Training Approval and Activity Enrollment Policies (Reference 18 NYCRR 385. 9) a. Described below is how the district identifies appropriate education program providers for services of Adult Basic Education (ABE), High School Equivalency (HSE) diploma preparation, and English Language Instruction that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure to include providers the districts partners with for the provision of ABE, HSE, and English Language Instruction in Table 1 or Table 2 under Section 1.2 of this plan): MCDSS completes a process for local area educational providers to apply to be approved for referrals. Providers submit information regarding their accreditation, staffing, and numbers served, outcome measures as well as attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in program. b. Described below is how the district identifies appropriate program providers of Vocational Education and Job Skills Training programs that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure to include the current providers the district partners with for the provision of Vocational Education and Job Skills Training in Table 1 or Table 2 under Section 1.2 of this plan). MCDSS completes a process for local area Vocational education providers to apply to be approved for referrals. Providers submit information regarding their accreditation, staffing, numbers served, outcome measures including percentage of enrollees who complete program and percentage of graduates who obtain employment. They must also submit attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in program. c. Described below are the process and guidelines workers follow to ensure that individuals who have not attained a basic literacy level and/or have not attained a high school diploma are offered the opportunity to participate in an educational activity. This includes individuals who are 18 and older and individuals aged 16 or 17 who are not attending secondary school or its equivalent. Clients who have not attained a HS credential or are in need of ESL or literacy education are offered the opportunity and are encouraged to engage in educational activities during the employment assessment. d. Described below are the district’s process and policy, including the guidelines workers follow, when determining whether participation in educational activities is approved for individuals who have not attained a high school diploma who are interested in participating in an educational activity. Include in this section instances when the district would deny participation in educational activities: Clients who read and perform math below a 9th grade level are encouraged to participate in educational activities. Clients performing above those levels are encouraged to participate in TASC or if they are not interested in TASC are informed of vocational education offerings, and/or job readiness and placement opportunities. Clients that have had multiple unsuccessful attempts at educational activities may not be re-referred after thoughtful and careful review of individual circumstances e. Described below is the district’s process and policy for determining whether a participant is approved/assigned to participate in job skills or vocational education activities: A recipient who has completed an approved vocational training program in the past 2 years without obtaining employment will not be approved for further training unless administratively approved. A recipient seeking administrative approval should submit a written request to the Self Sufficiency Workgroup documenting why the program they recently completed did not result in employment and a reason why they feel additional training will result in employment. This will be forwarded for review to the Employment Coordinator. A recipient who enrolls in a program that is unable to be an approved vocational training program will be ineligible for training related expenses. The recipient, depending on enrollment status in training, may be deferred from other required employment- related activities for the duration of the current session, at the discretion of the Employment Coordinator. When appropriate concurrent work activities will be assigned. f. Described below are the standards by which education and training providers are evaluated: 1. Education providers must be licensed by the state of NY. 2. Attendance is documented and reported weekly and accurately. 3. Participants in TASC, ESL, and ABE achieve appropriate educational attainment milestones in a timeframe that is reasonable given the individuals abilities. 4. Vocational training offered continues to be for in demand occupations in the local labor market. g. Described below is the district's procedure for advising participants of approved training: Applicants and recipients are made aware of the possibility of training or education through the orientation and assessment process. Marketing materials for training providers are posted and available as handouts throughout the waiting rooms and interviewing areas. Copies of approved program listings will be available in the orientation area and are available for study at the client's request. Marketing materials and copies of the approved training lists are distributed to contracted assessment centers and community agencies that serve TANF and Safety Net recipients h. Described below is the district's procedure for notifying participants they are approved for training or enrollment in a work activity: Recipients and applicants will be notified verbally and in writing of their program assignment and the minimum standards for participation in that program. This notification will generally take place after the development of the Employability Plan. Recipients and applicants will receive a Notice of Decision informing them of any supportive services that are approved to receive. All work activity enrollment, approval, required number of hours in program, and duration of approval will be detailed in the Employability Development Plan. i. Described below is how the district will monitor the high school attendance for 16-18 year-olds in order for them to retain their TA exempt status: MCDSS requests school attendance at Intake, recertification, and review for each school age child. The district has an MOU with The Rochester City School District (the largest number of MCDSS youth attend RCSD) to provide attendance for high school students via a case specific request, this is centralized within Self-Sufficiency clerical staff. We will continue to request verification for students in suburban school districts manually. All teenage heads of household on their own case are referred for case management services to agencies such as the Center for Youth Services, Hillside, etc. j. Described below is the district's procedure for ensuring that an individual’s health related limitations are accommodated when assigning the individual to a work activity: The individual's medical and or psychological evaluation is reviewed, 4005/4005a sent to client, and considered when choosing a work activity and establishing the individual's Employment Plan. When the assignment is made to a work site the referral form documents the person's restrictions and is used to inform the site supervisor.
