Transcript What Will the Workforce Investment and Opportunity Act

What will the Workforce Innovation
and Opportunity Act (WIOA) mean
for Oregon Community Colleges?
7/18/2015
What does WIOA have to do with
Oregon Community Colleges?

Significant impact on Adult Basic Skills programs

Focus on Career Pathways to serve education and
workforce participants and employers. Career
Pathways as defined in WIOA are not precisely
aligned with current Career Pathways in OR.

Changes in requirements for Eligible Training
Providers, including significantly increased reporting
responsibilities
7/18/2015
What Does WIOA have to do with
Oregon Community Colleges?

Increased expectations of required One-Stop
partners, including Adult Basic Skills and Carl
Perkins/CTE.

Significant changes in WorkSource Oregon
services used by community college students and
employers.

Shared planning and performance accountability
across all four core program providers, including
Title II ABS.
7/18/2015
General Overview of WIOA
 WIOA Timeline
 WIOA Core Program Partners
 WIOA Required One-Stop Partners
 Overarching Changes in WIOA
 Shared Planning
 Shared Performance Measures
7/18/2015
WIOA Timeline
7/22/14
Spring, 2015
• WIOA Signed by President
• Department of Labor and Department of Education
initiate conversations with States/seek feedback for
guidance
• Proposed Regulations Due January, 2015
• Per DOL, delayed until “Spring, 2015”.
• Federal Partners (DOL, HHS and DOE) are
developing separately, but will coordinate
• Comment period will follow
April, 2015
• Title II Transition Plan Due
• Transition plan will identify how Title II programs
are preparing to meet new WIOA requirements
7/18/2015
WIOA Timeline
Winter 2015
to ?
• Governor’s policy decisions on WIOA state
options. Per Governor direction to OWIB in
January, 2015, Oregon will have Combined State
Plan.
7/1/15
• WIOA Begins
• Unclear what “begins” will mean at program level
Fall, 2015
• Per Dept. of Education OCTAE (Fall, 2014) , expect
template for State Plan around
September/October 2015.
7/18/2015
WIOA Timeline
7/22/15
1/22/16
3/3/2016
• DOL and ED Develop Reporting Template
• New Eligible Training Provider Provisions
Implemented
• Final Regulations from
DOL, ED and HHS
• Unified or Combined State Plan Due
• Performance Levels for new indicators
negotiated as part of approval of State Plans.
7/18/2015
WIOA Timeline
Unknown
7/1/16
Unknown
• Procurement for Title II – Adult Education and
Literacy Providers
• Spring 2016?
• New Performance Indicators Take Effect
• One-Stop Infrastructure Cost Sharing Takes Effect
• To what extent will WIOA State Planning Process and
Local Planning Process be Consecutive or
Concurrent?
• When will Local Plans be due to State?
7/18/2015
WIOA Core Program Partners
WIOA Title I.B: Adult, Dislocated Worker, and
Youth
 WIOA Title II: Adult Education and Literacy,
(Serving adults with basic skill needs and
English Language Learners.)
 WIOA Title III: Wagner-Peyser (Oregon
Employment Department)
 WIOA Title IV: Vocational Rehabilitation

7/18/2015
WIOA Required One-Stop Partners
Participating in the Operation of a One-Stop Delivery System
Core Programs: WIOA Adult, DW, Youth;
Wagner-Peyser; Adult Education & Literacy;
Vocational Rehabilitation
Carl Perkins – Career &
Technical Education
Migrant Seasonal
Farmworkers
Title V – Older
Americans Act
Housing and Urban
Development
Veterans
YouthBuild
TANF (Unless Governor
Says No)
Trade Act
Other programs may
Community Action
be added
Job Corp
Native American
Programs
7/18/2015
Overarching Changes in WIOA
Program Silos are Diminished

All Core Programs funded under WIOA share planning at the
state and local levels.

All Core Programs funded under WIOA primarily share the
same Performance Indicators and Reporting Requirements

All Core Programs funded under WIOA share some
infrastructure costs for the One-Stop System.
(If disputed locally, Maximum 1.5% of overall allocation
for Title II Adult Basic Skills, could be much lower)

Workforce programs under WIA focused on Job outcomes;
WIOA is focused on Jobs and Credentials as outcomes.
7/18/2015
Overarching Changes in WIOA
Jobs to Careers

Targets good jobs with growth potential

Focus on Career Pathways as an important vehicle to
move individuals from a starting job to a sustainable
wage job. Career Pathways as defined in WIOA are not
precisely aligned with current Career Pathways in OR.

