The assessment is conducted in the language that the participant speaks.<\/p>\n\n\n\n
<\/i> Relevant background\/history as it relates to current service needs and challenges is explored in conversation before forms are filled out.<\/p>\n\n\n\n
<\/i> Notes are written when the participant is not present.<\/p>\n\n\n\n
<\/i> Strengths of the individual\/family are noted. Family members and other support systems are identified.<\/p>\n\n\n\n
<\/i> Assessment determines eligibility for services offered by the program.<\/p>\n\n\n\n
<\/i> Assessment includes the individual\u2019s willingness and readiness to engage in services.<\/p>\n\n\n\n
Check out these examples of written initial assessments. Each contains the necessary key elements and uses objective language. Note that goals and action steps are NOT outlined in the initial assessment process, rather this serves as the foundation for understanding the participant\u2019s relevant background and history, strengths, resources\/support systems, challenges, and service needs.<\/p>\n\n\n\n
Ms. A is a 45-year-old woman with three children, living in Hunts Point in the Bronx. She has raised her children, ages 16, 12, and 10 as a single mother while working part-time jobs for the past ten years (relevant background\/history and strengths<\/em>). Ms. A has strong family support, with a sister living nearby in the Bronx and two younger brothers in the NYC area. She has a strong connection to her church community, where she attends each week and volunteers regularly (resources\/support systems<\/em>). Ms. A is seeking part-time work after losing her job one month ago and shared that her strengths include interpersonal, organizational, and customer service skills (service needs<\/em>). She stated that she is able to pay her rent for the next month but if she does not acquire employment before then, she will need financial assistance (current challenges and service needs<\/em>). Ms. A is motivated and willing to enroll in the workforce development program and has requested assistance with her resume and interviewing skills (strengths<\/em>). Ms. A will return on Thursday to further discuss her goals and meet with staff to create a plan for securing employment (willingness to engage in services<\/em>). <\/p>\n\n\n\n Daphne is a 13-year-old female, an 8th grader, who was referred to the CBA Adolescent Literacy Program (ALP) by her school guidance counselor at PS 246 in Brooklyn. The counselor stated that Daphne excels in math and loves computer games and programming, but that she is reading at a 5th grade level (relevant background\/history).<\/em> This is causing difficulties for Daphne in many of her classes, resulting in low grades and in bullying from her peers. Her mom and dad shared with the program that Daphne has struggled with reading for the past two years and that she often gives up on her homework that requires extensive reading to complete (challenges and service needs<\/em>). They shared that Daphne is a \u201cgreat\u201d big sister, plays piano, and excels at math (strengths<\/em>). <\/p>\n\n\n\n Daphne lives with her mom, dad, grandmother, and two sisters (resources\/support system<\/em>). She shared that she likes to play video games at home with her sisters. She expressed frustration about school by saying, \u201cThey just make me read too much, and I hate it.\u201d Case manager explained the ALP program\u2019s structure, activities, and expectations to Daphne, and she said that she \u201cwould give it a try” as long as \u201cnobody makes fun of me\u201d (willingness to engage in services<\/em>). Daphne was excited about the mystery-solving group offered in the program. Case manager will meet again with Daphne and her parents next Tuesday to set goals and create a plan for supporting Daphne\u2019s literacy skills. <\/p>\n\n\n\n Mr. Jones is a 22-year-old man who states that he has strong family relationships, especially with his mother and two sisters (strengths and resources<\/em>). Mr. Jones grew up in the Hunts Point area of the Bronx; his father and mother were divorced when he was two years old. His father has struggled with substance abuse throughout Mr. Jones\u2019s life. Mr. Jones states that his father would infrequently visit and was physically and verbally abusive to his mother when he did (relevant background and history<\/em>).<\/p>\n\n\n\n Mr. Jones states that he has great aptitude for computers and received high grades in middle school and high school in math and science. He also prides himself on his ability to stay out of trouble, even when many of his friends were choosing to sell drugs (strengths and skills<\/em>).<\/p>\n\n\n\n Mr. Jones left high school at age 17, having finished his sophomore year (10th grade), due to the pregnancy of his girlfriend. The two moved in to her mother\u2019s apartment in Soundview to raise the child together with the help of her mom. His daughter, Julissa, is now approaching four years old. Mr. Jones and his girlfriend broke up when Julissa was one year old, and he moved in with his sister in Hunts Point (background of challenge<\/em>).<\/p>\n\n\n\n Currently, Mr. Jones is unemployed and behind on child support payments by six months. He often misses scheduled visits with Julissa because he does not have bus fare, and he is helping his sister to raise her two children (challenges and service needs<\/em>).<\/p>\n\n\n\n Mr. Jones wants to complete his High School Equivalency and get a job so that he is able to pay child support, get his own apartment, and reconnect with his daughter (service needs<\/em>).<\/p>\n\n\n\n Mr. Jones is willing to enroll in the program and \u201cdo whatever is necessary\u201d to make his goals happen (willingness to engage in services<\/em>).<\/p>\n\n\n\n Tips and Strategies<\/a><\/p>\n\n\n\n Learn More<\/a><\/strong><\/p>\n\n\n\n Try This!<\/a><\/strong><\/p>\n\n\n\nExample Initial Assessment #2:<\/strong><\/h4>\n\n\n\n
Example Initial Assessment #3<\/strong><\/h4>\n\n\n\n