Workforce Investment Act

Individual Training Account

Manual

Created By The Mayor’s Office of Workforce Development for use in LWA 9

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INTRODUCTION

The Mayor’s Office of Workforce Development has contracted with your agency to provide Job Training services under the Workforce Investment Act (WIA). The terms of this contract requires that your agency provide various levels of service including training. This manual is intended as a tool to provide guidance to WIA Core& Intensive service providers regarding the process for requesting an Individual Training Account (ITA) for a WIA job-seeker customer (hereafter referred to as “customer”) for the purchase of occupational skills training services.

Under Workforce Investment Act, Final Rules, Sections 663.400-500. The Revised WIA Adult Activities Transition Plan, approved by the Chicago Workforce Board on July 28, 2000, adult job-seeking customers found eligible for WIA training services can use Individual Training Accounts (ITA) vouchers to purchase those services. Customers will receive an ITA to purchase an occupational skills training program certified by the Chicago Workforce Board (CWB).

Throughout this manual you will find instructions and procedures designed to assist you in effectively referring WIA customers to training programs. This document in conjunction with policy and procedure letters released by MOWD should be used as a primary reference for ITA – related issues. (MOWD WIA Policy Letters # 6, #11, #17, procedure memo). This document will be updated periodically as new procedures are established. Any addendum to this document will instruct the reader on the inclusion of additional procedures or replacement of the preceding document(s).

Questions and /or concerns not addressed in this manual should be directed to your MOWD Agency Liaison or the WIA Training Coordinator.

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TABLE OF CONTENTSGlossary ……………………………………………………………………………..……. Page

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ITA Eligibility……………………………………………..…………………………………Page 6

ITA Suitability………………………………………………………...……………………..Page 6

ITA Application………………………...……………………………………………………Page 7

School Selection/State List ………………………………………………………………..Page 7

Specialized Training Programs….…………………………………………………………Page 8

School Exploration………………...……………………………………………………… Page 8

Reverse Referral……………………...……………………………………………………. Page 8

Published Price/ Refund policy …………...……………………………………………….Page 8

Books & Expenses ……………………..………………………………………… ………Page 9

Voucher…………………………………………………………………………………..…Page 9

Financial Aid……………………………………………………………………………….Page 10

Due Dates & Deadlines…………………………………………………………………...Page 11

Approval…………………………………………………………….……………………..Page 12

Denial…………………………………………………………………...…….. ………….Page 12

Training Start Dates…………………………………………………………………..…..Page 12

Drops/Withdrawals……………………………………………………………………..…Page 13

Multiple ITAs…………………………………………………………………………….…Page 13

Cancellations………………………………………………………………………………Page 13

Recording Training Services……………………………………………………………...Page 14

Follow Up …………………………………………………………………………………Page 15

Attendance…………………………………………………………………….…………..Page 15

Technical Assistance & Contact Info…………………………………………..………..Page 16

Training Assessment Package………………………………………………… …..Appendix A

Assessment Summary Guidelines………………………………………………..…Appendix B

ITA Application Instructions on-line……………………………...………………….Appendix C

School Exploration Form…………………………………………..……… ……….Appendix D

School Exploration Form Instructions………………………………………….….Appendix D1

Training Attendance Sheet Form………………………………………………..….Appendix E

Training Attendance Sheet Instructions…………………………………………..Appendix

E1

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Glossary

Individual Training Account (ITA): $5,000 lifetime maximum granted to a WIA registrant who has been identified as eligible and in need of occupational skills training. This amount is subject to change by MOWD/ CWB.

ITA Higher Cost Limit: $8,000 lifetime maximum granted to a WIA registrant who has been identified as eligible and need of occupational skills training and is seeking an occupation in a program approved at a higher cost limit over $5,000 but below $8,000. Programs and customers approved for receiving funds up to $8,000 must meet two of the three criteria and be approved by MOWD: targeted industry, high-demand and/or high-wage occupation. See ITA Procedures and Cost Limits memo for more details. This amount is subject to change by MOWD/CWB.

Certified Training Provider (CTP): A training provider who has applied through one of the Illinois Local Workforce Areas (LWA) to have training programs added to the Illinois state list of WIA Certified Training Programs. The CTP is eligible to receive ITA funds in exchange for providing quality occupational skills training for those programs approved on the state list.

Training Assessment Review Agency (TARA): This agency serves as an objective reviewer of the ITA application. All ITA applications are reviewed, approved, and processed by the TARA. The TARA will manage all financial aspects of training under WIA in LWA 9 (Chicago). The TARA will also assist MOWD in insuring the WIA goal of maximizing customer choice within a broad matrix of referral relationships between core/intensive service providers and CTPs. Presently, CAEL – Council for Adult and Experiential Learning - is MOWD’s Training Assessment Review Agency. Reverse Referrals: This applies to agencies that function as a WIA core & intensive Service Provider and a Certified Training Provider. When a service provider makes an ITA referral to its own certified training program.

One Stops and Affiliates: (Service Provider)Service Providers offer an array of services including case management, eligibility determination, career planning, and job search assistance. Service providers assist customers in selecting appropriate training programs and refer the customer for training. Service Providers complete and submit the ITA application and supporting documents to the TARA agency. Service Providers are also responsible for monitoring customer attendance and progress during the training process. Service providers will act as advocates for customers during their training experience.

Voucher: The voucher is a promissory note given to the CTP/Vendor by the customer at the time of enrollment/purchase to indicate that the customer has been approved for an ITA. (Note: A customer may only receive one ITA but may be issued multiple vouchers in cases where books or other training related materials must be purchased from a third party vendor.) The CTP/Vendor when requesting payment from the TARA must present an original voucher.

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Program: The course(s), cost, and location of a curriculum approved on the Illinois state list of approved WIA certified training programs. A program may consist of single or multiple classes. ITAs are approved per program not per class. The TARA agency will not acknowledge “combination” programs that are offered as “specials” if the program is not explicitly listed on the state list.

Tuition Assistance Management System (TAMS): The online application system used to process the MOWD ITA applications. The TAMS database was developed by CAEL, the Council for Adult and Experiential Learning.

Brief Intake Form (BIF): The Brief Intake Form is a one-page document that must be submitted to the TARA agency (via email) prior to completing the online ITA application. The BIF should only be submitted once at the time of the initial application for each ITA customer. In cases where additional applications may be submitted, the BIF is not required. Once this form is submitted to the TARA, the WIA customer’s information will be entered into TAMS and the referring counselor will be notified via email that an application can be completed and submitted in the online system. The completed document should be printed and included in the customer file. BIFs submitted to the TARA will be entered into TAMS by close of the following business day.

Primary Application: Primary application indicates the initial ITA application submitted by the referring counselor for tuition and fees to be paid directly to the CTP.

Secondary Application(s): Secondary application refers to applications submitted by the referring counselor to cover the cost of books, fees, exams, etc. which will be issued to a third party vendor. A secondary on-line application must be submitted for each additional voucher.

Financial Statement: The Financial Statement form must be completed electronically and emailed to the TARA agency. This form includes financial data regarding the selected training program. This form must be signed by the customer and included in the case file. It is strongly recommended that the F/S is submitted to the TARA at the same time of the Brief Intake Form, BIF.

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Eligibility

All individuals must meet the following criteria to be considered eligible for an ITA:

1. Must be a registered WIA customer within the WorkNet Chicago

System of WIA Service Providers. 1A, 1D, 1S, 1Y (older out of

school youth customers) are eligible for ITA funds.

2. Must be a resident of Chicago. Note: 1D, 1S, customers who are not

Chicago residents but have been laid off from a company located in

Chicago or pilots based in Chicago are eligible for an ITA.

3. 1A, 1D, and 1S customers must participate in a minimum of one

Core level service as indicated in the state IWDS system Separate.

Youth customers must participate in at least one career

planning/career exploration service activity and one job club

activity.

4. 1A, 1D, and 1S customers must participate in a minimum of one

Intensive level service as indicated in the state IWDS system.

(Eligibility determination is not considered an intensive level service

and therefore, cannot be used to meet this eligibility criterion.)

5. Must have a completed Individual Employment Plan (IEP), which

includes occupational skills training as a goal or objective.

Suitability Although the criteria for ITA eligibility are straight forward, a customer’s suitability may be determined by several intangible factors. In order for Job Seekers and Program Staff to make decisions about appropriate employment and training goals and to develop effective service strategies, the Job Seeker starts with the assignments listed in the Training Assessment Package (see Appendix A). Prior to applying for an ITA, the Customer must first explore their career options and research the labor market information to determine if there are job openings in their desired occupation in the Chicagoland area. They also must research the programs and providers listed on the approved vendor list on IWDS.

The following list is a sample of questions to consider while the referring counselor is establishing a customer’s level of suitability for an ITA. However, it must be noted that a customer may be more or less suitable at any given time during service provision or may be more appropriate for a different type of training opportunity.

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1. Does the customer know which occupation he/she is interested in

pursuing? Has the customer verbalized expressed employment

goals related to training?

2. Is the salary range acceptable?

3. What are the working conditions of this occupation?

4. Will there be jobs in this industry upon completion of training? What

is the labor market demand?

5. What type of experience does the customer have working in this

field?

6. What has the customer done to search for employment in this area?

7. What skills and abilities does the customer have that will allow them

to successfully complete a training program?