Recognition of the value of credentials across all core
programs

Focus on “Earn and Learn” strategies, including
apprenticeships, work-based training, etc.
7/18/2015
Overarching Changes in WIOA
Consistent and Coordinated “Intake” and “Exit” Information

All Core Programs will have “enrollment” information that
must be consistent across the programs in order to track
progress on shared performance outcomes.

All Core Programs will likely have additional “enrollment”
information specific to federal, state and/or institutional
requirements and program needs.

“Exit” date is critical/linked to performance indicators.
Exit dates for students may need to be coordinated across
Core Programs in many cases.
7/18/2015
WIOA – Shared Planning

Four-year Unified State Plan involves shared planning
among Core Program Partners. Combined State Plan
involves shared planning among Core State Partners and
additional partner(s) added at Governor’s discretion.

Combined State Plan may add Carl Perkins, Temporary
Assistance to Needy Families (TANF), Veterans
Employment and Training Services, Employment &
Training programs through HUD, food & nutrition,
Community Services Block Grant and others. (11 federal
options)
7/18/2015
Oregon will have Combined State Plan

Governor Kitzhaber directed Oregon Workforce
Investment Board at January, 2015 meeting to add as
many workforce partners and resources as possible.

Ultimate goal is to include all possible partners, including
Economic Development.

Governor Kitzhaber asked that the equity lens be used to
inform any recommendations OWIB makes. He asked
that vulnerable populations be represented in planning
process.
7/18/2015
WIOA – Shared Planning

Unified or Combined State Plan must include
goals, objectives, and strategies for preparing
an educated and skilled workforce.

State Plan must be informed by:
An analysis of the current workforce
 Descriptions of the state’s delivery system
 Perspectives on economic conditions in the state
 Analysis of employer needs, including what is
required in key sectors

7/18/2015
WIOA Shared Planning

Assumes a local planning process that mirrors the
State Plan requirements and product.

State negotiates performance indicator targets
with local entities.

Unknown to what degree state and local planning
processes may be consecutive or concurrent.
7/18/2015
WIOA Shared Performance Measures

ALL Core Programs share these measures:

Employment rate in 2nd and 4th quarters after exit

Median Earnings in 2nd quarter after exit

Percentage of participants (not only exiters) who,

Are in a program leading to either:


A postsecondary credential, or employment
Percentage of participants who, during participation or within 1 year
after exit, either:


Obtained postsecondary credential
Obtained secondary school diploma/GED AND were employed 2nd quarter
after exit OR enrolled in a postsecondary credential program leading to a
certificate within one year.
7/18/2015
WIOA Shared Performance Measures

An Effectiveness Indicator(s) for employer services will be
developed by DOL/DOE by 2016 – final shared measure

All measures required and formal target negotiation for:




Adult, Dislocated Worker, Vocational Rehabilitation, and Adult
Basic Skills
Youth, except employment measures also count further
education and training participation
Wagner-Peyser, except not subject to credential nor skill gain
measures
The measures, but not target setting, apply to: Migrant &
Seasonal Farmworker, Job Corps, Native American Programs
and YouthBuild.
7/18/2015
WIOA Shared Performance Measures

States will negotiate two years of state targets
in each even-numbered year, starting in 2016.

States will negotiate local targets with local
Workforce Development Boards based on
state targets.

WIOA codifies use of federal statistical
regression models in target setting.
7/18/2015
WIOA Shared Performance Measures

At State level, failure to meet targets for one year
triggers technical assistance requirement.

At State level, failure to meet targets on a continuing
basis results in a reduction of Governor’s discretionary
and administrative funds from 15% to 10%.

Unknown how failure to meet performance targets may
impact local areas that do not meet their negotiated
targets.
7/18/2015
Caution!!
Caution!!
Caution!!

We know what is in the 800+ page WIOA bill. We DO NOT
know how federal guidance and interpretations will influence
how WIOA implementation occurs “on the ground”.

