2015-16
WORKFIRST
DELIVERY AGREEMENT
PLAN GUIDANCE
February 2015
Workforce Education Department
Basic Education for Adults Department
1300 Quince St SE; P.O. Box 42495
Olympia, WA 98504-2495
www.sbctc.edu
TABLE OF CONTENTS
2015-16 WORKFIRST TRAINING DELIVERY AGREEMENT
GRANT GUIDANCE ..................................................................................................................... 1
BACKGROUND ........................................................................................................................ 1
PROGRAM UPDATE ................................................................................................................. 2
SBCTC WORKFIRST DELIVERY AGREEMENT ....................................................................... 2
2016 PROGRAM FUNDING ..................................................................................................... 3
2015-16 PERFORMANCE OUTCOMES.................................................................................... 4
2015-16 ELIGIBLE APPLICANTS ............................................................................................... 5
APPLICATION PROCESS .......................................................................................................... 5
ADDITIONAL INFORMATION ................................................................................................ 6
CODING, REPORTING, AND MONITORING GUIDELINES .................................................... 7
WORKFIRST CODING ............................................................................................................. 7
HOW DO I CODE MY WORKFIRST STUDENTS FOR TRACKING? ............................. 7
SYSTEM AND COLLEGE QUARTERLY MONITORING ........................................................ 8
WORKFIRST PROGRAM REPORTING.................................................................................... 8
GENERAL STUDENT ELIGIBILITY GUIDELINES ......................................................................... 9
WORKFIRST FINANCIAL AID/TUITION ASSISTANCE ......................................................... 9
WORKFIRST FINANCIAL AID ELIGIBILITY ............................................................................ 9
WORK-BASED LEARNING GUIDELINES .............................................................................. 10
WORK STUDY ELIGIBILITY ................................................................................................... 10
i
GRANT GUIDANCE
2015-16 WORKFIRST TRAINING DELIVERY AGREEMENT (WFDA)
BACKGROUND
Washington State began WorkFirst, the state’s Temporary Assistance for Needy Families (TANF)
program, in August 1997. The program provides cash grants, medical assistance, welfare-to-work
services, and work supports (including subsidized child care through the Working Connections Child Care
program) to eligible TANF families. The goal of WorkFirst is to help TANF families build a pathway that
can lead them out of poverty and toward economic security.
With the signing of Engrossed Second Substitute House Bill 3141 on April 1, 2010, Governor Christine
Gregoire directed the WorkFirst Subcabinet to “examine how to best meet the challenges for WorkFirst
families to obtain employment and achieve family self-sufficiency,” and provide a report and plan to
implement evidence-based best practices that are sustainable within a block grant program. The
Governor challenged the WorkFirst Subcabinet to think anew and to ‘reboot’ WorkFirst for the 21st
century.
The WorkFirst Subcabinet is comprised of the leaders of six state agencies that partner to administer the
program:
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Department of Commerce (COMMERCE)
Department of Early Learning (DEL)
Department of Social and Health Services (DSHS)
Employment Security Department (ESD)
Office of Financial Management (OFM)
State Board for Community and Technical Colleges (SBCTC)
With oversight provided by OFM, DSHS contracts with the State Board for Community and Technical
Colleges to provide services to prepare WorkFirst (TANF) adults for entry into employment. From fiscal
year 2002 through fiscal year 2008, the SBCTC subsequently awarded block grants to 34 community and
technical colleges plus community-based organizations (CBOs) and private career schools and colleges
(PCSCs) to deliver these education and job skills training services. From fiscal year 2009 to the present
the SBCTC has administered a WorkFirst Delivery Agreement (WFDA) which continues to incorporate a
strong emphasis on local planning and prioritization of services and leveraging resources to create
efficiency and meet the needs of the current caseload.
Washington State Board for Community and Technical Colleges
2015-16 WorkFirst Delivery Agreement Guidelines
Page 1 of 10
PROGRAM UPDATE
Since 2010, the WorkFirst program has experienced an unprecedented number of policy changes. A
portion of the changes were driven by fiscal reductions and others were in response to the program
redesign.
WorkFirst legislation has resulted in the creation of the Legislative Executive Task Force to help
determine program outcomes, accountability measures, and to make program design recommendations
to the Governor and Legislature.
