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W-2 Case Management: Assessment, Employability Plans and Activity

Assignment

Expected Outcome: To help case managers understand the inter-related processes of assessment, Employability Plan (EP) development and activity assignment; provide an opportunity to practice related skills so case managers can create individualized EPs with participants that reflect the customers’ goals, take assessment information into account and encompass activities that will help the participants make progress toward achieving their goals.

Objectives: Upon completion of this course, you will be able to:

• Explain to participants the importance of both informal and formal assessment • Use conversational methods when conducting informal assessment • Interpret assessment results and work collaboratively with participants to

formulate SMART goals • Use assessment results to incorporate effective accommodations where needed

in the Employability Plan • Develop Employability Plans jointly with the participants that will assist them in

achieving their goals • Record goals, Employability Plans and activity assignments correctly in CARES

W-2 CM: Assessment, EPs and Activity Assignment

DFES/Partner Training Team 2 08/15/17 S://…EnhancedCaseManagement/W2_CM_Assessment_EP_ActivityAssignment/W-2_CM_Ass_EP_ActAssng_PG_081517

Table of Contents

W-2 CASE MANAGEMENT .................................................................................................. 4

The W-2 Basic Assumptions .................................................................................................................... 5

W-2 Manual, Chapter 1.1.2 ................................................................................................................ 5

Definition of Assessment for W-2: ........................................................................................................... 8

W-2 Manual, Chapter 5.1.................................................................................................................... 8

Assessment and Accommodation ...................................................................................................... 8

Assessment ........................................................................................................................................ 9

The Assessment Process ................................................................................................................. 10

Collection: Four Common Methods ................................................................................................. 11

Evaluation of Assessments .............................................................................................................. 11

Action: Where Does it Happen? ...................................................................................................... 12

Documentation: Why Is it Important? ............................................................................................... 12

Informal Assessment ........................................................................................................................ 13

W-2 Manual, Chapter 5.2.1 ......................................................................................................... 13

Informal Assessment Inventory: W-2 Manual, Chapter 5.2.2..................................................... 13

Barrier Screening Tool (BST): W-2 Manual, Chapter 5.4.1........................................................ 14

Conversation vs. Interrogation – Using the “BEST” Approach ......................................................... 15

The River of Jobs .............................................................................................................................. 16

Formal Assessment .......................................................................................................................... 17

W-2 Manual, Chapter 5.5.1 .............................................................................................................. 17

When to use a formal assessment: W-2 Manual, Chapter 5.5.1.1 ............................................. 17

How to use a formal assessment: W-2 Manual, Chapter 5.5.1.2 ................................................ 18

Assessment Documentation in CARES ............................................................................................ 19

Assessment Driver Flow .............................................................................................................. 19

Education Progress Tracking ...................................................................................................... 21

Formal Assessment Tracking ........................................................................................................... 22

Formal Assessment Components ............................................................................................... 22

Case Comments .......................................................................................................................... 23

Assessment: The Bottom Line .............................................................................................................. 24

EMPLOYABILITY PLANS .................................................................................................... 25

What BWF expects to see on an Employability Plan: W-2 Manual, Chapter 6.1.1 .......................... 25

Goal Setting ...................................................................................................................................... 26

Attributes of Good Goals ............................................................................................................. 26

Parts of the Employability Plan: W-2 Manual, Chapter 6.1.1 .......................................................... 27

Goals on the EP: ......................................................................................................................... 27

Program Activity Plan .................................................................................................................. 28

A Resource for Accommodations: askjan.org ................................................................................. 29

Documenting Accommodations ........................................................................................................ 30

• Keys with EPs ........................................................................................................................ 31

ACTIVITY ASSIGNMENT .................................................................................................... 32

Correctly Posting Components on WPCH (from Ops Memo 07-55) ................................................ 33

THE W-2 CASE MANAGEMENT PROCESS .......................................................................... 36

Your Homework ..................................................................................................................................... 37

Related Courses Available from BWF Partner Training Section ...................................................... 38

APPENDIX ONE: TAMARA JOHNSON SCENARIO ................................................................. 39

APPENDIX TWO: DEFINITIONS OF SELECTED W-2 CARES COMPONENTS & STATUSES ....... 42



W-2 Contact Information

Questions regarding this training material should be directed via your local agency process to the Partner Training Team,

Email: [email protected] A contact person is available to answer e-mailed questions related to this training

material, assist you in completing any activity that you are having difficulty with, and/or provide explanation of anything else about this training material.

Questions regarding W-2 production cases and systems should

be directed via your local agency process to the W-2 Help Desk at: Email: [email protected]

Telephone: (608) 422-7900 W-2 Policy questions should be directed to your Regional Office staff.

DCF is an equal opportunity employer and service provider. If you have a disability and need information in an alternate format, or need it

translated to another language, please contact (608) 266-3400 or the Wisconsin Relay Service (WRS) – 711.

For civil rights questions call (608) 422-6889 or

the Wisconsin Relay Service (WRS) – 711.



W-2 Case Management

Case management is a process.

Who is at the center of the process?



The W-2 Basic Assumptions W-2 Manual, Chapter 1.1.2

W-2 agencies must provide services that are strengths-based, family centered and consistent with parents’ interests and goals. Agencies also must focus on ensuring that parents work cooperatively with agency staff to participate in assigned activities. This focus will identify and build on the strengths and skills of parents and families and ensure agency and parent accountability that results in successful outcomes for families. Activity: Explain how each Basic Assumption relates to how and why we do assessment.

Work is the best way for parents to support their families. Getting a job is the first step in the process of achieving economic stability. W-2 assists parents with preparing for, finding and maintaining consistent employment. W-2 also works with parents who are unable to work due to a disability by assisting these parents with navigating the Supplemental Security Income and Social Security Disability Insurance application process. Family income should improve when parents work. W-2’s goal is to have parents get the best possible job. W-2 also helps parents access work supports (e.g., Earned Income Tax Credit [EITC], FoodShare [FS], BadgerCare [BC], Child Support [CS], Wisconsin Shares Child Care) that will support keeping them employed. Consistent work is essential for parents to achieve economic stability. W-2 commits to working with parents before and after they find a job. W-2 supports job retention and advancement in a variety of ways because individual progress toward independence and prosperity is a process. W-2 connects interested parents to needed education and training, either before or after gaining employment, to help them move forward to better employment.



W-2 participants are parents as well as job seekers. Working parents have multiple family and work obligations. W-2 works with parents to identify strategies to enable them to balance work and family. W-2 also assists parents who are connected to other programs or supports integrate those activities with the family’s service plans.

Eligible parents must be willing to participate in exchange for W-2 benefits. Parents across the state have access to individualized quality services. Parents, for their part, must participate to the best of their abilities. Families benefit from participating in W-2. W-2 assists parents with identifying their goals and locating needed resources. During each interaction, W-2 works to ensure parents understand their choices and the resulting consequences. This approach empowers parents to make informed decisions that strengthen their family. W-2 works with both custodial parents in a two-parent family and extends services to non-custodial parents when appropriate. W-2 matches the needs of working parents with the needs of local employers. W-2 agencies operate cooperatively within the larger community. W-2 objectives are best achieved by understanding the needs of local employers and matching those needs with the skills and interests of W-2 participants.



What Is Assessment?

Dictionary Definition:

The process of estimating or determining the significance, importance or value of; evaluating.

-Webster’s New World Dictionary of American English

A Case Management Definition:

What does “assessment” mean to you?



