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Youth Performance Accountability Data Accuracy and Reporting for WIA and WIOA* CWA Conference Long Beach, CA January 27, 2015 *As known today 1.

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Presentation on theme: "Youth Performance Accountability Data Accuracy and Reporting for WIA and WIOA* CWA Conference Long Beach, CA January 27, 2015 *As known today 1."— Presentation transcript:

1 Youth Performance Accountability Data Accuracy and Reporting for WIA and WIOA* CWA Conference Long Beach, CA January 27, 2015 *As known today 1

2 Objective Mutual Understanding of Data Collection- Entry-Reporting accountability from Local Areas to State to DOL. Encourage discussion of data collection and reporting requirements, procedures, and guidance. Establish open forums for communication for technical assistance. 2

3 Background Oversight agencies like GAO and OIG cite data quality issues with ETA’s data (2002 and 2008) Guidance issued annually containing report submission deadlines and source documentation requirements  TEGL 6-14 for PY13/FY14 Reporting and Data Validation 3

4 Policies/Procedures and Training Data management and the resultant quality of reported data are derived from and influenced by the policies, procedures and protocols utilized at the state and/or local levels Grantees should develop guidance for staff and sub-grantees involved in the collection of data:  Definitions of data elements  Sources of information  Participant record and documentation requirements  Procedures for collecting, entering and reporting data and associated “business rules” that cover timeliness and completeness  Procedures for entering data into an automated database  Procedures for correcting data 4

5 Training and Monitoring Data collection and data entry:  Routine training should be provided for data management guidance  All staff involved in the collection or entry of data should be trained in the procedures  The data entry process should include steps for verifying entered data against original sources on a sample basis or for entire population of records 5

6 REPORTING If Data is not collected and reported, it didn’t happen!! 6

7 Performance Accountability *unless State ‘early implementer’ WIA (Workforce Investment Act) effective through PY15 ‘Services’ based Participation and Exit Data Validation required Reporting Cohort primarily 1 st to 3 rd Qtr after Exit Nine Common Measures Reporting Participant Information Sequence of Services – Core, Intensive, Training WIOA (Workforce Investment and Opportunity Act) effective PY16* ‘Services’ based Participation and Exit Data Validation codified Reporting Cohort extended 2 nd to 4 th Qtr after Exit Twelve Primary Indicators of Performance Expanded Reporting Participant Information ‘Career Services’ and Training 7

8 WIOA Youth Program Design Focus on Out of School Youth  75% of formula youth funds minimum Work Experience Expenditure  20% of local area funds minimum Eligible Out of School Youth Age  year olds New Program Elements 8

9 WIOA Youth Program Transition Youth PY 2015 Funding  April 1, 2015 WIOA Implementation  July 1, 2015 While WIOA is effective July 1, 2015 and the Youth funds allotments are provided April 1, 2015, and it will take some time to transition, States and Local Areas must begin to incorporate strategies for recruiting and serving more OSY with the receipt of PY 2015 funds. Progress must be documented, including plans to achieve 75% expenditure rate with future funds. 9

10 Participation 10

11 Participant An individual determined eligible to participate in the program who receives a service funded by the program in either a physical location (e.g., One-Stop Center) or remotely through electronic technologies. Three Components  Determined eligible to participate in the program  Receives a funded service  In either a physical location or through electronic technologies 11

12 Components of Participant Individual determined eligible to participate  Depends on program/funding; doesn’t apply in the case of W-P, which is based on universal access Receives a service  Not all services trigger participation; it’s important to understand the distinction between those that do and those that don’t In a physical location or remotely  Many substantial services are remotely accessed; this needs to be captured 12

13 Multiple Program Participation Counting Participants in Multiple Programs Earliest date of service Can participate in several programs simultaneously  Counted as a participant in each of those programs  The participant won’t exit from the program unless there is a gap of no service for 90 days 13

14 WIOA Youth Program Participant When does participation begin? What services commence participation and inclusion in performance accountability? 14

15 A Service Is: Any core, intensive or training activity made available to eligible participants that allows them to benefit from specific programs in the workforce system. 15

