Here are the four 2009-10 WorkFirst quarterly enrollment reports and the annual 2009-10 WorkFirst enrollment report.
Wednesday, September 22, 2010
Wednesday, September 8, 2010
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.
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.
Thursday, September 2, 2010
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
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
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
Wednesday, September 1, 2010
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
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
Former TANF: We had former TANF on a pending list to fund for Fall quarter. Now that we are unable to fund former TANF do we not fund these students?
It is our current policy to prioritize resources for current TANF and support former TANF only when there is availability of sufficient resources.
Students who have been awarded WorkFirst Financial Aid as former TANF are still eligible for the resource (funding permitting) for Fall Quarter attendance. All ability to serve former TANF ceases January, 1, 2011.
In order to implement the prioritization of funding for services, we have previously suggested colleges create a campus policy that clearly identifies
1) who has priority for WorkFirst funding,
2) how funding wait lists are developed (when applicable) and managed, and
3) all other pertinent information related to enrollment, class wait lists, and the process for notification of awards.
Without such a policy in place, colleges are obligated (at least to the extent of “may”) by the current WAC 388-310-1800, WorkFirst-Post employment Services which identifies, but is not limited to, the following:
"b) Any Washington state technical and community college can approve a skill-training program for you that will help you advance up the career ladder. Their staff will talk to you, help you decide what training would work best for you and then help you get enrolled in these programs. The college may approve the following types of training for you at any certified institution:
(i) High school/GED,
(ii) Vocational education training,
(iii) Job skills training,
(iv) Adult basic education,
(v) English as a second language training, or
(vi) Pre-employment training."
We would suggest that colleges doing what they can to assist Former TANF students to transition to federal financial aid or another funding source.
Secondly, you may also want to consider the students’ likelihood of transitioning to another funding source when the college is prioritizing students for funding.
Providing funding for just the first quarter of an intended year-long program could be counter-productive to the intended program completion or transition.
Students who have been awarded WorkFirst Financial Aid as former TANF are still eligible for the resource (funding permitting) for Fall Quarter attendance. All ability to serve former TANF ceases January, 1, 2011.
In order to implement the prioritization of funding for services, we have previously suggested colleges create a campus policy that clearly identifies
1) who has priority for WorkFirst funding,
2) how funding wait lists are developed (when applicable) and managed, and
3) all other pertinent information related to enrollment, class wait lists, and the process for notification of awards.
Without such a policy in place, colleges are obligated (at least to the extent of “may”) by the current WAC 388-310-1800, WorkFirst-Post employment Services which identifies, but is not limited to, the following:
"b) Any Washington state technical and community college can approve a skill-training program for you that will help you advance up the career ladder. Their staff will talk to you, help you decide what training would work best for you and then help you get enrolled in these programs. The college may approve the following types of training for you at any certified institution:
(i) High school/GED,
(ii) Vocational education training,
(iii) Job skills training,
(iv) Adult basic education,
(v) English as a second language training, or
(vi) Pre-employment training."
We would suggest that colleges doing what they can to assist Former TANF students to transition to federal financial aid or another funding source.
Secondly, you may also want to consider the students’ likelihood of transitioning to another funding source when the college is prioritizing students for funding.
Providing funding for just the first quarter of an intended year-long program could be counter-productive to the intended program completion or transition.
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