8. Does the customer meet all of the prerequisites of the program

he/she is interested in?

9. Does the customer consistently attend appointments with career

counselor/ counselor?

10. Are all of the customer’s basic needs being met (food, shelter,

health)?

11. Has the customer demonstrated a commitment to establishing

and following a career path?

12. Is the customer prepared to go back to school?

13. How will the customer’s financial needs be met while they are

in training?

In addition to conducting formal skills, interest, and character assessments, asking these questions and the questions in the Training Assessment Package can help both the job seeker and counselor determine a customer’s suitability. In no way are these questions intended as a sole determinant for accepting or rejecting a customer’s request for consideration for an ITA.

During the suitability assessment phase, the counselor must enter narratives in the Assessment Summary section of IWDS. The narratives must relate to the customer’s career goals and training goals. See “Assessment Summary Guidelines” in Appendix B for more details on the Assessment Summary section of IWDS.

ITA Application A service provider may request an ITA on behalf of a customer who has been determined eligible for WIA training services. With the guidance of his/her counselor, the customer will select, from the list of certified training programs, a program in his or her area of interest. The referring counselor must complete the online ITA application process on behalf of the customer.

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The referring counselor shall also ensure that all necessary supporting documentation is in the customer’s file prior to submitting the ITA application to the TARA. Failure to maintain ALL documentation of the ITA in the client file may result in an audit finding and potential disallowed cost.

Appendix C will offer detailed instructions on the completion of the online ITA application process.

School Selection/ State List The Illinois state list of approved WIA Certified Training providers can be found at www.iwds.state.il.us. Click on “Consumer Info” then click on “ Search Illinois’ statewide list of WIA-certified training programs” to search for a provider and program in the desired industry.

Specialized Training ProgramsOccasionally, MOWD may request that a single or group of One Stop and /or Affiliate agencies facilitate the issuance of ITAs for a “Specialized” training program. In such instances some of the existing ITA procedures may be exempt or additional procedures may be required. In these cases, MOWD will provide detailed instructions in writing to the TARA, CTP and agency (s) involved.

School Exploration It is required that all ITA candidates visit a minimum of two (2) certified training providers as a part of the ITA application process. (Note: It is inefficient to require the customer to visit schools prior to determining eligibility.) The School Exploration form can be found in Appendix D. Appendix D-1 will offer detailed instructions on the completion of the School Exploration Form. This requirement is intended to ensure customer choice and to encourage the customer to be an informed consumer when making a decision about which program/provider will be the best fit. The school exploration form’s first page must be fully completed by the Training Provider and the questionnaire is to be completed by the Student and must include the student’s signature as verification that the customer visited the school. The school exploration forms must be maintained in the customer file. The program cost breakdown on the school exploration document must match the cost as listed on the WIA certification website and the TARA application. When submitting updated information on a previously denied, canceled, or incomplete application, the school exploration form must be amended if the application meets one or more of the following criteria:

1. The client’s new start date is more than thirty- (30) days after the start date listed on the previous exploration form.

2. The program price information has changed.

The referring counselor may determine that the visit to a second school is not required if the preferred program is unique to the area. It is not required that the customer travel extreme distances to visit a second school, if there

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is only one program offered in the area. The referring counselor may also require that the customer visit more than two schools if it has been deemed necessary and without undue hardship on the part of the customer.

Reverse ReferralBecause providers of WIA service may also offer certified training programs, MOWD has developed a system of checks and balances to ensure customers receive equitable services and to minimize conflicts of interest among service providers and training providers. The TARA agency will survey customers who have chosen to attend a certified training program offered by the referring service provider organization.

Published Price/Refund PolicyAt the time of certification, all CTPs are required to submit published price information and a copy of the published refund policy to MOWD/ CWB. The cost approved on the state list will not exceed the cost listed on the published price submitted by the training provider. Furthermore, the amount requested on the ITA application shall never exceed the cost identified on the state list. The referring counselor will be responsible for contacting the training provider to resolve discrepancies in program cost. If a change to the state list is necessary, the referring counselor should refer the training provider to the WIA Training Coordinator at MOWD. All price changes must be approved by MOWD/CWB. Short-term price reductions (sales) are acceptable only when the Training Provider provides in writing verification that the program is being offered to the customer at a reduced rate. This document must be typed on official letterhead and signed by the appropriate school authority. MOWD/CWB and the TARA agency will honor the published refund policy of all CTP in cases where the customer has attended 1 or more classes. Note: MOWD strongly suggests the counselor thoroughly review the CTP’s refund policy with the customer to ensure the customer understands his/her level of commitment, especially in cases where the program requires the customer to officially withdraw prior to the start date. Per the CTP’s published refund policy, if the customer obtains a balance, all pre-approved costs up to the amount approved on the ITA voucher will be covered. (MOWD/TARA may not be responsible for costs if the customer never attended the program.)

Books & ExpensesIn the cases where books and other expenses (e.g. exams, uniforms, etc.) are not included in the cost of tuition, additional vouchers may be issued for third party vendors. (Note: a secondary applications must be submitted on-line for each third party vendor). Applications for programs with multiple terms where the books are NOT included in the cost of tuition, (for example, Associate Degree programs), should include, an itemized receipt from the CTP or vendor including the actual cost of books for the current term. Note: Book costs on the state list are an estimate based on average book costs for the program. The actual cost of books listed on the receipt should not exceed the cost on the state list. Book vouchers for programs where courses are longer than one term will be issued at each term. Customers must successfully complete previous term before book vouchers for

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subsequent terms are released. Documentation of successful completion of the previous term will be required when request for books for subsequent terms submitted.

In some cases it may be required that supportive services funds are used to assist the customer with training related cost that are not covered in the ITA. When referring a customer to training, the counselor must consider all services the customer will need to ensure successful completion of the training program. This may require supportive services for transportation, appropriate attire, etc. These services should be available to customers based on customer need.

Voucher The ITA voucher is an official document valued up to $5,000.00 (and $8,000.00 for preferred programs). The original ITA voucher will be emailed directly to the referring Workforce Center or affiliate agency’s ITA e-mail address. ITA vouchers will NOT be mailed to the customer or the CTP. The referring counselor will also have access to the voucher(s) on TAMS. Therefore, if a voucher is lost, the referring counselor may print additional vouchers and reissue the voucher to the CTP. Note: As a security measure, vouchers that have been paid by the TARA will not be available for print from TAMS. A valid ITA voucher must include a unique LOC number issued by the TARA. STOLEN VOUCHERS SHOULD BE REPORTED TO THE TARA IMMEDIATELY!

MOWD strongly recommends that each One Stop and Affiliate provider determine a process for the collection and disbursement of vouchers to prevent training delays.

Financial AidUnder WIA Federal Regulations section 663.320 which implements the requirements of WIA section134 (d) (4) (B), use of WIA funds are limited for training services to instances when there is no or insufficient grant assistance from other sources available to pay for training costs. The statute specifically requires that funds not be used to pay for the costs of training when Pell Grant funds or grant assistance from other sources are available to pay those costs. WIA requires the coordination of training costs with funds available under other Federal programs. To avoid duplicate payment of costs when an individual is eligible for both ITA and other assistance, including a Pell Grant, it is required that the service provider work with the customer and training provider to coordinate the use of funds. All available funding options should be considered when determining an individual’s overall need for WIA funds, excluding loans. Participation in a training program funded under WIA may not be conditioned on applying for or using a loan to help finance training costs. If the customer chooses to apply for a loan, he/she has full discretion to determine how funds from loans will be used. The exact mix of funds should be determined based on the availability of funding for either training costs or supportive services, with the goal of ensuring that the costs of the training program the participant selects are fully paid and that

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necessary supportive services are available so that the training can be completed successfully. This determination should focus on the needs of the participant; simply reducing the amount of WIA funds by the amount of PELL Grant funds is not permitted. It is necessary for the counselor to discuss with the customer the use of PELL or other granted funds and how these funds will be applied to the training program cost or used for other costs as needed. The WIA counselor needs to work with the WIA customer to calculate the total funding resources available, as well as, to assess the full ‘‘education and education related costs’’ (training and supportive services costs) incurred if the participant is to complete the chosen program. This ensures both that duplicate payments of training costs are not made and that the amount of WIA funded training is not reduced by the amount of Federal student financial assistance in violation of the Higher Education Act. It is important to note that the Pell Grant is not school-based; rather, it is a portable grant for which preliminary eligibility can, and should, be determined before the customer applies for the ITA or enrolls in a particular school or training program. The Free Application for Student Aid (FASA), which is used to establish Pell Grant eligibility, should be readily available at all One Stop Centers and affiliate agencies.

The Department of Education uses the information provided on the FAFSA to determine an individual’s eligibility for aid from the Federal Student Aid (FSA) programs. Many schools also use the FAFSA to award aid for their programs. Some schools may require the completion of additional forms. Some of the requirements to receive aid from FSA programs are:

Citizen or eligible noncitizen of the United States with a valid Social Security Number;

Have a high school diploma or a General Education Development (GED) certificate or pass an approved "ability to benefit" test;

Enroll in an eligible program as a regular student seeking a degree or certificate;

Register (or have registered) for Selective Service, if you are a male between the ages of 18-25

These are the very basic requirements for eligibility of FSA programs.

