CLTS FS Instructions Module 7 - School and Work


7.1 School
7.2 Employment

7.1 School

Does the child's physical health or stamina level cause the child to miss over 50% of school or classes or to require home education?

Unlike most questions on the CLTS FS, this one focuses on physical conditions only. This question is needed for children with physical disabilities who might be able to do their ADLs/IADLs but are unable to participate in school due to their physical condition.

This includes children who go to school but miss more than half of their classes due to therapies, treatments, or rest periods needed due to their condition. This does not include children who are present at school but have difficulties participating as a result of medication side effects, such as sedation.

Home schooling may be a choice unrelated to the child's condition. Screeners will need to ask whether the child is being home schooled because their physical health or stamina makes them unable to attend school most of the time.

If the child is not currently in school because of summer vacation or school holiday, but the current condition is such that the child would miss 50% if school were in session, the screener would check "Yes."

If the child has not missed school, but has a new diagnosis or an increase in the child's health needs that will most likely cause them to miss 50% because of their treatment or condition, the screener would check "Yes."

If for any reason the screener questions the reason for home schooling, follow up with a qualified medical professional or a public school to verify the child's physical health or stamina needs.

Does the child's emotional or behavioral needs result in the child having failing grades, repeated truancy and/or expulsion; suspension; and/or inability to conform to school or work schedule more than 50% of the time.

This question refers to the child's current situation or needs within the past six months. Do not check this for children who only need in-school supports for emotional or behavioral problems (that question is available on the Mental Health page). This is checked for the child who is in an alternative educational environment due to their emotional or behavioral needs. If a child can function well in a special school for children with emotional disorders but cannot function in a public school setting, the screener answers "Yes" to this question.

Is the child currently home-schooled?

If the child is home-schooled for any reason, select "Yes" for this question. This does not include home bound instruction offered by the school district. Home-school does not include any virtual education programs such as Wisconsin Virtual Academy.

Is the child currently attending high school?

For the purposes of the screen, ninth through 12th grade are considered high school.

If the child is between grades at school (for example it is June and the child has finished eighth grade and will enter high school in the fall) the screener will enter the anticipated grade. If the child is home-schooled, consider the grade they would be in public school based on the child's age.

What year is the child expected to leave school?

For most children, this will be the anticipated graduation date. However, some children will graduate but not leave high school. In this situation the screener will use the anticipated date they will actually leave school. For many children this will be at age 21 years.

Transition-related supports provided to the child

This question does not affect functional eligibility. It is included in the CLTS FS to help promote systems improvements for children age 14-18 and their parents. The screener will check services that have been identified for the child by their support team.

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7.2 Employment

Please be sure to discuss the questions in this section with all children and families during every screening. Engaging children and families in discussions about employment early and often is an important part of overall employment preparedness. Children are five times more likely to work in the community as an adult if the adults in their lives, especially their parents, expect that they will work. Starting these conversations when children are young and providing them with information and resources helps with transition planning, goal setting, and determining employment outcomes.

Current employment status

  • Current employment means the person has a job and is working at that job.
  • Not employed means the person does not have a job and is not working.
  • Employed part time means the person works less than 30 hours a week.
  • Employed full time means the person works 30 hours a week or more.

Employment Interest

Interested in a job means employment in the community is a goal for the child and family. Please use this question as an opportunity to provide information and resources to children and families about how they can prepare for future employment. Key areas to help children and families explore as part of the preparation and planning process include the following:

  • Seeking an inclusive school experience, starting in pre-school
  • Working with their school to develop an academic and career plan (ACP) that reflects children’s goals for their future and includes a plan for achieving those goals
    • All children develop ACPs starting in sixth grade
  • For children who have an individualized education program (IEP), encouraging their school to include key elements of the ACP in their IEPs.
  • Using the planning the families have already done to help develop meaningful goals for the postsecondary transition plan (PTP), which is developed at age 14.
  • Applying for services through the Division of Vocational Rehabilitation (DVR)
  • Supporting children and families by providing planning resources and attending IEP meetings

Additional information on how SSCs can help children and families prepare for employment in the community is available through the Think Possible! training on DHS’s website.

If employed, where? (check all that apply)

  • Attends prevocational day/work activity program is selected if the person currently attends a program designed to teach them concepts needed to perform a job in the community effectively.
  • Attends a sheltered workshop is selected if the person is working in a segregated facility that exclusively or primarily employs persons with disabilities.
  • Has paid job in the community is selected if the person is working for pay in the community. Babysitting, mowing lawns, and working at stores, other businesses, or restaurants are examples of jobs in the community.
  • Works at home is selected if the person is doing work for pay out of their home. Receiving an allowance for doing tasks around the house is not the same as working at home. An example would be a microenterprise like making jewelry.

Need for assistance to work (optional for unemployed persons)

This section is optional; however, completing it for every child helps determine what services could be considered to help meet that child and family’s employment goals.

  • Independent (with assistive devices if uses them) means the person could be independent on a job even if they were using assistive devices or technology. For example, a person may need a tablet to assist them to remember their work tasks or an alarm to return from breaks on time.
  • Needs help weekly or less (e.g., if problems arise) means the person would most likely need minimal help if they were employed. For example, a person’s schedule of activities changes biweekly and they need support when the schedule changes each time.
  • Needs help every day but does not need the continuous presence of another person means the person could work and would need help, but not one-to-one support. For example, a person needs help setting up their task and their task changes several times a day. This person may need someone to help set up the task, but then can do the task until the next task needs to be set up. The person can do the job independently but needs support to set up the task each time.
  • Needs the continuous presence of another person means the person would need one-to-one support on an ongoing basis in order to be employed. For example, the person has a court order that they may not be left alone. This person needs one-to-one support on an ongoing basis in order to be employed.

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Last Revised: June 20, 2018