Definition of Assessment for W-2: W-2 Manual, Chapter 5.1

“…assessment is the process of gathering the needed information to develop an Employability Plan customized for the participant that will result in either a successful employment outcome which starts the individual on a career path; or, if appropriate, a path to eligibility for Supplemental Security Income and/or Social Security Disability Income benefits.”

Assessment and Accommodation

Assessment is a critical part of Case Management. It helps us understand not only what an individual’s barriers are, but also how they can be accommodated so that the individual still can participate fully in W-2. The issue we are trying to define is not "What activities can't this person do?" but rather "How can we modify W-2 activities so the person can successfully participate in these activities despite his/her disability or barrier?" As we will discuss in more detail later, the process of assessment is more than just doing informal and formal assessments that are required by policy. It is about properly interpreting those assessments, integrating them into the case plan and documenting how we used the information.



Assessment

Your trainer will give you the words to fill in the blanks of these statements about assessment.

Assessment is a ______________, not a _________________________. Assessment should impact ___________ _______________. W-2 policy requires __________________ and ________________ assessments. Informal assessment is not ________________. Good informal assessment ____________ the participant. The end product of an assessment is ________________. Assessment is more than what is on a _____________. Assessment should be done when there is a _______ for ____________. Always ______________ the difference that assessment results make in case management. Assessment is ___________________. A participant cannot be _______________ for failing to cooperate with a formal assessment. The success of assessment is not just getting the information, but what you ________ with the information.



The Assessment Process



Collection: Four Common Methods

• Forms-

• Testing-

• Collateral Contacts-

• Personal Interaction-

Evaluation of Assessments

• What does this result mean?

• What else might have influenced the result?

• Does the participant understand it?

• How does it impact our case management plan?

• Is any further assessment needed?



Action: Where Does it Happen?

Documentation: Why Is it Important?

• For later reference by the case manager

• Helps others working with the case to understand circumstances or be able to

find assessment information

• Reviewers/monitors can find information readily

• Mandated by policy

•

•



Informal Assessment

W-2 Manual, Chapter 5.2.1

“The purpose of the informal assessment under W-2 is to gather information about an individual and his or her family to determine the: • Individual's ability to become employed and remain employed; • Services and activities necessary for the individual to become employed and

remain employed; • Appropriate placement of a participant; • Need for further career assessment and planning; • Need for vocational evaluation; • Existence of potential disabilities or other specific limitations through screening

with a validated screening tool; and • Need for a formal assessment of any disabilities or other employment barriers by

a qualified assessing agency or individual.”

Informal Assessment Inventory: W-2 Manual, Chapter 5.2.2

“The following inventory must be covered as part of the informal assessment and reviewed with each W-2 applicant/participant at application and as a part of ongoing case management.

• Personal strengths, interests and goals; • Job skills (including transferable skills), prior education and training; • Employment history and recent job search efforts; • Recent career assessment results, if any; • Emergency supportive service needs; • Current living situation, neighborhood environment and schools; • Household budgeting/money management strategies; • If recent move, from where and when; • Involvement in legal system that may impact ability to work; • Employment support (i.e., Work Connection and Retention Services); • Access to child care (including after-school); • Access to transportation, including current and valid driver’s license; • Concerns related to personal and family health including mental health; • Educational experience, including any diagnosis related to learning disabilities; • Behavioral and other issues that a child in the W-2 group may have that could

impact W-2 participation; • Service needs and accommodations related to domestic violence and sexual

assault; • Access to social supports (e.g., family members, church, friends); • Other needs or barriers identified by the participant that impedes his or her ability

to participate in W-2 activities or find and retain a job.”



Barrier Screening Tool (BST): W-2 Manual, Chapter 5.4.1

"The BST is used to identify the potential presence or risk of a personal barrier to normal functioning in an employment setting. The responses to the BST questions provided by each applicant or participant will assist the FEP in determining if the individual could benefit from a formal assessment by a professional. The formal assessment results, in turn, will enable the FEP to make a more informed decision about the individual’s W-2 placement, the activities s/he is assigned to and any special services or work site accommodations that s/he may need. The BST is voluntary, and applicants/participants may decline part or all of the BST.

The BST must be offered to W-2 applicants who have not previously completed the BST.

The BST must be offered prior to the initial W-2 placement. Completion of the BST is not, however, a condition of W-2 eligibility. Eligibility determination and placement must not be delayed pending completion of the BST."

Although the BST is not an assessment, it is a screening tool that can indicate the potential presence of barriers that require further assessment and accommodation. It is optional for applicants/participants to complete, but policy mandates that FEPs offer the BST as part of the W-2 application process. Proper use of the BST can lead to earlier detection of barriers so that accommodations can be made. This can lead to better and more appropriate activities assigned to W-2 participants.



Conversation vs. Interrogation – Using the “BEST” Approach

Balance: Gather necessary information vs. a commitment to understanding a

person’s current environment.

Exploration: Modify any standard approach to include exploration of basic needs, family circumstances/resources and possibilities. Not a “mechanical” process.

Sensitivity: Acknowledge the participant’s needs, yet be able to challenge

him/her on the functional realities faced personally or by members of his/her family.

Trust: Establish clear roles and responsibilities (the participant’s and yours)

and lay out a realistic picture of options within W-2 Guidelines.

Focus on assessing strengths, not just barriers!



The River of Jobs

In the course of our lives, there has been a flow of work that has been a part of our personal journey. Seldom is this course a straight line. More often than not, it has twists and turns like a river.

With a partner, take turns exploring the “River of Jobs” that you each have navigated to get to this point in your lives. Don’t just focus on dates, places and job duties. Explore feelings about the jobs and how you got them. How did one job change you or prepare you for the next one? Have a conversation with each other and take notes. You may be asked to share with the rest of the group. What was significant to you about your partner’s “river”? Were there things that surprised you? NOTES:



Formal Assessment W-2 Manual, Chapter 5.5.1

“A formal assessment is the process of establishing: • The extent and severity of any disabilities or other conditions (e.g., domestic

violence, learning needs, need to care for disabled child) that may interfere with normal functioning in an employment setting or with a persons’ ability to meet W-2 program requirements;

• The effect of a disability or other potential barrier on the person’s capacity to obtain and maintain unsubsidized employment, participate in employment-related activities (e.g., work training activities or education) or otherwise meet W-2 program requirements;

• The need for supportive services, accommodations, auxiliary aids or communication assistance;

• The conditions under which the person is capable of employment or employment related activities;

• The need to make reasonable modifications to policies, practices and procedures when necessary to ensure equal opportunity for people with disabilities; and

• The appropriateness of specific assignments in the W-2 program. The formal assessment process may include gathering information about the participant from one or more qualified assessment agencies or individuals.”

When to use a formal assessment: W-2 Manual, Chapter 5.5.1.1

“A FEP can determine the need for a formal assessment at any point; however, a formal assessment must be offered within 30 calendar days of any of the following situations:

1. When an applicant or participant presents medical or other information,

including the applicant’s or participant’s own statements that indicate he or she may have a disability or other barrier to participation in the W-2 program or employment;

2. A participant is placed in a W-2 T position. Participants placed in W-2 T must

have a formal assessment scheduled and documented in CARES within 30 calendar days of placement into W-2 T;

3. When W-2 agency staff or contractors observe behavior that indicates the

need for a formal assessment; or



4. When the results of informal assessment and/or the BST indicate a need for further evaluation for identification of a disability or other barrier to participation in the W-2 program or employment. The formal assessment must be scheduled and documented in CARES within 30 calendar days after the BST is completed.”

Note: A participant who is initially placed in W-2 already may have a formal assessment scheduled or completed at the time the BST is administered. In these circumstances, the BST results still are important because they may help the FEP and the assessing agency determine if other unknown conditions exist that are causing barriers to employment or W-2 participation.

