FW: Participation Suspension/Program Marketing

Subject: [Workfirst] Participation Suspension/Program Marketing

 

At the start of this Program Year, there was agreement by the WorkFirst program leadership to utilize data on which parents eligible for the SB 5921 suspension who continued to participate in activities provided by the WorkFirst partners as a factor to determine the funding for the balance of the year.  This initial snapshot participation data combined with historical data and trends will be utilized by the WorkFirst Subcabinet to make funding decisions for the balance of the program year.

Given that it’s in the best interest of SBCTC funded CTCs/PCSCs/CBOs to ensure that this data fully reflect participation in the critical education and training services you provide, we recommend the following action steps:

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Work with the referring DSHS Community Service Office (CSO) to ensure fall quarter components are coded in eJAS. Components can be coded with future start dates reflecting September class enrollments. DSHS Headquarters will be sending out a heads up through the WF Coordinators asking that CSO WorkFirst staff understand and support the early component coding for students starting fall quarter.

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To help ensure parents have the information needed to make informed choices regarding participation options, take a  pro-active approach with both your LPA and community partners in marketing your education and training opportunities that include full-time as well as a menu of flexible part-time options for those eligible for the suspension.

Please contact me if you have any questions. Thanks

Rick Krauss

WA State Board for Community & Technical Colleges

Policy Associate, Workforce Education

360-704-4339

 

2009-10 WorkFirst Enrollment Data

Here are the four 2009-10 WorkFirst quarterly enrollment reports and the annual 2009-10 WorkFirst enrollment report.

What is the appropriate use of JT vs. VU?

As there appears to be overlap between these two componenets, we'll attempt to clarify.

The VU is a code that should primarily be used for those parents who self-enroll and are on a transfer pathway. Most often, we see this entered when a parent begins their TANF eligibility and informs a case manager they have just begun a degree program at a university or college. This code was utilized and was in existence before DRA to deter parents from embarking on a 4-year degree.

As policy developed for DRA, Job Skills Training (JT) was better defined and came into more prominent usage. While JT is not to be considered as the “one size fits all”, its definition has been clarified by federal officials in the final DRA federal rules to more broadly encompass various activities (e.g, pre-requisites not integrated into a training plan, part-time vocational education, and the ability to complete a degree when the 1-yr of vocational education has been exhausted). JT is preferred over VU.

There are also important differences: JT, as long so it is stacked with a core activity with a minimum average of 20 hours per week, and so long as there is sufficient participation, will count as participation. VU will not. VU could also render the parent ineligible for childcare and support services, while the JT will not.

Thus far, colleges have been encouraged to only design plans for parents that could be completed in 12 calendar months or less. However, please do not infer from this rule that if a parent has exhausted her 12 months, and finds herself a short time to completion that we should discourage her from finishing. In fact, the JT definition was expanded to incorporate training that will lead to work: “the training and education is designed to meet the needs of a specific employer or is general training that prepares an individual for employment”. Clearly, completing a degree would better prepare this individual for employment.

The full description from the WF Handbook is as follows:

7.3.3.What is Skills enhancement training (JT) It can include:
•Training to enhance job skills, such as computer/keyboarding classes, classes to learn software applications, CPR/basic first aid training, or flagger training.
•Literacy or language instruction when it is explicitly focused on skills needed for employment or combined with job training.
•Developmental education or prerequisites required for a vocational certificate.
•Any education and training required by an employer or to provide a person with the ability to obtain employment, to advance or adapt to the changing demands of the workplace including part-time vocational education classes.

Can WF funds be spent on scrubs for students in CNA programs?

Question Background: I see that we cannot provide support services and clothing is listed under that category, but scrubs are required for students to participate in a CNA program which to me seems like a necessary supply just like a textbook. Would scrubs be an allowable expense?


Answer: The policy around support services exists not as assessment over what is a legitimate resource or whether it is needed, but more around which agency is best able to facilitate the payment and maintain appropriate history and documentation requirements.

WorkFirst policy (section 2.2 WorkFirst Handbook) has clear distinction over what is considered a support service, the frequency of payment, maximum amounts available. Clothing (including uniforms) purchased for the specific student fits this definition.

DSHS is equipped to consider payment for such items and can provide the student a voucher to obtain items necessary for class. You can assist in facilitating this process by identifying what’s required for the class on the current Education & Training Worksheet and through an e-message to the current case manager.

Here is the link to the handbook and manual:

http://www.dshs.wa.gov/ESA/wfhand/2_2.htm

Career Bridge www.careerbridge.wa.gov

Here is a great resource that will help parents figure out

what they might want to do in terms of a career,
what kind of education and training they will need for that career,
how to find funding to pay for the training, and
how to locate training providers.

www.careerbridge.wa.gov

If college WF staff becomes aware of a client's sensitive/confidential information how do we communicate it to the DSHS case manager?

Question con't: Is it appropriate for college WF staff to enter the information into eJAS notes by selecting one of the “Special Records” note types?


Answer:
This issue has come up on various occasions and has primarily been addressed locally. There is not specific policy related to how the college (or other contractors) should communicate confidential/sensitive information. There also is no policy about what is the extent of college WF staff's obligation to do so.

We would suggest caution when developing your local process, because the DSHS policy manual advises: "The department is responsible for ensuring that confidential information is not released to clients or third parties inappropriately or illegally. Confidential information can be disclosed only under the specific criteria in chapter 388-01 WAC".

In the past, it had been our understanding that confidential/sensitive information can be flagged and moved into the confidential “??” section. Once it is placed in the “??” section, it is no longer visible to contractors outside DSHS. We do not recommend this approach based on Chapter 388-01 WAC.

If college staff should become aware of confidential/sensitive information, we suggest notifying the case manager and encouraging the case manager to investigate further. If we attempt to facilitate that role, we may inadvertently be violating law or policy with respect to client rights.

Clarifying information can be reviewed in the DSHS A-Z manual located at:
http://www.dshs.wa.gov/manuals/eaz/sections/ConfidentialityA.shtml