The WorkFirst redesign recommendations were implemented with the exception of the strengthened
assessment which is under development. A 25 percent reduction to the SBCTC fiscal year 2014
contracted amount prompted a reexamination of services funded under the SBCTC WorkFirst Delivery
Agreement. This significant reduction of funds prompted a prioritization of services that focuses on
outcomes and participation. The WFDA guidelines now restrict funds to be used for some previously
allowed activities
SBCTC WORKFIRST DELIVERY AGREEMENT
The purpose of the WorkFirst Delivery Agreement application is for the community and technical
colleges and existing WorkFirst training providers, including CBOs and PCSCs, to specify the educational
and job skills training services they will deliver in 2015-16. To prepare your WorkFirst Delivery
Agreement application, community and technical colleges and other WorkFirst training providers will
meet with Local Planning Agreement (LPA) partners (DSHS, ESD, Commerce contractors, and others) to
gather input on a prioritized program mix for WorkFirst parents.
Approval will be granted to those who demonstrate educational and job skills training services that are
designed to meet the needs of the local WorkFirst clients, state and federal guidelines (including
participation and reporting requirements), and will be delivered in alignment with the WorkFirst
Delivery Agreement principles for increased student achievement and accountability.
Examples of WorkFirst education promising practices are:
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Programs that contribute towards maximizing increased student achievement and participation
(i.e. FT Vocational Education, I-BEST, or Degree Completion).
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Programs that increase the preparedness of parents to enter employment or increase their
wages (i.e. I-BEST, Achieving Tipping Point, PT work combined with PT school).
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Increased opportunities for parents to gain competitive employment skills that are useful in the
current employment market (Internships, Co-operative training, Work-Study) paying attention
to the contributing role of small business.
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Programs that demonstrate collaboration and promote optimizing available resources (i.e. On
the Job Training, Job Connection and Career Development).
Washington State Board for Community and Technical Colleges
2015-16 WorkFirst Delivery Agreement Guidelines
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2016 PROGRAM FUNDING
For fiscal year 2016, a funding formula that is consistent with the focus on student achievement and
progress is being utilized to determine the grant amounts.
The funding formula is based on each provider’s pro-rated share of:
1. 10% based on 4 most recent quarters of employment data
2. 30% based on 4 most recent quarters of enrollment data
3. 60% based on 5 most recent quarters of Student Achievement data
The development of coherent and attainable plans and reporting a client’s actual hours of participation
remains a state and federal requirement.
Due to significant reductions in funding the performance based funding requirement has been
suspended. Performance measure monitoring will continue to be a contract requirement and will be
considered for future funding formulas.
The SBCTC will continue to monitor increased I-BEST enrollments, student achievement, new student
enrollments, student retention and transitioning from Pre-college to Vocational Training. Performance
will be monitored with the following criteria:
Performance Measures
I-BEST enrollment and student retention.
Pre-college: Gains in math or English language reading or listening as
measured by pre and post testing or by earning a GED or math or English
course with an identifying grade to advance toward college level work, up to
three instances.
Earns the first 15 college level credits, or earns first 30, or earns first 45
college level credits per academic year.
Tipping Point: Earns a certificate backed by at least one year of college, earns
a two-year degree or completes an apprenticeship.
New Student Enrollment: Measured by new students enrolled during the
academic year defined as; those students that were not coded as WorkFirst
the previous quarter, or for fall quarter, those who were not coded as
WorkFirst in the previous summer or spring quarters.
Student Retention: Measured by students who continue enrollment beyond
the initial quarter defined as; the number of students enrolled more than one
quarter during the academic year or enrolled spring quarter of the previous
academic year and one quarter during the current academic year.
Transitioned: Measured by students who transitioned from Basic Skills or Precollege to Vocational Training defined as; students who earned at least one
Pre-college momentum point who were enrolled in a non
I-BEST Vocational course during the current academic year.
I-BEST Program
One point per student who was enrolled in at least one I-BEST course during the academic year.
Washington State Board for Community and Technical Colleges
2015-16 WorkFirst Delivery Agreement Guidelines
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Pre-College
Measure combines Basic Skills Gains and Developmental Level completion points. A maximum of three
points per student is allowed. Community-based organizations only include Basic Skills Gains as
measured by CASAS.