How to use a formal assessment: W-2 Manual, Chapter 5.5.1.2

"The FEP must use the W-2 Formal Assessment Agreement (Form 2565) to help explain to the applicant/participant the purpose of the formal assessment and the type of follow-up services and activities that may result from completing it. It is critical that the FEP explain the formal assessment process using positive language that reinforces how the applicant/participant may benefit from completing it. Through the discussion, the applicant/participant must be made aware that assessment results will enable the individual and his/her FEP to make informed decisions about:

• his/her W-2 placement; • his/her employment goals and the activities that will help reach those goals; • his/her ability to engage in training and education; and • any special services and work site accommodations that s/he may need.

The applicant/participant must indicate at the bottom of the agreement his/her decision to complete or decline a formal assessment. The FEP must use the best information available from an informal assessment to initially place an individual in an employment position when a formal assessment is pending. Participating in a formal assessment may be counted as participation in an employment position. The FEP must document all assessment information in CARES utilizing the appropriate CARES screens, including case comments. Within 30 days after receiving the results of the formal assessment, the FEP must make necessary adjustments to the participant’s placement and revise the EP based on the formal assessment. The services and accommodations that are recommended in the formal assessment to help a participant succeed in a work setting must be incorporated into the participant’s EP."



Assessment Documentation in CARES

Assessment Driver Flow

WPED ASSESSMENT - EDUCATION 07/18/13 11:44

DWDB68 D TURK

PIN: 5201312861 OFFICE: 1111 CTY/TRIBE: 18 CASE MANAGER: DWDB68

NAME: JOHNSON TAMARA

LAST ASSESSMENT UPDATE: 07 16 2013 UPDATED DATE: 07 16 2013

DO YOU WANT TO INITIATE A NEW ASSESSMENT: _ (Y/N) EDUCATION HISTORY: ORIGINAL CURRENT

HIGHEST ED. LEVEL: HSD HSD CURRENTLY IN SCHOOL: N

LAST YEAR ATTENDED: 2002 2002

WHERE ATTENDED DEGREE MM/YR RECEIVED COURSE OF STUDY

____________________ __ __ ____ ____________________

____________________ __ __ ____ ____________________

TESTING: --------ORIGINAL--------- --------CURRENT----------

LEVEL SCORE TEST MM/YEAR LEVEL SCORE TEST MM/YEAR

READING 08.4 ____ TABE 07 2008 08.4 ____ TABE 07 2008

MATH 09.3 ____ TABE 07 2008 09.3 ____ TABE 07 2008

ENGLISH 08.6 ____ TABE 07 2008 08.6 ____ TABE 07 2008

APTITUDE ____ __ ____

INTEREST ____ __ ____

LIFE SKILLS ____ ____ __ ____

PF14 WPAW PF15 WPJR PF16 WPJS PF17 WPTS

NEXT TRAN: ____ PARMS: 5201312861__________________________________

WPAW ASSESSMENT - EMPLOYMENT 07/18/13 08:58

DWDB68 D TURK




PROGRAM EMPLOYMENT GOAL: DOT TITLE

PRIMARY: 211 000 000 CASHIER_______________________

SECONDARY: ___ ___ ___ ______________________________

LICENSES/CERTIFICATIONS: ______________ ______________ ______________

OPERATES THE FOLLOWING EQUIPMENT: ___ ___ ___ ___ ___

SPECIALIZED SKILLS SUMMARY: ___ ___ ___ ___ ___

VOLUNTEER WORK/HOBBIES: SEWING________________________________________

OTHER LANGUAGE: _ VERBAL(Y/N): _ WRITTEN(Y/N): _

_ _ _

CURRENTLY EMPLOYED: N (Y/N) EMPLOYMENT IN LAST 24 MONTHS?: Y (Y/N)

CONVICTED OF CRIME?: N (Y/N) IF Y EXPLAIN: ___________________________________

M T W R F S S

PREFERRED WORK HOURS: 08 00 TO 16 00 DAYS: Y Y Y Y Y _ _

UNABLE TO WORK HOURS: 00 00 TO 00 00 DAYS: _ _ _ _ _ _ _

REASON UNABLE TO WORK: ________________________________________

WORK ENVIRONMENT PREFERENCES: __ __ __ WILL RELOCATE (Y/N): N

PF13 WPED PF15 WPJR PF16 WPJS PRINTS ON EMPLOYABILITY PLAN

NEXT TRAN: ____ PARMS: 5201312861__________________________________



WPEH EMPLOYMENT HISTORY 07/18/13 09:03

DWDB68 D TURK

PIN: 5201312861 WDA: CTY/TRIBE: 18

NAME: JOHNSON TAMARA OFFICE: 1111

ENTERED EMPLOYMENT(Y/N): N

BEGIN DATE: 05 13 2013 END DATE: 10 18 2013

PROVIDER ID: ____ STAFF ID: ______

DURATION: _ FULLTIME LESS THAN 30 DAYS _ PARTTIME LESS THAN 30 DAYS

_ FULLTIME 30 DAYS OR MORE _ PARTTIME 30 DAYS OR MORE

EMPLOYER TYPE: PUBLIC _ PRIVATE X AVG HRS/WEEK: 40

EMPLOYER NAME: WAL-MART______________________ EMPLOYER SEQ NUM: 01

ADDRESS: ______________________________

______________________________

CITY: SAUSAGE GRAVY__ STATE: MO ZIP: 61655____

DOT: 211 HOURLY WAGE: 7.50 PAY CODE: HR

JOB DUTIES: CASHIER____________________________

___________________________________

___________________________________ REASON FOR LEAVING: ML

MEDICAL BENEFITS: N OTHER BENEFITS: OT

PF13 WPED PF14 WPFT-30 PF15 WPFT-180 PF5 REFRESH WPEH

NEXT TRAN: ____ PARMS: 5201312861__________________________________

WPJR ASSESSMENT - PARTICIPATION READINESS 07/18/13 09:05

DWDB68 D TURK




TRANSPORTATION: TRANSPORTATION TYPE: BU __ __ LIABILITY INSURANCE(Y/N): N

VEHICLE: N VALID DRIVERS LICENSE(Y/N): Y STATE: MO TYPE: 1 _

IF NO VALID LICENSE WHY?: __________________________________________________

WILL COMMUTE ONE WAY: 10 MILES

CHILD CARE: NO. OF CHILDREN NEEDING CARE: 02 CARE ARRANGED(Y/N): N

TYPE OF ARRANGEMENT: __ __ __

SUPPORTIVE SERVICES NEEDED: INDV HOUS ____ ____ ____

CLIENT STATED ASSETS: HON LRN MOT ___ ___

OTHER AGENCY/PROGRAM PARTICIPATION : _ __ __ __ __

PARTICIPATION BY (F- FAMILY MEMBER C- CLIENT): _ _ _ _ _

COMMENTS: _____________________________________________________________________

_______________________________________________________________________________

ARE THERE BARRIERS TO EMPLOYMENT (Y/N)?: n

PF13 WPED PF14 WPAW PF16 WPJS

NEXT TRAN: ____ PARMS: 5201312861__________________________________



WPRU ASSESSMENT - EMPLOYMENT & SCREENING RESULTS 07/18/13 09:10

DWDB68 D TURK




IS PARTICIPANT READY FOR UNSUBSIDIZED EMPLOYMENT (Y/N)?: Y

SUMMARY OF DECISION: TAMARA HAS NO MAJOR BARRIERS TO EMPLOYMENT. SHE HAS SKILL

S THAT SHOULD ENABLE HER TO OBTAIN EMPLOYMENT IN FIELDS THAT CURRENTLY HAVE OPE

NINGS IN OUR AREA._____________________________________________________________

_______________________________________________________________________________

BARRIER SCREENING STATUS:

LAST UPDATED DATE :

MAIN USER :

CREATED WORKER :

PF13 WPED PF14 WPAW PF15 WPJR

NEXT TRAN: ____ PARMS: 5201312861__________________________________

Education Progress Tracking

WPPE EDUCATION PROGRESS ASSESSMENT 07/18/13 26:02

DWDB68 D TURK


NAME: TAMARA JOHNSON

LAST ASSESSMENT UPDATE: UPDATED DATE:

SUCCESSFUL

TEST CATEGORIES COMPLETION (MM/YEAR)

--------------- --------------------

GED/HSED:

READING __ ____

WRITING __ ____

MATH __ ____

SCIENCE __ ____

SOCIAL STUDIES __ ____

HSED:

EMPLOYABILITY SKILLS __ ____

HEALTH LITERACY __ ____

CIVICS LITERACY __ ____

PF13 WPED PF14 WPAW PF15 WPJR PF24 ADD WP COMMENTS

NEXT TRAN: ____ PARMS: 5201312861__________________________________



Formal Assessment Tracking

WPBD ASSESSMENT - BARRIER DETAILS 07/18/13 12:10

DWDB68 D TURK

PIN: 5201312861 OFFICE: 1111 CTY/TRIBE: 18 CASE MANAGER: DWD211

NAME: JOHNSONN TAMARA


DC: _ BARRIER: __ SUB-TYPE: __ INDV AFFECTED: _ (C- CLIENT F- FAMILY MEM)

BARRIER BEGIN DATE: __ __ ____ BARRIER END DATE: __ __ ____ END RSN CD: __

COULD BARRIER AFFECT HOURS OF PARTICIPATION?: _ (Y/N) WEB INITIATED:

HOW SOON CAN BARRIER BE OVERCOME?:

_ < 1 MONTH _ 1-3 MONTHS _ 4-6 MONTHS _ > 6 MONTHS

WHO IDENTIFIED BARRIER?: __________________________________________________

ARE SPECIAL ACCOMMODATIONS NEEDED BASED ON BARRIERS? _ (Y/N)

WHAT ACCOMMODATIONS WERE IDENTIFIED THROUGH ASSESSMENT? ___ ___ ___

WHAT ACCOMMODATIONS WERE ARRANGED BY THE AGENCY? ___ ___ ___

IF ACCOMMODATIONS WERE NOT ARRANGED, EXPLAIN WHY: _____________________________

_______________________________________________________________________________

FORMAL ASSESSMENT INFORMATION:

REFERRED FOR FORMAL ASSESSMENT FOR THIS BARRIER: _ (Y/N) REF. DATE: __ __ ____

FORMAL ASSESSMENT COMPLETED FOR THIS BARRIER: _ (Y/N) COMPL. DATE: __ __ ____

ASSESSMENT COMPLETED BY: __________________________________________________

PF13 WPED PF14 WPAW PF15 WPJR PF16 WPBS PF5 ADD MORE BARRIERS

NEXT TRAN: ____ PARMS: 1201847141__________________________________

Formal Assessment Components

WPCH COMPONENT/STATUS HISTORY 07/18/13 11:47

DWDB68 D TURK

PIN: 5201312861 REGION: 0000 OFFICE: 1111

NAME: JOHNSON TAMARA COUNTY/TRIBAL UNIT: 18

CASE MANAGER: DWDB68

TYPE OF ACTION: _ _ _ _

OFFICE/REGION: 1111 1111 1111 1111

COMPONENT/STATUS: MNTL HLTH ASMT WORK EXPER EMP SEARCH JOB READI/MOTV

PHASE/SANC IND: S N A Y A Y A Y

BEGIN DATE: 07 16 13 07 16 13 07 16 13 07 16 13

STAFF/PROVIDER ID: DWDB68 0002 DWDB68 0002 DWDB68 0002 DWDB68 0002

SCH HRS: WKY/DLY: 02 02 20 05 05 01 02 02

FREQ: DAYS PER MM: 01 16 20 04

FUNDING SOURCE: WTWO WTWO WTWO WTWO

EMP PRV ID:

SITE ID/DOT: 201

NON-APPROVAL CD:

ANTIC END DATE: 08 15 13 09 16 13 09 16 13 09 16 13

COMPLETION CODE:

ACTUAL END DATE:

PAGE: 1



Case Comments

CMCC CASE COMMENTS 07/18/13 11:56

DWDB68 D TURK

COUNTY: 18 EAU CLAIRE

PIN/CASE: 5201312861 NAME: TAMARA JOHNSON

DATE ENTERED

ENTERED BY COMMENTS

07 16 13 TAMARA HAS BEEN REFERRED FOR FORMAL ASSESSMENT BASED ON CONCERNS

DWDB68 SHE EXPRESSED TO ME, MY OBSERVATIONS OF HER AND INFORMATION FROM

WORKSHOP COORDINATOR. ASSESSMENT IS SCHEDULED FOR AUGUST 15.

SEE WPBD AND CONFIDENTIAL FOLDER FOR MORE INFORMATION.

07 16 13 _________________________________________________________________

DWDB68 _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

07 16 13 _________________________________________________________________

DWDB68 _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

DO YOU WISH TO SAVE & EXIT ? _ DO YOU WISH TO SAVE & ADD MORE ? _

NEXT TRAN: ____ PARMS: A//5201312861______________________________



Assessment: The Bottom Line

• Assessment is more than just answers on a form. • Assessment produces information. What will you do with that

information? • Assessment should make a difference in case management.

• Be sure to show where it makes a difference.



Employability Plans EPs are:

• • • • • • • • • •

EPs are not:

• • • • • • • • • •

What BWF expects to see on an Employability Plan: W-2 Manual, Chapter 6.1.1

• Individualized short- and long-term goals that are based on an individual assessment

• Activities to achieve both the short-term goals and the career plan • Activities that are specific and have measurable outcomes • Services and accommodations that are recommended in the formal assessment

to help a participant succeed in a work setting • A plan that is comprehensive in nature, including both personal and family goals



Goal Setting

How do you define goal setting?

Attributes of Good Goals

Goals should be SMART:

• Specific Target a specific area for improvement

• Measurable A way of gauging progress or attainment

• Attainable Can be attained through time, energy, and effort

• Relevant Meaningful to the participant

• Time-bound A target date or deadline to give a sense of urgency

What is the Case Manager’s role in helping to set goals?

Choice Chance

vs.



Parts of the Employability Plan: W-2 Manual, Chapter 6.1.1

Goals on the EP:

Program Employment Goals What employment outcome is the participant striving for during his/her participation in W-2? Short- and Long-Term Goals What goals related to employment does the participant hope to achieve during his/her time in W-2 and beyond? Personal Goals These goals are things that are important to the participant. They may or may not be employment related, and may have nothing to do with W-2.