Appears in 1 contract
Samples: Temporary Assistance (Ta) and Supplemental Nutrition Assistance Program (Snap) Employment Plan
Training Approval and Activity Enrollment Policies (Reference 18 NYCRR 385. 9)
a. Described below is how the district identifies appropriate education program providers for services of Adult Basic Education (ABE), High School Equivalency (HSE) diploma preparation, and English Language Instruction that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure to include providers the districts partners with for the provision of ABE, HSE, and English Language Instruction in Table 1 or Table 2 under Section 1.2 of this plan): MCDSS completes Through affiliation with the Oswego County Workforce Development Board, OCDSS works with partner agencies to identify appropriate education programs available in Oswego County. OCDSS has access to ABE, HSE and ESOL programs through CiTi as identified in Table 2 under Section 1.2 of this plan. OCDSS staff assess the educational skill level of Temporary Assistance applicants/recipients and may refer individuals who lack a process for local area high school diploma, HSE, identified as basic skill deficient or those in need of ESOL to mandated participation in educational providers to apply to be approved for referrals. Providers submit information regarding their accreditation, staffing, and numbers served, outcome measures as well as attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in programprograms.
b. Described below is how the district identifies appropriate program providers of Vocational Education and Job Skills Training programs that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure to include the current providers the district partners with for the provision of Vocational Education and Job Skills Training in Table 1 or Table 2 under Section 1.2 of this plan). MCDSS completes a process for local area Vocational education providers OCDSS coordinates with OCWNY Career Center and utilizes Local Workforce Development Boards approved demand occupation list to apply to identify jobs in demand in our local/regional labor market which could be approved for referralsa training program. Providers submit information regarding their accreditationTraining providers used must be an approved provider on the New York State Eligible Training Provider List (NYS ETPL). Training providers can apply for approval on the NYS ETPL at any time. An individual requesting training in an occupation not currently identified on the Demand Occupation List may make a case for approval if they can show there are three or more verifiable job openings using a bona fide job search engine, staffing, numbers served, outcome measures including percentage of enrollees who complete program and percentage of graduates who obtain employment. They must also submit attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree or by providing a committment to gather and report attendance weekly to MCDSS on any of our clients in programhire letter from a local employer.
c. Described below are the process and guidelines workers follow to ensure that individuals who have not attained a basic literacy level and/or have not attained a high school diploma are offered the opportunity to participate in an educational activity. This includes individuals who are 18 and older and individuals aged 16 or 17 who are not attending secondary school or its equivalent. Clients OCDSS assesses the educational skill level of Temporary Assistance applicants/recipients. All non-exempt participants who have not attained lack a HS credential high school diploma, HSE, are basic skills deficient or are in need of ESL or literacy education ESOL classes are offered made aware of the opportunity and are encouraged educational services available to engage meet their needs. Individuals may be mandated to participate in educational activities during the these programs as part of their employment assessmentplan.
d. Described below are the district’s process and policy, including the guidelines workers follow, when determining whether participation in educational activities is approved for individuals who have not attained a high school diploma who are interested in participating in an educational activity. Include in this section instances when the district would deny participation in educational activities: Clients who read and perform math below a 9th grade level are encouraged OCDSS' policy is to participate approve non-exempt individuals for educational programs in educational addition to their required participation in other mandated work activities. Clients performing above those levels are encouraged to participate in TASC or if they are not interested in TASC are informed of vocational education offerings, and/or job readiness and placement opportunities. Clients that have had multiple unsuccessful attempts at educational activities may not be re-referred after thoughtful and careful review of individual circumstances.
