Melanie Anderson, Opportunity NationKisha Bird, CLASP

Jessica Cardichon, Alliance For Excellent Education

New Options and Opportunities Under the

Workforce Innovation and Opportunity Act

Overview and History of the Workforce Investment Act

Workforce Investment Act

Signed into law in 1998 Five Titles

Title I. Workforce Investment Systems Title II. Adult Education and Literacy Title III. Workforce Investment-Related Activities and Wagner-Peyser Act Title IV. Rehabilitation Act Amendments of 1998 Title V. General Provisions

$3 billion program Main Formula Programs

Adults – individuals over the age of 18 with barriers to employment Dislocated Workers – individuals who have been laid off or received notice of termination of

employment, are eligible for or have exhausted unemployment compensation, are self-employed but unemployed because of general economic conditions, or are displaced homemakers

Youth – low-income individuals between 14-21 years of age7 who meet at least one of several conditions

Path Towards Reauthorization

Due for reauthorization in 2003 113th Congress

– House passed SKILLS Act in April 2013– Senate HELP Committee passed the Workforce Investment Act of 2013 – Workforce Innovation and Opportunity Act

• U.S. House of Representatives passed on July 9, 2014 with a 415-6 vote• U.S. Senate passed on June 25, 2014 with a 95-3 vote• President Obama signed on July 22, 2014

WIA vs WIOA

Key Provisions of WIOA

Increases the focus on serving the most vulnerable workers

—low-income adults and youth

Expands education and training options to help participants access good jobs and advance in

their careers

Helps disadvantaged and unemployed adults

and youth earn while they learn

Aligns planning and accountability

policies across core programs to

support more unified approaches

Brief WIOA Overview

Prioritizing Out-of-School Youth (definitions, funding priorities, and specific youth changes)

Expanded Education and Training Options Governance and Planning Performance and Accountability

For more details see CLASP Summary: New Opportunities to Improve Economic and Career Success for Low-Income Youth and Adults: Key Provisions of the Workforce Innovation and Opportunity Act (WIOA) - http://www.clasp.org/resources-and-publications/publication-1/KeyProvisionsofWIOA-Final.pdf

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Prioritize Services to Out-of-school Youth

Title I – Youth Workforce Investment Activities Requires that at least 75 percent of available state-wide

funds and 75 percent of funds available to local areas be spent on workforce investment services for out-of-school youth. This is an increase from 30 percent under WIA.

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New and Expanded Definitions

Includes a new definition for “individuals with a barrier to employment”

Amends the definition of “homeless individual” Amends the definition of “basic skills deficient” Expands the low-income criterion

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Expands and Improves Eligibility for Youth Services

Raises the out-of-school youth eligibility age from 16-21 to 16-24.

Adds youth “living in a high-poverty area” to the low-income criterion for youth activities funding and services.

Expands the in-school youth eligibility to include low-income individuals ages 14 to 21 who are English language learners and those who have a disability.

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Out-of-School Youth Definition WIA WIOA

OUT-OF-SCHOOL YOUTH.—The term ‘‘out-of-schoolyouth’’ means—(A) an eligible youth who is a school dropout; or(B) an eligible youth who has received a secondaryschool diploma or its equivalent but is basic skills deficient,unemployed, or underemployed.

The term‘ ‘out-of-school youth’’ means an individual who is— (i) not attending any school (as defined under State law); (ii) not younger than age 16 or older than age 24; and (iii) one or more of the following: (I) A school dropout. (II) A youth who is within the age of compulsory school attendance, but has not attended school for at least the most recent complete school year calendar quarter. (III) A recipient of a secondary school diploma or its recognized equivalent who is a low-income individual and is— (aa) basic skills deficient; or (bb) an English language learner. (IV) An individual who is subject to the juvenile or adult justice system.