Families benefit from participating in W-2. W-2 assists parents with identifying their goals and locating needed resources. During each interaction, W-2 works to ensure parents understand their choices and the resulting consequences. This approach empowers parents to make informed decisions that strengthen their family. W-2 works with both custodial parents in a two-parent family and extends services to non-custodial parents when appropriate. W-2 Manual, Chapter 1.1.2



Program Activity Plan

The program activity plan portion of the employability plan includes the specific program activities the individual will undertake to achieve the program employment goal. Each activity should include:

• The specific activity to be completed • Planned begin and end dates • The number of hours per week, the specific days of the week and the specific

number of hours on each day that the activity is assigned • Service provider • Address of the site where the activity is located • Supportive services required to complete the activity • Any additional remarks to describe detail about the activity

Also, for CSJ participants, Admin Memo 04-20 outlines the expectation of a “clear linkage between each CSJ and the participant’s EP.” An extra sheet may be used to outline the participant’s detailed daily schedule, provided this detailed schedule is referenced on the EP and scanned into the ECF. W-2 Manual, Chapter 5.5.1.2 requires that services and accommodations recommended in the formal assessment to help a participant succeed in a work setting must be incorporated into the EP. The "Services and Accommodations to Help You Do Your W-2 Activities" form (Form 2564) has been created for this purpose. If the FEP does not incorporate all of the recommended accommodations or modifications into the participant’s EP, the FEP must document on CARES screen WPBD the reasons(s) the recommendation(s) were not incorporated.



A Resource for Accommodations: askjan.org

JAN is the Job Accommodation Network. Their website, www.askjan.org, has information on the ADA, disabilities and accommodation ideas for those disabilities. Workers also can contact JAN via phone, e-mail or web chat for more help in strategizing accommodations for W-2 participants.



Documenting Accommodations

"Services and Accommodations to Help You Do Your W-2 Activities (Form 2564)" - W-2 Manual, Chapter 5.5.1.2

• Complete the form to show any needed services, activities, and reasonable modifications or accommodations.

• Give a copy to the participant with his/her EP.

• Scan the form into ECF along with the EP.



Keys with EPs

• Show Career Development Concept Don’t be too general. The EP should be a path to the future; steps should be visible.

• Don’t Use the Cookie Cutter

EPs should not look the same from individual to individual (for example, where identical terminology and activities are used).

• Be Outcome Based

Measurable expectations or outcomes should be stated for activities so they can be evaluated later.

• Match Other Records

Activities on the EP should correspond with assigned components and be consistent with assessment results and participant goals.

• Personalize!

Personal goals should be addressed. Program goals should not be listed in the personal goal section.

• Consider Other Case Plans/Priorities

Many job seekers have plans with other programs/agencies. Goals and activities in these plans should be included in developing the W-2 EP whenever possible (for example, Child Welfare activities). Pay attention to scheduling, timeframes, and the ability of the job seeker to do all of the activities assigned.

• Keep it Fresh

The EP should not be a long-term continuation of the same activities where only dates are updated and nothing else is changed. If the same activities are not producing results, they need to be changed.

• Print the Plan and Give it to the Participant Whenever Updated

• Don’t Let the Plan Expire



Activity Assignment WPCS CREATE/UPDATE COMPONENT/STATUS 07/18/13 13:57

DWDB68 D TURK



TYPE OF ACTION: A (A-ADD U-UPDATE C-COMPLETE D-DELETE)

COMPONENT/STATUS: AM

PHASE: S (P-PENDING S-SCHEDULED A-ACTUAL)

BEGIN DATE: 07 16 2013

STAFF ID: DWDB68

PROVIDER ID: 0002

WEEKLY SCHEDULED HOURS: 02 W-2 SANC IND (Y/N): N

DAILY SCHEDULED HOURS: 02 FREQUENCY (DAYS PER MONTH): 01

FUNDING SOURCE: WTWO

EMPLOYER PROVIDER ID: ______

SITE ID: ____

DOT: ___

NON-APPROVAL CODE: __

ANTICIPATED END DATE: 08 15 2013

COMPLETION CODE: _

ACTUAL END DATE: __ __ ____

PF13 WPSC PF14 POST ANOTHER COMPONENT

NEXT TRAN: ____ PARMS: 5201312861__________________________________


DWDB68 D TURK




TYPE OF ACTION: _ _ _ _

OFFICE/REGION: 1111 1111 1111 1111

COMPONENT/STATUS: MNTL HLTH ASMT WORK EXPER EMP SEARCH JOB READI/MOTV

PHASE/SANC IND: S N A Y A Y A Y

BEGIN DATE: 07 16 13 07 16 13 07 16 13 07 16 13

STAFF/PROVIDER ID: DWDB68 0002 DWDB68 0002 DWDB68 0002 DWDB68 0002

SCH HRS: WKY/DLY: 02 02 20 04 05 01 02 02

FREQ: DAYS PER MM: 01 22 22 22

FUNDING SOURCE: WTWO WTWO WTWO WTWO

EMP PRV ID:

SITE ID/DOT: 201

NON-APPROVAL CD:

ANTIC END DATE: 08 15 13 09 16 13 09 16 13 09 16 13

COMPLETION CODE:

ACTUAL END DATE:

PAGE: 1

NEXT TRAN: ____ PARMS: 5201312861__________________________________ MORE...

DWDB68 D TURK



Correctly Posting Components on WPCH (from Ops Memo 07-55)

It is critical that we record the work activity phases accurately on WPCS/WPCH. In order to accurately represent the date on which a participant begins a new activity, follow instructions found in the Wisconsin CARES Guide, Section 2 – Work Programs, Chapter 06, Version 3 – Posting Statuses and Components for Posting the S-Scheduled and A-Actual Phases for each activity on WPCS/WPCH. Instructions tell us to:

• Report the Scheduled Phase of an activity when the W-2 participant is scheduled to participate in the activity, and the exact start date is known.

• Report the Actual Phase of an activity only after the activity has been verified to

have actually begun. The BEGIN DATE on WPCS is the actual start date of the activity. Activities have started even if the participant fails to show up. The caseworker should update from the Scheduled to the Actual phase to process non-participation on WPNH if the participant misses the first day of the activity.

• For employment activities (WP, WF), refer to the “Employment Reporting” Desk Aid in PTS Learning Center for specific directions on entering employment when you know about it before it begins and when you learn about it after it already has begun.

Some W-2 activities happen less often than weekly (such as every other week or once per month). If these activities are posted as weekly activities on WPCH, it creates inaccurate participation records. When an assigned W-2 activity is scheduled to occur less often than weekly, we must record both a Begin Date and an Actual End Date on WPCS for the week in which the activity occurred. This process needs to be repeated each time the activity occurs.

Example:

Dora attends mental health counseling (CM) on the second and fourth Wednesday of

each month. In September, her appointments are scheduled for September 5th and

19th. Dora’s worker must record these two appointments separately on WPCS. On or

after September 5th, the worker must record a Begin Date and Actual End Date of

September 5th. On or after September 19

th, the worker must record a Begin Date

and an Actual End Date of September 19th.

Important Reminder: When the hours that an activity is assigned on WPCS are either increased or decreased, we must record an Actual End Date for the activity and re-enter the activity with a new Begin Date and the new weekly and daily scheduled hours to reflect the change in the number of assigned hours.



