NRS Regional Trainings Part 2

NRS Regional Trainings Part 2
Dr. Kristen Corbell Jannai Johnson

Agenda 10:00 – 10:10 Welcome, introductions
10:10 – 11:30 NRS Reporting (MSG, POP, etc.) 11:30 – 12: Lunch 12:30 – 1: Tracking MSG for 1: :45 Employment outcomes 1:45 – 2:15 Credential Rates/Handout 2:15 – 2:30 Break 2:30 – 2:45 Barriers to employment/reporting 2:45 – 3:15 How should I design my program? 3:15 – 3:30 Question/Answer 4/14/2018

It takes a village Upper administration/boards/partners Directors
LEIS Coordinators Assessment Coordinators Instructional Coordinators Instructors Institutional Research/Institutional Effectiveness Students 4/14/2018

Best Data Practices Programs will need to not only enter data, but regularly evaluate data for program performance and have established processes for ensuring accurate data are entered (system checks as well as other checks). Regularly record data (recommend a weekly basis). This means turning in the data and recording it. Record all students you serve with federal and/or state matching funds in the data system. CBO’s should only record students in LACES who are receiving services through funds from NCCCS. This will ensure accurate reporting of participants and reportable individuals. 4/14/2018

Best Data Practices Regularly check for any students with 12 or more hours and not initial placement and get a test immediately. Students without an initial test will count against you in federal measures. For colleges, run XLENIP for no initial placement. The hours will be added to this report in a patch released on January 19. For CBO’s check for any students who have 12 or more hours and no level defined. Regularly check hours for post-testing. Regularly check EFL gains, and keep up with HSE attainment. More on how to do this later in the presentation. 4/14/2018

WIOA’s Vision WIOA aims to increase access to and opportunities for employment, education, training, and support services. The act explicitly recognizes the need to coordinate services in order to create a full system of education and training for adults with barriers to employment.

NRS Table Coverage 4/14/2018

WIOA Performance Reporting in the NRS
Six Key Issues Presenter: Larry Time: 90 mins

Evaluation Learning Community Training
December 7-8, 2011 Six Key Issues Participants and reportable individuals Program entry and exit, and periods of participation Measurable skill gain (MSG) Credential attainment indicator Employment performance indicators Participant exclusions from indicators

Participants and Reportable Individuals
Only upon achieving 12 contact hours after program entry Reported on NRS and Statewide Performance Report tables Count toward performance measures Reportable Individual: Provides identifying information Taken action that demonstrates an intent to use program services Has less than 12 contact hours Will report demographic information beginning in to the federal government. Historically this has been about 17% of all students for colleges. *** What is in LACES for these terms, is not consistent with new WIOA regulations and will be updated in the future. *** Colleges, you will see Reportable Individuals on XL123D An individual becomes a participant upon achieving 12 contact hours after program entry A reportable individual is an individual who has taken action that demonstrates an intent to use program services and has less than 12 contact hours Only participants are reported on NRS and WIOA tables and count toward performance measures

Participants and Reportable Individuals
What’s New? What’s Not? Definition of reportable individual* Definition of participant— 12-hour rule Presenter should include how we are connecting the two trainings and, if relevant, some examples of how people engaged in LEAP I. *Not reported now; but demographic information will be reported in See Handout 3: “What’s New, What’s Not.”

Program Entry Program entry—the date on which a reportable individual enrolls in an adult education and family literacy program Program entry

December 7-8, 2011 Program Exit Program exit occurs when the participant has not received services for the past 90 consecutive calendar days and has no additional services scheduled (i.e. registered for an upcoming class). The date of exit is the last date on which the participant receives services. However, the exit date from service cannot be determined until at least 90 consecutive calendar days have elapsed since the participant last received services. NOTE: Second bullet is animated

Period of Participation (POP)
Every entry is counted as a period of participation, even if it occurs during the same program year Participants with more than one program entry will have multiple periods of participation in a program year.

