Transcript WIA Reauthorization Update

Youth to Work
Coalition
Nov. 19, 2014
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National Secondary Transition
Technical Assistance Center
NSTTAC’s Youth-to-Work Coalition
November 19, 2014
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Curtis Richards
Director, National Collaborative on Workforce &
Disability for Youth (www.ncwd-youth.info)
Center for Workforce Development,
Institute for Educational Leadership
 www.iel.org
 Washington, DC

National Collaborative on Workforce & Disability for
Youth, a national technical assistance center

Focus on needs of ALL youth, including youth with
disabilities and other disconnected youth
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Improve state and local policy
Strengthen workforce development service delivery
Improve competencies of youth service professionals
Engage youth and families
Supported by Office of Disability Employment Policy,
U.S. Department of Labor
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 WIOA
Titles
 WIOA Overview
 WIOA General Provisions
 Youth Programs
 Disability Issues
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 Title I - Workforce Development Activities, Providers, Job Corps,
YouthBuild, Apprenticeship, Adult and Youth Formula, and
Administration;
 Title II - Adult Education and Family Literacy Act;
 Title III - Wagner Peyser which authorizes the public
employment services and the employment statistics system;
 Title IV - Amendments to the Rehabilitation Act of 1973; and,
 Title V - General Provisions-repeals WIA in its entirety and
provides Secretaries of Labor, Education, and Health & Human
Services with authority to establish a smooth, orderly transition.
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
President Barack Obama signed WIOA
into law on July 22, 2014.
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Passed by Congress with wide bipartisan
majority (the Senate voted 93-5 and the
House of Representatives voted 415-6).
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Broad vision of workforce programs: reaffirms
ongoing role of American Job Centers and also
requires coordination and alignment of key
employment, education, and training programs.
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Promotes program alignment at the Federal, State,
local, and regional levels.
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Builds on proven practices such as sector
strategies, career pathways, regional economic
approaches, work-based training.
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Aligns with and complements the President’s Vision
for Job-Driven Workforce Development – prepare
workers for 21st century jobs and ensure American
businesses have skilled workers to be competitive in
global economy.
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The Vice President issued a report, “Ready to Work:
Job-Driven Training and American Opportunity,” based
on his review of Federal job training programs on July
22, 2014
(http://www.whitehouse.gov/sites/default/files/docs/skills
_report.pdf)
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Supersedes the Workforce Investment Act of 1998 and retains
and amends the Adult Education and Family Literacy Act, the
Wagner-Peyser Act, and the Rehabilitation Act of 1973.
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Identifies “core programs:”
 Adults, Dislocated Workers, and Youth formula programs
and Wagner-Peyser employment services administered by
the DOL Employment and Training Administration; and
 Adult education and literacy programs and Vocational
Rehabilitation state grant programs that assist individuals
with disabilities in obtaining employment administered by
ED.
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Also authorizes the Job Corps, YouthBuild, Indian and Native
Americans, and Migrant and Seasonal Farmworker programs,
and evaluation and research activities conducted by DOL.
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Single Unified Strategic Plan - Every state will develop and
submit a four-year strategy for core programs.
 Plans will discuss State’s strategy to prepare an educated
and skilled workforce and meet the workforce needs of
employers.
 Must be jointly approved by the Secretaries of Labor and
Education within 90 days of receipt.
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Combined State Plan is an option– States can include other
key partners such as Jobs for Veterans State Grant program,
Unemployment Insurance, Trade Adjustment Assistance,
Temporary Assistance for Needy Families (TANF), Perkins
career and technical education programs.
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Core programs and other authorized programs are
required to report on common performance
indicators:
ADULTS
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Percentage of workers that entered employment
Percentage of workers that retained employment
Median wages of these workers
Credential attainment of these workers
Measurable skill gains of these workers.
Effectiveness of services to employers.
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1.
YOUTH (1 of 2 slides)
Percentage of program participants who are in education or
training activities, or in unsubsidized employment during
second quarter after exit
2.
Percentage of participants who are in education or training
activities or in unsubsidized employment during fourth
quarter after exit
3.
Median earnings of participants in unsubsidized
employment during second quarter after exit
4.
Percentage of participants who obtain a recognized
postsecondary credential, secondary school diploma or
equivalent during participation or within 1 year after
program exit
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5.
YOUTH (Continued)
Percentage of participants who during a program year are
in education that leads to a recognized postsecondary
credential or employment and who are achieving
measurable gains towards those goals skills gains toward a
credential or employment; and employer engagement.
Program participants who obtain a secondary school diploma
or its recognized equivalent shall be included as meeting the
