1815 TANF Family Service Plan Development

Georgia State Seal

Georgia Division of Family and Children Services
TANF Policy Manual

Policy Title:

TANF Family Service Plan Development

Effective Date:

October 2024

Chapter:

1800

Policy Number:

1815

Previous Policy Number(s):

MT 72

Updated or Reviewed in MT:

MT-78

Requirements

Every client who is subject to personal responsibilities and/or mandatory work requirements must develop, along with the case manager, all applicable sections of the TANF Family Service Plan (TFSP). These sections must be developed specifically for the client. The client must comply with the requirements of the service plan.

Basic Considerations

TANF Family Services Plan Development (TFSP)

Every client who has personal responsibilities and/or work requirements must cooperate in the development of his or her own TFSP, based on the assessment. Every client who has personal responsibilities or a work requirement must meet the requirements stipulated in the TFSP.

It is the case manager’s responsibility to use every resource to assist the client as needed and to discuss the following:

  • the TANF requirements,

  • the benefits of work versus welfare and

  • months left on the TANF clock.

A refusal by an applicant, without good cause, to participate in the development of the TANF Family Service Plan or to sign the plan will result in denial of the application.

A failure by an applicant, without good cause, to keep a scheduled appointment concerning development of the TFSP will result in denial of the application.

A refusal by a recipient, without good cause, to participate in the development of the TANF Family Service Plan or to sign the TANF Family Service plan will result in termination of the TANF case.

A refusal by a recipient, without good cause, to keep a scheduled appointment concerning the development or amendment of the TFSP will result in closure of the TANF case for failure to keep an appointment.

A refusal or failure to meet the requirements of the TFSP without good cause may result in the imposition of a sanction against the assistance unit (AU).

Refer to Section 1351 Sanctions for information on sanctions and good cause.

Initial TFSP Development

Development of the TFSP is to begin with an initial contact. It must be completed prior to final approval of the application.

Work activities or personal responsibility requirements can begin before eligibility has been established and the application is approved, if the client agrees. However, childcare and transportation funds may only be provided for job search.

The case manager and the client must work together to develop a plan that moves the client toward self-sufficiency as soon as possible and utilize the least number of months.

TFSP Development Criteria

The following must be used in developing or amending a TFSP with the client:

  • the results of the case manager’s assessment of the client’s skills, work experience and education

  • the results of the initial discussion of any limitations the client may have

  • the results of in-depth assessments of the family’s strengths, abilities, work experience and education. This may include information provided by other service providers. Child welfare services are always to be included and regarded with priority.

  • available program resources to support the client in participating in work activities and in attaining the employment goal

  • the family’s need for and the availability of support services,

  • the family’s need for reasonable accommodations due to the existence of a limitation,

  • the client’s vocational and employment interests,

  • information concerning employment opportunities in the local labor market.

TFSP Development and the Americans with Disabilities Act (ADA)

The ADA’s definition of a person with a disability is: an individual who (a) has a physical or mental impairment that substantially limits one or more major life activities, (b) has a record of such impairment, or (c) is regarded as having such impairment.

Persons discriminated against because they have a known association or relationship with an individual who has a disability are also protected by the ADA.

The ADA requires that a person with a disability be given meaningful access to all programs and services. Providing meaningful access to a client with a disability means that the client must be given the opportunity to benefit from all available resources to the same extent as provided to a person without a disability.

The TFSP must be developed in a way that provides individualized treatment and meaningful opportunities for a client with a limitation to succeed in achieving the goals of the TFSP.

The TFSP must not be developed in a way that places barriers on the client based on a false assumption that there are certain work activities to which a person with a disability/limitation must never be assigned.

A client with a disability/limitation is not exempt from work requirements or personal responsibilities. Work requirements are mandated based on the presupposition that an individual will be better off if provided with job and training opportunities rather than continuing to receive public assistance.

A client with a disability may need to receive additional training and/or support services before s/he is ready to succeed at work. The case manager must be particularly attentive to the potential need for accommodations necessitated by a disability/limitation.

A client with a disability may require additional time in order to achieve not only the final goal of full-time employment, but also in order to meet intermediate goals specified in the plan.

Special Circumstances in TFSP Development

The TFSP is developed in coordination with other agencies that provide services to the client. Any TFSP that is developed prior to the completion of a comprehensive assessment will probably need to be updated when the results of the assessment are received.

In some instances, it may not be possible to complete the TFSP within the established time parameters. There may be a valid reason to delay not only the development of the TFSP, but also the referral for the client’s comprehensive assessment.

For example, a client may have unresolved domestic violence, sexual assault, sexual harassment, or stalking issues that require a stabilization of the family’s living arrangements before the client is able to engage in a work activity. Any existing child welfare service plan is to be incorporated into the TFSP.