Periods of Participation (POP) MSG Indicator Example
Program Exit (90 days since last service) Program Entry/ Reentry PoP 1 PoP 2 PoP 3 12+ Contact Hours 12+ Contact Hours 12+ Contact Hours MSG is evaluated. MSG is evaluated again. MSG is evaluated again. NOTE: This graphic will be printed on large chart paper and hung in training room Jul 1st Jun 30th

Periods of Participation (POP) Follow-Up Indicators Example
Program Exit (90 days since last service) Program Entry/ Reentry PoP 1 PoP 2 PoP 3 12+ Contact Hours 12+ Contact Hours 12+ Contact Hours Follow-up must occur for exit-based measures. Follow-up must occur again for exit-based measures. Exit based measures are NOT evaluated because there is not an exit. NOTE: This graphic will be printed on large chart paper and hung in training room Jul 1st Jun 30th

Periods of Participation - Implications
Evaluation Learning Community Training December 7-8, 2011 Periods of Participation - Implications Participants with more than one program entry have multiple periods of participation in a program year Every period of participation is a new service period and treated as if the participant is a new participant (follow-up, MSG, etc) A new intake process is required for each period of participation NOTE: Slide is animated

Program Entry and Exit, and Periods of Participation
What’s New? What’s Not? Concept of period of participation Report nonduplicative counting (similar to past reporting) A participant will be counted for each period of participation. Continue to track participant entry and exit dates Employment barriers and outcome data are counted separately for each period of participation. Presenter should include how we are connecting the two trainings and, if relevant, some examples of how people engaged in LEAP I. Continue to track participant entry and exit dates

December 7-8, 2011 Six Key Issues Participants and reportable individuals Program entry and exit and periods of participation Measurable skill gain (MSG) Credential attainment indicator Employment performance indicators Participant exclusions from indicators

Measureable Skill Gain (MSG)
Five types of gain to measure progress toward academic, technical or occupation credential, or employment Two of the five types of gain apply to adult education: Educational functioning level gain—three ways to document EFL gain Receipt of a secondary credential

Educational Functioning-Level Gain
Evaluation Learning Community Training December 7-8, 2011 Educational Functioning-Level Gain An educational functioning level (EFL) gain may be measured by the following. Comparing the participant’s pretest with the participant’s posttest, using an NRS approved test Awarding of Carnegie Units or credits in an adult high school program Enrollment in postsecondary education and training after program exit

December 7-8, 2011 Counting Measurable Skill Gain All participants (students with 12 hours or more) are included for MSG for each period of participation. Only one type of gain can be counted for each participant per period of participation, the last achieved. Entry into postsecondary education is measured only after participant exits. Receipt of secondary credential and entry into postsecondary education must occur by the end of the program year (June 30). Participants in adult high school can complete Adult Basic Education (ABE) Level 5 by earning 50% of required credits to graduate.

Only one type of gain can count per period of participation
Measurable Skill Gain What’s New? What’s Not? EFL gain is expanded to include postsecondary entry after exit for all participants. Pre- and posttesting, and assessment procedures and policy, remain the same. Receipt of a secondary diploma counts as type of gain for any participant Entry into postsecondary and receipt of a secondary diploma counted until the end of the program year (June 30). Presenter should include how we are connecting the two trainings and, if relevant, some examples of how people engaged in LEAP I. Only one type of gain can count per period of participation Adult Secondary Education High (ABE Level 6) is now included in the target for MSG

NRS Table 4 POP Includes Pre-Post Test Gain, AHS, and postsecondary
Entering Educational Functioning Level Total Number Enrolled Total Attendance Hours for all participants Number who achieved at least one educational functioning level gain Number who attained a secondary school diploma or its equivalent Number Separated Before Achieving Measurable Skill Gains Number Remaining in Program without Measurable Skill Gains Percentage Achieving Measurable Skill Gains Total number of Periods of Participation Total number of Periods of Participation with Measurable Skill Gains Percentage of Periods of Participation with Measurable Skill Gains (A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K) ABE Level 1 (D+E)/B J/I ABE Level 2 ABE Level 3 ABE Level 4 ABE Level 5 ABE Level 6 ABE Total ESL Level 1 ESL Level 2 ESL Level 3 ESL Level 4 ESL Level 5 ESL Level 6 ESL Total Grand Total Total MSG 4/14/2018