If for any reason the customer or the program that he/she is interested in is not eligible for financial aid, the referring counselor must include verification of ineligibility in the client file.

Acceptable documentation if the program is not eligible for grant funds:

Statement on school letterhead stating the specific program in is not eligible, signed by authorized school official.

Acceptable documentation if the customer is not eligible for grant funds:

Proof of Degree (B.A., M.A., P.H.D., etc)

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Student Aid Report (SAR) must show an Estimated Family Contribution (EFC) of

$3, 851 or higher.

Proof of a defaulted federal student loan(s) (Stafford or Perkins) Proof of an adult conviction for selling drugs within 2 years of the

application date; Proof of an adult conviction for the possession of drugs within one year

of the application date.

After the Pell amount has been awarded, the CTP cannot decide how the funds will be used. The counselor, after completing an assessment with the customer can determine a financial hardship for which the customer will use PELL funds to pay for expenses while enrolled in the program. If other funds will be used to assist in the cost of the training program, the procedures listed below must be followed.

1. The counselor must submit the award letter from the Training Provider for Pell funds awarded and/ or a promissory note for loans, with the ITA application.

2. When PELL funds have been awarded, the counselor must indicate on the ITA application and case notes how much, if any of the Pell funds will be allocated for direct program costs (tuition, fees, books, expenses) and the amount to be used for “other” expenses.

In cases where ITA and grant funds do not cover the full cost of the training program, the customer with assistance from the counselor can make payment arrangements with the school. All payment plans must be on school letterhead and have student and school signatures and identification of the arrangements. Signed payment plans must be in client file. If personal resources will be used to cover the outstanding balance the customer must complete the appropriate section of the signature page on the Financial Statement form.

Application Due Dates & Deadlines

All ITA applications must be complete and submitted to the TARA by a minimum of 5 business days prior to training start date. Completed application implies that ALL supporting documentation is in client file prior to submission of online application.

Any application that is determined incomplete five (5) business days from the training start date will be denied. TARA will notify the referring counselor via email and will request new training start dates. TARA has 72 hours to review all new and amended applications. TARA will email confirmation a LOC a minimum of three 3 business days prior to the day before start date.

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Approval Upon approval of the ITA application, an email confirmation with the LOC will be sent by the TARA to the referring Workforce Center or affiliate agency ITA e-mail address. The email confirmation will include the approved customer(s) names, program name(s), training start date, and cost(s). To prevent missed start dates due to delayed processing or mailing, a customer may start the approved program indicated in the email confirmation prior to receiving the actual voucher. If the customer starts the training program based on the email confirmation, the customer must submit the original signed voucher to the CTP within one week of the start date. The CTP must submit the original signed voucher when requesting payment from the TARA agency therefore, the CTP reserves the right to deny admittance into the program without the original voucher.

NO CUSTOMER MAY ATTEND TRAINING BEFORE THE EMAIL CONFIRMATION IS RELEASED!!!

Denial In the event that an ITA application is not approved, the TARA will send an email to the referring counselor indicating the reason for denial (Appendix F). The top two reasons why applications are not approved are (1) incomplete applications; and (2) failed to meet submission deadline. Therefore, referring counselors are strongly encouraged to carefully review the application before submitting it to the TARA and consider submission deadlines when determining the appropriate start date. If an application is deemed incomplete prior to the 5-day completion deadline, the TARA will notify the referring counselor via a Missing Information Email (MIE) (Appendix G). If responding to a MIE, it is required that the counselor make all necessary revisions and reply to the email sent by the TARA. Note: The training start date on the ITA application is equivalent to the service activity date in the IWDS system. Funds are allocated based on the actual activity start date; therefore, knowingly indicating false start dates on the ITA application is prohibited and may result in disciplinary action and disallowed cost to your agency.

Training Start DatesThe approved training dates are indicated on the ITA voucher. In the event the customer does not start on the date listed on the ITA voucher, the customer may redeem the voucher for the specified training services for up to 30 days after the original start date.

Vouchers with start dates in the month of June cannot be extended past June 30th. If the customer is unable to start the training program during the month of June for any reason, the ITA must be cancelled and a new voucher may be issued. (See Cancellation)

If the customer is unable to start the training program within 30 days of the original approved start date for any reason, it is required that the original voucher be cancelled and a second is issued. (See Cancellation) To receive a new ITA voucher, the referring counselor must:

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Submit an email to the TARA indicating the reason for the date change and listing the new start dates. Note: The original ITA must be returned to the TARA before a re-issue can occur; and

Submit an amended application with new training start dates.This applies only to changes in start dates, not program changes.

Drops/ WithdrawalsThe customer must comply with all official drop/withdrawal polices issued by the CTP. If for any reason the customer needs to take leave from the training program, he/she is required to notify the referring counselor and the CTP. If for any reason the customer misses three (3) or more classes consecutively, the training provider must notify the referring service provider in writing. The referring counselor must follow up with the customer in an attempt to re-engage the customer in training activity. The CTP must allow the customer to return to the program for up to 4 weeks after the actual training start date. It is the responsibility of the customer to make up any missed assignments and/or exams upon return to the program. For those programs that are less than four (4) weeks, the CTP reserves the right to deny re-admission to a new program. If ITA funds are used to cover any pre-approved costs associated with the customer due to withdrawal from the program, the customer may no longer be eligible for additional ITA funds.

Multiple ITAsThe maximum amount allowed for an ITA is $5,000 or $8,000 if a preferred program. For more details on how to access the balance of the $8,000 maximum ITA amount, please refer to the ITA Procedure and Cost Limit Memo .

This is a lifetime limit per individual. There is also a lifetime limit of one ITA voucher per person, except in cases where:

The individual has successfully completed one ITA-funded training course;

Has exhibited a solid work history for at least three months following the initial training;

Is requesting a training program in the same or a related subject/field which will provide additional skills to support their move toward self-sufficiency; and

Customer is still income eligible below the self-sufficiency guidelines.

A customer may not utilize ITA funds for a subsequent unrelated training course and may not request ITA funds if s/he withdrew from or failed to complete the initial ITA-funded training course. (See Withdrawals)

CancellationsThe referring counselor may request the cancellation of a voucher for the following reasons:

Customer has lost the voucher Customer is no longer interested in training services

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Customer has demonstrated behavior, which leads the counselor to conclude that the customer will be unable to successfully complete the training.

Customer has decided he/she wants to attend a different program. Customer has decided he/she wants to receive services at a different

provider. Training Services need to be postponed more the 30 days from the

approved start date on the original voucher. Counselors may request the cancellation of an ITA voucher only if the customer has NOT started the training program and no cost are incurred on behalf of the customer. MOWD reserves the right to approve /deny reasons for cancellation other than those listed above. To cancel an ITA voucher, the referring counselor must submit the following:

The original ITA voucher (including vouchers to third party vendors)

A letter/case note fully explaining the reason for cancellation; and

Documentation from the training provider stating that the customer has not incurred any charges (zero balance)

If the original voucher cannot be located, the counselor should submit in writing the reason why the original voucher is not being submitted (for example, the customer lost the original voucher). After the request for cancellation has been successfully processed, the TARA will send the referring case manager a statement indicating the cancellation is complete.

NOTE: If an ITA is cancelled after the Occupational Classroom Training service has been entered into IWDS (See Recording Training Services section), the counselor must submit an email to their MOWD Agency Liaison fully explaining the reason for cancellation and verification that the ITA was never used. Case notes regarding the cancellation MUST also be entered into IWDS! Upon approval, the Agency Liaison will delete the service from IWDS.

Recording Training ServicesAs with all other services provided under WIA, training services must be entered into IWDS.

Upon verifying that a customer has attended his/her training class with their ITA voucher, the counselor must add the Occupational Classroom Training service into IWDS. All ITA training activity should be entered into IWDS one (1) week after the customer has started the training program.

On the Application Menu page of the customer’s IWDS file, follow these steps:

WIA Additional Criteria – all intensive and training services must be checked “yes” then save

Individual Employment Plan (IEP) – update the IEP with training activity information and add casenote

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ITA Characteristics – add ITA $$ amount and Occupational Goal (OES), hit search button to find occupation, pick occupation, save

Eligibility Determination – add eligibility determination date then click on Determine Eligibility; click on box under Certify column next to relevant title & program, click on Documentation, click on bottom three criteria using the drop down menu and select statement, save; click on the certify box next to training then click on Certify button on bottom right; Certification: click “yes”, add date, next

Add Enrolled Service – select title, next, select service level (Training Services) and start date, next, select activity (Occupational Classroom Training), next, ITA Funded Training click “yes”, next, search providers by name and pick (or use Show All or Search button for further search then pick), search certified program name & CIP code (again use Show All or Search button if needed then pick), add weekly hours & add comments, save

For more assistance on how to add an Occupational Classroom Training service in IWDS, please consult your Agency Liaison.

To ensure accurate program and fiscal data is gathered regarding ITAs and training expenditures, MOWD will conduct quarterly IWDS reconciliation with Service Providers. This internal reconciliation will ensure that the data entered in IWDS regarding ITA activity is accurate.