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Out-of-School Youth Definition WIA WIOA

OUT-OF-SCHOOL YOUTH.—The term ‘‘out-of-schoolyouth’’ means—(A) an eligible youth who is a school dropout; or(B) an eligible youth who has received a secondaryschool diploma or its equivalent but is basic skills deficient,unemployed, or underemployed.

(V) A homeless individual (as defined in section 41403(6) of the Violence Against Women Act of 1994 (42 U.S.C. 14043e–2(6))), a homeless child or youth (as defined in section 725(2) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a(2))), a runaway, in foster care or has aged out of the foster care system, a child eligible for assistance under section 477 of the Social Security Act (42 U.S.C. 677), or in an out-of-home placement. (VI) An individual who is pregnant or parenting. (VII) A youth who is an individual with a disability. (VIII) A low-income individual who requires additional assistance to enter or complete an educational program or to secure or hold employment.

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In-School Youth Definition WIA WIOA ELIGIBLE YOUTH.—Except as provided in subtitles C and D, the term ‘‘eligible youth’’ means an individual who—

(A) is not less than age 14 and not more than age 21;

(B) is a low-income individual; and

(C) is an individual who is one or more of the following:

(i) Deficient in basic literacy skills.

(ii) A school dropout.

(iii) Homeless, a runaway, or a foster child.

(iv) Pregnant or a parent.

(v) An offender.

(vi) An individual who requires additional assistance to complete an educational program, or to secure and hold employment.

IN-SCHOOL YOUTH.—In this section, the term ‘‘in school youth’’ means an individual who is—

(i) attending school (as defined by State law);

(ii) not younger than age 14 or (unless an individual with a disability who is attending school under State law) older than age 21;

(iii) a low-income individual; and

(iv) one or more of the following:

(I) Basic skills deficient.

(II) An English language learner.

(III) An offender.

(IV) A homeless individual (as defined in section 41403(6) of the Violence Against Women Act of 1994 (42 U.S.C. 14043e–2(6))), a homeless child or youth (as defined in section 725(2) of the Homeless Assistance Act (42 U.S.C. 11434a(2))),

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In-School Youth Definition WIA WIOA ELIGIBLE YOUTH.—Except as provided in subtitles C and D, the term ‘‘eligible youth’’ means an individual who—

(A) is not less than age 14 and not more than age 21;

(B) is a low-income individual; and

(C) is an individual who is one or more of the following:

(i) Deficient in basic literacy skills.

(ii) A school dropout.

(iii) Homeless, a runaway, or a foster child.

(iv) Pregnant or a parent.

(v) An offender.

(vi) An individual who requires additional assistance to complete an educational program, or to secure and hold employment.

- a runaway, in foster care or has aged out of the foster care system, a child eligible for assistance under section 477 of the Social Security Act (42 U.S.C. 677), or in an out of-home placement.

(V) Pregnant or parenting.

(VI) A youth who is an individual with a disability.

(VII) An individual who requires additional assistance to complete an educational program or to secure or hold employment.

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Expands Education and Training Options

Formally eliminates the sequence of service provision for Title I adult program.

Clarifies that WIOA training funds can be used for individuals who are unable to obtain Pell.

Pay-for-Performance contracts are allowable (up to 10 percent of youth funds).

Encourages Integrated Education and Training. Encourages Implementation of Career Pathways.

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Pay-For-Performance WIOA

Authorizes Local Workforce Development Boards to use up to 10% of their funds for pay-for-performance contract strategies. 

Authorizes Governors to establish incentives (using non-Federal funds) for Local Workforce Development Boards to implement pay-for-performance contract strategies for the delivery of training services.

Creates a new definition of “Pay-for-Performance Contract Strategy” that means a procurement strategy that uses pay-for-performance contracts for training services and includes: Contracts (each with a specific amount) that will be paid to an eligible service provider

based on the primary indicators of performance for the target populations identified by the Local Workforce Development Board (including individuals with barriers to employment), within a defined timetable, and which may provide for bonus payments to such service provider to expand capacity to provide effective training;

A strategy for independently validating the achievement of the performance under the program; and 

A description of how the State or local area will reallocate funds not paid to a provider because of poor performance.