NRS Table 4 POP Includes EFL Gain, AHS, and postsecondary 4/14/2018
Entering Educational Functioning Level Total Number Enrolled Total Attendance Hours for all participants Number who achieved at least one educational functioning level gain Number who attained a secondary school diploma or its equivalent Number Separated Before Achieving Measurable Skill Gains Number Remaining in Program without Measurable Skill Gains Percentage Achieving Measurable Skill Gains Total number of Periods of Participation Total number of Periods of Participation with Measurable Skill Gains Percentage of Periods of Participation with Measurable Skill Gains (A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K) ABE Level 1 10 2 0 6 20% 20% ABE Level 2 15 5 7 3 33% 16 31% ABE Level 3 6 3 40% 17 35% ABE Level 4 20 4 1 8 25% 22 23% ABE Level 5 25 10 32% 26 9 ABE Level 6 67% ABE Total 100 14 28 36 36% 106 37 35% ESL Level 1 0 0% ESL Level 2 1 ESL Level 3 40% ESL Level 4 4 29% 8 ESL Level 5 12 42% ESL Level 6 67% 50% ESL Total 32 7 34% 36 33.3% Grand Total 132 32 15 42 43 35.6% 142 49 34.5% 4/14/2018

Tables 4B and 4C Look the same as Table 4
Table 4B: Only includes those who have a post-test Table 4C: Only includes those participants who have 51% or more of their total contact hours in distance education. 4/14/2018

MSG Get Measurable Skills Gain through: MSG tracked on Table 4
Educational Functioning Level Gain (3 ways) Attainment of Secondary School Diploma (AHS or HSE) MSG tracked on Table 4 Columns B – H are unduplicated and report the first POP for each student. Columns I – K report each period of participation. Target is based upon the Grand Total percentage of periods of participation with measurable skill gains. MSG target of 36% remains in effect for and EFL targets are not renegotiated. The key is to reach 36% overall. 4/14/2018

Tracking MSG for Both systems – LACES and LEIS are being developed. LACES and those using Web Advisor in LEIS Record hours with the actual date the student attends and not a sum for a month. Regularly update hours and testing to ensure ability to see performance for participants at the 12 hour mark. 4/14/2018

Discussion Time We expect less than 10%, probably closer to 7% of students have more than one POP statewide. How do you think Periods of Participation will impact how you design your program? How will this impact how you evaluate your program? 4/14/2018

Knowledge Break A participant enrolls in an IET program. Can this entry be considered enrollment in postsecondary education for MSG? Why or why not? Scenario: Jane enters ABE Level 3 in July 2016, gets 10 hours, and leaves. She returns in September 2016, gets 40 hours, and exits at the end of the month. She then returns in January 2017, gets 80 hours, and is still there at end of year. How many periods of participation does Jane have? When is her exit date for each period of participation? 4/14/2018

Knowledge Break A participant enrolls in an IET program. Can this entry be considered enrollment in postsecondary education for MSG? Why or why not? No: Co-enrollment does not count for enrollment in post-secondary education for MSG. Scenario: Jane enters ABE Level 3 on July 15, 2016, gets 10 hours, and leaves. She returns in September 2016, gets 40 hours, and exits at the end of the month. She then returns in January 2017, gets 80 hours, and is still there at end of year. How many periods of participation does Jane have? When is her exit date for each period of participation? 4/14/2018

Knowledge Break A participant enrolls in an IET program. Can this entry be considered enrollment in postsecondary education for MSG? Why or why not? No: Co-enrollment does not count for enrollment in post-secondary education for MSG. Scenario: Jane enters ABE Level 3 in July 2016, gets 10 hours, and leaves. She returns in September 2016, gets 40 hours, and exits at the end of the month. She then returns in January 2017, gets 80 hours, and is still there at end of year. How many periods of participation does Jane have? 2 When is her exit date for each period of participation? 4/14/2018

Knowledge Break A participant enrolls in an IET program. Can this entry be considered enrollment in postsecondary education for MSG? Why or why not? No: Co-enrollment does not count for enrollment in post-secondary education for MSG. Scenario: Jane enters ABE Level 3 in July 2016, gets 10 hours, and leaves. She returns in September 2016, gets 40 hours, and exits at the end of the month. She then returns in January 2017, gets 80 hours, and is still there at end of year. How many periods of participation does Jane have? 2 When is her exit date for each period of participation? September 30, 2016; no exit date for 2nd POP 4/14/2018

Questions If time allows, they should go into their planner and determine implications using the following questions Briefly discuss with your team implications of the financial table and narrative and reporting tables Identify any training or reporting changes that must be in place in order to comply

LEIS XLETES and XLEARC XLET4
Will be updated, but currently it will give you the accurate placement for all students with only one MSG and first POP for other students. It will record gains based upon pre/post and Carnegie units. The one time this is not accurate is if the student doesn’t post-test in the first POP and returns in the second POP it will think the pre-test of the 1st POP is a post-test, but it’s not. You will need to manually track these. XLET4 Save the detail report for Table 4 as a .txt file and open it in Excel. Directions provided on this. Add a column for HSE, postsecondary enrollment, and MSG received. 4/14/2018