e. Described below is the district’s process and policy for determining whether a participant is approved/assigned to participate in job skills or vocational education activities: A recipient who has completed Non-exempt Temporary Assistance applicants/recipients interested in participating in job skills or vocational education activities meet with an Employment Specialist to determine if the work activity is the most effective method for achieving self- independence. Factors considered in approving this work activity may include: cost of training, ability to meet federally mandated participation rates, past history of work activities/training assignments and success/non-success in completing these activities, the need for training current skill levels, an individual's ability to find gainful employment with their current skill level, the individual's aptitude for a particular occupation and local demand of businesses/employers. Before an individual is approved for training, the individual must complete a training approval process. This process may include market research to show they understand the job opportunities available. working conditions, work shifts, job expectations and expected earning capacity for their chosen field of training. The individual should also have a history of follow-through on employment/work requirements. Those accepted for training must commit to finding and accepting employment as a result of the training. This commitment is established by reviewing their history in regard to successful completion of past requirements, quality of their market research, and their response to questions asked during the interview process. OCDSS staff determine final approval or disapproval of job skills or vocational educational activities. Vocational education may count up to 12 months and may be counted as Job Skills beyond the 12-month timeframe. Individuals are required to continue to participate in work activities throughout the approval process. Individuals claiming a work exemption must receive clearance from their provider (i.e. Drug/Alcohol, medical, mental/behavioral health) in order to be considered for job skills or vocational training program in the past 2 years without obtaining employment will not be approved for further training unless administratively approved. A recipient seeking administrative approval should submit a written request to the Self Sufficiency Workgroup documenting why the program they recently completed did not result in employment and a reason why they feel additional training will result in employment. This will be forwarded for review to the Employment Coordinator. A recipient who enrolls in a program that is unable to be an approved vocational training program will be ineligible for training related expenses. The recipient, depending on enrollment status in training, may be deferred from other required employment- related activities for the duration of the current session, at the discretion of the Employment Coordinator. When appropriate concurrent work activities will be assignedactivities.
f. Described below are the standards by which education and training providers are evaluated:
1: OCDSS uses a variety of methods to evaluate training providers. Education providers must be licensed by These include but are not limited to: Work Experience Program Worksite Agreement: Used to evaluate public and community work experience sites OJT Proposal/Contract: Evaluates OJT and other subsidized employment programs Utilization of the state of NY.
2. Attendance is documented New York State Eligible Training Providers Listing (NYS ETPL) and reported weekly the Oswego County Demand Occupation List for Job Skills training and accurately.
3. Participants in TASC, ESL, and ABE achieve appropriate educational attainment milestones in a timeframe that is reasonable given the individuals abilities.
4. Vocational training offered continues to be for in demand occupations in the local labor market.Training approvals
g. Described below is the district's procedure for advising participants of approved training: Applicants and recipients are made aware of the possibility of training or education through the orientation and assessment process. Marketing materials for training providers are posted and available as handouts throughout the waiting rooms and interviewing areas. Copies of approved program listings will be available in the orientation area and are available for study at the client's request. Marketing materials and copies of the approved training lists are distributed to contracted assessment centers and community agencies that serve TANF and Safety Net recipients:
h. Described below is the district's procedure for notifying participants they are approved for training or enrollment in a work activity: Recipients and applicants will be Individuals are notified of approval for training enrollment in a work activity through meeting with a OCDSS staff person. Individuals are notified verbally and and/or in writing of their program assignment all assignments and the minimum standards for participation in that program. This notification will generally take place after the development of the Employability Plan. Recipients and applicants will receive a Notice of Decision informing them of any supportive services that are approved to receive. All work activity enrollment, approval, required number of hours in program, and duration of approval will be detailed in the Employability Development Planappointments.
i. Described below is how the district will monitor the high school attendance for 16-18 year-olds in order for them to retain their TA exempt status: MCDSS requests OCDSS adopts each Oswego County school attendance district's enrollment policy in support of their effort to get teen students to attend and graduate from high school in accordance with NYS Education Law. District staff request verification of school enrollment at Intakeeach application and recertification for individuals 16-18 years of age. Each quarter, recertification, and review for a school enrollment verification form is mailed to each school age child. The district has to verify status and information is provided to an MOU Employment worker to follow up with The Rochester City School District (the largest number of MCDSS youth attend RCSD) to provide attendance for high school students via a case specific request, this is centralized within Self-Sufficiency clerical staff. We will continue to request verification for students in suburban school districts manually. All teenage heads of household on their own case are referred for case management services to agencies such as the Center for Youth Services, Hillside, etcappropriate.