Double-Check the EP with WPCH

WPAS EMPLOYABILITY SERVICE PLAN - 2 07/18/13 11:08

PIN: 3200820811 OFFICE: 1111 EP WORKER: DWD211 PRINTER-ID: ______

NAME: EXAMPLE JULIE COUNTY/TRIBAL UNIT: 18

*** LAST EMPLOYABILITY PLAN UPDATE: 06/24/13 CASE MANAGER: DWDB68

ACTIVITY PLAN: (6 MONTHS MAXIMUM) 06 03 2013 THRU 08 15 2013

ACTION STEPS OR PLANNED PLANNED PROV PROV ACTUAL

ACTIVITY BEG DATE END DATE ID OTR END DATE

1 GED CLASSROOM WORK 06 03 13 08 15 13 0001 ____ __ __ __

HRS/WK: 05 REM: SCHEDULE ATTACHED CC: Y TRNS: Y OTR: ___ ___ ___

DEL: _ LOCN: JOB CENTER/RESOURCE ROOM PD:

2 EMPLOYMENT SEARCH 06 03 13 08 15 13 0001 ____ __ __ __

HRS/WK: 05 REM: SCHEDULE ATTACHED CC: Y TRNS: Y OTR: ___ ___ ___

DEL: _ LOCN: CONTACT EMPLOYERS DIRECTLY PD:

3 WORK EXPERIENCE 06 03 13 08 15 13 0001 ____ __ __ __

HRS/WK: 24 REM: TO BUILD OFFICE SKILLS CC: _ TRNS: _ OTR: ___ ___ ___

DEL: _ LOCN: COMMUNITY COALITION OFFICE PD:

MAILED (Y/N): Y MAILED DT: 06 24 2013 SAVE EP IN HISTORY: Y

COMMENTS: ALSO MEET WITH FEP WEEKLY ON TUESDAYS WHEN IN THE JOB

CENTER. DETAILED DAILY SCHEDULE ATTACHED.

PF13-WPED PF14-WPAW PF15-WPJR PF16-PRINT ADD ACTIVITIES N


DWDB68 D TURK


NAME: EXAMPLE JULIE COUNTY/TRIBAL UNIT: 18


TYPE OF ACTION: _ _ _

OFFICE/REGION: 1111 1111 1111

COMPONENT/STATUS: GED WORK EXPER EMP SEARCH

PHASE/SANC IND: A Y A Y A Y

BEGIN DATE: 06 03 13 06 03 13 06 03 13

STAFF/PROVIDER ID: DWDB68 0002 DWDB68 0002 DWDB68 0002

SCH HRS: WKY/DLY: 05 05 24 06 05 01

FREQ: DAYS PER MM: 04 16 20

FUNDING SOURCE: WTWO WTWO WTWO

EMP PRV ID:

SITE ID/DOT: 201

NON-APPROVAL CD:

ANTIC END DATE: 08 15 13 08 15 13 08 15 13

COMPLETION CODE:

ACTUAL END DATE:

PAGE: 1

NEXT TRAN: ____ PARMS: 3200820811__________________________________



Be Sure to Show Accommodations on WPBD

WPBD ASSESSMENT - BARRIER DETAILS 04/08/13 12:10

DWDB68 D TURK

PIN: 5201312861 OFFICE: 1111 CTY/TRIBE: 18 CASE MANAGER: DWD211

NAME: JOHNSONN TAMARA


DC: _ BARRIER: __ SUB-TYPE: __ INDV AFFECTED: _ (C- CLIENT F- FAMILY MEM)

BARRIER BEGIN DATE: __ __ ____ BARRIER END DATE: __ __ ____ END RSN CD: __

COULD BARRIER AFFECT HOURS OF PARTICIPATION?: _ (Y/N) WEB INITIATED:

HOW SOON CAN BARRIER BE OVERCOME?:

_ < 1 MONTH _ 1-3 MONTHS _ 4-6 MONTHS _ > 6 MONTHS

WHO IDENTIFIED BARRIER?: __________________________________________________

ARE SPECIAL ACCOMMODATIONS NEEDED BASED ON BARRIERS? _ (Y/N)

WHAT ACCOMMODATIONS WERE IDENTIFIED THROUGH ASSESSMENT? ___ ___ ___

WHAT ACCOMMODATIONS WERE ARRANGED BY THE AGENCY? ___ ___ ___

IF ACCOMMODATIONS WERE NOT ARRANGED, EXPLAIN WHY: _____________________________

_______________________________________________________________________________

FORMAL ASSESSMENT INFORMATION:

REFERRED FOR FORMAL ASSESSMENT FOR THIS BARRIER: _ (Y/N) REF. DATE: __ __ ____

FORMAL ASSESSMENT COMPLETED FOR THIS BARRIER: _ (Y/N) COMPL. DATE: __ __ ____

ASSESSMENT COMPLETED BY: __________________________________________________

PF13 WPED PF14 WPAW PF15 WPJR PF16 WPBS PF5 ADD MORE BARRIERS

NEXT TRAN: ____ PARMS: 1201847141__________________________________

Remember: Information entered on WPBD is critical for showing how accommodations are provided to W-2 participants who need them.



The W-2 Case Management Process

Assessment begins when the customer first contacts the agency to apply for W-2 and continues throughout his/her participation. The assessment information is worthless if it is not used when setting goals and developing Employability Plans with the participant. The timely and accurate documentation in CARES of case management actions is critical to evaluating the success of W-2 case management. New information and changes in circumstances should cause re-evaluation of goals and activities, with updates and changes as appropriate.



Your Homework Ok, not really homework, but “Back at Your Office” work… Within two weeks of completing this class, you must e-mail your trainers a PIN. This should be the CARES PIN of an individual with whom you feel you’ve done a good job of implementing the concepts and strategies covered in this class. Your trainers will review the assessment information, EP and activities in CARES, then provide feedback to you on how it looks. Your case management will not be “graded,” and this is not a “pass” or “fail” activity. But, it is required for you to get credit for completing this class. If you do not submit the case number within two weeks, you will NOT get credit for completing this class. E-mail the PIN number with the subject line “W-2 Case Management Class” to [email protected].



Related Courses Available from BWF Partner Training Section

W-2 Case Management: Maintaining Professional Objectivity, Composure and Boundaries Classroom – 1 Day This course helps W-2 staff learn how professional behavior effects the quality of service in W-2. This course covers: The diversity of W-2 participants; how participant perceptions affect relationships and reflect on professionalism; how communication styles affect case management; professional boundaries and ethics; resiliency skills that benefit participants and W-2 staff; how to maintain a professional attitude during difficult and challenging times. Improving Employment Search Outcomes Using Focused Strategies Classroom – 1 Day

The purpose of this course is to approach the employment search process in W-2 as the W-2 participant’s business issue to be resolved, providing you with strategies to effectively partner with him/her in this process and bring it to a successful conclusion: employment that matches his/her skills and abilities to the needs of the employer. Assessment Screens/Purpose Webcast

This course walks through the assessment process in CARES, the purpose of screens, and the importance and purpose of various fields on the screens. It also covers setting appropriate employment goals. Goal Setting and EP Webcast

This course discusses setting long- and short-term goals as well as personal goals. It also covers how to use assessment information to develop an EP with all the necessary elements Activity Assignment and Definitions Webcast

This course focuses on how to use the EP to determine correct coding in CARES and how to take assigned activities and fit them into the correct definitions of Activity Codes. It also includes some of the more common error areas (education, up-front vs. ongoing, etc.). Check the PTS Learning Center (https://wss.ccdet.uwosh.edu/stc/dcf) for other available classes. Contact for Questions on any of these courses: [email protected]