LACES Programming is being done now. 4/14/2018

Tracking Split up in Groups LEIS LACES 4/14/2018

Credential Attainment Indicator
Two components of Credential Attainment Indicator: Secondary credential attainment Postsecondary credential attainment Percentage of participants who obtain a secondary school diploma or recognized equivalent or a recognized postsecondary credential, while enrolled or within one year of exit

Credential Attainment Indicator, cont.
But: A participant who has attained a secondary school diploma for the Credential Attainment Indicator is counted only if the participant is employed or enrolled in a postsecondary education or training program while enrolled or within one year of exit

Credential Attainment
Measure Numerator Denominator Attained a Secondary School Diploma/Recognized equivalent and enrolled in postsecondary education or training within 1 year of exit Attained AHS or HSE diploma and either 1) enrolled in post-secondary education or occupational training or 2) are employed while enrolled or within 1 year of exit. did not previously possess a high school equivalency and entered at or above the 9th grade level; OR who advance to the 9th grade or higher level during a period of participation; and exited from the secondary education program. Attained a postsecondary credential while enrolled or within one year of exit (more to come) Attained a post-secondary credential while enrolled or within 1 year of exit. were enrolled in a postsecondary education or training program, including an integrated education and training (IET) program; and exited from the postsecondary education or training program.

Credential Attainment Indicator
What’s New? What’s Not? Receipt of secondary credential only counts if participant also is employed or in postsecondary education within 1 year after exit Receipt of a secondary credential without employment or postsecondary entry program is still counted, but only as part of MSG Receipt of a postsecondary credential Presenter should include how we are connecting the two trainings and, if relevant, some examples of how people engaged in LEAP I. One year follow up needed for secondary credential component

What is the difference? MSG Credential Attainment
Counts for any EFL (ABE, ASE, ESL) as a measurable gain Secondary Credential Attainment only includes students at the 9th grade level (either at entry or after post-testing) Must be before June 30 of the program year. Secondary credential only counts when the student also is either employed or enrolled in postsecondary education or training while enrolled or within one year of exit. Co-enrollment counts. Does not require enrollment in post-secondary education or employment to count. Presenter should include how we are connecting the two trainings and, if relevant, some examples of how people engaged in LEAP I. Co-enrollment does not count as a measurable skill gain.

How is this tracked? Enrollment in post-secondary education:
Enrollment in Community College Curriculum Classes (Student ID, SSN) Enrollment through National Student Clearinghouse (First name, last name, Date of birth) – This should also include NCCCS Curriculum Enrollment in Occupational Training: Enrollment in Continuing Education NCCCS courses (Student ID, SSN) Employment tracked same as with Employment measures with SSN

Reporting Quarters for WIOA/NRS
July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Quarter 1 Quarter 2 Quarter 3 Quarter 4 July 1 – September 30 October 1 – December 31 January 1 – March 31 April 1 – June 30

Employment Performance Indicators
Evaluation Learning Community Training December 7-8, 2011 Employment Performance Indicators Employment 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

Employment Performance Indicators, cont’d
Evaluation Learning Community Training December 7-8, 2011 Employment Performance Indicators, cont’d Median Earnings Second quarter after exit Median earnings of participants who are in unsubsidized employment during the second quarter after exit from the program

Employment Performance Indicators, cont’d
What’s New? What’s Not? Employment measures changed from first- and third-quarter to second- and fourth-quarter follow-up. Participants must be tracked after exit. Median earnings added. Employment indicators now measure employment rate apply to all participants. Presenter should include how we are connecting the two trainings and, if relevant, some examples of how people engaged in LEAP I.

Participant Exclusions
The following reasons for EXIT allow the exclusion of a participant from ALL performance indicators: Exit is due to the participant becoming incarcerated or entered into a 24-hour support facility such as a hospital or treatment center Exit is due to medical treatment that lasts more than 90 days Participant is deceased Exit is due to being called into active duty in the National Guard or other armed services for at least 90 days These are pretty self explanatory, but this was a new concept as of last week so we want to make sure there are no questions. We are looking at the distinction between Sec 225 status at exit vs reasons for early exit. These reasons for exit are applied to follow-up measures. To be determined if it applies to MSG.