15, 30 or 45 College Level Credits
Measure combines 15, 30, or 45 College Level Credit Points. A maximum of one point per student during
the academic year is allowed. Private career schools and colleges Customized Job Skills Training (CJST)
completions are included as one point.
Tipping Point
One point awarded per student who earned a certificate backed by 45+ credits or a degree or
apprenticeship. Accredited public and private college may earn this pay point.
New Student Enrollment
One point in an academic year for each new student enrollment.
Student Retention
One point for each quarter a student is enrolled beyond the initial enrollment quarter.
Transitioned
One point awarded for each student that transition from Pre-college to Vocational Training during the
academic year.
Total Students
Includes students enrolled in a community and technical college during the academic year coded as
WorkFirst with Work Attend values 60, 74, 76, 77, or 79 or reported by the private career schools and
colleges or community-based organization as WorkFirst.
It is anticipated the 2015-16 operating year will bring new challenges; including fiscal and/or policy
changes that may affect our system. The SBCTC will maintain a minimal portion of the WorkFirst
allocation in reserve, to address fiscal adjustments, required training and program administration during
the fiscal year. Quarterly funding surveys will continue as a means to move undedicated funds to those
colleges demonstrating need.
2015-16 PERFORMANCE OUTCOMES
Through the WorkFirst redesign process GMAP measures have been replaced with the WorkFirst
Performance ChartBook. In 2014-15, the college system’s program measures include: WorkFirst (TANF)
placement rates for the three quarters following exit from full-time Vocational Training and Integrated
Basic Education and Skills Training (I-BEST)1, Customized Job Skills Training (CJST), High Wage/High
Demand (HWHD) programs. New Performance Measures include Attainment of High School
Equivalency/Diplomas, Measurable Gain in Basic Skills, Transition from Basic Skills to Vocational
Education, Measured Gain in Vocational Education and Attainment of certificate/degree. As a member
1
I-BEST as used here and as distinguished from WorkFirst Integrated CJST, is an I-BEST program that has been formally
approved by SBCTC and meets the requirements for the 1.75 FTE reimbursement.
Washington State Board for Community and Technical Colleges
2015-16 WorkFirst Delivery Agreement Guidelines
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of the WorkFirst partnership, the colleges also share responsibility toward meeting our federal
participation targets. As a result of the WorkFirst redesign, the partnership has implemented a process
to evaluate and consider new measures in alignment with program goals.
Performance Funding has been suspended.
The SBCTC Performance Monitoring is intended to promote activities that
1) promote TANF student achievement and progress towards self-sufficiency,
2) meet the requirements of the federal TANF block grant for Washington State.
A primary factor in this is full-time participation by TANF students in federally countable activities for
program participation purposes.
Previously earned performance funds must be used for allowable activities under the 2015-16
Workforce Delivery Agreement guidelines.
2015-16 ELIGIBLE APPLICANTS
The 2015-16 WorkFirst Delivery Agreement applications will be accepted from any of Washington’s
community or technical colleges and the currently approved WorkFirst training providers (CBOs and
PCSCs).
APPLICATION PROCESS
In preparation for the grant development process, applicants will need to:
Evaluate your current program mix with consideration to the purpose and intent of WorkFirst program
outcomes. Elements to consider include:
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Ability to provide activities to assist parents in meeting participation.
Providing a mix of services to increase student achievement.
Geographic responsibility and program cost.
Collect previous enrollment data, cost, and number/type of referrals. Meet individually with your
WorkFirst partners to share your evaluation. Develop a plan matrix (template available in OGMS) of
offerings based on previous program outcomes, input from your LPA partners, and your local economy.
Bring your DRAFT plan before your entire LPA for discussion.
Note: Keep in mind that your program mix should reflect the needs of parents, the WorkFirst partners
and the community.
Applications must be completed in the Online Grant Management System (OGMS):
http://apps.sbctc.edu/onlinegrants no later than April 2, 2015.
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2015-16 WorkFirst Delivery Agreement Guidelines
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Applicants must contact their college OGMS security contact for access to the 2015-16 WorkFirst
Delivery Agreement application.
ADDITIONAL INFORMATION
If you have any questions regarding the WorkFirst program or the planning process, please contact
Lindsay Lanham, Policy Associate at (360) 704-4339 or llanham@sbctc.edu.
If you have any questions regarding OGMS, please contact Deb Knackstedt, Program Manager at (360)
704-4337 or dknackstedt@sbctc.edu.