Appendix One: Tamara Johnson Scenario

Household Composition: Tamara Johnson Age 24 Kirsten Johnson Age 6 (daughter) Amanda Jones Age 9 months (daughter) Income: $200.00/month from Child Support (Kirsten) Background: Tamara and her two children moved to the community five months ago. Tamara was born and raised in Tennessee, but for the past six years they were living in Missouri. Tamara divorced Kirsten’s father 4 years ago. He is paying his Child Support obligation every month. About two years ago, Tamara met a man named Ron Jones on the Internet. He would drive to Missouri to visit her about every three months. Tamara became pregnant and had Ron’s baby (Amanda) nine months ago. Ron convinced Tamara to move to Wisconsin. He said he would provide for her and the two children. Tamara quit her job and moved to be with Ron. She lives in a medium-sized city with at least one resource or service provider for all common issues that W-2 participants have. They lived together for three months. Last month Ron broke the news to Tamara that he was married, and he moved back in with his wife. Tamara was devastated. In fact, during her initial interview, she broke down and cried when questioned about Ron. She said she just had no one to talk to. The rent is due in one week and she has no money. She spent her last dollars on diapers for the baby. She has no friends in the community and all her relatives live in Tennessee and Missouri. Tamara says that she likes Wisconsin and plans to stay, although she wishes her family were closer. Tamara has never been on any type of assistance and states she is willing to work. She has a High School Diploma. Tamara is breastfeeding her nine-month-old daughter and has concerns about leaving her in a daycare full time. Tamara used the agency’s onsite daycare while she completed her upfront activities, but didn’t really like it. She feels the daycare provider might not be paying enough attention to Amanda, because she developed a bad diaper rash. She did contact two other providers in the past week but did not like the setting at either one. Her six-year-old daughter, Kirsten, is in 1st grade at the local elementary school. Before Tamara moved to Wisconsin, Kirsten’s grandmother babysat when Tamara worked. She does have a valid driver’s license, but no vehicle. Tamara is glad that the community has public transportation. It’s the first time in her life that she has had to ride a public bus.



W-2 Status: Per the job leads she has been given, she submitted several applications to local businesses that currently are hiring. These included the Target and K-Mart stores in her neighborhood and several local banks. She also applied at the Osco Drug Store, but she was told the position had been filled. She has an appointment next week for an interview at Target. She thinks the position is 2nd shift, but there might be day jobs opening in the near future. The bus does run until 1:00 a.m., but no daycare provider is open past 7:00 p.m. Tamara completed a TABE test as part of her initial assessment. Her scores show that she has a 9th grade math level and an 8th grade reading level. Tamara seemed surprised when she was presented with this information. She explained that she struggled in school, but thought her scores would be higher because she had no problems at any of her jobs. She expressed an interest in classes that could increase her reading and math abilities. Tamara was placed in a W-2 CSJ placement with the focus being work experience. She participated and completed Up-Front Job Search prior to being placed in the CSJ. She has been at her work experience site (Box Cutters R Us) for the last four weeks for four hours a day. The supervisor has said that she lacks motivation, hasn’t really gotten along with co-workers and has shown up late a few times. Tamara also has completed Life Skills 4 U. The facilitator has notified the case manager that although Tamara had perfect attendance, was physically there every day and did all the work, it didn’t seem to improve her motivation. It was as though Tamara was somewhere else emotionally. Informal Assessment Information: Tamara said she used to be able to type 60 words per minute, but she hasn’t taken a typing test in a long time. Sewing is her hobby and she makes most of the clothes for her six-year-old daughter. She prefers to work during normal daytime hours. She would work weekends if necessary. Tamara stated that she is an honest and dependable worker.



Work History: Tamara did not work after High School. She got married right after graduation before her baby was born. She and her husband moved to Missouri to be near his mother. They lived in an apartment building owned by his family. Tamara went to work after the divorce because she needed more money than the small amount of child support she was receiving. Walgreen’s: This was Tamara’s first job after her divorce. She took it because the store was only three blocks from her home. She worked as a stocker and made $7.00/hour. It lasted three 3 months. She worked 40 hours a week, but sometimes she had to work weekends and evenings, so she quit that job to take the job at the bank. She went immediately from Walgreen’s to the bank. First American Bank: Tamara worked as a teller. She learned of the job opening from a friend of Kirsten’s grandmother. She made $7.25/hour and worked 30-40 hours a week. The job lasted eight months, ending one month prior to her starting the job at Wal-Mart. She was fired because her cash drawer was short $100.00 and she couldn’t account for it. She claimed that a co-worker that didn’t like her had set her up, but she couldn’t prove it. It was very upsetting to Tamara because she prided herself on being a good and honest worker. She has become very wary of depending on people she doesn’t know since that incident. Wal-Mart: After applying at many other places, and being out of work for a month, Tamara accepted the job because she needed the work. She worked as a cashier, making $7.50/hour, 40 hours a week. It lasted five months, ending nine months ago. She went on un-paid leave when she had the baby, but never went back because she moved to Wisconsin to be with Ron. Goals: Tamara is unsure of her employment goals. She enjoys working with the public and wouldn’t mind continuing as a cashier or bank teller. The local labor market is strong in the service, retail, and medical areas. She says she sometimes had a hard time getting along with her co-workers. She was given some other ideas about jobs related to cashier and teller by the Job Development staff, but Tamara admits she wasn’t really paying attention during that conversation because it was the anniversary of her meeting Ron.



Appendix Two: Definitions of Selected W-2 CARES Components & Statuses

NOTE: These definitions are in alphabetical order according to the two-digit Status/Component Code as found in Reference Table TCOS. Only codes valid for W-2 that you will need for the classroom activity are listed here. The most current complete list can be found as an appendix to the W-2 Manual. CD – Caring for Disabled Child Report this activity for the hours of care provided by a participant for a dependent child with a disability or incapacitation. Additionally, a medical provider must document the need for the participant to be the sole provider of care. This code should not be used for CMC participants.

For Federal Work Participation: Reporting this activity for a participant will exclude that family from Federal Work Participation calculations.

CF – Caring for Other Family Member Report this activity for the hours of care provided by a participant for a W-2 group member with a disability or incapacitation other than a child or care of a foster child. Additionally, a medical provider must document the need for the participant to be the sole provider of care. Reporting this activity for a participant will exclude that family from TANF Work Participation calculations.

For Federal Work Participation: Reporting this activity for a participant will exclude that family from Federal Work Participation calculations.

GE – GED (General Educational Development) Instruction designed to prepare adults for the Tests of General Educational Development (GED). A Certificate of General Educational Development is issued by the Department of Public Instruction (DPI) upon attainment of satisfactory scores on the GED tests. A person must be a Wisconsin resident who is at least 18 years and six months old OR whose high school class has graduated in order to take the GED tests. Up to one hour of unsupervised study time for each hour of class time plus supervised study time also may be assigned under this activity and tracked for attendance purposes. A statement from the educational program indicating the amount of study time required must be used to determine the assignment of hours.

For Federal Work Participation: Hours count as “Non-Core,” except for Teen Parents ages 18 and 19 with no High-School diploma who can meet their Federal Work Participation requirement by participation in this activity.



HE – HSE (High School Equivalency Diploma) Adult educational activities designed to prepare adults to take the tests and courses that lead to a High School Equivalency Diploma (HSED). An HSED is earned by taking all of the GED tests and a health, citizenship, employability skills, and career-awareness program OR completing any missing high school credits. Additional information on HSED or GED can be obtained from the Wisconsin Department of Public Instruction website. Up to one hour of unsupervised study time for each hour of class time plus supervised study time also may be assigned under this activity and tracked for attendance purposes. A statement from the educational program indicating the amount of study time required must be used to determine the assignment of hours.

For Federal Work Participation: Hours count as “Non-Core,” except for Teen Parents ages 18 and 19 with no High-School diploma who can meet their Federal Work Participation requirement by participation in this activity.

JS – Job Skills Training Assign this activity:

1. when a participant enrolls in a short-term job skills training (no less than 40 hours of classroom time and no more than 516 hours in length) that the W-2 agency has worked with the participant to arrange.