Corrections Exclusions
Participants in a correctional institution under section 225 of WIOA who remain incarcerated after exit are included in the MSG indicator, but excluded from: 2nd Quarter Employment Indicator Median Earnings Indicator 4th Quarter Employment Indicator Credential Indicator

Employment Measures Measure Numerator Denominator
Employment 2nd Quarter After Exit (% of participants employed in 2nd quarter after exit) Number who are employed second quarter after exit Total number of participants who exited during the program year Employment 4th Quarter After Exit (% of participants employed in 4th quarter after exit) Number who are employed fourth quarter after exit Total number of participants who exited during the calendar year Median Earnings Second Quarter after exit Reported in US Dollars and is the midpoint between the lowest and highest Quarterly Earning Total number of participants who exited during the program year who were employed in the 2nd quarter after exit Exclusions from follow-up measures: Incarcerated or 24 hour support facility after exit, deceased, entered medical treatment lasting longer than 90 days, called into active duty in the National Guard or other armed services

Employment Measure Time Line
For a Learner Exiting in the First Quarter PY 2016 Quarter 1: Exit Quarter Quarter 2 Quarter 3 Quarter 4 July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June Learner Exits* 2016 2017 PY 2017 Quarter 1 *A participant exits the program by September 30, 2016.

For a Learner Exiting in the First Quarter PY 2016 Quarter 1: Exit Quarter Quarter 2 Quarter 4 July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June Learner Exits* 2016 2017 PY 2017 Quarter 1 Quarter 3 (2 Quarters after Exit) Measure 2nd Quarter Employment† *A participant exits the program by September 30, 2016. † Measure second-quarter employment and median earnings by March 31, 2017.

For a Learner Exiting in the First Quarter PY 2016 Quarter 1: Exit Quarter Quarter 2 Quarter 4 July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June Learner Exits* 2016 2017 PY 2017 Quarter 1 (4 Quarters After Exit) Quarter 3 (2 Quarters After Exit) Measure 2nd Quarter Employment † Measure 4th Quarter Employment‡ *A participant exits the program by September 30, 2016. † Measure second quarter employment and median earnings by March 31, 2017. ‡ Measure fourth-quarter employment by September 30, 2017.

2nd Quarter Employment Rate and Median Earnings Reported in 2017-2018
Separation Date NRS Separation Quarter (program year based) DOC Separation Quarter (Calendar Year based) Employment Quarter to Check (Calendar Year Based) July 1, 2016 – September 30, 2016 First Quarter Program Year 2016 Quarter 3 (July 1, 2016 – September 30, 2016) 2017 Quarter 1 January 1, 2017 – March 31, 2017 October 1, 2016 – December 31, 2016 Second Quarter Program Year 2016 Quarter 4 (October 1, 2016 – December 31, 2016) 2017 Quarter 2 (April 1, 2017 – June 30, 2017) Third Quarter Program Year (January 1, 2017 – March 31, 2017) 2017 Quarter 3 (July 1, 2017 – September 30, 2017) April 1, 2017 – June 30, 2017 Fourth Quarter Program Year 2017 Quarter 4 (October 1, 2017 – December 31, 2017) 4/14/2018

4th Quarter Employment Rate Reported in 2017-2018
Separation Date NRS Separation Quarter (program year based) DOC Separation Quarter (Calendar Year based) Employment Quarter to Check (Calendar Year Based) and report in report in October 2018 July 1, 2016 – September 30, 2016 First Quarter Program Year 2016 Quarter 3 (July 1, 2016 – September 30, 2016) 2017 Quarter 3 (July 1, 2017 – September 30, 2017) October 1, 2016 – December 31, 2016 Second Quarter Program Year 2016 Quarter 4 (October 1, 2016 – December 31, 2016) 2017 Quarter 4 (October 1, 2017 – December 31, 2017) 4/14/2018

4th Quarter Employment Rate Reported in 2018-2019
Separation Date NRS Separation Quarter (program year based) DOC Separation Quarter (Calendar Year based) Employment Quarter to Check (Calendar Year Based) and reported October 2018 January 1, 2017 – March 31, 2017 Third Quarter PY (January 1, 2017 – March 31, 2017) 2017 Quarter 1 2018 Quarter 1 (January 1, 2018 – March 31, 2018) April 1, 2017 – June 30, 2017 Fourth Quarter PY (April 1, 2017 – June 30, 2017) 2017 Quarter 2 (April 1, 2017 – June 30, 2017) 2018 Quarter 2 (April 1, 2018 – June 30, 2018) July 1, 2017 – September 30, 2017 First Quarter PY 2016 Quarter 3 (July 1, 2017 – September 31, 2017) 2018 Quarter 3 (July 1, 2018 – September 31, 2018) October 1, 2017 – December 31, 2017 Second Quarter Quarter PY 2016 Quarter 4 (October 1, 2017 – December 31, 2017) 2018 Quarter 4 (October 1, 2018 – December 31, 2018) 4/14/2018