Basic Guidelines

Outreach: Letting People Know

Outreach is the first opportunity to let people know that things have changed and that the old idea that people are entitled to cash benefits if they qualify, has been replaced with the idea that people have a responsibility for their own well-being. This does not apply to SNAP, Medicaid or other income eligible supports.

Outreach takes many forms. DFCS collaborates with employers, educators, trainers, and support service providers to ensure that each client has access to the resources needed to achieve the goal of self-sufficiency. DFCS also works with local agencies and community partners to inform the public of the expectations and services the TANF program provides for participants.

Case management begins by informing applicants and recipients that the case managers are available and can help them. Alternative choices and resources are to be discussed with the applicant.

Outreach results in customers believing that the case manager can help and also understanding the many options available through DHS and community-based agencies.

Making a Connection: Receiving a Case

This is the point at which the person is formally entering the case management process. Case management centers on engaging with the individual sufficiently to assure that the person is in the right place to receive the benefits s/he requests.

Receiving a case involves:

  • receiving the application

  • screening for the number of months on TANF, CPS involvement, etc.,

  • obtaining information from the family, informing the family about the application process, and determining eligibility for TANF if the client chooses to participate.

Assessment: Learning about the family

The purpose of the assessment is to evaluate the client’s strengths and barriers to employment and their well-being. The assessment process must begin at the point of application and prior to the approval for cash assistance. The assessment step is crucial, as it is the foundation for the client’s successful participation in the service plan.

Assessments are to be interactive with the client and allow the worker to understand the client’s (families') current situation in relation to the goals of the program. When focusing on the employment goal, the assessment must gather information regarding readiness for employment, employment history, and potential barriers to employment.

Information gathered must be used to formulate the TFSP. Assessments are never done by either the client alone or the worker alone.

The assessment process must be thorough and may involve multiple sessions with the case manager and/or referral of the client for testing or evaluation.

Because circumstances change and because service goals are completed or changed, the assessment process is ongoing, and the completion of the initial assessment is only the beginning of that process.

If another agency has been contracted to complete in-depth assessments, the case manager remains responsible for guiding the client throughout the assessment process.

The case manager has final responsibility for providing oversight of the assessment process and for ensuring that the TFSP is in conformity with assessment findings and with federal work requirements.

The assessment process should include the following:

  • relationship building and customer engagement,

  • fact-finding,

  • completion of an Applicant and Employment Services Assessment in the Integrated Eligibility System (IES) if applicable, and

  • a process of verifying information gathered.

The best assessment process results in the client understanding their own situation better, including the strengths and resources available to them.

Case Planning: Reviewing, Analyzing, Deciding

Case planning is the process of establishing goals and the steps to reach those goals. Case planning is dependent upon assessment results. After gathering information, the case manager is required to pull the information together in a way that answers the question: “What does this all mean?” The information must be reviewed, analyzed and conclusions drawn.

This is the point at which the determination is made about which job readiness level the person fits into (job ready, near job ready, not job ready). For further details about job readiness levels refer to Section 1805 Applicant Services.

Case planning requires that the case manager and the client are clear and agree on the goal of their work together. The service plan must also reflect the goals of the TANF/Employment Services program. Based on information obtained during the assessments, the case manager and the client must work together to complete the initial TANF Family Services Plan (TFSP).

After the TFSP is developed, additional assessments constitute an ongoing process that will provide a means by which work activities and support services can be evaluated. Ongoing assessments should enable the case manager to make additional adjustments to the TFSP in order to ensure the participant’s continued successful participation in employment services and personal responsibility goals.

The case manager should document the findings from the assessment on Assessment-Summary screens in IES during the application process. Refer to Section 1805 Applicant Services. When needed, the in-depth assessments completed by various partner agencies are to be used to supplement what is obtained by the case manager during the application interview.

The case manager may refer a client for further evaluation or testing to supplement the information gathered during the assessment interview when such information is deemed necessary to appropriately develop the TFSP. Documentation must be updated on the Assessment Screens and in Case Notes screens to document further assessments.

Resource Identification: Matching Needs with Resources

At this point in the process, each worker is to identify the range of resources needed by their clients and establish a relationship with the provider of the service to which the client will be referred. A referral is, any connection of a client with a service, whether it is inside or outside of the agency.

If a participant has been tested or evaluated in the twelve months prior to the assessment, the case manager must request the results of that evaluation rather than duplicate the testing/evaluation. The case manager must have the applicant/recipient sign a release of information Form 5459, Authorization for Release of Information, to obtain information about previous evaluations.