2. to an individual who enters W-2 already engaged in a job skills training program, and:

a. the individual has one semester/6 months or less to complete his/her program, but no more than 516 hours remaining; and

b. the W-2 agency determines that completing the program will help the individual obtain employment.

The training must provide skills to help the participant obtain employment or to advance or adapt to the changing demands of the workplace. Training may include customized skills training to meet the needs of a specific employer, or it can be general training that prepares an individual for a specific occupation within a particular employment sector. The training activity must be specific to the participant’s immediate employment goal. Up to one hour of unsupervised study time for each hour of class time plus supervised study time may be assigned under this activity and tracked for attendance purposes. A statement from the educational program indicating the amount of study time required will be used to determine the assignment of hours.



Examples of job skills training include: o Welding o Hospitality o Data Entry o Medical Assistant o Legal Assistant

Total assigned hours must never exceed 40 hours per week.

For Federal Work Participation: Hours count as “Core” for no more than 12 months during the lifetime of the participant. After 12 months, hours count as “Non-Core.”

PR – Physical Rehabilitation Report this activity for participants who are engaged in an activity that meets the following criteria:

1. Determined to be medically necessary; and 2. Anticipated to last six months or less; and 3. Geared toward helping the individual recover from a medical condition so s/he may enter or re-enter the workforce.

The determination that the activity is medically necessary and the expectation that the rehabilitation activity will last six months or less must be certified by a qualified medical or mental health professional. This activity should not be assigned when a participant is in the process of applying for SSI or SSDI and the W-2 agency or another provider is providing related advocacy services.

For Federal Work Participation: Hours count as “Core” for no more than 240 hours for a single parent of a child under age six and 360 hours for all other work-eligible individuals. Hours may be counted for no more than 4 consecutive weeks. Timeframe for these limits is the preceding 12 months.

RS – Regular School (K - 12) Report this activity when the participant is enrolled:

o In an education program (kindergarten through 12th grade levels) at a public or private school, or

o At a Wisconsin Technical College System (WTCS) school in a program that will include a high school diploma, or

o At a Department of Public Instruction (DPI) registered home educational program, including home based and home school instruction.

Up to one hour of unsupervised study time for each hour of class time plus supervised study time also may be assigned under this activity and tracked for attendance



purposes. A statement from the educational program indicating the amount of study time required must be used to determine the assignment of hours.

For Federal Work Participation: Hours count as “Non-Core,” except for Teen Parents ages 18 and 19 with no High-School diploma who can meet their Federal Work Participation requirement by participating in this activity.

SD – SS(D)I Advocacy/Application Report this activity when the W-2 participant is in the process of obtaining SSI or SSDI and the W-2 agency or another provider is providing related services. Examples include meeting with an SSI advocate or attorney, working with the FEP on filling out the SSI forms, attending hearings, etc. Note: No hours of participation are reported with this activity. It is entered for tracking purposes. TC – Technical College Activities Assign this activity when CSJ and W-2 T participants are:

1. Enrolled full-time (up to 15 hours per week) in a program offered through the Wisconsin Technical College System that requires between one and two years of class time to complete; and

2. Employed or assigned 25 hours of work activities per week. The 25 hours must include the study time required for the program (see new Technical College Study Time - TT activity defined below) as well as other work activities that relate to the training the participant is engaged in that will improve the likelihood of obtaining employment after the training is completed. This may include activities such as work study/internships, career planning and counseling, job shadowing and work experience activities that relate to the training program.


TT - Technical College Study Time Assign this activity when study time is needed for the participant to successfully complete a Technical College program. Up to one hour of unsupervised study time for each hour of class time plus supervised study time also may be assigned under this activity and tracked for attendance purposes. A statement from the educational program indicating the amount of study time required must be used to determine the assignment of hours. The study time must be counted toward the 25-hour Technical College work requirement (see definition for Technical College - TC activity).

Assign this activity only when the participant is assigned Technical College – TC.




UC – Up-front Career Planning Report this activity for applicants who receive up-front services geared toward assessment of an individual’s career interests and guidance in the career planning process. Examples of activities include:

o Career assessments o Educational needs assessment (e.g., TABE Testing) o Career exploration/job shadowing o Reviewing labor market information and training opportunities o Career guidance and counseling

This activity must be ended at time of W-2 placement.

For Federal Work Participation: This activity is not counted for Federal Work Participation purposes.

UE – Up-front Employment Search Report this activity for applicants who are engaged in up-front employment search that is tailored to the needs of the individual and includes some or all of the following activities:

o Time used to research prospective employers o Meeting with a Job Developer o Attending a structured job search workshop, such as Job Club o Making contact with prospective employers, whether by phone, in person or via

internet, to learn of job openings o Completing applications for vacancies o Preparing for job interviews o Interviewing for job





UR – Up-front Job Readiness/Motivation Report this activity for applicants who are engaged in up-front classes or activities, specifically designed to prepare them for work. Activities are geared at learning general workplace expectations, work behavior and job retention skills necessary to compete successfully in the labor market. A high-quality job readiness program uses various techniques and approaches to build self-esteem and increase self-confidence. Attendance at scheduled sessions must last one hour or more. Examples of job readiness/motivation sessions include:

o Workshops on effective job seeking and interviewing skills o Resume creation, preparation, development and updating o Developing networking skills o Communication skills, personality types, and ability to relate to others o Instruction in workplace expectations (including instruction on appropriate attire) o Workshops on self-esteem, goal setting, etc. o Course on basic computer skills and use of internet o Workshops on soft skills like punctuality, attendance, following directions,

teamwork, getting along with others in the workplace, etc.



VA – Vocational Adult Basic Education Report this activity for participants who are assigned to an Adult Basic Education (ABE) course that is completed as a part of a job skills training program. The course must be of limited duration and be a necessary or regular part of the job skills training. ABE is instruction designed to focus on the areas of reading, mathematics, communication skills, social studies, physical sciences, health, and career education. ABE consists of three levels:

1. Level 1, or Beginning ABE: Instruction designed for adults whose academic functioning level is comparable to grades 0-5.9. 2. Level 2, or Intermediate ABE: Instruction designed for adults whose academic functioning level is comparable to grades 6.0-8.9. 3. Level 3, or Adult Secondary Education (ASE) Instruction that delivers competencies, academic or occupational, comparable to those offered in secondary schools (grades 9.0-12.9).

Up to one hour of unsupervised study time for each hour of class time plus supervised study time also may be assigned under this activity and tracked for attendance



purposes. A statement from the educational program indicating the amount of study time required must be used to determine the assignment of hours.


VE – Vocational English-as-a-Second-Language Report this activity for participants who are assigned to an English-as-a-Second-Language (ESL) course that is completed as part of a job skills training program. The course must be of limited duration and be a necessary or regular part of the job skills training. ESL is a course of study intended to teach English-speaking skills related to reading, writing, speaking and listening to students whose primary language is not English. Up to one hour of unsupervised study time for each hour of class time plus supervised study time also may be assigned under this activity and tracked for attendance purposes. A statement from the educational program indicating the amount of study time required must be used to determine the assignment of hours.


VL – Vocational Literacy Skills Report this activity for participants who are assigned to a Literacy Skills course that is completed as part of a job skills training program. The course must be of limited duration and be a necessary or regular part of the job skills training. Vocational Literacy Skills is a course of study aimed at teaching reading, writing, math and communication skills necessary to prepare a participant to participate in job skills training. Instruction may be provided in a formal educational institution, through a literacy council or through another provider. Up to one hour of unsupervised study time for each hour of class time plus supervised study time also may be assigned under this activity and tracked for attendance purposes. A statement from the educational program indicating the amount of study time required must be used to determine the assignment of hours.


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