j. Described below is the district's procedure for ensuring that an individual’s health related limitations are accommodated when assigning the individual to a work activity: The individual's medical and or psychological evaluation is reviewed, 4005/4005a sent to clientDuring a face-to-face Temporary Assistance eligibility interview, and considered when choosing prior to any assignment of work activities, applicants are required to complete the Screening for Participation in or Exemption From Work Activities Form (attached). If the applicant indicates that they are able to work but have a verifiable mental or medical limitation which may impair their ability to perform work related functions, the eligibility worker requests medical documentation regarding their limitations. The submitted documentation is used is used to identify limitations and accommodations needed period to assignment to work activities. If an accommodation is needed for an individual to participate in a work activity and establishing such as work experience, the individual's Employment Plan. When worker provides the assignment is made to a work site with written notification of the referral form documents required accommodation. Should the person's restrictions and is used work site indicate that they are unable to inform meet the accommodation, the Employment staff will work with the site supervisorto see if there is any assistance we can provide or reassign the individual as appropriate. Applicants/Recipients who declare limitations outside of the interview process are immediately removed from any assigned work activities until documentation can be requested and submitted of their limitations and needed accommodations. Once verification is received, all limitations and accommodations are considered prior to re-assignment to another work activity. Applicants stating they are able to work without limitations, and those who decline to answer, are considered non-exempt from work activities and assigned accordingly. Employment staff assess and determine work readiness and assign individuals to appropriate work activities. Once the applicant becomes a recipient, the Employment staff continue to work with the individual and assigns them to additional activities as appropriate.
Appears in 1 contract
Samples: Temporary Assistance (Ta) and Supplemental Nutrition Assistance Program (Snap) Employment Plan
Training Approval and Activity Enrollment Policies (Reference 18 NYCRR 385. 9)
a. Described below is Describe how the district identifies appropriate education program providers for services of Adult Basic Education (ABE)Education, High School Equivalency (HSE) diploma preparation, and English Language Instruction that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure : Xxxxxxxxxx County works with BOCES and Centro Civico to include providers the districts partners with for the provision of ABEprovide Adult Basic Education, HSEESL, and English Language Instruction in Table 1 or Table 2 under Section 1.2 of this plan): MCDSS completes a process for local area educational providers to apply to be approved for referrals. Providers submit information regarding their accreditation, staffing, and numbers served, outcome measures as well as attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in programHSE.
b. Described below is Describe how the district identifies appropriate program providers of Vocational Education and Job Skills Training programs that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure to include the current providers the district partners : LDSS works with BOCES and Project Lift for the provision of Vocational Education and Job Skills Training in Table 1 or Table 2 under Section 1.2 of this plan). MCDSS completes a process for local area Vocational education providers to apply to be approved for referrals. Providers submit information regarding their accreditation, staffing, numbers served, outcome measures including percentage of enrollees who complete program and percentage of graduates who obtain employment. They must also submit attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in programtraining.
c. Described below are Describe the process and guidelines guideline workers follow to ensure that individuals who have not attained a basic literacy level and/or have not attained a high school diploma are offered the opportunity to participate in an educational activity: The Welfare Employment Representative reviews the client's self-assessment when interviewing the client and develops their Employment Plan. This includes individuals who are 18 They discuss with the client their educational needs and older and individuals aged 16 or 17 who are not attending secondary school or its equivalentwant is available for the individual. Clients who have if it is determined during the assessment that the applicant/recipient has not attained a HS credential basic literacy level and/or has not attained a high school diploma, the Employment Worker will include HSE orientation and HSE attendance in the Employment Plan. Full-time or are in need of ESL or literacy education are offered part-time attendance will be determined by taking into consideration other activities the opportunity and are encouraged to engage in educational activities during the employment assessmentclient may be participating in.