All current materials should be considered “best guesses” in
terms of implications and impact. The goal is for people to at
least be aware of what seems to be emerging. However,
some of the guesses may be proved wrong.

It is not too early to begin to consider how to prepare for
WIOA. While Oregon Workforce Redesign efforts mean WF
partners are well-aligned with WIOA, other partners are not as
prepared.
7/18/2015
What does WIOA mean for
Title II ABS Data Collection and Reporting?
Your Name Here
7/18/2015
Many More Unknowns than Knowns!
What We Know
1.
2.
3.
WIOA makes data
collection and reporting
much more important.
WIOA means Title II ABS
data will no longer be
only within ABS “walls”.
“Enrollment” and “Exit”
of ABS students could
occur outside of ABS
program.
What We Don’t Know
1.
2.
3.
How or where data will
be collected (which data
base(s), or what data
will be collected.
How data will be
reported outside ABS, or
by whom.
How enrollment or exit
will happen/who is
responsible.
7/18/2015
Many More Unknowns than Knowns!
What We Know
1.
2.
WIOA will continue to
require progress
reporting on Title II ABS
students.
Outcomes for all Title II
ABS students will be
reported for shared
performance indicators.
What We Don’t Know
1.
2.
Progress reporting may
or may not come
through NRS.
To what extent the state
shared data system,
PRISM, or the D4A
system (formerly
OCCURS) will cover
performance reporting.
7/18/2015
Many More Unknowns than Knowns!
What We Know

GED attainment by Title II
ABS students will only
“count” under WIOA if
GED is followed by
employment 2nd Quarter
after exit or enrollment
into a post-secondary
credit Career Pathways
certificate program that
can be completed within a
year.
What We Don’t Know



What level of
performance will be
expected on this indicator.
Whether a year is defined
as a calendar or an
academic year.
What level of employment
is required.
7/18/2015
Assumptions About Data Collection
and Reporting Under WIOA
1. Who are our students?
 WIOA will require that student status in relation to over a
dozen “barriers to employment” is collected.

Very specific protocols for identifying which categorie(s) of
barrier a student belongs in must be observed consistently
across all programs.
Other “enrollment” information that needs to be consistent
across ALL WIOA programs may also be required.
Assumption: How additional information about Title II ABS
students will be collected is unknown. It will likely involve others
outside of ABS program.

7/18/2015
Individuals with Barriers to Employment Categories

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Displaced homemakers
Low-income individuals
Indians, Alaska Natives,
and Native Hawaiians
Individuals with
disabilities
Older individuals
Ex-offenders
Homeless individuals
Youth who are or have
aged out of foster care






English language learners
Eligible migrant and
seasonal farmworkers
Individuals within 2 years
of exhausting lifetime
eligibility under Part A of
the Social Security Act
Single parents, including
single pregnant women
Long term unemployed
Other groups as the
Governor determines
7/18/2015
Assumptions about Title II Data Collection
and Reporting Under WIOA
2. What Happens While Students Are With Us?

Progress reporting will still be required under WIOA.

May or may not be precisely the same as current NRS
reporting.
Assumption: This is likely the area that will
continue to be largely an ABS only responsibility,
with fairly limited changes.
7/18/2015
Assumptions About Data Collection
and Reporting Under WIOA
3.) Where Do Title II ABS Students Go After They Leave
the ABS Program?
 Currently, Post-ABS tracking is not an ABS program
responsibility.

Currently, Post-ABS tracking for Title II is less extensive
than it will be under WIOA.

Currently “EXIT” from Title II ABS program is clear and
determined ONLY within ABS. It is likely that exit dates
will need to be coordinated with One-Stop partners under
WIOA.
7/18/2015
Assumption: Data for follow-up of Title II ABS
students will be required from PRISM and D4A.
Implementation of WIOA may require “start-up”
coordination between ABS and those data
systems that is more extensive than has been
required in the past. This coordination could
involve the ABS Director or others who work
with ABS Data.
7/18/2015
Contracting Process for Title II Providers
Your Name Here
7/18/2015
When Will Title II Request for Applications Occur?

Transition Plan for PY 2015 will involve current
providers.