Follow upTo ensure successful completion of the training program, the referring counselor must maintain weekly contact with the customer while he/she participates in training activities. Contact can be made by phone, email, or face-to-face meetings. Counselors are also strongly advised to communicate with school officials who can provide information regarding the customer’s progress. Customers should be clearly informed that case management services are available to them while they participate in training activities. These services may include, referrals for tutoring, supportive services, and other resources as needed. Counselors must document customer progress in case notes in the customer’s IWDS file. All training related case notes must have the Note Category indicate “Training”.

To ensure successful placement in a training related occupation, the referring counselor must maintain strong relationships with the Certified Training Provider and share job search assistance and referrals to both the CTP and the Customer. Strong business relationships within the industry of training is also very important in order to have employment opportunities for graduates.

AttendanceAll customer attendance must be tracked using the official WorkNet Chicago Training Attendance Sheet. (Appendix E) Appendix E-1 will offer detailed instructions on the completion of the Attendance sheet. Each form may contain up to four weeks of training attendance information and progress notes. The counselor must give the customer ONE attendance

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sheet before the customer begins the training program. The customer will be responsible for maintaining the attendance sheet and obtaining the appropriate signatures from instructors and school officials for each day of attendance. At the end of the four weeks of training activity, the customer must submit the counselor copy of the completed attendance sheet to the referring case manager to receive a new attendance sheet for the next four weeks of class. The TARA copy and Training Provider copy should be submitted to the training provider. This is to ensure that the customer is attending the training program regularly and to facilitate a face –to-face meeting between the customer and the referring counselor at least once a month. Customers should be informed that failure to submit attendance sheets or falsification of attendance may result in non-payment of training costs. *Note: The official attendance sheet is printed on triplicate carbon copy paper as to provide a copy of the customer’s attendance to the Training Provider, TARA Agency, and Referring Counselor. The attendance sheet included in this manual is not intended for official use. Training attendance sheets will be made available for each agency at the bi-monthly WIA contractor meetings. To request additional attendance sheets; contact your Agency Liaison or the WIA Training Coordinator.

Technical Assistance & Contact InformationFor questions regarding the status of an application, counselors can contact the customer service team at the TARA agency. Additional questions regarding eligibility, unusual situations, school closures, etc., should be directed to the appropriate Agency Liaison or the WIA Training Coordinator.

To submit an ITA application: See Appendix A: Online Application Instructions

Questions regarding the status of an ITA application can be directed to:

TARA Customer Service TeamPhone and Fax: (312) 499-2615

TARA@CAEL.org

Other Training Related Inquiries should be directed to:

Linda LewellingMayor’s Office of Workforce Development

WIA Training Coordinator 1615 W. Chicago Ave 5th Floor

Chicago, IL 60622312-746-7310 voice

312-746-7776fax llewelling@cityofchicago.org

The contact information listed above is for ADMINISTRATIVE USE ONLY and should not be shared with customers!!!

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APPENDIX A

TRAINING ASSESSMENT PACKAGE

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Training Assessment Package The purpose of this Training Assessment Package is to help job seekers and program staff make decisions about appropriate employment and training goals and to develop effective service strategies for reaching those goals. There is no single correct approach to conducting assessments – it could be accomplished through the use of any number of formalized instruments, through structured interviews, or through a combination of processes.

To help ensure that customers and career managers are making educated decisions about career goals such as what to study or which career would be a good match, a comprehensive assessment is essential.

The following package will help both the job seeker and the Workforce Center staff make an educated, comprehensive decision about the job seeker’s training and career goals.

If you are interested in pursuing vocational training, please complete the assignments in this application and work with your Career Manager to choose the best career path and training program for you.

1) Career Assessment Assignment – explore career options

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2) Local Market Information (LMI) Assignment- explore the job openings of your desired occupation in the Chicagoland area

3) Training Provider Assignment – choose the best provider and program of your training area of interest

4) Training Services Application – apply for training services

Please see your Career Manager or Workforce Center staff with any questions.

Last Name, First Name: Date:Telephone Number: Cell Phone Number:Career Manager: E-Mail Address:Best Time to Call: Answer Machine: Yes No

CAREER ASSESSMENT ASSIGNMENT

The Illinois Career Resource Network helps you research all different aspects of your career planning. Making a career choice involves gathering information about your interests. One way to do that is to think about work activities and whether or not you’d like to do them.

1) Log on to http://www.ilworkinfo.com/icrn.htm

2) Click on “Countdown”

3) Click on “Interest Survey” then the link “Take the Interest Survey”. Think about the listed work activities and whether or not you’d like to do them.

4) Explore your Career Clusters. What Career Clusters have the 3 highest scores?

1. __________________________________

2. __________________________________

3. __________________________________

Click on the Career Cluster interest link, read the overviews, print and attach.

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5) What did you learn about your interests and how they match up to your 3 most popular interest clusters?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6) Go back to “Home” and click on “Occupations”Research which occupations you are interested in pursuing then answer the following

questions:

What occupation(s) are you interested in working?

What skills and abilities do you need for this occupation?

What skills and abilities do you have for this occupation?

How do you prepare for this occupation?

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What do you need to study in order to get a job in this occupation?

What is the salary range of your desired occupation?

How do you move up in your desired occupation?

What are the working conditions of this occupation?

Will there be jobs in the future? What is the labor market demand?

7) Click on “Career Interest Area”

What type of experience do you have working in this field?

What have you done to search for employment in this area?

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What type of personality would be best for your desired occupation?

8) Go back to www.il.workinfo.com/icrn.htm

There are many more useful career information tools at the above link. Take your time researching these resources. The more time you spend now determining which occupations and training programs are the best fit for you, the more successful your future can be.

Click on “Career Information System” for the following:

information on occupations, education, and financial aid job search hints plus a resume writer and links to employers nationwide self-assessments to decide on your direction a portfolio and course planner to store your results

Click on “Career Click” for the following:

see occupations by title, education required or wages use the list of skills for your resume discover if there are likely to be jobs in your county

Other useful Career Information Tools found on the link:

Guide to Health Careers in Illinois Veterans Employment Licensed Occupations in Illinois Guides to Career Choices Illinois Occupational Outlook in Brief

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Last Name, First Name: Date:Telephone Number: Cell Phone Number:Career Manager: E-Mail Address:Best Time to Call: Answer Machine: Yes No

LABOR MARKET INFORMATION (LMI) ASSIGNMENT

Before you attend a training program, you must research the labor market to determine if there are job opportunities in your particular desired occupation in Chicagoland.

Economists at the Illinois Department of Employment Security collect, analyze and disseminate the state's employment data. This one source information gateway offers a list of published products, including career and occupational statistics, unemployment rates, wage levels and employment projections. Labor Market Information (LMI) reports help monitor and forecast national, statewide and local economic trends. They also help Illinois employers and job seekers make career, education and economic development decisions.

Use any of the following resources to research the questions in this assignment:

http://wic.ilworkinfo.com/

http://www.ilworkinfo.com/icrn.htm

http://lmi.ides.state.il.us/

informational interviews with someone working in your desired occupation

OCCUPATIONAL DEMAND

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When interested in a particular career, it is important to know what the occupational demand is for your desired occupation. In other words, will there be job opportunities available when you graduate from training?

Desired Occupation:

Growth Rate (number of job openings in Illinois and Chicagoland):

What is the salary range of your desired occupation?

In what type of environment would you work?

What are the working conditions for your desired occupation?

What type of education, skills, and abilities do you need for your desired occupation?

What type of education, skills, and abilities do you have for your desired occupation?

What type of personality would you need for your desired occupation?

JOB OPPORTUNITIESIs this job in demand in the Chicagoland region? Attach 5 - 10 job ads pertaining to your desired occupation here. Job Ads may be found from the internet, websites, newspapers, magazines, fliers, etc.

When searching for job ads, what did you notice about your desired occupation?

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From your research, does it appear that you will have job opportunities after you have graduated from the training program? Explain why or why not.

What kind of challenges does it appear you will face when searching for a job in your particular area of interest?

Informational Interviews (optional – may need assistance from Career Manager to set this up)

Skillfully used, an informational interview is one of the most valuable sources of occupational information. While it may cover some of the same ground as printed material or on a company website, it presents opportunities for an intimate and flexible inside view of a job field unmatched by other sources. The informational interview communicates the first hand experiences and impressions of someone in the occupation, and is directed by your questions.

An informational interview is less stressful for both you and the employer than a typical job interview. You are the one in control. Questions can be asked that may not be strategic during a first interview (i.e., questions regarding salary, benefits, vacation). You can discuss what is done on a day-to-day basis and relate it to your own interests and feelings. Beyond the advantages of gaining valuable career information, the informational interview provides the opportunity to build self-confidence and to improve your ability to handle a job interview.

You should regard each interview as a business appointment and conduct yourself in a professional manner. If you have made clear, in advance, the explicit purpose of your interview you will, in all probability, find your contact an interested and helpful person. Remember the appointment time and appear promptly for your interview. You should neither be too casually dressed nor overdressed. Regular business attire is appropriate. Be sure you know the name of the person you are meeting, the correct pronunciation of his/her name, and the title of his/her position. Because so much ground may be covered in the informational interview, individuals sometimes take notes during the meeting. A limited amount of note-taking is justified provided that your contact is agreeable and that you don't interrupt communication between the two of you.

Sketch out a brief outline of the topics covered and the information gained as soon as possible after the interview. This will require only a few minutes, and will insure that you remember the important points discussed. Later, working from your outline, you can construct a more detailed report of the interview.