How is Employment Tracked?
Uses SSN for matching (no change) Work with Department of Commerce Labor and Economic Analysis Division to do the matching (no change) Will match using: the wage records reported by all NC employers who provide unemployment insurance (96% of all employers) (no change) Out-of-state wages using an agreement called WRIS2, and hopefully soon WRIS (Wage Record Interchange System) (new for WIOA) FEDES (Federal Employment Data Exchange System)(federal and military employment records, but can only send records twice a year) (new for WIOA) 4/14/2018

Summary: Who to Track After Exit
Employment Measures All participants Median Earnings Participants employed in second quarter after exit Credential Measure: Secondary Participants at 9th grade or above Credential Measure: Postsecondary Participants co-enrolled in postsecondary education, including IET From alan: Credential measure excludes the exclusions as well Has this comment been addressed sufficiently?

Data Coverage, by Reporting Year

NRS Table 5. Coverage Dates for Annual Report
Core Follow-Up Outcome Measures Number of Participants Who Exited Number of Participants Who Exited Achieving Outcome or Median Earnings Value Percent Achieving Outcome Periods of Participation Total Periods of Participation Number of Periods of Participation Achieving Outcome or Median Earnings Value Percent of Periods of Participation Achieving Outcome (A) (B) (C) (D) (E) (F) (G) Employment Second Quarter after exit 0.00% Employment Fourth Quarter after exit Median Earnings Second Quarter after exit N/A Attained a Secondary School Diploma/ Equivalent and Enrolled in Postsecondary Education or Training within one year of exit Attained a Secondary School Diploma/Equivalent and Employed within one year of exit Attained a Postsecondary Credential while enrolled or within one year of exit Full Prior Program Year Jan 1-Dec 31 of (Current Year—2) Full Prior Program Year Jan 1-Dec 31 of (Current Year—2) Jan 1-Dec 31 of (Current Year—2) Jan 1-Dec 31 of (Current Year—2)

Participants with Barriers to Employment Under WIOA
Evaluation Learning Community Training December 7-8, 2011 Participants with Barriers to Employment Under WIOA New Data Elements: Barriers to Employment Displaced homemakers English language learners, low literacy levels, cultural barriers Exhausting TANF within two years Ex-offenders Homeless/runaway youth Long-term unemployed Low income Migrants and seasonal farmworkers Individuals with disabilities Single parents Youth in foster care/aged out of system Displaced homemakers English language learners, low literacy levels, cultural barriers Exhausting TANF within two years Ex-offenders Homeless/runaway youth Long-term unemployed Low income Migrants and seasonal farmworkers Individuals with disabilities Single parents Youth in foster care/aged out of system Complete definitions are based upon the Participant Individual Record Layout from the Department of Labor and available in the Barrier to Employment Definition document provided at this training and online.

WIOA Addendum Page 4 New Data Elements New Services
Joint elements that are common across agencies that describe characteristics, activities or outcomes of WIOA participants New Services Integrated Education and Training (IET) Integrated English Literacy and Civics Education (IELCE) These must be collected for all students, starting For students already in program, collect, if possible.

LEIS Form Addendum Collect for all students going forward
Some will be used as identifying students that have barriers to employment Should be collected each POP. The systems are updated to allow you to enter this. Some barriers to employment we were already collecting, and should continue to be collected – i.e. disability 4/14/2018

How do I design my program
Work with members of your college to discuss the following: What are some things that need to be looked at from a programmatic level in addressing these new performance measures? What are your next steps to work on increasing your performance, especially MSG, this program year? 4/14/2018

Program Design? What did you come up with in your groups? 4/14/2018

Increase Performance What are you going to do to increase performance? Anything you need from us? 4/14/2018

Reporting Time Line Activity
Carmen Tony Christopher Remember Carmen, Tony, and Christopher from earlier? We’re going to take a look at what reporting would look like for them by answering 3 questions: Who do you need to report? What do you need to report about them? And when do you need to do the reporting? See Handout 7: “Who, What, When.”

NRS Regional Trainings Part 2

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