d. Described below are Describe the district’s process and policy, including the guidelines guideline workers follow, when determining whether participation in educational activities is approved for individuals who have not attained a high school diploma who are interested in participating in an educational activity. Include in this section instances when the district agency would deny participation in educational activities: Clients who read The client begins with an assessment. A Welfare Employment Respresentative then meets with the client to review all information in the self-assessment and perform math below a 9th grade level are encouraged speak to participate in educational activitiesthe client regarding the client's situation. Clients performing above those levels are encouraged The LDSS worker then makes the determination as to participate in TASC or if they are not interested in TASC are informed of vocational education offeringswhat services the client needs to help them obtain self-sufficiency. For clients with self-initiated education, and/or job readiness the LDSS reviews the program and placement opportunitiesdetermines whether it is appropriate. Clients that The client would first have had multiple unsuccessful attempts at to comply with all other employment requirements prior to being considered. For clients seeking to enroll, the district makes the appropriate referrals. The information is reviewed together by the the LDSS Employment Worker and Head Social Welfare Examiner to determine what educational activities may not be re-referred after thoughtful and careful review of individual circumstancesare appropriate.
e. Described below is Describe the district’s process and policy for determining whether or not a participant is approved/assigned to participate in job skills or vocational education activities: A recipient who has completed an approved vocational The Following things are considered: - occupational demand of the curriculum - present marketable skills and work history - length of training - previous program in cooperation - client's educatinal level and aptitude are reviewed to determine if the past 2 years without obtaining employment program is appropriate - only programs of study that directly relate to the preparation of individuals for current or emerging occupations requiring other than a baccalaureate or advanced degree will not be approved for further training unless administratively approved. A recipient seeking administrative approval should submit - a written request to the Self Sufficiency Workgroup documenting why the program they recently completed did not result in employment and a reason why they feel additional training will result in employment. This will be forwarded for review to the Employment Coordinator. A recipient who enrolls in a program that is unable to be an approved vocational training program will be ineligible for training related expenses. The recipient, depending on enrollment status in training, may be deferred from other required employment- related activities for the duration of the current session, at the discretion of the Employment Coordinator. When appropriate concurrent work activities will be assigned.
f. Described below are the standards by which education and training providers are evaluated:
1. Education providers must be licensed by the state of NY.
2. Attendance is documented and reported weekly and accurately.
3. Participants in TASC, ESL, and ABE achieve appropriate educational attainment milestones in a timeframe that is reasonable given the individuals abilities.
4. Vocational training offered continues to be for in demand occupations in the local labor market.
g. Described below is the district's procedure for advising participants of approved training: Applicants and recipients are made aware of the possibility of training or education through the orientation and assessment process. Marketing materials for training providers are posted and available as handouts throughout the waiting rooms and interviewing areas. Copies of approved program listings will be available in the orientation area and are available for study at the client's request. Marketing materials and copies of past history is done to make sure they would be eligible/qualified for employment in the approved training lists are distributed to contracted assessment centers and community agencies that serve TANF and Safety Net recipients
h. Described below is the district's procedure for notifying participants field they are approved for training or enrollment in seeking
f. Describe the highest level of post-secondary level education that the district will approve as a work activity: Recipients and applicants will be notified verbally and in writing of their program assignment and the minimum standards for participation in that program. This notification will generally take place after the development of the Employability Plan. Recipients and applicants will receive a Notice of Decision informing them of any supportive services that are approved to receive. All work activity enrollment, approval, required number of hours in program, and duration of approval will be detailed in the Employability Development Plan.
i. Described below is how the district will monitor the high school attendance for 16-18 year-olds in order for them to retain their TA exempt status: MCDSS requests school attendance at Intake, recertification, and review for each school age child. The district has an MOU with The Rochester City School District (the largest number of MCDSS youth attend RCSD) to provide attendance for high school students via a case specific request, this is centralized within Self-Sufficiency clerical staff. We will continue to request verification for students in suburban school districts manually. All teenage heads of household on their own case are referred for case management services to agencies such as the Center for Youth Services, Hillside, etc.