Request for Applications expected Spring,
2016 but this is an assumption. Federal
Guidance due in Spring, 2015 could change
timeline.
7/18/2015
WIOA Section – Awarding Contracts for Title II

Pages 530-536 of WIOA

Considerations section provides a clear
overview of the expected approach for Title II
providers in terms of instruction, evidencebased practice, program intensity and quality,
partnerships and coordination.
7/18/2015
Who can respond to Request for Application?
 The
term “eligible provider”
means an organization that has
demonstrated effectiveness
(emphasis added) in providing
adult education and literacy
activities.
7/18/2015
What does demonstrated effectiveness mean?
 Federal guidance may or may not clarify the
threshold for “demonstrated effectiveness”
from a federal perspective.

Assumption: State could set a higher standard
than the federal standard, but could not go
below the federal threshold.

Effectiveness relates to the elements of Title II
programs outlined in WIOA.
7/18/2015
Who can apply to deliver Title II Services?
Note: Common in many States







A local education agency
A community-based org.
A faith-based org.
An institution of higher
education
A public or private
nonprofit agency
A library
A public housing authority
Note: Potentially New Providers



A nonprofit institution
other than above that has
the ability to provide
Title II services
A consortium or coalition
of any of the entities
described above
A partnership between an
employer and any of the
entities described above
7/18/2015
Current Title II Providers in Oregon/Elsewhere
Oregon


All Title II Providers are
Oregon community colleges.
(outside Corrections
programs)
Overall, Title II funding is
approximately 15% of ABS
budgets. Community
college general funds
support 85% of ABS services
in Oregon. (%’s vary by college)
Other States


Most states have mixed
providers, including CBO’s,
libraries, K-12 system,
community colleges and
others.
No clear evidence that a
particular provider
“profile” leads to better
outcomes.
7/18/2015
Considerations: Title II Request for Application

Responsiveness to regional needs;

Responsiveness to serving those most in need of adult
education and literacy activities;

Responsiveness to serving individuals with disabilities,
including learning disabilities;

The extent to which the provider demonstrates alignment
between their application and the strategies and goals
of the local plan under section 108, as well as with other
one-stop partners;
7/18/2015
Considerations Title II RFA - Continued
 Past effectiveness
in improving the
literacy of individuals to meet
State-adjusted levels of performance
for the primary indicators of
performance (section 116) especially
for those with low levels of literacy.
7/18/2015
Considerations Title II RFA – Continued

Program is of sufficient intensity and quality
to achieve substantial learning gains;

Program uses instructional practices that
include the essential components of reading
instruction;

Program activities are based on best practices
derived from the most rigorous research
available and appropriate;
7/18/2015
Considerations Title II RFA – Continued

Program effectively uses technology in a
manner that leads to improved performance;

Program provides learning in context,
including integrated education and training;

Program activities are delivered by welltrained instructors, counselors and
administrators who have access to high quality
professional development;
7/18/2015
Considerations Title II RFA – Continued

Program coordinates with other education, training
and social service resources in the community, which
may include a wide variety of potential partners.

Program offers flexible schedules and coordinates
with Federal, State and local support services (such
as child care, transportation, mental health services,
and career planning) that are necessary for students
to attend and complete programs.
7/18/2015
Considerations Title II RFA – Continued

Program maintains a high-quality information
management system that has the capacity to
report measurable participant outcomes and
monitor program performance;

The local areas in which the program is located
have demonstrated need for additional
English language programs and civics
education programs.
7/18/2015
Which Agency Contracts for Title II Services?

The Department of Community Colleges and Workforce
Development is the agency that may grant Title II
contracts to providers through the RFA process.

LWIBS DO NOT contract for Title II Services; CCWD is the
eligible and responsible agency according to Federal
Department of Education.

Under WIOA, LWIB’s are designated to “review”
applications from potential Title II providers to establish
to what degree applicant aligns with WIOA Local Plan.
7/18/2015
What does LWIB “Review” Mean?

The State ABS assumption is that “review” indicates a
process by which LWIBS provide input to State ABS as
to the degree of alignment between the services
proposed in a Title II application and the local plan.

State ABS assumption is that the LWIB review will be
one of many factors considered in assessing the
application.

Federal guidance may or may not further define
“review”, and may change above assumptions.
7/18/2015