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Write a thank you note to the people you have interviewed. Report back to them if you have followed up on any suggestions. By building strong rapport with career contacts you enhance the likelihood that they will offer assistance with your job search when you are ready for that phase of your career planning process.

STEPS IN SCHEDULING AN INFORMATIONAL INTERVIEW: Set up at least 1 appointment with a professional in your desire field. Let them know

that you would like at least ½ hour of their time. Be courteous of their time and be on time.

Prior to the informational interview, research the company’s website, location, etc. Make sure your resume is updated, as you will bring a copy to give them. Bring your resume, a pen, and interview questions. Dress as though you are going

to an interview. Silence or turn off cell phone. Use the attached questions as a base for your informational interview. Please write 3 of your own questions to ask. After the informational interview, send a thank you note.

The following questions are intended to help you build a detailed picture of the occupation. Use these questions only as a guideline. Your interview will be most effective if you formulate questions that reflect your genuine curiosity about careers.

1) Name and Title of the person you are interviewing:

2) Employer’s Name and Address:

3) Contact phone number and email of the person you are interviewing:

4) How did you get involved in this field?

5) What type of education do you have?

6) What educational program is recommended as preparation?

7) What are the duties performed during a typical day? Week? Month? Year? Does s/he have a set routine? (As the person describes the duties, ask what skills are needed). How much variety is there on a day-to-day basis?

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8) What kinds of courses are most valuable in order to gain skills necessary for success in this occupation?

9) What degree or certificate do employers look for?

10) What kind of work/internship experience would employers look for in a job applicant?

11) How can a person obtain this work experience?

12) What are the important "key words" or "buzz words" to include in a resume or cover letter when job hunting in the field?

13) What are opportunities for advancement? To what position? Is an advanced degree needed? (If so, in what discipline?)

14) Which skills are most important to acquire? (i.e. - which skills do employers look for?)

15) What are the main or most important personal characteristics for success in the field?

16) What do you like most about your job and line of work?

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17) What do you like least about your job and line of work?

Last Name, First Name: Date:Telephone Number: Cell Phone Number:Career Manager: E-Mail Address:Best Time to Call: Answer Machine: Yes No

TRAINING PROGRAM ASSIGNMENT

Choosing a school (Training Provider) is a very crucial element of the career choice process. It is important to be an informed consumer when making a decision about which program and provider will be the best fit. Since the WIA Training grant affords you the opportunity to receive tuition assistance once in your lifetime, it is important that you complete a thorough research of both the program and the provider.

1) Log on to www.iwds.state.il.us and click on “Consumer Info”

Illinois Workforce Development System

  Welcome to the Illinois Workforce Development System website!  

  If you are a Provider and have been issued an ID for the system, you can maintain your information by clicking the Existing Providers button.  

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If you are interested in submitting one or more training programs for approval but do not yet have an ID, click on the New Providers button. When you enter your ZIP code, the system will display the name and telephone number of the individual you need to contact for more information.

 

 To search for human services, find information about WIA-certified training programs, or to compare performance among training programs, click the Consumer Info button.

 

 

Existing Providers New Providers Consumer Info «

2) Click on “Illinois’ statewide list of WIA-certified training programs”

Customer Home Page 

Search Illinois' statewide list of WIA-certified training programs «These programs are certified to provide education and training to adults and dislocated workers who have been awarded vouchers under the federal Workforce Investment Act (WIA). The statewide list of WIA-certified training programs includes a variety of classroom, apprenticeship and Internet-based training offered by community colleges, public universities, labor unions, businesses, and other schools.  Compare performance among Illinois' WIA-certified training programs Training providers are required to report on the performance of their programs. The consumer information system makes that data available so that individuals can better evaluate available education and training programs and make informed decisions. Find out how long a program takes to complete, average starting salary, tuition and related costs, and more.   Search for human services These supportive human services may be of particular benefit to individuals who are between jobs or enrolled in training. They include clothing, shelter, transportation, money management counseling, and emergency financial assistance.

3) Search for a provider and program in your desired industry by using the Training Provider Name and/or Training Provider Program Name search fields:

Search Statewide List 

Training Provider Name: 

Training Program Name: 

City: 

State: 

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Zip Code: 

Location Approximately:  From Zip Code:    Find Zip Code  

4)Print out at least 3 Training Program Basic Information pages regarding your program of interest. Attach to this assignment and answer these questions:

What is it about these program descriptions that interest you?

If you are presently working, is your employer flexible to accommodate your training schedule? Please explain.

Will you earn a nationally recognized credential at the successful completion of these training programs? If so, what are the credentials?

Do you have the pre-requisites accomplished in order to enter these training programs? What are your TABE scores and what is the TABE score requirement for these programs?

What is the cost of the training programs?

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Can you afford the cost of these training programs?

If the total program cost is over the maximum amount for an ITA ($5000 or $8000 for preferred programs in targeted industries), how do you plan on paying the balance?

5) Please take a moment to outline your weekly schedule while you are in school and/or working:

7 am 8 am – 11 am11 111 am - 2 pm 3 pm 2 pm – 5 pm5 pm 5 pm – 8 pm

Monday

Tuesday

W Wednesday

Thursday

Friday

Saturday

Sunday

6) School Exploration: It is required that everyone applying for an ITA visit a minimum of two (2) Certified Training Providers as a part of the application process. This is intended to ensure that you are making the best informed choice as a consumer when deciding which school and program will be the best fit for you. Speak with your Career Manager about obtaining copies of the Exploration Form to take with you as you visit the schools. During your visit at the schools, you have the opportunity to ask questions that can be used to help you evaluate which provider and program will best meet your needs and career goals.

Remember when evaluating the training programs that you are a customer. You are purchasing a program and you have the right to make sure all of your questions are answered.

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You may now take the Training Exploration Form to your 2 or 3 schools of choice to explore Training Provider candidates. Arrange with your Career Manager a date and time to return with completed forms.

Last Name, First Name: Date:Telephone Number: Cell Phone Number:Career Manager: E-Mail Address:Best Time to Call: Answer Machine: Yes No

TRAINING SERVICES APPLICATION

General Information

Name:__________________________________________Date:____________________

Social Security Number :__________________________________________________

Address:_________________________________________________________________

City:_______________________________State:_________Zip:_____________________

Home Phone #:______________________Cell Phone #:_________________________

Email:____________________________________________________________________

Current Employment Status

Are you currently working? YES NO

If YES: Where and How Long?

If YES: Has your employer advised you there’s room for growth in your job if you attend a training program and increase your occupational skills? Please explain:

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If you are not working, how are you supporting yourself?

What is your desired occupation?

What are your desired wages?

Challenges

Can you read, write, and speak English?

Do you speak a second language? If YES, please specify which languages.

Have you ever been convicted of a felony? If yes, please explain.

Have you ever been convicted of a misdemeanor? If yes, please explain.

Are you currently pending any court cases, criminal cases, traffic violations, child support, etc? If yes, please explain.

Have you ever or currently had any alcohol or drug related abuse? If yes, please explain.

Do you have any health barriers that would prevent you from obtaining employment and going to work? If yes, please explain.

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The last time you were in school, what types of problems did you encounter and how do you plan on addressing those types of problems if they occur again?

EDUCATION AND SKILLS

Highest Level Completed:_____________

GED or HS Diploma?: YES NO

Are you a college graduate or have you taken college courses? Please explain.

Have you earned any work related credentials? (Example: CNA certification, barber license, etc) Please Explain.

Driver’s License #:____________________________

State Issued:___________ Expiration Date:______________________

Class:_________________ Restrictions: __________________________

Typing WPM (words per minute): _______________

Computer knowledge and experience:

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The last time you were in school, what types of problems did you encounter and how do you plan on addressing those types of problems if they occur again?

EMPLOYMENT HISTORY

What jobs have you applied for in the past six months?

Have you had any job interviews in the last 30 days? If so, where?

Please list your past job histories in the chart below:

Job Title Company Job Duties Start & End DatesHourly Wage Reason for Leaving

           

           

           

           

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EMPLOYMENT GOALS

Someone you have just met asks, “What do you do for a living?” What answer would make you feel happiest? What are your occupation goals?

What type of qualifications and experience do you need to work in this field?

Do you have these qualifications and experience? If not, how do you plan on achieving the qualifications and experience necessary to obtain employment?

What have you done to search for employment in this area?

What shift are you interested in? Days? Nights? Weekends?

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TRAINING PREPARATION

Why are you interested in attending a training program?

What kind of arrangements do you have to make in your life in order to have time to attend school, study for class and exams, and search for employment?

How will you support yourself financially while you are attending school and searching for employment?

If you have children, what type of reliable childcare do you have in place while attending school and searching for employment?

What type of transportation do you have to attend school and search for employment?

Is this a right time in your life to attend a training program? If yes, why?

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What are you most excited about if given the opportunity to attend your desired training program?

What are you most fearful of if given the opportunity to attend your desired training program?

How soon do you expect to be hired after you complete training?

Is there any reason why an employer would not hire you after you completed training? (example: criminal background, lack of high school diploma/GED/bachelor’s degree, fail drug test, inconsistent work history, limited work experience, motor vehicle violations, etc.)

