1. Todd Wagner, Brad Hasskamp, and Jodi Versaw August 2016
Working with WIOA
Todd Wagner, Brad Hasskamp, and Jodi Versaw
August 2016

2. Agenda WIOA Basics Accountability: Revamping the NRS
Planning the Re-Compete
Action Items
Questions

3. WIOA Basics

4. The Structure of WIOA Law Title (Section) Name Program/Activities
Who oversees in Minnesota
Title I (Subtitle A)
Workforce Development Activities (System Alignment)
All WIOA Programs
DEED and MDE
Title I (Subtitle B)
Workforce Development Activities (Workforce Activities and Providers)
Adult, Youth, and Dislocated Worker Programs
DEED
Title II
Adult Education and Family Literacy Act
Adult Basic Education
MDE
Title III
Wagner-Peysar Act
Workforce Centers (One-Stops)
Title IV
Rehabilitation Act
Vocational Rehabilitation (VR)
Title V
General Provisions

5. Individuals with Barriers to Employment
A member of one or more of the following populations:
Displaced homemakers
Ex-offenders
Long-term unemployed
Low-income individuals
Homeless individuals, or homeless children and youth
Individuals within 2 years of exhausting lifetime eligibility under the SSA, title IV part A
Indians, Alaska Natives, and Native Hawaiians
Youth who are in or have aged out of foster care
Single parents (including single pregnant women)
Individuals with disabilities, including youth
English language learners, individuals with low levels of literacy, and individuals facing substantial cultural barriers
Such other groups as the Governor determines to have barriers to employment
Older individuals
Migrant and seasonal farmworkers

6. 13 Considerations

7. Considerations 1, 2, 13: Population Served
1. Responsive to regional needs in local plan and serving individuals most in need
2. Ability to serve eligible individuals with disabilities, including learning disabilities
13. Local areas where provider is located have demonstrated need for additional English acquisition and civics education programs

8. Considerations 3, 9: Provider Educational Capacity
3. Past effectiveness in improving literacy skills 9. Activities delivered by instructors who meet the minimum qualifications established by the State

9. Considerations 5, 6: Education Quality
5. Eligible provider’s program:
is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and
uses instructional practices that include the essential components of reading instruction
6. Eligible provider’s activities (reading, writing, speaking, mathematics, and English language acquisition instruction delivered) are based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research and effective educational practice

10. Considerations 4, 8, 10: Collaboration & Contextualization
1. Responsive to regional needs in local plan and serving individuals most in need
4. Alignment between proposed activities and services with strategy and goals of local plan and services of one-stop partners
8. Provide learning in context, including through integrated education and training, to assist in transition to and completion of postsecondary education and training, and obtaining employment
10. Coordination with other education, training, and social service resources in the community

11. Considerations 7, 11, 12: Program Resources
7. Effective use of technology, services, and delivery systems to increase the quality of learning 11. Activities offer flexible schedules and coordination with support services necessary to enable individuals to attend and complete programs 12. Provider maintains a high-quality information management system to report participant outcomes and monitor program performance

12. Accountability Revamping the NRS

13. Accountability
Performance Measures
NRS Tables
Additional Changes

14. Key Changes

15. Program Entry and Exit
Program Entry- is the date that a reportable individual enrolls in an adult education and family literacy program.
Program Exit - As defined for the purpose of performance calculations, exit is the point after which a participant who has received services through any program meets the following criteria:
For the adult, dislocated worker, and youth programs authorized under WIOA title I, the AEFLA program authorized under WIOA title II, and the Employment Service program authorized under the Wagner-Peyser Act, as amended by WIOA title III, exit date is the last date of service.
**The last day of service cannot be determined until at least 90 days have elapsed since the participant last received services; services do not include self-service, information-only services, activities, or follow-up services. This also requires that there are no plans to provide the participant with future services.
Does this mean that a student who tells the program that they are not returning can’t be exited from the program until 90 days have passed?
The rule did not have language regarding program entry.
Exit is calculated after 90 days has passed. However, the date is retroactive back to the last date of attendance.

16. Employment Performance Indicators
Employment, the second quarter after exit: The percentage of participants who are in unsubsidized employment during the second quarter after exit.
Employment, fourth quarter after exit: The percentage of participants who are in unsubsidized employment during the fourth quarter after exit.
Median Earnings, second quarter after exit: Median earnings of participants who are in unsubsidized employment during the second quarter after exit from the program.

17. Credential Attainment Indicator (Rule)
The percentage of those participants enrolled in an education or training program (excluding
those in on-the-job training [OJT] and customized training) who attained a recognized postsecondary credential or a secondary school diploma, or its recognized equivalent, during
participation in or within 1 year after exit from the program.
A participant who has attained a secondary school diploma or its recognized equivalent is included in the percentage of participants who have attained a secondary school diploma or recognized equivalent only if the participant also is employed or is enrolled in an education or training program leading to a recognized postsecondary credential within 1 year after exit from the program;

18. Credential Attainment Indicator (Joint ICR) Who Counts?
The Secondary Credential attainment measure is limited to participants who exit AND began the program year at or above the 9th grade level who did not previously possess a high school equivalency.
The Postsecondary Education attainment measure is limited to participants who exited and were enrolled in either a postsecondary education or training program.
Do we have 2 years on postsecondary Ed?
Further Define type of credential. i.e. postsecondary leading to… Pulled from the PIRL 1800
1 = Secondary School Diploma/or equivalency
2 = AA or AS Diploma/Degree
3 = BA or BS Diploma/Degree
4 = Graduate/Post Graduate
5 = Occupational Licensure
6 = Occupational Certificate
7 = Occupational Certification = Other Recognized Diploma, Degree, or Certificate
0 = No recognized credential
Any exclusions other than Sec. 225?

