Intake, Assessment and LD Screening Toolkit

Below is a Synthesis of Recommendations, Guidelines and Resources for a Comprehensive and Inclusive Intake, Assessment and Screening process consistent with ADA & WIOA Expectations.

Original Toolkit documents were created by Robin Adams. Revisions to the sequence and additional resources added by Beatrice McGeoch, 2017.

Each program has a unique intake process, but every program’s process must be CONSISTENT from student to student. Staff answering phones or working on enrollment should use a checklist of scripted questions to ensure that intake conversations and interviews include similar information for all incoming students. If test scores or other performance measures are required for program entry or to progress within levels in a program, they should be explicitly outlined in the program handbook.

Click for Robin Smith’s Workforce Development Oriented  Toolkit Guide

1.    Initial Contact

  • Contact Information (begin Preliminary data collection via agency or CALIS form)
  • Student’s Interests & Goals  (literacy or employment goals/reason for calling/coming)
  • Student’s special needs (any unique physical, emotional, or learning needs)
  • Orientation or Intake Appointment scheduled (based on preliminary data and  “yes” to the essential question: Can we effectively serve this individual and meet their specific interests and needs?)

2.   Orientation or Intake Appointment (STEP 1: “Orientation to Rights” in Screening Process)

This step MUST include:

  • A review of the students rights and responsibilities that includes non-discrimination policy information and contact information for the program’s LD Designee.

This step might also include:

  • Personal Interview  (begin Critical data collection via personal interviews and assessments)
    • History of Participation in programs (Indicators of Engagement, readiness, social & emotional needs, barriers, etc.)
  • CASAS Appraisal (or other appropriate literacy assessment)
  • Educational Background Screenings (for class placement and instructional level – 1 hour)
    • Educational Background Form
    • Reading Comprehension Interview (to inform reading diagnostics for placement)
    • Writing Assessment (prompts & rubric)
    • Other appropriate assessments
  • Example of an individual student Profile Sheet to capture and track all assessment data.

And for a longer workforce orientation process:

  • Robin Smith’s collection of  ORIENTATION materials – esp useful for IET or Workplace oriented programs.

If, after assessment, the program offered can NOT meet the needs of the student, the program must provide the student with a referral to a program that can meet their needs. The referral should include dated copies of assessment forms/scores. The LD Designee will be able to assist with making referral suggestions. (Step 5: “Summarize Students’ Next Step Options” in Screening Process)

Other program classes can be searched through the RI Resource Hub Advanced Search. If your program’s details do not appear in the Hub, check that each CLASS DESCRIPTION in CALIS contains the right information, and that the box which allows the Hub to gather information is checked. This link leads to online instructions for writing a class description that the Hub can search. You can also use this worksheet to develop a searchable class description:Menu of CALIS Class Description Words Searchable by Resource Hub


3.    Disclosure (s) (STEP 2: “Opportunity to Disclose” in Screening Process)

Finalize Critical data collection, including obtaining signed disclosures, prior to enrollment. In some programs, this information is discussed during the preliminary stage making this step a formality. Consult with your agency ADA Designee, as-needed, regarding this section:

  • Enrollment Form Must Include a Section Detailing How to Access Special Accommodations, and Provide an Optional Section for Students to begin the process. (this is mandatory)
  • Disclosure Statements (Release of Confidential Information on agency letterhead)
  • Physical and Mental Health (undiagnosed conditions, special needs or supports)
  • Eligibility to Work (I-9 Form), IRS/Work Permit
  • BCI Report, Employment History and References  (as-needed)

4.   Enrollment to Program and Placement in Class (Step 3: “Teacher Guides Students to Check for Barriers” and / or Teacher Plans for Accommodation and Differentiated Instruction )

This section is specifically for collection of Placement data which will inform instruction. If the teacher is not working with the student to collect this information, the program should have a systematic method for getting this information to the teacher in the first 12 hours of class.

  • Enrollment Form (includes steps to enrollment, a copy is provided and explained)
  • Pre-Testing (the literacy appraisal/assessment determines the pre-test) CASAS Accommodations Guidelines    TABE Accommodations Guidelines  BEST Accommodations Guidelines
  • Reading Diagnostics (it will require approximately 1 hour to complete all 4 components)
    • a.       Comprehension              b. vocabulary                    c. fluency                 d. alphabetics
  • Placement (scheduled for classroom instruction, on-site or off-site tutoring, distance learning)
  • Placement data is also considered to be Planning data which can/should be used to develop a customized, learner-centered instructional plan.

5. Programs Should Support Teachers to Use Some Class Time for 1:1 Discussions that Evaluate Student Progress (STEP 4: “Teacher and Student Mutual Evaluation of Progress” in Screening Process)

6. At the End of Each Class Session, Program and Student Summarize the Student’s Next Step Options. (STEP 5: “Summarize Student’s Next Step Options” in Screening Process)

  • All students leaving a class should take with them an evaluation of their progress which includes options for their next steps in pursuing education.
  • All students’ re-enrolling in class at the same level, should be screened for possible learning disabilities.
  • Programs should use a consistent screening tool or process. Following are some potential resources. Teaching staff and LD Designee should decide on the best tool for their program.
  • LD Designees can assist in developing next-step options with students who are “stuck” or “struggling.” In FY 2016/2017 Goodwill is offering Powerpath as an on-site student support, LD Designees have information about this program.