TFSP Contents

The initial TFSP, and each subsequent TFSP, must contain:

  • personal responsibilities

  • the client’s employment goal

  • the identification of the client’s job readiness level

  • the specific work activities in which the client will participate, and the required number of hours of participation

  • the anticipated start and end dates for each activity, including the date for achieving the final goal, i.e., full-time, unsubsidized employment

  • the satisfactory progress requirements for each activity, and the verification requirements and time frames for submission

  • the identification of needed support services and the service providers, and

  • the identification of necessary accommodations, deferments and adjustments.

When feasible, the TFSP may reflect the client’s preferences for certain work activities. However, the client’s skill levels, local employment opportunities, and his/her TANF clock must take precedence in the completed service plan.

TFSP Content Requirements for Certain Individuals

Although the case manager may assist the participant in planning for long-range goals that extend beyond participation in employment services, the TFSP must be focused on the immediate employment goals and the support services that will be provided to meet those goals.

TFSPs for the following individuals must include the activities specified:

  • minor parents must attend school or alternative education classes

  • non-custodial, non-supporting minor parents who are included in a TANF AU and who have a child receiving cash assistance in another TANF AU must:

    • participate in parenting classes

    • participate in financial management classes

    • cooperate with DCSS

    • attend school or alternative education classes

If the AU has an existing Child Protective Services (CPS) case, the TFSP must be developed with input from the client’s CPS worker.

The client must sign the TFSP. The client must be given a copy of the TFSP, with a copy being scanned in WebCenter Enterprise Capture (WEC). If the AU has an existing CPS case, a copy of the completed TFSP must be sent to the CPS worker.

Continuing Evaluations and Assessments

After completion of the initial service plan, the TFSP must be reviewed according to the dates indicated, but no less than a minimum of once every 30 days for all clients and updated as needed.

TFSP Reviews and Revisions

The case manager must review each client’s TFSP to ensure that it continues to be appropriate and that the client is meeting the plan’s requirements. This structured review is part of the ongoing assessment process.

This review can be a face-to-face meeting or a contact by other means, such as a telephone call. This requirement is to determine the client’s level of engagement in the activity and if it is time for movement to occur.

If the face-to-face meeting is deemed necessary, it should be in a manner and at a location, which is most supporting to the client’s goals and does not interfere with the client’s participation in scheduled activities.

The TFSP must also be reviewed:

  • as goals are accomplished,

  • at critical dates indicated in the service plan,

  • whenever a change in work activities occurs, or

  • at the completion of a sanction period.

A review of the TFSP that is completed when a phase of the plan is concluded and a new phase begins is regarded as one review, not two separate reviews.

Documentation of the outcome of progress reviews must be entered in the case notes screens in IES. Updates to the TFSP are completed on the Activity Employment Services screens in IES when changes are made to the plan.

The client’s signature on TFSP indicating that the client understands and agrees with all changes made to the TFSP, is required even when documentation of the changes is entered on the system.

Case Staffing

In an event that the client is not making satisfactory progress, the case manager must schedule a case staffing to document TANF client’s progress in participation of employment services activities. The intent is to re-evaluate the participant’s potential for employment and identify if the client has incurred any additional service needs.

A case staffing will assist the case manager and the client in reviewing potential barriers and ensuring the client’s movement towards a successful career as quickly as possible.

Form 199, TANF Employment Services Case Staffing Form, in IES, is used to document the client’s progress in achieving the goal of self-sufficiency. Documentation should be updated in Case Notes screens to support information from the staffing.

Refer to Section 1392 Hardship Waiver for Hardship Staffing.

During the Application Process

At application, the case manager must:

  • Refer the applicant to a Domestic Violence Assessor (DVA) if the initial screening indicates a referral is appropriate.

  • Document assessment results on Employment Services Family Assessment and Applicant Services Employment Assessment screen in IES.

  • Develop with the applicant a service plan based on available information obtained during the application process.

  • Include in the plan any specific recommendations for assessments or other referrals.

  • Specify in the service plan that, if the TFSP is completed prior to approval of the application, assigned work activities may begin if the client volunteers.

  • Assign a job-ready applicant to applicant job search.

Following Application Approval

Following approval of the application, the case manager must:

  • Make appropriate referrals commensurate with information obtained during the TFSP development process. Specify in the TFSP that cooperation with all referrals that are made is a component of the TFSP.

    • Refer the client for an in-depth assessment if a claim of disability is made, a disability is observed or suspected, or if a disability is confirmed by information voluntarily provided by the client.

    • Refer the client to a DVA if domestic violence, sexual assault, sexual harassment, or stalking is reported and no referral was made during the application process.

    • Refer the client to domestic violence resources if the client does not want to speak with a DVA, or if a DVA is not available.

    • Refer the client to a substance abuse treatment provider if a referral is considered necessary based on available information.

