Cleveland/Cuyahoga County Workforce Development Board – Area 3 2017 Presented by: Grace A. Kilbane, Executive Director Cleveland/Cuyahoga County WDB October 6, 2017

Workforce Innovation & Opportunity Act (WIOA) TITLE I: Workforce programs for Dislocated Workers, Low- income Adults and Youth; Requirements for One-Stop Career Center and Workforce Board TITLE II: Adult Education TITLE III: U.S. Employment Service (Wagner-Peyser Act) TITLE IV: Rehabilitation Act of 1973

Funding and Oversight Flow U.S. Congress Enacted WIOA and appropriates funds U.S. Department of Labor Local Workforce Development Boards Local One-Stop Career Centers State Agency/State Workforce Development Board Oversees the public workforce system Develops state workforce plan, provides leadership and guidance to local workforce boards and informs local strategies Provides strategic direction to their areas, sets training priorities, oversees services to businesses and job seekers The workforce system is devolved: states and local areas have wide latitude to develop and administer workforce development programs within established parameters (law, regulations, and negotiated performance measures). Funding flows from ETA to states. Each Governor appoints a State Workforce Investment Board (WIB), which includes the Governor, two members of each chamber of the legislature, business representatives (owners, chief executives and nominees of business organizations), chief elected officials, workforce agency representatives and stakeholder representatives. The chair and majority of members represent business. The state WIB assists the Governor in the development of the five-year plan, statewide activities and performance measures and in the preparation of annual reports. The state WIB supports and informs strategies of Local Workforce Investment Boards (LWIBs), which also consist of business and community leaders. The state workforce agency is frequently the WIA grant recipient, frequently issues policies, and monitors local areas. LWIBs administer and manage One-Stop Career Centers and establish Eligible Training Provider lists. One-Stop Career Centers deliver services based on the strategic direction from the LWIB. They collaborate with providers of training and supportive services (housing, child care, etc.). Serves job seekers and employers directly with 6 core programs and 10 partner programs Training Providers Career technical training in in-demand occupations by eligible training providers

One-stop Career Center (American Job Center) State Unemployment & Job Service Center Local JTPA Office Vocational Rehabilitation Office Adult Basic Education Programs TANF Jobs Programs Before the Workforce Investment Act (WIA) was passed in 1998, federally-funded job programs operated separately in local communities WIA(and WIOA) mandate that one physical “one-stop” career center operate in each local area to provide services of all required partners who must also contribute to the cost of operations Focus on high-quality customer service through functionally-integrated programs WIOA mandates a common brand for the 3,000 one-stop career centers: American Job Center

Key Principles of WIOA Streamlined service delivery through One-Stop Career Centers Individual choice Universal access In-demand training State and local flexibility in conjunction with accountability Performance measures set annually WIA succeeded the Job Training Partnership Act (JTPA) and introduced “one-stop” service delivery of workforce development services. Anyone can come into a One-Stop Career Center and receive some services (e.g., self-service using available computers). WIA also promotes local control of workforce investment activities, facilitating alignment of services with local labor market characteristics, as well as individual empowerment and graduated services for job seekers. Eligible individuals can choose training programs that meet their career goals through using Individual Training Accounts. More information on ITAs will be presented later in the presentation. WIA promulgated stronger requirements for certifying eligible training providers. In particular, providers must submit annual performance information. Relative to JTPA, WIA introduced incentive grants to states that exceed performance measures. Innovations in youth services under WIA include stronger linkages to postsecondary education institutions as well as to employers. Having officially expired in 2003, WIA is due for reauthorization.

WIOA Services Career Services Training Services Determination of eligibility for WIOA and other services Outreach, intake and orientation Initial assessment of skills, abilities, aptitudes and service needs Job search and placement assistance Provision of workforce information Follow-up upon job placement Comprehensive and specialized assessments of skills and service needs Development of individual employment plans Employment counseling and career planning Case management Prevocational or pre-training short-term skill development services Career Pathways “Demand-facing” service delivery approach Occupational skills training Skill upgrading and retraining On-the-job training Workplace training combined with related instruction Entrepreneurial training Job readiness training Adult education and literacy (GED) Career On-line High School

Title I & Title II Connections State, Regional, Local Workforce Plans Required One-Stop Partner Labor Market Information Development Career Pathways Employer Engagement Local Workforce Boards Review Adult Education Funding Requests

Three Over-Arching Goals of Workforce Development Plan A workforce with the skills that are needed for business growth. Career Pathways to prepare under-skilled and low-income workers for family-sustaining wage jobs. A coordinated local workforce system.

Actions Needed More residents need to join the workforce. Workforce programs and educators should highlight middle-skill opportunity occupations and digital skills. Current workers skills need to be raised. Create more “learn and earn” opportunities with education and the business community Promote completion of high school diploma or alternatives. More young people need jobs. Increase awareness of and access to good jobs and job training. Incorporate “what works” such as the Work Advance model for those low-skill and low wages. Strengthen demand-facing model of delivering workforce services.

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