criterion only if such participants, in addition to obtaining such
diploma or its recognized equivalent, have obtained or retained
employment or are in an education or training program leading
to a recognized postsecondary credential within 1 year after
exit from the program.
Eligible Training Providers required to report data
on all youth in a training program.
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States will establish criteria to certify AJCs at least
every 3 years to ensure continuous improvement,
access to services (including virtual services), and
integrated service delivery.
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Key programs and services will be available at AJCs
 Wagner-Peyser Employment Service is required to colocate at AJCs.
 TANF is a new AJC required partner.
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States/local areas will integrate intake, case
management, and reporting systems, including fiscal
and management accountability systems.
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WIOA contributes to economic growth and business
expansion by ensuring the workforce system is job-driven –
matching employers with skilled individuals.
 State/local boards are responsible for activities to meet
workforce needs of local and regional employers.
 State/local boards will promote use of industry and
sector partnerships to address workforce needs of
multiple employers within an industry.
 Local areas can use funds for proven work-based
strategies, including incumbent worker training,
Registered Apprenticeship, transitional jobs, on-the-job
training, and customized training.
 There are increased reimbursement rates for
employers for on-the-job and customized training.
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 Focus
on training that leads to industry
recognized post-secondary credentials.
 States/local
areas will use career pathways to
provide education and employment and training
assistance to accelerate job seekers’ educational
and career advancement.
 Local
areas have additional procurement vehicles
for training to increase customer choice and
quality: individual training accounts, pay for
performance contracts, and direct contracts with
higher education.
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WIOA ensures that unemployed and other job seekers have access to
high-quality workforce services.
 WIA service categories of core and intensive services are collapsed
into “career services” and there is no required sequence of
services, enabling job seekers to access training immediately.
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Local areas can transfer up to 100% of funds between Adult and
Dislocated Worker programs.
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Local areas can use up to 20 percent of their Adult and Dislocated
Worker program funds for incumbent worker training programs.
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Job seekers who are basic skills deficient, in addition to those who
are low-income individuals, have priority for services for the Adult
program.
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DEFINITIONS PROVIDED
Career Planning: the provision of a client-centered
approach in the delivery of services, designed…
(B) to provide job, education, and career
counseling, as appropriate during program
participation and after job placement.
Career Pathway: a combination of rigorous and high-quality
education, training, and other services that…
(C) includes counseling to support individual in
achieving the individual’s education and career goals
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Must spend at least 75 percent of funds on out-of-school youth,
compared to 30 percent under WIA.
Also changes youth eligibility requirements by establishing separate
criteria for out-of-school and in-school youth
Removes income eligibility requirements for most out-of-school
youth and raises the eligible age to 16 through 24.
In-school youth age eligibility continue to be ages 14-21, as in WIA.
Out of school youth are eligible, irrespective of income, if they are in
the following categories: school dropouts; youth who have not
attended school for the most recent calendar quarter; youth subject
to the juvenile or adult justice system; youth who are homeless, a
runaway, in foster care or aged out of such care, pregnant or
parenting; or youth who have a disability. In addition, also eligible
as out-of-school youth are low-income youth who are also basic
skills deficient, English language learners, or need additional
assistance to enter or complete an educational program or secure or
hold employment.
In School Youth: 14 to 21
Must be low-income:
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attending school (as defined by State
law); and
one or more of the following:
Out of School Youth: 16 to 24
No Income Eligibility for:
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Basic skills deficient; youth subject to
the juvenile or adult justice system;
youth who are homeless, a runaway, in
foster care or aged out of such care,
pregnant or parenting; or youth who
have a disability.
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school dropouts;
youth who have not attended school for
the most recent calendar quarter;
youth subject to the juvenile or adult
justice system;
youth who are homeless, a runaway, in
foster care or aged out of such care,
pregnant or parenting;
or youth who have a disability.
Also includes low-income youth who are:
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basic skills deficient,
English language learners, or
Need additional assistance to enter or
complete an educational program or
secure or hold employment.
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Places a new priority on work-based learningat least 20 percent of local funds must be used for work
experiences
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summer jobs,
pre-apprenticeship training,
on-the-job training and
internships
that have academic and occupational education as a
component
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WIOA eliminates the WIA requirement that the local
board establish a youth council.