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APPENDIX B

ASSESSMENT SUMMARY GUIDELINES

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Assessment Summary GuidelinesThe Purpose of Assessment

The following paragraphs from the WIA Rules and Regulations of August 11, 2000, explain the purpose and scope of assessments at the Core Service and Intensive Service levels:

The purpose of assessment is to help individuals and program staff make decisions about appropriate employment goals and to develop effective service strategies for reaching those goals. We strongly believe that meaningful service planning cannot occur in the absence of effective assessment practices. We also believe there is no single correct approach to conducting assessment—it could be accomplished through the use of any number of formalized instruments, through structured interviews, or through a combination of processes developed at the local level....

...As a core service, the initial assessment is necessarily a brief, preliminary information gathering process that, among other things, will provide sufficient information about an individual’s basic literacy and occupational skill levels that enable you to make appropriate referrals to services available through the One-Stop and partner programs. Comprehensive assessment, which is an intensive service, is a more detailed examination of these issues and may explore any number of things relevant to the development of a person’s IEP. These might include some combination or all of the following: educational attainment; employment history; more in-depth information about basic literacy and occupational skill levels; interests; aptitudes; family and financial situation; emotional and physical health, including disabilities; attitudes toward work; motivation; and supportive service needs.... (Federal Register, August 11, 2000, p. 49320)

MOWD’s position is that, while an effective assessment will vary with the needs of the customer, it must touch on at least the following sections of the IWDS Assessment Summary screen: Narratives for Aptitudes, Interests, Skills, Employment, Family, Barriers, and Behavior; Tests; Employment Goals; and the Income & Expense Worksheet. All information entered in the Assessment Summary should start from and must agree with the information given in other IWDS screens.

For example, information in the Family Narrative of the Assessment Summary should take as its starting point the information on family type and family size given in the Family Characteristics screen. Reviewers will compare both sections to make sure that they agree on the facts, and that the Assessment Summary identifies services that the customer might need based on the information given in the Family Characteristics screen. We’ll explain this in more detail for each of the assessment categories below.

NARRATIVESAptitudes

Each assessment must identify at least one mental and one physical aptitude, tell the source of the information, and explain each aptitude’s relationship to potential employment (such as jobs that might be suitable or unsuitable for a customer, or areas that need to be improved). Below we list the official aptitudes for use in IWDS, their definitions, and some ways you might decide if a customer has one of them.

Mental Aptitudes

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Intelligence: General learning ability; ability to reason. The level of this aptitude might be identified through an IQ test, school records, or interview questions that reveal how the customer has solved problems in the past. Remember that this definition of intelligence focuses on the customer’s ability to learn and solve problems. It is not the same as their education or culture.

Verbal: Ability to comprehend meaning of language. The level of this aptitude might be identified through a formal basic skills test, school records, professional achievements, or observation of the customer’s ability to understand explanations and follow directions.

Numerical: Ability to perceive detail in objects or graphic material. Again, the level of this aptitude might be identified through a formal basic skills test, school records, professional achievements, or even hobbies such as computer programming.

Clerical perception: Ability to perceive pertinent detail in verbal or tabular material. The level of this aptitude might be measured by a formal test, educational or professional background, or interview questions that reveal hobbies such as following sports scores.

Physical Aptitudes

Motor Coordination: Ability to coordinate eyes and hands rapidly and accurately in making precise movements with speed. Some sources of information about this aptitude include a job history of work requiring this skill and hobbies such as sports.

Finger Dexterity: Ability to move fingers and manipulate small objects with fingers rapidly and accurately. Typing speed scores are useful to measure this aptitude, as are a job history of work requiring this skill, and hobbies such as sewing, crafts, and electronics.

Manual Dexterity: Ability to move hands easily and skillfully. Again, sources of information about this aptitude include a job history of work requiring this skill and hobbies such as sports, crafts, and auto repair.

Eye-Hand-Foot Coordination: Ability to coordinate hand and foot movement with each other in response to visual stimuli. Aside from formal tests, sources of information about this aptitude might include work history such as factory worker or driver, or hobbies such as sports and driving.

Color Discrimination: Ability to discriminate between colors. Other than a medical diagnosis of red-green colorblindness, the most likely source of information about this aptitude is likely to be a customer’s work history (such as printing press operator or graphic designer) or hobbies (painting or clothing design).

While the official definitions may sound like odd ways of stating the obvious, these aptitudes are important for employment. For instance, if a customer is clumsy but good with numbers, you might want to find a job for him in the office rather than the shop floor. Customers often take their own aptitudes for granted, so asking about them in a formal way can help you get information about what kinds of work would be the best match. We recommend checking for all seven aptitudes and ranking them as “strong,” “weak,” or “average.”

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Example Entry

Created By: Michael Balcsik

 *Date: 

 *Assess Type: 

Assessment: Mental Aptitudes: Intelligence, verbal, clerical perception. Based on TABE scores, interview, and previous job experience. Could supervise in an office, but would need to improve math skills first.

Physical Aptitudes: Hand-eye coordination, manual dexterity. Both based on customer's 8 years of employment as a forklift driver and hobby of playing soccer. Could do mechanicalwork or drive a truck, which both interest him.

Barriers

This section is where you list any barriers to finding and keeping a job. Some possible barriers are poor work history or skill levels, physical ailments, mental health or substance abuse issues, criminal background, language proficiency, lack of transportation, need for child or elder care, or pressing financial circumstances that prevents a lengthy job search.

While it is possible that a customer has none of these barriers to employment, it is highly unlikely that a customer has absolutely nothing in the way of finding work—otherwise, you would have no justification for enrolling him or her into Intensive Services. Therefore, MOWD requires at least one entry in this section, even if it is merely that the customer needs help locating job leads and submitting applications. The entry must include the barrier, the degree of challenge it presents (mild or strong), steps the customer has taken to address the barrier, and services that might be offered to address it further.

Example Entry

Created By: Linda Winker

 *Date: 

 *Assess Type: 

 *Assessment: Customer is an ex-offender, having served 24 months probation in '92 for a misdemeanor DUIcharge. He obtained a waiver from the state of Illinois Department of Professional Regulations for permission to work as a forklift driver. He has had no contact with the criminal justice system for over 10 years. This barrier is likely to be mild, but he will need coaching on how to address the topic with potential employers.

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BehaviorThis section must include any behavioral patterns of the customer that could affect his or her ability to find and hold a job. These patterns might be directly stated by the customer, observed during the initial interview and subsequent contact with the agency, or inferred from the customer’s history. Important behavior patterns include punctuality and attendance, motivation to find employment, ability to take direction, social interaction with peers (such as other customers in workshops), emotional demeanor, hygiene, and style of dress. It’s important to be honest but not judgmental in this section. For instance, a customer with poor history or teamwork might do well in a field that requires working independently. A person who prefers to dress casually might not present himself well in an office setting, but might feel more at home (and therefore more productive) in a less formal or more physical environment.

Example Entry

Created By: Linda Winker

 *Date: 

 *Assess Type: 

 *Assessment: C expresses strong motivation to find employment. Arrives on time and prepared for appointments with his case manager. Should do well at interviews for appropriate positions.

Employment

This section should characterize any patterns you might see in the customer’s past and current employment situation, which you have described on the Employment Characteristics and Employment History screens. This section gives you a chance to enter more specific and subjective information than the Employment Goals screen, which we discuss below. At a minimum, you must include the customer’s current employment status, average length of employment at previous jobs, and history (if any) with a particular industry or set of job duties. You must also discuss the implications each of these have for the customer’s future employment.

For instance, a customer who is currently unemployed might not be able to spend a long time on the job search. A customer who had never lasted three months at a job might need skills training or other services (counseling, daycare) to overcome this pattern. A customer who had worked many years in a particular job might easily find a similar job, or might find that her skills were out of date and require more training.

Example Entry

Created By: Linda Winker

 *Date: 

 *Assess Type: 

 *Assessment: C's 8 year work history at Defunct, Inc. shows he can stay and advance at a job, but after so longhe needs to review his interview skills. C will getUI thru 2/05. This buys some time for training.

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Family

This section must include the customer’s current living situation and that ways this could affect the customer’s ability to find and keep a job. This is the place to note and discuss the need for childcare or eldercare. The case manager should complete the Income & Expense worksheet and refer to this information in the Family assessment.

Example Entry

Created By: Linda Winker

 *Date: 

 *Assess Type: 

 *Assessment: C lives with his wife, who is not working and is expecting a child in 12/04. He is motivated to find work with health benefits before the child is born. Timeline might interfere with training. Expensesare $142 > Income. Will provide transportation, food,medical support services to help C complete training.

GeneralInclude in this section any additional pertinent information that would further assist in formulating a comprehensive Assessment Summary. Describe any special issues or observations regarding the nature of the customer’s job search. The case manager can enter as much or as little information as appropriate to adequately describe the customer’s individual circumstances.

Created By: Linda Winker

 *Date: 

 *Assess Type: 

 *Assessment: C is interested in training, but family situationmight complicate this. Will have him researchthe length of the training programs that interesthis so he can weigh his options. Will also assist him with support services to cover expensesand make training more viable.

Interests

The Assessment Summary must identify at least one job-related interest, the source of the information (such as an interview or a test such as the Campbell Strong Interest Inventory), and its implications for employment (work that might be a good or bad fit for this interest). Interests could be career fields or hobbies, but you must consider how they relate to the customer’s job search and career direction.

