Assessment is both a process as well as a product. The product of an assessment is an agreement.  It gives youth the chance to tell their story.  The youth’s independent living competencies will be identified using the life skills assessment tool of the Children’s Service Worker’s choice and the Adolescent FST Guide (CD94) and Individualized Action Plan Goals (CD94).  The purpose of a life skills assessment is to provide the youth, youth’s caregiver, and case manager comprehensive information which will assist the youth with preparing for self-sufficiency. The assessment is to be used in conjunction with other information available to focus specifically on those areas of the youth’s life that are, or will, impact on their preparation for self-sufficiency.  The assessment will assist in gaining understanding of the youth’s strengths and challenges so practical, concrete efforts can be made to achieve the youth’s goals.

Adolescent FST Guide (CD94) and Individualized Action Plan Goals (CD94)

These tools are comprehensive documents used to guide team members through the Family Support Team (FST) process. The plan will identify the youth-specific team members, the identified individuals for a youth support system, goals for the youth and life skills assessment and continued evaluation. 

The Individualized Action Plan Goals (CD94) takes the place of the Written Service Agreement if reunification is not the goal and goals can be geared toward life skills and transition. If reunification is the goal, the Individualized Action Plan will be used in conjunction with the family’s Written Service Agreement.  The form will be completed according to the age of the youth.  This is an assessment tool to aid in determining life skills needed and obtained and will aide in documentation.  It is also a tool to capture a thorough assessment of the youth as well as teach life skills.  The entire form does not need to be completed at once.  It is a living document which will be updated constantly throughout the youth’s time in care.

The Individualized Action Plan goals and expectations provide the framework for life skills instruction. It is designed to help youth acquire knowledge and understanding about a life skill and then apply the life skill to real life situations.  The individualized action goal represents the overall goal for instruction, and the expectations describe what the youth should be able to do after instruction takes place. 

The Individualized Action Plan Goals (CD94) can be developed using the life skills assessment tool of the Children’s Service Worker’s choice. The Adolescent FST Guide (CD94) and Individualized Action Plan Goals (CD94) are to be completed within 60 days of a youth coming into care after the age of 14 or turning 14.  The Adolescent FST Guide (CD94) and Individualized Action Plan Goals (CD94) should be started in the first thirty days of a youth coming into care after the age of 14 or turning 14 in conjunction with the youth by the case manager.  It is an on-going document and is presented at Permanency Planning Reviews in conjunction with the Child Assessment and Service Plan, CS-1.  For youth eligible for Chafee in an adoptive or guardianship placement, the family will update the form with assistance of the Adoptive or Guardianship Case Manager and the revised Guide and Plan will be updated in FACES at least every six months.

Individual Life Skills Progress Form (CD95)

This is a form used to record performance of youth in achieving life skills by using a Likert scale of Got It, Working On It, or Needs Assistance. It is completed through direct observation of the youth’s work during and just after instruction has taken place and helps the youth appreciate what has just been demonstrated.  Together, the youth and the instructor decide where the youth is on the three-point scale.  It also provides the agency with historical data on the youth’s life skill overall development.  This form is completed monthly by the person teaching life skills.  If the youth is not referred to Chafee Program Services or is not in a Children’s Division contracted Transitional Living Program, this is the Children’s Service Worker’s responsibility. 

The Portfolio

This document is a collection of samples that communicate a youth’s interest and give evidence of the youth’s talents. It is used to show others what the youth has accomplished, learned, or produced.  The portfolio is created during life skills instruction and is guided by the learning goals.  Performance is observed and recorded on the Individual Life Skills Progress Form (CD95) so staff may see the concrete results of instruction.  The portfolio process involves the appreciation and evaluation of one’s work.  Portfolio items are completed for each life skill instruction.

Some helpful guides for ensuring youth receive the supports and services they need at the ages they are eligible are available in e-forms and entitled “OY Services by Age” and “OY Tasks by Age.”