19. Measurable Skill Gain Indicator
The percentage of participants who, during a program year, are in an education or training program that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains, defined as academic, technical, occupational, or other forms of progress, towards such a credential or employment.

20. 5 Types of Measurable Skill Gain
Secondary Diploma/ Equivalent
Secondary or Post-Secondary Transcript
Educational Functioning Level Gain
Pre-Post Test
Completion of Carnegie Units
Program Exit + Entry into Postsecondary Education
Progress toward Milestones
Passing Technical / Occupational Knowledge Based Exam
Used in Title II

21. Periods of Participation
For the purposes of reporting measurable skill gain, each program entry per participant during the reporting period is considered a period of participation.
For the purposes of reporting on Employment 2nd Quarter, Employment 4th Quarter, Median Earnings, and the Credential indicators, each program entry and exit per participant during the reporting period is considered a period of participation.
A new period of participation is counted each time a participant exits and reenters again, even if it occurs during the same program year.

22. Periods of Participation (POP)
MSG is evaluated.
Follow-up must occur for exit-based measures.
MSG is evaluated again.
Follow-up must occur again for exit-based measures.
MSG is evaluated again.
Exit based measures are NOT evaluated because there is not an exit.
Jul 1st
Jun 30th
Program Entry/ Reentry
Program Exit

23. Participant Exclusion
For purposes of determining program performance levels under indicators set forth in paragraphs (a)(1)(i) through (iv) and (vi) of §  , a “participant” does not include a participant who received services under sec. 225 of WIOA and exits such program while still in a correctional institution as defined in sec. 225(e)(1) of WIOA
Sec. 225 participants (Corrections) who remain incarcerated are only counted for the Measurable Skill Gain Indicator.

24. New State WIOA Performance Tables

25. Local NRS Table Changes

26. Discussion: Accountability
Based on the federal tables:
What questions do you have?
What issues stand out?

27. Planning the Re-Compete

28. The “Re-compete” What: Competitive federal ABE application
Projected due date: March 15, 2017
Applies to: All current and potential ABE consortium wanting to receive federal ABE funding
Purpose: Determines which entities receive federal ABE funding under WIOA as consortia

29. Re-Compete: What We Know
More than the annual application, less than the 5-year narrative
Some components: 13 WIOA considerations, geographic area of service, standards implementation, etc.
Competitively reviewed
Also reviewed by local workforce development board

30. Re-Compete Tentative Timeline
Summer 2016: Re-Compete Application/RFP draft developed & submitted to feds for approval
December 8, 2016: Re-Compete application workshop
Winter 2017: Re-Compete application/RFP published
March 15, 2017: Re-Compete application/RFP due
March-April 2017: Re-Compete applications reviewed
May 2017: Accepted re-compete applications announced

31. Who can apply?
Any school or nonprofit, including colleges, workforce centers, libraries, nonprofit-employment partnerships
ABE consortia
ABE programs within consortia
Collaborations of multiple ABE consortia

32. Re-Compete: Regional Approach
All applications will be sorted into regions that utilize school district boundaries and best integrate current ABE consortia and WIOA regions

33. Re-Compete: Service Area
Define geographic area of service within a region and/or special populations for review
Geographic Area of Service
Using school district boundaries
Divided into regions best aligning to WDA

34. Re-Compete: Special Population
Define geographic area of service and/or special populations for review
Special Populations
People in state correctional facilities
People with low-incidence disabilities
Other?

35. Walking through the Re-Compete Proposal

36. More Re-Compete Updates
WebChat with MNABE
Fall Meeting: December 8 at TIES
State ABE s

37. Discussion: Re-Compete
Based on the proposal:
What questions do you have?
What issues stand out?

38. Action Items

39. What’s Happened Lately?
Spring 2016
State ABE level change targets negotiated
State WIOA plans submitted
Local and regional plans submitted
June 2016
Final regulations published
July 2016
New accountability measures start
State staff attend WIOA accountability training (part 1)
Programs start moving to new state ABE database

40. What’s Happening Next? September 2016 State resubmits WIOA plan
State submits re-compete plan
Feds publish additional accountability requirements
November 2016
Accountability Training at SPARC Conference
December 2016
Fall Manager/Grant Application Meeting on accountability and re-compete
State submits data and federal report

41. What’s Happening in 2017? Winter 2017
Re-compete applications published
March 2017
Re-compete applications due
Spring 2017
Re-compete applications reviewed regionally
New IEL/Civics grants published and due
New performance targets negotiated
May 2017
Re-compete and IEL/Civics awardees announced
July 2017
Re-compete and IEL/Civics awardees in operation
Additional new accountability measures take effect
September 2017
State submits WIOA performance report

42. WIOA Info On the Web
MNABE Law, Policy and Guidance site ( U.S. Education Department AEFLA site (www2.ed.gov/aefla)

43. Questions