Washington State Board for Community and Technical Colleges
2015-16 WorkFirst Delivery Agreement Guidelines
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CODING, REPORTING, AND MONITORING GUIDELINES
2015-16 WORKFIRST DELIVERY AGREEMENT
WORKFIRST CODING
HOW DO I CODE MY WORKFIRST STUDENTS FOR TRACKING?
All WorkFirst students must be designated with a specific WorkFirst code in order to track them for
college performance and system accountability. This coding must be completed each quarter the
student is enrolled. This code is also critical for telling the WorkFirst participant case manager who
should be coded in E-JAS.
Below is a listing of the valid WorkFirst WORK_ATTND codes for colleges operating in the legacy system:
WORK_ATTND
60
Description
Life Skills: WorkFirst student enrolled for training or education that
provides an individual with the skills to meet the demands of everyday life
and employment. Life Skills is a time-limited core activity.
74
Customized Job Skills Training: WorkFirst student not employed, or
employed less than 20 hrs per week and enrolled in a Customized Jobs Skills
Training (CJST) program at the time of registration. A valid vocational
Educational Program Code (EPC) for a specific occupational field is required.
CJST is a time-limited core activity.
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Vocational Education: WorkFirst student registering I-BEST, high
wage/high demand (HWHD), a qualified full-time vocational education
program. The student must be enrolled in at least 10 college level credits in
the 1st quarter. A valid vocational Educational Program Code (EPC) for a
specific occupational field is required. Vocational education is a timelimited core activity.
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Job Skills Training: WorkFirst student registering in wage progression,
vocational education, or prerequisites for a specific field of study (ex.
nursing) and participating in a minimum of 20 hours per week (or its
equivalent) or more in work or a work-like activity. A valid vocational
Educational Program Code (EPC) for a specific occupational field is required.
Job Skills Training is not a core activity.
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Basic and Developmental Education: WorkFirst student attending without
immediate job placement goal. Includes: General prerequisites not
intended for designated field of study (ex. English 101) and
Developmental/Remediation Education required for entry into a CJST,
HWHD, or Vocational Education program, WorkFirst Family Literacy (may be
known locally by other names), Basic Education, ESL, GED/High School
Completion. Basic and Development Education is not a core activity.
Note: Codes 70-73, 75 and 78 and no longer valid WorkFirst codes.
Washington State Board for Community and Technical Colleges
2015-16 WorkFirst Delivery Agreement Guidelines
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SYSTEM AND COLLEGE QUARTERLY MONITORING
With an increased emphasis on accountability and performance, it is essential that WorkFirst
Coordinators and Directors verify their institution’s SMS quarterly data before it is transmitted and work
with campus registrars for quarterly reporting dates and timelines. Each quarter, the SBCTC (or data
warehouse) will provide WorkFirst Directors and Coordinators the previous quarter’s outcome data.
These reports are deemed official and final. For accurate reporting and performance measurements, it
is important that colleges count the same students that the SBCTC counts.
WORKFIRST PROGRAM REPORTING
In order to qualify for WorkFirst funding, each institution receiving WorkFirst Delivery Agreement
funding must comply with the federal requirements for supervising, documenting, reporting, and
verifying participation by WorkFirst (TANF) students in WorkFirst activities using the eJAS system.
Specifically, daily supervision of activities is required. Participation is to be documented monthly.
Participation must be reported each month by the 10th day of the following month. Excused and
unexcused absences must also be reported according to policy identified in the WorkFirst Handbook
(http://www.dshs.wa.gov/esa/WFHAND/default.htm). Absences can be made up, or banked when they
are anticipated. Reporting of this information is done through the Department of Social and Health
Services technology eJAS system. Institutions must also comply with verification procedures established
by the federal government. The terms and conditions of these requirements are subject to change in the
event of additional federal requirements/determinations or new requirements in the WorkFirst contract
between the State Board for Community and Technical Colleges and the Department of Social and
Health Services.
Washington State Board for Community and Technical Colleges
2015-16 WorkFirst Delivery Agreement Guidelines
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GENERAL STUDENT ELIGIBILITY GUIDELINES
2015-16 WORKFIRST DELIVERY AGREEMENT
WORKFIRST FINANCIAL AID/TUITION ASSISTANCE
WorkFirst Financial Aid, also known as Tuition Assistance, is intended to assist WorkFirst (TANF) parents
to gain the skills needed to become employed or to advance to exit TANF through wage and skill
progression.