16 When a Service is included in Performance? Core, intensive or training services made available to eligible participants and require significant staff involvement who exit the program.  These aforementioned individuals are included in the performance measures  Those WIA Adult and DW program participants who only receive self service or informational activities are excluded from performance 16

17 Services that Do Not Begin or Extend Participation Eligibility determination Case management administrative activities to obtain information regarding employment status, educational progress, need for additional services, etc. Income maintenance or Support payments Visitors to One Stop Centers, etc., for reasons other than its intended purposes Follow-Up Services 17

18 Exit 18

19 Exiter A participant who hasn’t received a program or partner-funded service for 90 consecutive days and no future services are scheduled Three components  Hasn’t received a service  For 90 consecutive days  No future services scheduled 19

20 Components of Exiter The participant hasn’t received a service  Could be program- or partner-funded For 90 consecutive calendar days  A gap in service can stop the 90-day clock if based on specific/allowable circumstances No future services scheduled  Specific services and activities as allowable  Does not include any follow-up services or circumstances where the participant voluntarily withdraws or drops out of the program 20

21 Illustration: Participation and Exit ParticipationNo Services or Follow-Up Services Exit Date Participation Date Eligible and Receives Service End of 90- Day Period Last Service 21

22 Non-Compliance with EXIT Requirements Exit dates not reflective of dates of last service ‘Case management’ used to extend exit date Hard exits utilized  Date of last contact = Exit date  Date of employment = Exit date Services provided within 90 days Lack of common exit date (across core workforce programs) Exit dates not consistent with dates in MIS 22

23 How to Prevent Unintentional Exits: Gaps in Service Three allowable circumstances - the condition must exist for at least 90 days  Delay before beginning of training  Health/medical condition of participant or family member  Temporary move from the area that prevents participation 23

24 Exclusions Institutionalized Health/Medical or Family Care Deceased Reserved Forces called to Active Duty Relocated to Mandated Program (Youth) Invalid/Missing Social Security Number 24

25 WIOA Youth Program Exit When is it appropriate to exit Youth participants? Common or Program Exit? 25

26 Follow Up Services Follow-up begins after the expected last service Youth are required to receive at least 12 months of follow-up services, which are triggered at exit (the only exclusion is for summer youth employment) Not intended to take responsibility away from case managers for WIA. Case managers do not have to wait 90 days, for instance, to begin providing follow-up services. 26

27 Total Youth Common Measures 27

28 PLACEMENT IN EMPLOYMENT OR EDUCATION Employed, in the military or in post-secondary education at participation? Has a qualifying outcome * in the 1 st quarter after exit? NO YES Excluded YES Numerator Denominator NO Qualifying Outcomes: employment, military, enrolled in post-secondary education, advanced training, or occupational skills training 28

29 Placement in Employment or Education Reporting Time periods For the Quarter ending Sept Jan-MarApr-JuneJuly-SeptOct-DecJan-MarApr-JuneJuly-SeptOct-Dec Exit Cohort Employment/Education Qtr 2 Qtr Wage Delay Nov 15th 29

30 LITERACY/NUMERACY GAINS Definition: Of those out-of-school youth who are basic skills deficient, the percentage who increase one or more educational functioning levels within one year of participation 30

31 Literacy/Numeracy Definitions Basic Skills Deficient  The youth computes or solves problems, reads, writes, or speaks English at or below the eighth grade level or is unable to perform these tasks at a level necessary to function on the job, in the individual’s family, or in society.  States and grantees may develop their own definition, but it must include the language above. 31

32 Definitions (Continued) Out-of-School Youth  High School Dropout (no diploma or equivalent)  High School Graduate (or equivalency) not in postsecondary  High School Graduate (or equivalency) in postsecondary – but basic skills deficient 32

33 About the Assessments All out-of-school youth must be assessed in basic reading, writing and math Pre-testing must occur within 60 days of the first youth program service; can use pre-test from up to six months prior to date of first youth service The same standardized assessment must be used for pre- and post-testing Youth should be post-tested by the end of one year of participation and compared to pre-test results obtained during initial assessment 33