WIOA however authorizes, at the discretion of the local
board, the establishment of three standing committees to
advise the board on One-Stop partner issues, youth
services, and services to individuals with disabilities,
respectively, and also authorizes the establishment of
additional standing committees.
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WIA youth programs shall provide:
 tutoring, study skills training, instruction, and evidence-based dropout prevention and
recovery strategies that lead to completion of the requirements for a secondary
school diploma or its recognized equivalent (including a recognized postsecondary
credential);
 alternative secondary school services, or dropout recovery services, as appropriate;
 paid and unpaid work experiences that have as a component academic and
occupational education, which may include—.
 summer employment opportunities and other employment opportunities available
throughout the school year;
 pre-apprenticeship programs;
 internships and job shadowing;
 on-the-job training opportunities;
 occupational skill training, which may include priority consideration for training
programs that lead to recognized postsecondary credentials that are aligned with indemand industry sectors or occupations in the local area involved, if the local board
determines that the programs meet the quality criteria described in section 123;
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education offered concurrently with and in the same context as workforce
preparation activities and training for a specific occupation or occupational cluster
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leadership development opportunities, which may include
community service and peer centered activities encouraging
responsibility and other positive social and civic behaviors, as
appropriate;
supportive services;
adult mentoring for the period of participation and a subsequent
period, for a total of not less than 12 months;
follow-up services for not less than 12 months after the completion
of participation, as appropriate;
comprehensive guidance and counseling, which may include drug
and alcohol abuse counseling and referral, as appropriate;
financial literacy education;
entrepreneurial skills training;
services that provide labor market and employment information
about in-demand industry sectors or occupations available in the
local area, such as career awareness, career
counseling, and career exploration services; and
activities that help youth prepare for and transition to
postsecondary education and training.
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 Activities
in in-demand industries and
occupations in addition to construction are
authorized
 Requires
reporting on common performance
indicators
 Also
authorizes pre-apprenticeship training as
well as Registered Apprenticeship.
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RA programs are included on eligible training provider list for
Adult and Dislocated Worker programs as long as they remain
registered.
State and local boards will have RA programs representatives
as members.
RA completion certificates will be recognized as a postsecondary credential.
Youth programs may offer pre-apprenticeship training to
prepare youth for RA or other career opportunities.
RA is recognized as a career pathway for Job Corps students.
YouthBuild may offer work experience and skills training in
coordination with pre-apprenticeship and
Registered Apprenticeship programs.
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Focus on opportunities that will lead to successful careers resulting in
economic self-sufficiency and prospects for advancement or enrollment in
postsecondary education, as well as supporting responsible citizenship.
Amends the assignment plan to provide for placements at centers closest
to home that offer the type of career and technical education selected by
the individual rather than just the centers closest to home.
Adds two exceptions to the general limitation that the period of enrollment
is not to exceed two years. Under WIA the only exception was for
completion for an advanced career training program.
 Under WIOA the first addition is for individuals with disabilities who
would reasonably be expected to graduate if allowed to participate for
up to 1 additional year. This provision could have significant
implications since a large percentage of Job Corps enrollees have
disabilities.
 The second is for individuals who participate in national service
programs, as authorized by the Civilian Conservation Center program,
for a period equal to the period of national service.
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Job Corps will report on Youth program’s common performance
measures to increase alignment between programs.
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RA is recognized as a career pathway for Job Corps students.
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Changes the Job Corps center selection process so that
competition is used to increase performance and quality of
services to Job Corps students.
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Job Corps annual report to Congress will include performance
data for recruiters and career transition service providers.
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Requires reports to Congress on Job Corps financial status for
the first 5 years after enactment.
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Increases access to high quality workforce services and preparation for
competitive integrated employment.
• AJCs will provide physical and programmatic accessibility to
employment and training services for individuals with disabilities.
• Local boards may designate a standing committee to
• provide information and assist with operational and other issues
related to compliance with non-discrimination and applicable
accessibility requirements
• provide input regarding appropriate training for staff on these
issues.
• Establishes a committee to advise the Secretary of Labor on
strategies to increase competitive integrated employment for
individuals with disabilities.
• Includes Departments of Labor, Education, Health and Human
Services, Social Security Administration, and other partners.
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Must supply joint plan with other core programs, (or
combination plan) and subject to common measures
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Recognizes core purpose of adult education is to prepare
individuals with the skills and knowledge needed to succeed
in postsecondary education and the workforce.

Promotes the integration of adult education with occupational
education and training, as well as development of career
pathways systems; authorizes the use of funds for
“integrated education and training” and “workforce preparation
activities” as activities, programs or services designed to
help an individual acquire a combination of specified skills
necessary for successful transition into and completion of
postsecondary education or training, or
employment.

Increases the percentage of funding a State agency may
use for corrections education from not more than 10
percent under WIA to not more than 20 percent under the
Act. The Act also adds to the uses of funds for these
programs integrated education and training, career
pathways, concurrent enrollment, and transition to re-entry
initiatives and other services with the goal of reducing
recidivism. Requires the performance reports to include
the relative rate of recidivism for those served.