Career Pathways and WIOA

Adds a new definition of career pathway to WIA that means a combination of rigorous and high-quality education, training, and other services.

Requires the State Workforce Development Board to develop strategies to support the use of career pathways for the purpose of providing individuals, including low-skilled adults, youth, and individuals with barriers to employment (including individuals with disabilities), with workforce investment activities, education, and supportive services to enter or retain employment.

Requires the Local Workforce Development Board to develop and implement career pathways within the local area by aligning the employment, training. education, and supportive services that are needed by adults and youth, particularly individuals with barriers to employment.

Governance and Planning

WIOA no longer requires a Youth Council; the local board MAY have a youth subcommittee

Requires 4-year unified state plan of all core programs. Can combine one or more additional programs, such as

CTE, TANF, and SNAP E&T to unified plan State/local plans must include youth and adults with barriers

in their analysis, needs, vision, and goals. 18

Statewide Youth Activities Research related to meeting the education and employment needs of eligible

youth; Demonstration projects related to meeting the education and employment

needs of eligible youth; Supporting the development of alternative, evidence-based programs and

other activities that enhance the choices available to eligible youth and encourage such youth to reenter and complete secondary education, enroll in postsecondary education and advanced training, progress through a career pathway, and enter into unsubsidized employment that leads to economic self-sufficiency;

Supporting the provision of career services; and Supporting financial literacy.

Local Elements and Requirements Provide an objective assessment of the academic levels, skill levels, and service needs of each

participant,, supportive service needs, and developmental needs, for the purpose of identifying appropriate services and career pathways for participants;

Develop service strategies for each participant that are directly linked to 1 or more of the indicators of performance and that shall identify career pathways that include education and employment goals appropriate achievement objectives, and appropriate services;

Provide—– activities leading to the attainment of a secondary school diploma or its recognized equivalent, or a

recognized postsecondary credential;– preparation for postsecondary educational and training opportunities;– strong linkages between academic instruction and occupational education that lead to the

attainment of recognized postsecondary credentials; – preparation for unsubsidized employment opportunities, in appropriate cases; and– effective connections to employers, including small employers, in in-demand industry sectors and

occupations of the local and regional labor markets.

Program ElementsIn order to support the attainment of a secondary school diploma or its recognized equivalent, entry into postsecondary education, and career readiness for participants, the programs shall provide elements consisting of:

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 certificate of attendance or similar document for individuals with disabilities) or for 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; and on-the-job training opportunities;

Program Elements Education offered concurrently with and in the same context as workforce preparation activities and training for a

specific occupation or occupational cluster; 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.

Program Metrics

Primary indicators for eligible youth: the percentage of program participants who are in education or training activities, or in unsubsidized

employment, during the second quarter after exit from the program; the percentage of program participants who are in education or training activities, or in unsubsidized

employment, during the fourth quarter after exit from the program; and

Additional primary indicators: Median earnings of program participants who are in unsubsidized employment during the second quarter after

exit from the program; percentage of program participants who obtain 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; the percentage of program 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 toward such a credential or employment.

Opportunities to Influence State and Local Planning

Small Group Discussion How has your work been connected to WIA? Or the

workforce system in your community? Do you have partnerships with your local workforce board?

Youth council? What are some opportunities within WIOA for your work? What are some potential challenges?

Melanie AndersonDirector of Government Affairs Opportunity Nationmanderson@opportunitynation.org

Kisha BirdInterim Director, Youth PolicyProject Director, Campaign for YouthCenter for Law and Social Policy (CLASP) kbird@clasp.org

Jessica CardichonSenior Director of Policy and Advocacy, High School ReformAlliance for Excellent Education jcardichon@all4ed.org

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