SNAP ET

SNAP E&T Mary Duff, Sarah Smolowitz, Sonia Rocha,

Anne Leibold

Mary Duff

BRIEF OVERVIEW OF FEDERALGOVERNMENT GUIDELINES

SNAP E&T PURPOSEThe purpose of E&T program and its component is to

assist SNAP participants in gaining skills, training, work or experience that will increase their ability to obtain regular employment.

SNAP (formerly known as Food Stamps) recipients hard to employ. Lack of Education Limited Employment History Substance Abuse Homelessness

Federal Exemptions Under the age of 16 or over the age 59 Physically or mentally unfit for employment Subject to complying with work requirements for other programs

(TANF) Caretaker for a dependent child under the age of 6 or an incapacitated

individual Receiving unemployment insurance compensation Participating in a drug or alcohol treatment and rehabilitation program Employed 30 hours a week A student enrolled at least half time

** Note that ABAWDS are not mandatory participants if meet State Exemptions

E&T PROGRAM COMPONENETS Job Search Job Search Training Workfare Work Experience Education Self-employment Training WIA Job Retention

Each E&T participant must undergo an assessment. This will help place participant in a component.

MANDATORY VS. VOLUNTARY Mandatory participants did not meet any of the federal or

state exemptions. If non-compliance occurs client may be sent a Notice of

Adverse Action. Changes by State. Voluntary participants were exempt either at the federal

or state level but would like to receive E&T services. State agency may focus on voluntary participants because

it saves money on administrative costs. If a voluntary participant repeatedly fails to comply with

an E&T component the State may discontinue services or place them in a different component.

REIMBURSEMENTS Dependent Care Costs Transportation Expenses Books/Training Manuals Uniforms Personal Safety Items required for participation

**Up to each individual State. States may set a cap to the amount of reimbursement available to each individual

Sarah Smolowitz

TYPES OF BARRIERS

The Human Element From the state perspective

Political agendas and expectations from Congress/President

From the institution perspective Undeclared changes in income, address or phone number Cultural mindset Denial

From the Client Perspective Customer service issues Unclear expectations/next steps

Standard Barriers

Language Simply because the office employees speak Spanish does not mean other

employers do Transportation

Reimbursement/bus passes happen after getting to the office May or may not cover all necessary steps for program success

Overcoming Barriers

Identify and AcknowledgeWhat are the challenges? How did they come

about? How do these challenges continue to manifest?

Are we able to do anything about them? What are we responsible for?

Identify BarriersEx: Language barriers

Language is closely tied to identity. Language segregation leads to unbalanced employment and

educational opportunities. Unbalanced employment and educational opportunities lead

to low income Low income leads to poverty A major cause of food insecurity.

This is then met with SNAP benefits=SNAP E&T.

SUPPORTING SNAP E&T VIA COMMUNITY PROGRAMS

Sonia L. Rocha

GET TO KNOW YOUR AREA

Focus on your goalsAsk coworkers, friends, community leaders:

“What barriers does this community have?”I.E.

Webb County has a language barrier; 82% are Spanish speaking.

Ex. “Why is 82% of Webb County Spanish speakers?

12/29/1845: The end of the Mexican American War designates the Rio Grande River as the border between Mexico and Texas; as a result, Texas becomes an American state, and people living on the Texas side are American citizens

Result: Webb County has 95% Hispanic population, and Laredo, Texas is a border town.

ASK “WHY?”

IDENTIFY BARRIERS

Ex. LanguageLanguage is closely tied to identity.Language segregation leads to unequal employment and

educational opportunities.Unequal employment and educational opportunities lead to

low income low income leads to poverty A major cause of food insecurity.

This is then met with SNAP benefits=SNAP E&T.

What is the unemployment rate in your community?

Is there a community assessment or hunger study you can use as a guide?

What programs are there that can help your community get out of poverty?

Free English classes, free educational programs, free training programs…

RESEARCH POSSIBLE SOLUTIONS

GET TO WORK!Compile the most relevant programs into a

brochure and distribute it within your community through blast emails, health fairs, job fairs, and other community events.

Include it in your organization’s website and update it as needed.

Make sure to include your updated contact information.

Anne Leibold

E & T “AT

WORK”

LOUISIANA: JOBS EMPLOYMENT AND TRAINING (LAJET)

Target populations Geographical Mandatory work registrants Minimal support / job ready participants

782 participants gained employment in 2014

UTAH: SNAP E&T

Serves 4,200

$50 for employment related expenses Register as a job seeker

Complete evaluation of job search readiness

Complete assigned workshops

Develop job contacts

WashingtonWASHINGTON STATE BASIC FOOD E&T (BFET) Partnership with 27 CBO’s and 34 colleges 50,000 SNAP recipients have benefited from BFET services 2 years after enrolling in BFET, 73% obtained employment

PILOT: RESOURCES TO INITIATE SUCCESSFUL EMPLOYMENT (RISE) Focused on individuals with significant barriers: homeless,

limited English, veterans, those with child support obligations

MississippiSNAP EMPLOYMENT AND TRAINING

Assessment by Career and Technical Adviser Assistance with grant and scholarship

applications and enrollment Coverage of eligible tuition expenses

PILOT: MISSISSIPPI WORKS CAREER ASSESSMENT PROGRAM

Four week course, including training with life skills Voucher for one of the following pathways:

1. GED or technical education

2. Life skills

3. Employment

Delaware: WORK OPPORTUNITY NETWORKS TO DEVELOP EMPLOYMENT READINESS (WONDER)

Address work readiness barriers with intensive case management and warp around services

Four tracks based on location, interest, and readiness General job readiness, construction, culinary arts, or

manufacturing

Vermont: CAREER READY PROGRAM High need populations: homeless, ex-offenders, substance

addictions Cross-agency supportive services

Kansas: GENERATING OPPORTUNITIES TO ATTAIN LIFELONG SUCCESS (GOALS)

Intensive case management with a Career Navigator Work-based learning and job retention services

California: FRESNO BRIDGE ACADEMY Multi-generational approach E&T, support services, subsidized and unsubsidized

employment, retention services, nutrition, financial literacy, financial incentives

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