j. Described below is the district's procedure for ensuring that an individual’s health related limitations are accommodated when assigning the individual up to a work activity: The individual's medical and or psychological evaluation is reviewed, 4005/4005a sent to client, and considered when choosing a work activity and establishing the individual's Employment Plan. When the assignment is made to a work site the referral form documents the person's restrictions and is used to inform the site supervisor.four-year college program:
Appears in 1 contract
Samples: Temporary Assistance and Supplemental Nutrition Assistance Program Employment Plan
Training Approval and Activity Enrollment Policies (Reference 18 NYCRR 385. 9)
a. Described below is Describe how the district identifies appropriate education program providers for services of Adult Basic Education (ABE)Education, High School Equivalency (HSE) diploma preparation, and English Language Instruction that are available to clients whose assessment indicates such services would be an appropriate work activity assignment: The Resource Development Specialist of the Employment Unit is charged with outreaching throughout the community to identify educational programs that have successful outcomes that are available for our clients. (Please ensure to include providers When a new program is identified, the districts partners Resource Development Specialist meets with for the provision of ABEprovider, HSEgathers the information about the program and their target population, and English Language Instruction in Table 1 or Table 2 under Section 1.2 of this plan): MCDSS completes a process for local area educational providers disseminates the information to apply to be approved for referrals. Providers submit information regarding the Employment Unit case managers so that they may discuss all options with their accreditation, staffing, clients at assessment and numbers served, outcome measures as well as attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in programreassessment.
b. Described below is Describe how the district identifies appropriate program providers of Vocational Education and Job Skills Training programs that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure : The Resource Development Specialist of the Employment Unit is charged with outreaching throughout the community to include the current providers the district partners with for the provision of identify Vocational Education Educational programs and Job Skills Training in Table 1 or Table 2 under Section 1.2 of this plan)that have successful outcomes programs that are available for our clients. MCDSS completes When a process for local area Vocational education providers to apply to be approved for referrals. Providers submit new program is identified, the Resource Development Specialist meets with the provider, gathers the information regarding their accreditation, staffing, numbers served, outcome measures including percentage of enrollees who complete about the program and percentage of graduates who obtain employment. They must also submit attendance tracking their target population, and student performance policies. Programs disseminates the information to the employment unit case managers so that demonstrate reasonable performance measures they may discuss all options with their clients at assessment and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in programreassessment.
c. Described below are Describe the process and guidelines guideline workers follow to ensure that individuals who have not attained a basic literacy level and/or have not attained a high school diploma are offered the opportunity to participate in an educational activity. This includes individuals who are 18 : During the assessment and older and individuals aged 16 or 17 who are not attending secondary school or its equivalent. Clients reassessment process, the Employment Unit case managers discuss educational opportunities with all applicants/recipients who have not attained a HS credential obtained their high school diploma or are in need of ESL or literacy education are offered the opportunity and are encouraged to engage in equivalent. An educational activities during component is then added into the employment assessmentplan when appropriate and desired by the individual. In addition, our contracted employment program providers(s) offer collaboration with HSE/Basic Education providers which allows the recipient further opportunity to incorporate these activities into their employment plan.
d. Described below are Describe the district’s process and policy, including the guidelines guideline workers follow, when determining whether participation in educational activities is approved for individuals who have not attained a high school diploma who are interested in participating in an educational activity. Include in this section instances when the district agency would deny participation in educational activities: Clients who read As part of the employment assessment the Employment Unit case managers have taken into consideration the educational level completed along with basic literacy abilities of the individual, as well as the individual’s interest in pursuing an educational activity. The Employment Unit case manager would follow the written protocol (Attachment D), and perform math below a 9th grade level are encouraged pursuant to participate 18 NYCRR 385.9 (C) (4), would approve enrollment in training unless the case manager makes the determination, based upon an assessment and employability plan that Basic Education is not appropriate or if such individual has failed to make satisfactory progress in educational activities. Clients performing above those levels are encouraged to participate in TASC or if they are not interested in TASC are informed of vocational education offerings, and/or job readiness and placement opportunities. Clients that have had multiple unsuccessful attempts at educational activities may not be re-referred after thoughtful and careful review of individual circumstances.
