WIOA 101

David Cutler, MPAJohn Segota, MPS, CAE

A Brief Overview of the Workforce Innovation and Opportunity Act

WIOA 101

• Workforce Innovation and Opportunity Act (WIOA)– Signed into law July 2014– Most aspects took effect July 2015– Final regulations released August 2016

• Successor to the Workforce Investment Act (WIA,1998)

Timeline Leading to WIOA

2015 - Workforce Innovation and Opportunity Act (WIOA)

1998 - Successor to the Workforce Investment Act (WIA)

1991 - National Literacy Act

1966 – Adult Education Act (in ESEA)

1965 – Economic Opportunity Act

The Basics

• WIOA contains five titles:– Title I: Workforce Development Activities*– Title ll: Adult Education & Literacy*– Title III: Amendments to the Wagner-Peyser

Act– Title IV: Amendments to the Rehabilitation

Act of 1973– Title V: General Provisions

*Most relevant to TESOL

Title I: Workforce Development• Administered by the Dept. of Labor

through the Employment & Training Administration

– Section of WIOA that is responsible for providing job training and employment services for unemployed and underemployed adults

– Services are open to all adults over 18

Title I: Workforce Development Boards

• 3,000 One-Stop centers administered through state Workforce Development Boards, which provide local WIOA employment and training activities

• WDBs include the governor, business leaders, employers, state legislators and state officials

• WDBs are responsible for submitting Unified State Plans every 4 years

Title I: Performance Measures

• WIOA creates a single set of common measures for adults across all core programs

• Emphasis of evaluation is on the performance of the program, not the individual adult learner

Title I: Workforce Development

• Authorized Funding:– FY 2017: $902 Million– FY 2018: $922 Million– FY 2019: $943 Million– FY 2020: $963 Million

• Enacted Funding:– FY 2016: $815 Million

Title II: Adult Education & Literacy

• Commonly referred to as the Adult Education & Family Literacy Act (AEFLA)– Administered by the Dept. of Education and makes

grants to states to improve basic skills including literacy

– Targets out of school adults who are at or below the secondary education level or below and in need of English language training to improve their ability to gain employment

– Title II is silent on citizenship requirements

Title II: Adult Education & Literacy

Title II helps to create collaboration between the federal and state governments to provide educational services in four targeted areas:

– Adult literacy for low skilled adults that leads to economic independence

– Education for parents and family members to become fully supportive of their children’s education and development

– Education toward the acquisition of secondary school diplomas and higher education credentials

– Educational opportunities for English language learners aimed at improving literacy skills in English and creating an understanding of American civics

Title II: Funding

• Authorized Funding:– FY 2016: $622 Million– FY 2016: $635 Million– FY 2018: $649 Million– FY 2019: $664 Million– FY 2020: $678 Million

• Enacted Funding:– FY 2016: $595Million

Title II: Funding

– 82% of Title II funding goes to award multi-year competitive grants to eligible adult education providers

• LEAs, faith based organizations, nonprofits, institutions of higher education, private organizations, etc.

– Grantees must operate programs that provide direct services in adult education and literacy

– Grantees must spend 95% of their funding on direct services

AEFLA Activities Under WIOA• Adult education• Literacy• Workplace adult education

and literacy• Family Literacy• English Language Acquisition• Integrated English Literacy and Civics Education• Workplace preparation activities• Integrated Education and Training

English Language Acquisition

• Statue clarifies multiple components of ELA that leads to GED and transition to postsecondary education or employment

• This does not preclude those who wish to improve ELA to improve education of children– Any eligible participant can participate, regardless of whether they

are pursuing GED, postsecondary, or employment– Those individuals do count against performance accountability– ”That leads to" requirement applies to the program design, and not

the participants

“That Leads To” Qualification

• Program has implemented state adult education content standards, and that this is reflected in local program materials

• Offer educational and career counseling services that assist eligible individuals to transition to postsecondary education or employment

• Be part of a career pathway

Integrated English Literacy /Civics Education• IEL/CE program in WIOA designed to help

individuals participate in education, work and civic opportunities

• IEL/CE activities are to include instruction in literacy, English language acquisition and instruction on the rights of citizenship and civic participation

IEL/CE Activities

• For all levels of learners• Must include literacy and ELA and civics

education• May include workforce training• States can choose between ELA or IEL/CE

services best meet the needs of learners• Different from IEL/CE program - separate

grant/set-aside

IELC/CE Program

• 12% set-aside funding under Title II • Must be combined with IET

– Department intends to be flexible– Requirement is on the program, but not the student.

Requirements for providers• Include instruction in literacy and ELA and civics• Designed to prepare adult ELLs for in employment• Integrate with local workforce training

Primary Performance Indicators

• Common performance measures for– Title I Youth program*– Title I Adult program– Title I Dislocated Worker program– Title II Adult Education and Family Literacy

program– Title III Employment Service*– Title IV Rehabilitation Services program

Primary Performance Indicators

1. Employment gains in second quarter after program exit

2. Employment gains in fourth quarter after program exit

3. Median earnings in second quarter after program exit

4. Employer measure5. Postsecondary credential attainment6. Measurable skill gains

Measurable Skill Gains

“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 measureable skill gains toward such

a credential or employment. (WIOA, Section

116(b)(2)(A)(V)).”

Measurable Skills Gain

• Not an exit-based measure• Intended to capture progression• Defined as documented progress

towards a credential or employment– Academic– Technical– Occupational– Other

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Discussion & Questions

Contact:

John Segotajsegota@tesol.org

@JohnSegota

David Cutler dcutler@tesol.org@TESOLpolicyguy