Clarifies that integrated English literacy and civics education
programs may provide workforce training.
Increases services to youth with disabilities:
 Emphasizes the need for YwD to have more opportunities to
practice and improve their workplace skills, to consider their
career interests, and to get real world work experience.
 Requires State vocational rehabilitation (VR) agencies to make
“pre-employment transition services” available to all students with
disabilities.
 Requires set aside of at least 15 percent of funds to provide preemployment transition services
 Allows State VR agencies to prioritize serving students with
disabilities.
 Allows State VR agencies to support advanced training in STEM
and other technical professions.
 Dedicates half of the Federal Supported Employment program
funds to provide youth with the most significant disabilities with the
supports they need, including extended services of up to 4 years
to enable them to obtain competitive integrated employment
 Requires career counseling
(2) developing and improving strategies for individuals
with intellectual disabilities and individuals with significant
disabilities to live independently, participate in
postsecondary education experiences, and obtain and
retain competitive integrated employment;
(3) providing instruction to vocational rehabilitation
counselors, school transition personnel, and other
persons supporting students with disabilities;
(7) developing model transition demonstration projects
Can’t be paid less than the Federal minimum wage unless:
 individual received pre-employment transition services under the
Rehabilitation Act or transition services under the IDEA (job exploration
counseling, work-based learning experiences, counseling on postsecondary opportunities, workplace readiness training, and training on selfadvocacy, other services if funds are available), and
 the individual applied for vocational rehabilitation services and was
found ineligible (and has documentation of the finding), or
 was determined eligible for such services, has an individualized plan for
employment, has been working toward an employment outcome in the
plan with appropriate supports and services for a reasonable period of time
without success, and the individual’s vocational rehabilitation case has
been closed.
 Must also receive career counseling and information referrals to Federal or
State and other resources that offer employment-related services and
supports which can not be provided by the entity with the certificate.
Schools prohibited from contracting with sub-minimum wage providers for
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“transition services”.
Individual may not continue to be employed at
subminimum wage unless:
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every 6 months for the first year of such employment
and annually thereafter, the individual is provided by the
designated State unit career counseling and information
and referrals, and
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is informed by the employer of self-advocacy, selfdetermination and peer mentoring opportunities
available in the local area from an entity that does not
have any financial interest in the individual’s employment
outcome.
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
In general, the Act takes effect on July 1, 2015, the first full
program year after enactment, unless otherwise noted.
• Title IV, amendments to the Rehabilitation Act, takes effect
immediately.
• The State Unified Plans and Common Performance
Accountability provisions take effect July 1, 2016.

Notices of Proposed Rulemaking must be published by
January 18, 2015 (no more than 180 days after enactment).
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Final Rules must be published by January 22, 2016 (no
more than 18 months after enactment).
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•
States can spend no more than 2% of PY 2014 allotment for
transition activities.
• Of that amount, not less than 50% is to be made available to local entities for
those activities.
• The Department anticipates issuing further guidance on the use of PY 2014
funds for this purpose shortly.
•
ETA will develop process and guidance for States that choose to
voluntarily submit and implement the WIOA Unified Strategic
Plans before the statutory required date of July 1, 2016.
•
ETA and VETS are analyzing WIOA effects to the JVSG programs.
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Department of Labor
 WIOA Resource Page (www.doleta.gov/WIOA)
 WIOA Dedicated Email ([email protected])
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Department of Education
 Office of Career, Technical, and Adult Education’s
WIOA Resource Page (www.ed.gov/AEFLA)
 Rehabilitation Services Administration’s WIOA
Resource Page
(http://www2.ed.gov/about/offices/list/osers/rsa/wio
a-reauthorization.html)
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National Collaborative on Workforce and Disability for Youth
www.ncwd-youth.info
 The “Guideposts for Success,” a research-based policy and
practice framework that delineates what all youth, including
those with disabilities, need to succeed, http://www.ncwdyouth.info/guideposts.
 Guideposts focused on serving youth, including those with
disabilities, in specific populations:

◦ in foster care, http://www.ncwd-youth.info/guideposts/foster-care,
◦ In juvenile justice system, http://www.ncwdyouth.info/guideposts/juvenile-justice
◦ youth with mental health needs, http://www.ncwdyouth.info/guideposts/mental-health, and,
◦ youth with learning disabilities, http://www.ncwdyouth.info/guideposts/learning-disabilities
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
Career Planning Begins with Assessment: A Guide for
Professionals Serving Youth with Educational and Career
Development Challenges, http://www.ncwd-youth.info/careerplanning-begins-with-assessment

