1. SNAP E&T
Mary Duff, Sarah Smolowitz, Sonia Rocha,
Anne Leibold

2. Mary Duff

3. BRIEF OVERVIEW OF FEDERAL
GOVERNMENT GUIDELINES

4. SNAP E&T PURPOSE
The 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

5. 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

6. 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.

7. 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.

8. 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

9. Sarah Smolowitz

10. TYPES OF BARRIERS

11. 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

12. 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

13. Overcoming Barriers
Identify and Acknowledge
What 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?

14. Identify Barriers
Ex: 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.

15. SUPPORTING SNAP E&T
VIA COMMUNITY
PROGRAMS

16. Sonia L. Rocha

17. GET TO KNOW YOUR AREA

18. Focus on your goals
Ask coworkers, friends, community leaders:
“What barriers does this community have?”
I.E.
Webb County has a language barrier; 82% are
Spanish speaking.

19. 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?”

20. IDENTIFY BARRIERS
Ex. Language
Language 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.

21. 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

22. 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.

23. Anne Leibold

24. E&T“AT WORK”

25. 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

26. Washington
WASHINGTON 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

27. Mississippi
SNAP 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

28. 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

29. 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

30. THANK YOU FOR
ATTENDING OUR
PRESENTATION!
QUESTIONS?

31. Thank you for joining us today!