e. Described below is Describe the district’s process and policy for determining whether a participant is approved/assigned to participate in job skills or vocational education activities: A recipient who has As part of the employment assessment the Employment Unit case managers have taken into consideration the educational level completed along with basic literacy abilities of the participant, as well as the participant’s interest in pursuing an approved vocational training program educational activity. The Employment Unit case manager would follow the written protocol (Attachment E), and pursuant to 18 NYCRR 385.9 (C) (4), would approve enrollment in the past 2 years without obtaining employment will not be approved for further training unless administratively approvedthe case manager makes the determination, based upon an assessment and employability plan that Vocational Education activities are not appropriate (i.e.: the participant has already completed 12 months of Voc. A recipient seeking administrative approval should submit a written request Ed.), or if such individual has failed to the Self Sufficiency Workgroup documenting why the program they recently completed did not result make satisfactory progress in employment and a reason why they feel additional training will result in employment. This will be forwarded for review to the Employment Coordinator. A recipient who enrolls in a program that is unable to be an approved vocational training program will be ineligible for training related expenses. The recipient, depending on enrollment status in training, may be deferred from other required employment- related activities for the duration of the current session, at the discretion of the Employment Coordinator. When appropriate concurrent work activities will be assignededucational activities.
f. Described below are Describe the standards by which highest level of post-secondary level education and training providers are evaluated:
1. Education providers must be licensed by that the state of NY.
2. Attendance is documented and reported weekly and accurately.
3. Participants in TASC, ESL, and ABE achieve appropriate educational attainment milestones in a timeframe that is reasonable given the individuals abilities.
4. Vocational training offered continues to be for in demand occupations in the local labor market.
g. Described below is the district's procedure for advising participants of approved training: Applicants and recipients are made aware of the possibility of training or education through the orientation and assessment process. Marketing materials for training providers are posted and available district will approve as handouts throughout the waiting rooms and interviewing areas. Copies of approved program listings will be available in the orientation area and are available for study at the client's request. Marketing materials and copies of the approved training lists are distributed to contracted assessment centers and community agencies that serve TANF and Safety Net recipients
h. Described below is the district's procedure for notifying participants they are approved for training or enrollment in a work activity: Recipients and applicants will be notified verbally and in writing of their program assignment and the minimum standards for participation in that program. This notification will generally take place after the development of the Employability Plan. Recipients and applicants will receive a Notice of Decision informing them of any supportive services that are approved to receive. All work activity enrollment, approval, required number of hours in program, and duration of approval will be detailed in the Employability Development Plan.
i. Described below is how the district will monitor the high school attendance for 16-18 year-olds in order for them to retain their TA exempt status: MCDSS requests school attendance at Intake, recertification, and review for each school age child. The district has an MOU with The Rochester City School District (the largest number of MCDSS youth attend RCSD) to provide attendance for high school students via a case specific request, this is centralized within Self-Sufficiency clerical staff. We will continue to request verification for students in suburban school districts manually. All teenage heads of household on their own case are referred for case management services to agencies such as the Center for Youth Services, Hillside, etc.
j. Described below is the district's procedure for ensuring that an individual’s health related limitations are accommodated when assigning the individual up to a work activity: The individual's medical and or psychological evaluation is reviewed, 4005/4005a sent to client, and considered when choosing a work activity and establishing the individual's Employment Plan. When the assignment is made to a work site the referral form documents the person's restrictions and is used to inform the site supervisor.four-year college program:
Appears in 1 contract
Samples: Temporary Assistance and Supplemental Nutrition Assistance Program Employment Plan
Training Approval and Activity Enrollment Policies (Reference 18 NYCRR 385. 9)
a. Described below is how the district identifies appropriate education program providers for services of Adult Basic Education (ABE), High School Equivalency (HSE) diploma preparation, and English Language Instruction that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure to include providers the districts partners with for the provision of ABE, HSE, and English Language Instruction in Table 1 or Table 2 under Section 1.2 of this plan): MCDSS completes a process for local area educational providers to apply to be approved for referrals. Providers submit information regarding their accreditation, staffing, and numbers served, outcome measures as well as attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in program.
b. Described below is how the district identifies appropriate program providers of Vocational Education and Job Skills Training programs that are available to clients whose assessment indicates such services would be an appropriate work activity assignment. (Please ensure to include the current providers the district partners with for the provision of Vocational Education and Job Skills Training in Table 1 or Table 2 under Section 1.2 of this plan). MCDSS completes a process for local area Vocational education providers to apply to be approved for referrals. Providers submit information regarding their accreditation, staffing, numbers served, outcome measures including percentage of enrollees who complete program and percentage of graduates who obtain employment. They must also submit attendance tracking and student performance policies. Programs that demonstrate reasonable performance measures and comply with attendance tracking will be considered. Programs must agree to gather and report attendance weekly to MCDSS on any of our clients in program.
