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For further guidance, the chart below indicates important goals and areas of priority. <br />Components of an ISP and Completion Instructions: <br />Section A: Time point & Employment Barriers <br />1. Check the box next to the appropriate time point <br />2. Check the barriers that exist for the participant (For intake, review the application as a reference. For <br />subsequent updates, this information will be populated in ETC, therefore delete barriers that no longer <br />continue to exist) <br />3. List additional barrier(s) <br />4. After reviewing barriers, discuss options to overcome barriers keeping in mind the participant's key strengths. <br />Create relevant goals in Sections B -G. <br />Section B: Education <br />1. Record responses to the following questions in this section. If they answer no to any of the questions, use to <br />set a goal. <br />• Do you have a high school diploma or GED? <br />• Have you enrolled in college, apprenticeship or post- secondary program? <br />2. Set Goals <br />a. Help the participant identify an initial career and /or education goal. If they do not have one, you can <br />explain they will be asked to work on establishing one through education planning workshops and their <br />work with you. <br />b. Review TABE scores. For participants with scores below a 9th grade level on either Math or English, <br />establish a goal to improve their reading and math skills (at intake). Examples include: Read newspaper <br />Page 32 Taller San Jose, Support Services Manual EXHIBIT A <br />