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3.2 Comprehensive Evaluation, Comprehensive Evaluation Foundation and Updating a Comprehensive Evaluation

3.2.2 Comprehensive Evaluation Foundation

This section has three separate sub-sections:

• Section 3.2.1 - Comprehensive Evaluation provides an overview of the entire comprehensive evaluation process for all WorkFirst partners.
• Section 3.2.2 - Comprehensive Evaluation Foundation contains specific instruction for DSHS staff to complete the comprehensive evaluation foundation. This section includes:
• 3.2.2.1 What is a comprehensive evaluation foundation?
• 3.2.2.2 Completion of the CE Foundation
• 3.2.2.3 What topics does the CE foundation cover?
• 3.2.2.4 What does financial literacy evaluation mean?
• 3.2.2.5 How do I complete the CE foundation interview?
• 3.2.2.6 What does special records category mean?
• 3.2.2.7 CE Foundation – Step-by-Step Guide
• Section 3.2.3 - Updating a Comprehensive Evaluation

3.2.2.1 What is a Comprehensive Evaluation Foundation?

The comprehensive evaluation foundation is an automated tool for WorkFirst Program Specialists (WFPSs) or WorkFirst Social Workers (WFSWs) to:

• Focus on the family's situation and any information relevant to the parent which provides context to the remainder of the evaluation.
• Address immediate needs or crisis
• Identify whether the parent is in need of Equal Access (EA) services (formerly known as Necessary Supplemental Accomodation or NSA) services and develop an EA plan, if needed.
• Lead to a quicker placement in an employment pathway.

The comprehensive evaluation foundation documents the following:

• Information pertaining to a person and their family for a quicker placement in an employment pathway; and,
• Whether support services and child care were needed or provided so the person can complete the comprehensive evaluation and any follow up activities.

The foundation consists of questions to learn more about an individual's strengths, readiness and ability to succeed in the work place. The foundation, combined with the portions completed by the college and ESD, helps us develop an appropriate Individual Responsibility Plan (IRP), which will help move the person into the best employment pathway. The CE foundation also helps determine when an assessment (a more comprehensive, in-depth, and issue-specific appraisal of employability) should be done by a WFSW.

As we learn more about WorkFirst families and document that information in the comprehensive evaluation and the on-going observation notes, we can make better informed choices about their participation and achieve the goal of self-sufficiency.

eJAS notes provide a stand alone screening for each category. This is an important feature for family violence, because this allows family violence screening to be completed when it is safe for the family member to do so.

3.2.2.2 Completion of the CE Foundation

All applicants must complete the comprehensive evaluation foundation. Certain populations are not required to complete the rest of the CE, as listed under WFHB section 3.2.1.3. All others are required to complete the full CE process. However, if a situation arises in which the individual states he or she can not complete the comprehensive evaluation, the individual referred to the WFSW for a Social Worker Assessment. The main question that needs to be answered during the assessment is: Can the parent finish completing the CE?

• If the answer is “Yes”, refer the individual back to the WFPS to complete the CE.
• If the answer is “ No ”, close out the CE component code, revise the IRP and place the individual in the appropriate WorkFirst activity.

3.2.2.3 What topics does the CE foundation cover?

As shown in the chart below, CE foundation covers all the topics needed to determine where the person is placed on the employment pathway. It also includes legally required screening for specific issues.

Below you will find a list of categories reflecting the required screenings for WorkFirst families. Dependent teens do not have the requirement of a CE foundation; however, it is recommended to document the dependant teen's educational activities, or other pertinent information in the dependant teen's eJAS case in the appropriate category. Necessary Supplemental Accommodations (NSA) status and limited English proficiency screening occurs in ACES.

CE Foundation Screening Categories
Required Screening	Transportation Housing Literacy and Leaning Financial Literacy Pregnancy and Parenting Family Planning Children General Health/ Children with Special Needs Child Care Child Welfare Other Agency/Tribal Adult General Health Adult Dependent Care Legal Employment Customer Concerns Family Violence* Mental health* Chemical Dependency* Returner (this category will only display for those cases identified as returners)
*This is special record screen and highly protected.

3.2.2.4 What does financial literacy evaluation mean?

For a variety of reasons many parents may lack the basic financial knowledge necessary to spend their money wisely, save for the future and manage money challenges. Financial literacy can provide families with tools to smoother transition from benefit-based to a wage-based income, and keep them from unknowingly entering into financially devastating credit arrangements. It is an essential element in parents' achieving financial stability, self-sufficiency and long-term financial well-being.

During the evaluation determine if the financial literacy activity is beneficial to the parent, and, regardless of the results, ask if the parent wants a referral to money management training available in the local community. (This is not a mandatory activity and does not have an eJAS code). Document the assessment outcome in the documentation field.

3.2.2.5 How do I complete the CE foundation interview?

First, set a positive tone about getting to job search and work. Ask: “How can I help you get to work?” Explain to the person that we ask screening questions to:

• Help the parent succeed in the workplace;
• Provide necessary support services;
• Resolve issues without delay;
• Stacked services, so the parent can make faster progress and preserve/bank months of WorkFirst Cash Assistance; and
• Ensure the parent not only finds, but also keeps, a job.

Second, start acquainting the person with workplace expectations, such as the need to show up on time, every day, and how to have reliable back up plans for child care and transportation.

Third, some of the questions in the CE foundation touch on sensitive topics (like family planning). Set some expectations with the person to make the conversation go easier. Tell the person that your interview will:

• Identify areas in which he or she may need additional help, supplemental accommodations or services that will help him or her be successful in WorkFirst.
• Not require a lot of details.
• Result in a referral to experts immediately if there is a serious crisis.
• Result in other referrals once the comprehensive evaluation is completed.

3.2.2.6 What does special records category mean?

All individual information is confidential under state and federal law. In eJAS, there are also four categories of client information, called "Special Records", with increased protection. These categories contain information about:

• Mental Health
• Family Violence
• Chemical Dependency, and
• HIV/AIDS and STD* (Optional category)

* Please note that DSHS staff is not required to screen for HIV/AIDS/STD. This is an optional category to be used when a parent voluntarily provides information about HIV/AIDS/STD issues that could interfere with WorkFirst work activities.

It is important to document these four topics only in the matching note type in eJAS. Invite the person to discuss the matter(s) directly with her or his service provider (such as her or his job service specialist).

Resources

Related WorkFirst Handbook Chapters/Attachments

• 3.1 Tools – Overview
• 1.3 Up-front Referrals
• 1.2 Required Participation
• 6.1 Resolving Issues
• 8.2 Self-employment
• 4.2 Job Search Referrals

Other Resources

• Social Services Manual
• Consent to Exchange Information for Services Coordination