c. Described below are the process and guidelines workers follow to ensure that individuals who have not attained a basic literacy level and/or have not attained a high school diploma are offered the opportunity to participate in an educational activity. This includes individuals who are 18 and older and individuals aged 16 or 17 who are not attending secondary school or its equivalent. Clients who have not attained a HS credential or are in need of ESL or literacy education are offered the opportunity and are encouraged to engage in educational activities during the employment assessment.
d. Described below are the district’s process and policy, including the guidelines workers follow, when determining whether participation in educational activities is approved for individuals who have not attained a high school diploma who are interested in participating in an educational activity. Include in this section instances when the district would deny participation in educational activities: Clients who read and perform math below a 9th grade level are encouraged to participate in educational activities. Clients performing above those levels are encouraged to participate in TASC or if they are not interested in TASC are informed of vocational education offerings, and/or job readiness and placement opportunities. Clients that have had multiple unsuccessful attempts at educational activities may not be re-referred after thoughtful and careful review of individual circumstances
e. Described below is the district’s process and policy for determining whether a participant is approved/assigned to participate in job skills or vocational education activities: A recipient who has completed an approved vocational training program in the past 2 years without obtaining employment will not be approved for further training unless administratively approved. A recipient seeking administrative approval should submit a written request to the Self Sufficiency Workgroup documenting why the program they recently completed did not result in employment and a reason why they feel additional training will result in employment. This will be forwarded for review to the Employment Coordinator. A recipient who enrolls in a program that is unable to be an approved vocational training program will be ineligible for training related expenses. The recipient, depending on enrollment status in training, may be deferred from other required employment- related activities for the duration of the current session, at the discretion of the Employment Coordinator. When appropriate concurrent work activities will be assigned.
f. Described below are the standards by which education and training providers are evaluated:
1. Education providers must be licensed by the state of NY.
2. Attendance is documented and reported weekly and accurately.
3. Participants in TASC, ESL, and ABE achieve appropriate educational attainment milestones in a timeframe that is reasonable given the individuals abilities.
4. Vocational training offered continues to be for in demand occupations in the local labor market.
g. Described below is the district's procedure for advising participants of approved training: Applicants and recipients are made aware of the possibility of training or education through the orientation and assessment process. Marketing materials for training providers are posted and available as handouts throughout the waiting rooms and interviewing areas. Copies of approved program listings will be available in the orientation area and are available for study at the client's request. Marketing materials and copies of the approved training lists are distributed to contracted assessment centers and community agencies that serve TANF and Safety Net recipients
h. Described below is the district's procedure for notifying participants they are approved for training or enrollment in a work activity: Recipients and applicants will be notified verbally and in writing of their program assignment and the minimum standards for participation in that program. This notification will generally take place after the development of the Employability Plan. Recipients and applicants will receive a Notice of Decision informing them of any supportive services that are approved to receive. All work activity enrollment, approval, required number of hours in program, and duration of approval will be detailed in the Employability Development Plan.
i. Described below is how the district will monitor the high school attendance for 16-18 year-olds in order for them to retain their TA exempt status: MCDSS requests school attendance at Intake, recertification, and review for each school age child. The district has an MOU with The Rochester City School District (the largest number of MCDSS youth attend RCSD) to provide attendance for high school students via a case specific request, this is centralized within Self-Sufficiency clerical staff. We will continue to request verification for students in suburban school districts manually. All teenage heads of household on their own case are referred for case management services to agencies such as the Center for Youth Services, Hillside, etc.
j. Described below is the district's procedure for ensuring that an individual’s health related limitations are accommodated when assigning the individual to a work activity: The individual's medical and or psychological evaluation is reviewed, 4005/4005a sent to client, and considered when choosing a work activity and establishing the individual's Employment Plan. When the assignment is made to a work site the referral form documents the person's restrictions and is used to inform the site supervisor.
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Samples: Employment & Human Resources
