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✓ Focuses on an individual's strengths <br />IAM­Iltmjm�o • <br />To help Support Services Specialists determine the number of 1:1 meetings to offer, graph 1.2 serves as a guide to <br />help prioritize. It is theorized that participants with 1) Low TABE scores, 2) Lack of GED /HS Diploma, 3) Low to Mid <br />scores on the Casey, and 4) Multiple barriers will require greater assistance and thus a greater number of 1:1 <br />meetings. Through performance management, this theory will be studied and adjustments made. <br />Graph 1.2 <br />Low TABE Scores (below 9th grade) <br />Lack of GED /HS Diploma <br />Low scores on Casey (Average 1 -2) <br />Mid scores on Casey (Average 3) <br />Low scores on Steps to Success Evaluation <br />Multiple barriers mentioned in interview, intake, 1:1 <br />meetings and consultation with colleagues <br />Education <br />Relevant Steps to Success <br />Well- written case notes provide accountability, corroborate the decisions made to deliver certain services and <br />support decisions a staff member has made. Taller San Jose staff shall use the SOAP format for writing case notes <br />(Please note: The SOAP format has been adapted to fit Taller San Jose needs and may not be similar to what agencies <br />outside Taller San Jose traditionally use). There are four components to SOAP. They follow: <br />Subjective (S): What the participant tells you <br />Example: Intern feelings, concerns, goals, thoughts; intensity of problem <br />Objective (0): Factual- What was observed or witnessed by staff; what was seen, counted, smelled, heard or <br />measured <br />Example: Intern's appearance, affect; Test results <br />Action (A): Action /Intervention performed by staff and progress toward goal(s) <br />Example: What you did during your meeting; referral provided, participant progress <br />Page 38 Taller San Jose, Support Services Manual EXHIBIT A <br />