Example Entry

Created By: Linda Winker

 *Date: 

 *Assess Type: 

 *Assessment: According to the C, he enjoys playing soccerand repairing cars. He is physically fit and goodwith tools. His career interests are truck drivingand engine repair. These are all good matches.

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Skills

The Assessment Summary must identify at least three skills, their source, and implications for employment (such as suitable jobs or training needs). These skills could have been gained from previous job experience or related to a hobby or other life experience. For instance, a customer might have become good at budgeting, planning, and prioritizing as a project manager, the head of the church building committee, or a working parent.

Example Entry

Created By: Linda Winker

 *Date: 

 *Assess Type: 

 *Assessment: C possesses the following skills:

Forklift Driving. Based on interview and copyof certificate. Could find work in this field easily.

Auto Repair: Based on interview. Knows basics.Could handle diesel mechanic training.

Computer Skills. Used proprietary inventorydatabase in previous job. Could use similar softwarein another job. Other software skills are not high.Will encourage C to practice Word in resource room.

Job skills are solid, but since C has not conducted a job search in over 8 years, I will advise him toattend interview workshops.

TestsRecord the math and reading test scores indicated by the customer’s TABE results. This information will already be present if you have entered the data on the Tests screen.

Maintain TestMike Balcsik     Application Summary

SSN:555-55-1234     App LWA:9     App Date:04/02/2004     

Test Date:  Category:  Other 

Functional Area: Math   Test: Test of Adult Basic Education   GLE: 9.4 

Functioning Level: 0-   Comments: 

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Employment GoalsIndicate in realistic terms, the wage that the customer seeks to obtain in his or her next job. Indicate the kind of work, type of work, and shifts for work the customer would find acceptable. All applicable categories should be marked. Check the box if the customer is willing to travel or relocate.

Employment GoalsMike Balcsik     Application Summary

SSN:555-55-1234     App LWA:9     App Date:04/02/2004    

Target Wages: $   Per   

Target kind of work:  On-Going   Temporary 

Target type of work:  Full Time   Part Time 

Target shifts for work:  Days   Afternoons 

   Evenings   Rotating 

   Split   

Willing to travel    from zip code  .  Find Zip Code

Willing to relocate 

Income and Expense WorksheetIndicate the customer’s financial situation using monthly income and monthly expenses. This section is crucial to help monitor the customer’s progress toward self-sufficiency. It provides the means for helping the customer review and establish a realistic budget for the period of time he or she is likely to participate in WIA activities.

The customer and case manager can make a quick assessment of how well the customer’s projected revenues match his or her projected expenses. In this manner, a much more accurate picture of the customer’s ability to follow the projected Individual Employment Plan can be obtained and additional services or assistance can be targeted.

Monthly IncomeRecord the customer’s current monthly income from all available sources. There are no categories of revenue that should be excluded in this analysis. Income categories may include the following: customer’s and spouse’s take home pay, allowance, child support/alimony, social security, public assistance, unemployment and miscellaneous.

Because this information is used for budgeting purposes, rather than eligibility determination purposes, it is not necessary to be overly concerned about the precise definitions for these income categories in this section. The important thing is to try to obtain a realistic estimate of total income, in order to assess the customer’s ability to support himself or herself and family.

Monthly ExpensesRecord the customer’s current monthly expenses or the expenses they are most likely to have during WIA activities. Expense categories may include the following: rent/mortgage, utilities, installment payments, savings, insurance, support payments, transportation, food, clothing, household supplies, medical and dental, and miscellaneous.

Again, because this information is used for budgeting purposes, rather than eligibility determination purposes, it is not necessary to be overly concerned about the precise definitions

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for these expense categories in this section. The important thing is to try to obtain a realistic estimate of total expenses, in order to assess the customer’s ability to support himself or herself and family.

Income and Expenses    Application Summary

SSN:     App LWA:9     App Date:   INCOME

Wages: 

Self-Employed Wages: 

Spouse Wages: 

Pension: 

Insurance Annuity: 

Alimony: 

Allowance: 

Social Security: 

Public Assistance: 

Unemployment: 

Other: 

 

Income Total: $858.00

EXPENSES

Rent/Mortgage: 

Utilities: 

Installment Payments: 

Savings: 

Insurance: 

Support Payments: 

Transportation: 

Food: 

Clothing: 

Household Supplies: 

Medical/Dental: 

Miscellaneous: 

 Expense Total: $1000.00

 

   Net Monthly Income (Loss): ($142)

Finally, note that the assessment is never really finished—as you work with a customer, you will keep learning more about him or her. MOWD expects you to record your new insights in additional Assessment Summary entries—either separate entries or as dated notes within the original ones.

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APPENDIX C

TAMS (ITA APPLICATION) INSTRUCTIONS ON-LINE

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TARA TAMS3 Participant Website

Upon receipt of the BIF, the TARA will enter your WIA customer’s information into the TAMS database by 5 p.m. the following business day. When the WIA customer’s information has been entered in TAMS, an email notification will be sent to the referring agency and counselor at the e-mail addresses specified on the BIF. All approval and denial notifications regarding ITA applications will be sent to the agency e-mail address. Incomplete notifications will be sent directly to the referring case manager/counselor.

HOW TO SUBMIT AN APPLICATION ON THE TAMS SYSTEM.

1. Go to the TAMS website at http://tamsoline.org/mowd 2. Enter the UserName. The User Name is the WIA customer’s full social security

number (9 digits).3. Next, enter the Password. The Password is the last six (6) digits of the WIA

customer’s social security number.4. Click Login.

Please note: If this is the first time you are accessing the website, you will immediately be directed to the Change Password page. You will be instructed to enter the initial password and select a new password. Once entered, the user will be asked to confirm their new password. Once the user has entered their new password information they will click the Change button.

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For security purposes, you will automatically be logged out and returned to the Login page. To log back-in, please enter your username and NEW password.

WELCOME/ACCOUNT SNAPSHOT PAGE

Once the user has logged into the WIA customer’s account, the Welcome/Account Snapshot page will appear. The user will be able to view a snap shot of the customer’s recent activity (by program year) along with any important information alerts.

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The user can access any of the website pages from the menu provided in the upper left corner of the website.

5. SELECT MY PROFILE TO VERIFY THAT THE INFORMATION LISTED IN THE PROFILE MATCHES THE INFORMATION LISTED ON THE CUSTOMER’S BIF.

a. If changes are needed, the user can simply update the information listed and click “Save” at the bottom of the screen.

6. Once you enter the WIA’s customer profile their tabs that contain profile information.a. By selecting the General Information tab the user will be able to view the

Date of Birth and Highest Education Attained CAEL has been provided on the BIF.

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b. By selecting the Contact Information tab the user will be able to view the customer and agency contact information that has been provided on the BIF.

If the user makes any adjustments to the Contact Information tab they must click the Save button in order for the updates to be saved by the system.

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MY HISTORY PAGE

The user can access the WIA’s customer history page by selecting the “My History” hyperlink from the page menu.

The system will display the My History page.

The My History page includes instructions on selecting a benefit period from the drop down menu to view application history. The history includes all applications that have been entered and saved. Applications are sorted from the most recent to the oldest for each benefit period. Additional helpful tips can be found under the “Need Help?” section.

The user can access a specific application by clicking the link on the application number. The user can also print their detail by pressing the print button.

By selecting the Print button the system will display the print page. The user can then press the Print link to print the history on a printer of their choosing.

Create or Edit a New Application

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The user can access the New Application page by selecting the hyperlink from the menu or if they are on the Welcome page they can click on the New Application tab and clicking on the Create New Application button.

The system will display the New Application page.

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Create a New Application

The first step in creating a new application is to select the eligibility determination for the WIA customer. The eligibility determination listed on this page must match the one selected on the Brief Intake Form and IWDS. If the eligibility determination is incorrect, please contact the TARA.

Step 1 – Selecting Your Program

Step 2 – Validate Profile

The second step in creating a new application is to validate WIA customer’s profile. The user will review the WIA customer and agency information.

If any of the information in the Profile section is incorrect. The user can select “My Profile” (on the left toolbar) and make any necessary changes.

Once the user has validated the Profile Information, Click “Next” to continue to the next step.

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Step 3 – Education Provider

The third step in creating a new application is to select the WIA certified training provider that the customer will be attending. There are two ways to select a provider.

A. Search For Provider a. If this is the first time the customer is requesting a voucher for a training

provider you must use the Search For Provider button to complete this section of the application.

The Education Provider Search window will open.

1. Enter the name of the WIA certified training provider in the Provider Name Field. o If you are unsure of the spelling of the provider’s name, use a percentage sign

(%)

2. Click Search

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3. The results of your search will appear.

4. Click on the name of the customer’s desired WIA certified training provider in the Provider Name field.

o Tams will then list the training provider’s information in the Education Provider Section.

5. If the customer’s training provider’s information does not appear in the Education Provider Search window, please contact the TARA to have the provider (vendor) added.

B. Previous Selections a. If this is not the first time the customer is requesting a voucher for a training

provider. You can choose from a list of previously selected training providers.

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After the required information is completed in this section of the TAMS application click the Next button.

o Please note: the Search for Tuition Discounts options is not applicable to WIA customers. The “Need Help?” section can provide guidance and instructions on use of the

features on this page.