Individualized Learning Plans How-to Guide http://www.ncwdyouth.info/ilp/how-to-guide

Paving the Way to Work: A Career Focused Mentoring Guide
for Youth With Disabilities www.ncwd-youth.info/paving-theway-to-work

Skills to Pay the Bills: Mastering Soft Skills for Workplace
Success www.dol.gov/odep/topics/youth/softskills/softskills.pdf
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
Road to Self-Sufficiency: A Guide to Entrepreneurship for Youth
with Disabilities,
http://www.ncwd-youth.info/road-to-self-sufficiency

Everybody Learns, Everybody Works: Using Universal Design
for Learning in Workforce Development Programs,
http://www.ncwd-youth.info/information-brief-37,
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Disability Inquiries in the Workforce Investment System
http://www.ncwd-youth.info/information-brief-09
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411 on Disability Disclosure
www.ncwd-youth.info/411-on-disability-disclosure
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
Blazing the Trail: A New Direction for Youth Development and
Leadership: Youth Call-to-Action www.ncwd-youth.info/whitepaper/blazing-the-trail

The Hidden Disabilities Quick Reference Guide, http://www.ncwdyouth.info/assets/guides/quick_reference_guides/hidden_disabiliti
es.doc.

Professional Development: Knowledge, Skills, & Abilities (KSA).
http://www.ncwd-youth.info/ksa
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Innovative Strategies Database — http://www.dol.gov/cgi-bin/leavedol.asp?exiturl=http://www.ncwd-youth.info/innovativestrategies&exitTitle=www.ncwd-youth.info
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The following Innovative Strategies Practice Briefs provide
examples of how various programs implement specific practices:

Using Career Interest Inventories to Inform Career Planning
http://www.ncwd-youth.info/innovative-strategies/practicebriefs/using-career-interest-inventories-to-inform-career-planning

Career Exploration in Action
http://www.ncwd-youth.info/innovative-strategies/practicebriefs/career-exploration-in-action

Engaging Youth in Work Experiences
http://www.ncwd-youth.info/innovative-strategies/practicebriefs/engaging-youth-in-work-experiences
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
Career Development Infobrief: “Understanding the New Vision for Career
Development: The Role of Family” http://www.ncwd-youth.info/understandingthe-new-vision-for-career-development-the-role-of-family

The Guideposts: “The Guideposts for Success: A Framework for Families
Preparing Youth for Adulthood” http://www.ncwd-youth.info/family-guidepostsinformation-brief

Work Skills: “Helping Youth Build Work Skills for Job Success: Tips for Parents
and Families” http://www.ncwd-youth.info/information-brief-34

Soft Skills: “Helping Youth Develop Soft Skills for Job Success: Tips for Parents
and Families” http://www.ncwd-youth.info/information-brief-28

Job Search and Retention: “Tapping into the Power of Families: How Families
of Youth with Disabilities Can Assist in Job Search and Retention
http://www.ncwd-youth.info/infobrief/tapping-into-the-power-of-families
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
National Collaborative on Workforce & Disability for Youth
◦ www.ncwd-youth.info

Curtis Richards – Director, Center for Workforce Development
Institute for Educational Leadership
202.822.8405 x163
[email protected]
Office of Disability Employment Policy
202.693.7880
www.dol.gov/odep
46
During the question and answer period of the webinar, the
presenter mistakenly reported that all provisions governing the
Vocational Rehabilitation Act went into effect immediately upon
enactment of the new law. Most of the provisions went into
effect immediately, including the requirement that 15% of VR
funds be dedicated to serving transition0age youth.
However, the provisions contained in Section 511 covering
subminimum wage, sheltered employment placements do not
go into effect for two more years. Congress clearly wanted to
provide the vocational rehabilitation system, educators, and
community based providers with adequate time to prepare for
and establish alternatives to placing youth with disabilities in
these sorts of job placements.
The presenter deeply regrets any confusion or anxiety
created by his inaccurate portrayal of the new federal law.
47
During the question and answer period of the webinar, the presenter
mistakenly reported that all provisions governing the Vocational
Rehabilitation Act went into effect immediately upon enactment of the new
law. Most of the provisions went into effect immediately, including the
requirement that 15% of VR funds be dedicated to serving transition-age
youth.
However, the provisions contained in Section 511 covering
subminimum wage, sheltered employment placements do not go into
effect for two more years. Congress clearly wanted to provide the
vocational rehabilitation system, educators, and community based
providers with adequate time to prepare for and establish alternatives to
placing youth with disabilities in these sorts of job placements.
The presenter deeply regrets any confusion or anxiety created by his
inaccurate portrayal of the new federal law.
48