    • Refer the client for an assessment of educational and training needs if no referrals for domestic violence, sexual assault, sexual harassment, or stalking, substance abuse, or rehabilitative services are required, or when those issues have been satisfactorily resolved.

Document assessment results on Employment Services Family Assessment and Applicant Services Employment Assessment screen in IES.

  • Refer the client to the identified resources appropriate for mental health, developmental disabilities, or addictive disorders problems if assessments indicate their existence.

Following Assessment Completion

Following the completion of an assessment, the case manager must revise the existing TFSP based on the information provided by the assessment.

Individuals participating in the TANF Family service plan’s revision should include:

  • all case managers, including OFI and Social Services

  • the client, and,

  • a representative from the assessing vendor that completed the assessment,

The representative need not be physically present for the TFSP development process.

Include in the plan any specific recommendations for training, etc. provided by the assessing entity.

Place the client in appropriate work or training activities after assessments have been completed. Place the client in appropriate work activities after assigned training activities have been completed.

Placement in appropriate work activities may require a referral to a partner agency if job placement responsibilities have been assigned to a contractor.

Topics to be Discussed During TFSP Development

Interests and Employment Skills

Utilize assessment screens in IES to question the client about his/her career interests. A sample of the questions included in these forms are listed below:

  • What personal goals does the client have, and what goals for the family? How does the client plan to achieve these goals?

  • What assistance does the client need to achieve these goals?

  • What kind of job does the client want? Does s/he have the necessary skills? If not, what can be done to acquire these skills?

Work History

Utilize assessment screens in IES to question the client about his/her work history. A sample of the questions included in these forms are listed below:

  • What jobs has the client had? For how long?

  • Why did the client leave previous jobs?

  • What job did the client enjoy the most? The least? Why?

  • What specific skills did the client develop on previous jobs?

  • What tasks/skills did the client have the most difficulty performing? What skills would have made the jobs easier to do?

  • What characteristics would make a job desirable for the client?

Job-Seeking Skills

Utilize assessment screens in IES to question the client about his/her job seeking skills. A sample of the questions included in these forms are listed below:

  • What experience does the client have in seeking employment? Is the client currently looking for work?

  • How has the client found jobs in the past? What resources has the client used?

  • For what kinds of jobs has the client previously applied?

  • What were the results of previous job interviews? What reasons were given to the client for not being hired?

  • If the client has no work history, why not?

  • Of what local employment opportunities is the client aware?

  • What assistance does the client expect DFCS to provide in helping to obtain employment?

Education

Utilize assessment screens in IES to question the client about his/her education. A sample of the questions included in these forms are listed below:

  • What was the highest grade the client completed? If the client has not graduated, why not?

  • Has the client ever attended GED classes? If so, what was the outcome?

  • Is the client attending school or training now? If not, is the client favorably disposed to attend?

  • What classes did the client most and least enjoy in school? Why?

  • Did the client participate in extracurricular activities in school? If so, are any of these activities relevant to vocational training or employment?

  • What educational needs does the client have? Did the client repeat any grades?

  • Did the client regard learning as particularly difficult or easy? Did the client receive any special help in school?

  • Has the client been tested for literacy level and/or other academic skills? If so, obtain the scores.

Personal/Family

Utilize assessment screens in IES to question the client about his/her personal/family circumstances. A sample of the questions included in these forms are listed below:

  • Has the client or another family member been a victim of domestic violence, sexual assault, sexual harassment, or stalking? Is the client or another family member currently a victim or in danger of becoming a victim of domestic violence, sexual assault, sexual harassment, or stalking?

  • Are the client’s children attending school regularly?

  • Does the client attend parent/teacher conferences? How often do the client’s children’s schools have parent/teacher conferences?

  • Do any family members have health problems, emotional problems, or special needs of any kind?

  • Does the client need childcare in order to participate in activities?

  • Is the client receiving child support from the absent parent? If not, why not? Has the client been cooperating with DCSS?

  • Is a referral to Vocational Rehab (VR) or other service providers appropriate?

  • Is there a history of substance abuse? Does the client now receive or has s/he received treatment or counseling for substance abuse?

  • Does the client have an arrest record? If so, for what crimes has s/he been arrested?

  • Has the client been convicted of a felony? If so, for what?

  • Does the client have adequate living accommodations?

  • Is the client a minor who is required to live with a responsible adult?

  • Is the client pregnant? If so, when is the baby due?

  • Has the client received family planning counseling? Does the client have dependents for which family planning counseling is appropriate?

  • Does the client need assistance with money management or other life skills? Is assistance with parenting skills needed?

  • What is the client’s usual means of transportation? Does the client have a valid driver’s license?