Step 4 – Course Information

The fourth step in creating a new application is to complete the course information. This step of the application has three (3) sections.

The “Need Help?” section can provide guidance and instructions on use of the features on this page.

First the user must select an Educational Program, i.e. Apprentice, Bachelors, Masters, etc. and a Course of Study, i.e. Business Management, Computer Programming, Finance, etc.

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Second the user must complete the Session Information. Such as; Course Start Dates, Course End Dates and if they will complete their degree when this course is complete.

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Third the user must add the Course Details, such as Course Number, Course Name, Tuition, Fees and Credit Hours. The user will click the Add Course button to complete this portion.

The system will display a popup page for the user to fill in the required information.

Please Note: The question in the pop up box is must be answered in order to continue.

Once the user has successfully completed the course information they will be returned to the Application page. The course information will be displayed on the application page.

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Once all course information has been added to the application the user can either continue to the next step by clicking the Next button, click the Save & Exit button to work on the application at a later time or click the Previous button to go back to the previous page.

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The fifth step in creating a new application is to complete the Financial Disclosure and Participant Agreement portions.

The “Need Help?” section can provide guidance and instructions on use of the features on this page.

Step 5 – Agreements

The first portion of the Agreements step is for the user to report any sources of financial assistance the WIA customer is receiving. The user will use the drop down menus to complete this section if applicable. If the aid source is not in the drop down list or if he/she have multiple sources, use the other field to disclose the information.

The second portion of the Agreements step is for the user to review the Participant Agreement and indicate they accept the agreement.

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If the user does not agree the system will display a message stating they must agree to continue.

The user may also print the Participation Agreement for review by clicking the Print Icon. The system will display a popup window. The user can then click the Print link to print the history on a printer of their choosing. Once the document has printed they will then click the Close link to close the window.

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The sixth step in creating a new application is to Review Details & Submit the application. The user will be able to print the application by clicking the Print icon or they may edit the application by clicking on the Edit button for the application information they wish to update, i.e. Program, Application Information, Educational Provider, Course Information, Course Details, or Agreements. The user can also edit the application by clicking the corresponding hyperlink on the Step menu.

If the user has no edits or they have completed the updates to the application they will then click the Submit button.

The “Need Help?” section can provide guidance and instructions on use of the features on this page.

Step 6 – Review Details & Submit

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The system will display the Confirmation page. The user will view that the application has been submitted and the application number.

Additional details will be provided to the user to inform them of the next steps.

The “Need Help?” section can provide guidance and instructions on use of the features on this page.

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APPENDIX D

SCHOOL EXPLORATION FORM AND INSTRUCTIONS

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Training Provider Exploration FormAll customers applying for WIA funding for training programs must meet with a school counselor to discuss the following information. (All customers must visit a minimum of two (2) training facilities.) *To be completed by referring counselor*Student should return this completed form to _____________________________________(case manager/job developer)

At __________________________________________________________________(WIA Service Provider).

Student’s Name S.S. Number ______-______- ___

School Contact Person ____ Title ________________________

Name of School________________________________________________________________________

School Address________________________________________________________________________

City_________________________________ State _______________________ Zip Code____________

School Phone Number ( ) Fax Number ( ) ____________________

Registration Date____________ Class Start Date_______________ Class End Date_________________

Name of Training: _____________________________________________________________________(Training must be approved on State List of Certified Training Programs)

Days of Week Hours Per Day __ Total Hrs of Program ___________ Total Weeks____________

DESCRIPTION OF PROGRAM: (Please attach your policies on payment due date and tuition refunds i.e. brochure, print copy from website, or on your letterhead)

Handwritten Refund Information Is Not Acceptable!

Program Cost: Please address each item listed below.

Tuition Cost $_______________

Books $_______________

Fees $_______________

Tests $_______________

Expenses $_______________

Total Program Cost $_______________

TARA

Training Assessment Review Agency

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Third Party Vendor Details

Book Vendor _____________________ $ ____________

Fee VendorsFees Vendor 1 _______________________ $ ____________Fee Vendor 2 _______________________ $ ____________

Test Vendor _________________________ $_____________

Less scholarship/

Other school contribution $_______________

Less Financial Aid $_______________

Customer’s Balance $_______________

SCHOOL QUESTIONNAIRE*(to be completed by Customer)*

To help ensure that you are making the best informed choice as a consumer when deciding which school and program will be the best fit for you, ask these questions during your visit with the school and provide the answers in the space below:

1) How long (weeks, months, years) is the program?

2) Is the program offered at various times during the day or on weekends?

3) Are the program hours flexible enough so that I can work while attending this program?

4) Does the program have internships and/or clinicals? If so, will they be during the regularly scheduled class times?

5) May I observe a class before starting? When and what time?

6) What is the program completion rate?

7) Does the school help students with job placement and career counseling?

How many students who finished in the last two class sessions are currently employed in the field?

How many have been placed in jobs through your assistance?

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What is the average time before program graduates are able to secure a job in this field?

Do you provide life-long job placement and career counseling for program graduates?

Do you have up-to-date local labor market information for this field?

8) Will I have to take a certification test or state licensing exam at the end of the program?

Does the program price include the cost of the exam?

Will the program provide test preparation, in addition to regular classroom instruction?

What is the exam passage rate for students in your program?

9) Is the program accessible by public transportation? If not, do you have other locations that are accessible by public transportation?

10) Does the program offer a low-cost on-site daycare facility?

11) What additional Grants and Scholarships does your program offer that may I qualify for?

12) Do you have graduates working in the field that I can speak to as a reference for the school?

Please give names and phone numbers for follow-up:

13) Do you have employers that have hired graduates from this program?

Please give names of employers and phone numbers for follow-up:

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Signature of School Representative _________________________________ Date___________

Signature of Student_________________________ ____________________ Date __________

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APPENDIX D-1 TRAINING ATTENDANCE SHEET INSTRUCTIONS

Participant Name: Enter name of WIA customer

SSN#: Enter the customer’s social security number

Referring WIA Provider: Enter the name of the WIA Workforce Center or affiliate agency that the customer is being referred from

Career Counselor/Case Manager: Enter the name of the referring counselor

Telephone: Enter the referring counselor’s telephone number

Training Provider: Enter the name of the Training Provider

Instructor Name: Enter the name of the Instructor

Program/Class Name: Enter the name of the program that the customer is attending

Training Period Start: Enter actual program start date

Training Period End: Enter the planned end date

Customer must initial and include the number of hours attended that day within each box.Total weekly hours refer to the sum of the hours attended by the Customer during the week as indicated.

Participant Signature: Participant must sign and date the completed form before submitting to training provider and counselor.

Instructor Name: Instructor must sign, date, and include progress notes regarding the customer’s status in the program.

COPIES MUST BE DISTRIBUTED TO THE APPROPRIATE ENTITIES UPON COMPLETION.

INCOMPLETE FORM WILL RESULT IN DELAY OR REJECTION OF PAYMENT.

White Copy: to TARA/CAEL with invoice;Pink Copy: Case Manager for file;

Yellow Copy: Training Provider for file

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APPENDIX E

TRAINING ATTENDANCE SHEET AND INSTRUCTIONS

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Training Attendance Sheet

Participant Name _________________________SSN#________________________

Referring WIA Provider ________________________________________________

Career Counselor/Case Manager____________________ Telephone____________

Training Provider ____________________ Instructor Name ___________________

Program/Class Name____________________________________________________

Student must initial within the box to indicate number of days attended. Both student and instructor

must sign to verify attendance. To be used for instructional class time only.

_____________________ Thru __________________(Training Period Start) (Training Period End)

WEEKS MONDAY TUESDAY WED THURSDAY FRIDAY SAT/SUN Total Weekl

y Hours

WEEK 1

From______to ____

WEEK 2

From_____to _____

WEEK 3

From _____to_____

WEEK 4

From_____to_____

Participant Signature _________________________________ Date ____________

Instructor Name _____________________________________ Date ____________

Progress Notes: __________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Notice: This document must be used to track attendance for all students who have accessed an ITA.

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APPENDIX E-1 TRAINING ATTENDANCE SHEET INSTRUCTIONS

Participant Name: Enter name of WIA customer

SSN#: Enter the customer’s social security number

Referring WIA Provider: Enter the name of the WIA Workforce Center or affiliate agency that the customer is being referred from

Career Counselor/Case Manager: Enter the name of the referring counselor

Telephone: Enter the referring counselor’s telephone number

Training Provider: Enter the name of the Training Provider

Instructor Name: Enter the name of the Instructor

Program/Class Name: Enter the name of the program that the customer is attending

Training Period Start: Enter actual program start date

Training Period End: Enter the planned end date

Customer must initial and include the number of hours attended that day within each box.Total weekly hours refer to the sum of the hours attended by the Customer during the week as indicated.

Participant Signature: Participant must sign and date the completed form before submitting to training provider and counselor.

Instructor Name: Instructor must sign, date, and include progress notes regarding the customer’s status in the program.

COPIES MUST BE DISTRIBUTED TO THE APPROPRIATE ENTITIES UPON COMPLETION.

INCOMPLETE FORM WILL RESULT IN DELAY OR REJECTION OF PAYMENT.

White Copy: to TARA/CAEL with invoice;Pink Copy: Case Manager for file;

Yellow Copy: Training Provider for file

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