Institutions choosing to dedicate WorkFirst Delivery Agreement funds to WorkFirst Financial Aid can pay
for tuition, required fees, and books for:
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Vocational Education courses or sets of courses
Vocational certificate/degree programs when a client is not eligible for other forms of financial aid
to include Customized Job Skills Training, High Wage/High Demand, and I-BEST programs.
Prerequisites and developmental/remedial education required for entry into a Vocational Education
program.
Basic Education, including WorkFirst Family Literacy, High School Completion, ESL, and ABE/GED
classes and testing.
Life Skills Career Pathway courses
Continuing education courses that are job related – continuing education courses (self-support) that
are job skills related that do not cost more than the amount of full-time resident tuition for one
year.
Other WorkFirst tuition bearing classes
All WorkFirst Tuition Assistance must be awarded through the financial aid system. Colleges will
establish Financial Aid Program Codes (FAPC) to uniquely identify those awards funded from the
DSHS/WorkFirst program.
International students and students interested in academic transfer degree programs are not eligible for
tuition assistance.
WORKFIRST FINANCIAL AID ELIGIBILITY
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WorkFirst (TANF) Parent – Review the parent’s Individual Responsibility Plan (IRP) to verify
eligibility for WorkFirst (TANF). Current IRP status must be identified in the students’ files. Since
historical IRP information is now available in eJAS, you may decide locally whether or not it is
necessary to retain a copy of the IRP. At minimum, note program detail through client notes, start
dates, activity component, and required hours, etc. The IRP with an activity component is no longer
required.
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Former TANF – No longer eligible for WorkFirst Financial aid as of October 1, 2010
Washington State Board for Community and Technical Colleges
2015-16 WorkFirst Delivery Agreement Guidelines
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WORK-BASED LEARNING GUIDELINES
Work-based learning encompasses many different activities. Work-based activities such as a clinical,
where a faculty member or instructor is present and instruction takes place at a work site are to be
considered part of the education and training program and coded accordingly. For example, clinical
experience during a Nursing Assistant Customized Job Skills Training (CJST) program is to be classified as
CJST (PE in eJAS).
Likewise, unpaid work-based learning activities such as internships, externships, practicum, work
experiences, job shadowing activities, service learning experiences, and other unpaid work activities
during which an instructor is not present at the work site, are to be considered as Work Experience (WE
in eJAS). It is the institution’s responsibility to ensure that the activity and number of hours worked is in
accordance with federal law, in particular, the Fair Labor Standards Act (FLSA), and that any required
insurance is provided (L&I).
In addition, colleges may choose to provide WorkFirst Work Study in conjunction with classroom
training. This type of work-based learning is paid, subsidized employment (PT in eJAS). Colleges should
use their existing work-based learning policies, including federal or state Work Study guidelines, as
appropriate, for operating rules to administer WorkFirst Work Study. The exception is that WorkFirst
fund pays 100 percent of the wage for Work Study.
Work Study (WorkFirst, federal, or state) may be an appropriate activity for WorkFirst (TANF) clients
who need work activity to meet their WorkFirst participation requirements so they can access training.
Full-time is defined as 32-40 hours of combined training and homework per week. For example, a
student participating in 20 hours of Core education and training per week may add or “stack” Work
Study of 12 hours per week to reach full-time participation. Whenever possible, Work Study jobs should
relate to the training and career plans of the students. When establishing Work Study positions,
institutions must avoid displacement or supplanting of current employees.
WORK STUDY ELIGIBILITY
All WorkFirst Work Study must be awarded through the financial aid system. Work Study is subsidized
paid employment not to exceed 19 hours per week, preferably in a job that enhances the student’s
employability.
In order to be eligible, students must:
1. Enroll in classes, including Vocational, High Wage/High Demand, Customized Job Skills Training,
I-BEST, Basic Education, or Skills Enhancement Training leading to either unsubsidized
employment or entrance into education and training programs leading to work.
AND
2. Be a WorkFirst (TANF) recipient.
WorkFirst Work Study is limited to a total of four quarters.
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2015-16 WorkFirst Delivery Agreement Guidelines
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