2. Employment & Training
3. Partners
4. WIOA Title I-A & I-B
5. Policy & Procedure Manual
6. Individual Employment Plan Resources

WIOA Title I-A & I-B Policy & Procedure Manual

Individual Employment Plan Resources

There are three main components of the individual employment plan (IEP):

1. Establishes employment goals.
2. Establishes achievement objectives.
3. Identifies appropriate combination of services to help the participant achieve their employment goals.

Career planners should use in-depth interview outcomes and career planning to help their participants understand the skills, job options, career, and training needed to succeed in a self-sufficient future.

Although many participants receive the same types of assessments, the outcomes will and should vary. An individual employment plan (IEP) is considered an individualized career service and should be tailored to each participant's needs.

Establish Employment Goals:

After reviewing the assessments and collaborating with the participants to ensure they understand how to align their goals with their skills, career planners should assist participants with identifying the following:

• their long-term employment goal;
• applicable career pathways;
  and
• what steps can they take in the short term to work towards that goal?

DWD created Wisconsin Career Pathways, which allows participants to explore career options, including many different pathways, resources, education needs, an occupation overview, and wages. If a participant needs clarification about their employment goal, this is a great place to start.

Establish Achievement Objectives:

Questions to ask the participant to help them create achievement objectives:

1. Where is the participant now? – Think about their current situation, skill sets, work experience, and labor market strengths and shortcomings.
2. Where does the participant want to go? – Determine the participant's end goal, compare assessment results with needs, and identify gaps where WIOA can help.
3. How will they get there? – Recommend services, achievement objectives, action steps, tools, strategies, and training to overcome barriers and achieve their goals. Remember, the participant does not know how much WIOA can help. This is a great place to remind them!¹

See the WIOA Populations with Barriers and Proposed Solutions for ideas about potential barriers, implications, and solutions.²

Sample ways to identify an appropriate combination of services to help the participant achieve their goals:

Most participants will benefit from various services depending on their strengths, skills, needs, and barriers. Using the participant's achievement objectives, what services are needed to help the participant reach their long-term goal?

1. Review all available services and align them with the participant's barriers identified during the assessment.
2. Make sure to include any supportive service needs and follow-up services. Supportive services are an essential part of the IEP.

Because many participants are unaware of how much WIOA can help them, as a career planner, you can help them understand expectations for success. It is essential to:

• share all applicable services;
• add as many services and action steps as you know they will need from the start;
  and
• include planned IEP reviews (based on your local plan). Doing this reduces the number of IEP reviews and potential delays while waiting for the participant to sign the IEP.

An IEP Review identifies changes to a participant's service needs and goals. Samples include the following:

• services provided
• activities completed
• benchmarks reached
• accomplishments
• additional barrier needs

Try to review the IEP prior to the meeting to prepare specific needs. Sample questions to consider for the IEP review include:

• Has your career goal changed?
• Do you have other goals related to your training or job search that you would like to address?
• What progress have you made on the services/action steps currently identified in the IEP (ask specifics to each participant)?
• How has your employment or training status changed since the last review?
• What successes have you had related to attaining your training or career goals?
• What challenges are you facing in attaining your training or career goals?
• What additional needs can we assist with (e.g., supportive service needs)?
• Would you like to know about upcoming job fairs or recruitment events occurring at the job center or in the community?
• Have you become involved in other job centers or community programs to help you meet your training and career goals?
• Do you have any training, job search, or supportive services documentation?

Based on the participants' responses, ask yourself: Does the current plan capture the right goals, services, or action steps?

Make any identified updates or changes the participant may need. For example, have the barriers or needs changed? If yes, updates are necessary. There may be times when updates aren't necessary. However, ASSET must be updated.

The documentation should reflect the actions taken. If the participant completed any services, close them and upload any documentation. Add any applicable case notes. If you add new services or action steps, ensure the updated IEP is acknowledged.

Sample things to consider for the final IEP review before exit include:

• Does the employment obtained align with the employment/career goal identified in the IEP?"
• Does employment lead to economic self-sufficiency?
• Is the participant still engaged in the program?
• Are they currently receiving services, or are future services planned?

Links to other resources

• The Youth Individual Service Strategy (nj.gov)
• WorkforceGPS - Integrated Case Management: Understanding the Big Picture

• ¹ Adapted from Skills-Gap-Road-Map-For-Case-Manager-Use-Final-pdf (18).pdf
• ² Adapted from Arkansas Division of Workforce Services and WIOA Works Illinois