34 About the Assessments If a youth continues to be basic skills deficient after the first 12 months of participation, they should continue to receive training in literacy and/or numeracy skills Youth should be post-tested and included in the measure at the completion of the 2 nd year only if they complete two full years in the program 34

35 Literacy/Numeracy Gains - 1st Year of Participation Of those out-of-school youth who are basic skills deficient, the percentage who increase one or more educational functioning levels within one year of participation Number of youth participants who increase one or more educational functioning levels Number of youth who completed a year of participation (based on date of 1 st youth service) Number of youth who exit before completing a year of participation + 35

36 Literacy/Numeracy Gains 2 nd and 3 rd Years of Participation Of those out-of-school youth who are basic skills deficient, the percentage who increase one or more educational functioning levels within one year of participation Number of youth participants who increase one or more educational functioning levels Number of youth who completed a second or third full year of participation (based on anniversary date of 1 st youth service) 36

37 ATTAINMENT OF DEGREE OR CERTIFICATE Enrolled in education at participation or any time during participation? Attained diploma, GED or certificate by the end of the 3 rd quarter after exit? YES NO Excluded YES Numerator Denominator NO 37

38 Credentials Defined Awarded in recognition of an individual’s attainment of measurable technical or occupational skills necessary to obtain employment or advance within an occupation.  Work Readiness Credentials and those awarded by workforce investment boards are NOT included in this definition. 38

39 Credentials TEGL established ‘credential’ as the umbrella term encompassing postsecondary degrees, diplomas, licenses, certificates, and certifications. All states, regardless of the common measure waiver, must collect information on credential attainment in the WIASRD 39

40 Credentials: Approved Awarding Institutions A state educational agency, or a state agency responsible for administering vocational and technical education within a state Institution of higher education (including community colleges) A professional, industry, or employer organization or a product manufacturer or developer A registered apprenticeship program A public regulatory agency (e.g., FAA aviation mechanic certification) A program approved by DVA (Veterans’ Affairs) to offer education and training to veterans and other eligible persons under the Montgomery GI Bill Office of Job Corps Institutions of higher education which are formally controlled, or formally sanctioned or chartered by the governing body of an Indian tribe(s) 40

41 WIOA Youth Performance Measures Education/Employment  2nd quarter after exit Education/Employment  4th quarter after exit Earnings  Median earnings 2nd quarter after exit Credential Rate  Up to one year after exit  If HS Dip/GED, must include Employment/Postsecondary In-Program Skills Gain  Achieving measurable skills gains Employer Effectiveness  before PY16 41

42 What’s Eliminated Literacy/Numeracy indicator for youth  Although utilized in development of Skills Gain measure Customer Satisfaction as statutory measure State Incentive Funds  But Governor’s reserve may be used for local incentives 42

43 Additional Provisions State Targets  Must use statistical adjustment model—use now codified (Sec. 116(b)(3)(A)(viii))  Targets for first two years included in State Plans Additional Information required in Annual Reports  Example: Amount of funds spent on each type of service  Data Validation now codified (Sec. 116(d)(5)) 43

44 Additional Provisions Sanctions  State Level If a state fails performance, Secretaries shall provide TA (used to say will provide TA upon request) If a state fails for 2 nd consecutive year or fails to submit their Annual Report, it can lead to a reduction in statewide funds (stronger language)  Local Level If failure continues for a 3 rd consecutive year, the Governor must take corrective action which shall include development of a reorganization plan (and new local board) 44

45 Eligibility and Data Validation Documentation 45

46 Data Validation and Eligibility States have the burden of identifying required Program Eligibility documents, or have given that responsibility to the Local Area. While not required, many States use the Data Validation Source Documentation Guide as the required documents listing for Program Eligibility. 46

47 Source Documentation Whether scanned, paper, or system cross-match, the purpose of source documentation is to have an auditable trail that documents the participant, services delivered and outcomes received. 47

48 Common Source Documentation Issues Using documents that are not on ETA’s list of Acceptable Source Documents; Checkbox in MIS; Date of Birth; Youth who Needs Additional Assistance; Failure to Accurately record ‘Dates’; and Poor Case Notes. 48

49 Questions? 49


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