box 15
BOX 15




         3. Work in a laboratory.                            2.   Inquisitive             3. Drafting/Computer-Aided
         4. Figure out how things work and investigate new   3.   Objective                  Drafting
            things.                                          4.   Methodical              4. Electronics/Computer
         5. Explore new technology.                          5.   Mechanically inclined      Networking
         6. Experiment to find the best way to do                                         5. Technical Classes/
            something.                                                                       Technology Education
         7. Pay attention to details and help things be
            precise.



         Activities that describe what I like to do:         Personal qualities that      School subjects that I like:        Total
                                                             describe me:                                                    number
BOX 16




         1.   Travel.                                                                     1.   Math                         circled in
         2.   See well and have quick reflexes.              1.   Realistic               2.   Trade and Industry courses    Box 16
         3.   Solve mechanical problems.                     2.   Mechanical              3.   Physical Sciences
         4.   Design efficient processes.                    3.   Coordinated             4.   Economics
         5.   Anticipate needs and prepare to meet them.                                  5.   Foreign Language
         6.   Drive or ride.
                                                             4.   Observant
         7.   Move things from one place to another.         5.   Planner


Disclaimer: Your interests may change over time. These survey results are intended to assist you with informal
career exploration. Consider more formal assessments and other resources or services to help you plan your career.
This survey does not make any claims of statistical reliability.




                                                                       61
Policy and Procedures – May 31, 2007




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Policy and Procedures – May 31, 2007




                              Determined Initial Pathway




                                                           Rev. 12/8/06



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