This document provides an overview of the Workforce Innovation and Opportunity Act (WIOA) performance accountability system. It discusses the six primary indicators of performance that states and local areas must report on which measure employment rates, median earnings, credential attainment, measurable skill gains, and effectiveness in serving employers. It also outlines the key terms, definitions, reporting requirements, and methodologies used to calculate each indicator. States must negotiate performance goals with the Departments of Labor and Education and begin reporting performance outcomes on July 1, 2020.
This is an overview presentation designed to accompany a live demonstration of the Illinois Workforce Integration System. The subject is the Apprenticeship Illinois Program.
This Illinois Longitudinal Data System (ILDS) Annual Report
and Plan provides the first update to the Inaugural Annual Report & Plan adopted by the LDS Governing Board on April 4, 2014.
2017 Apprenticeship Plus Youth Program Grant Application Information SessionIllinois workNet
The Department of Commerce coordinated a webinar to provide organizations with information regarding the application requirements for the 2017 Apprenticeship Plus Youth Program Notice of Funding Opportunity (NOFO).
UPDATE: ALL Nebraska public libraries are eligible to apply for E-rate. Libraries DO NOT have to be accredited to apply.
What is E-rate? How can my library benefit from E-rate? How do I apply for E-rate? E-rate is a federal program that provides discounts to assist schools and libraries in the United States to obtain affordable telecommunications and Internet access. This Basic session will be useful to libraries who have never applied for E-rate, libraries who are new to E-rate and current E-rate libraries who just want a refresher on what E-rate is all about.
For over 40 years, BDPA has partnered with corporate America to provide a steady stream of talented African Americans in IT.
BDPA offers our stakeholders in corporations, educational institutions and government agencies opportunities to network with other employers, career professionals and students in the pursuit of IT talent and services, as well as receive critical information on technology trends.
The prestigious Top Companies for Blacks in Technology award is presented annually during the National BDPA Technology Conference and Career Fair to the company that best demonstrates a workplace and environment that supports the advancement of African-Americans in the Information Technology industry. Each year, National BDPA surveys Fortune 1000 companies to make an assessment of their internal workplace and career development climate.
This is an overview presentation designed to accompany a live demonstration of the Illinois Workforce Integration System. The subject is the Apprenticeship Illinois Program.
This Illinois Longitudinal Data System (ILDS) Annual Report
and Plan provides the first update to the Inaugural Annual Report & Plan adopted by the LDS Governing Board on April 4, 2014.
2017 Apprenticeship Plus Youth Program Grant Application Information SessionIllinois workNet
The Department of Commerce coordinated a webinar to provide organizations with information regarding the application requirements for the 2017 Apprenticeship Plus Youth Program Notice of Funding Opportunity (NOFO).
UPDATE: ALL Nebraska public libraries are eligible to apply for E-rate. Libraries DO NOT have to be accredited to apply.
What is E-rate? How can my library benefit from E-rate? How do I apply for E-rate? E-rate is a federal program that provides discounts to assist schools and libraries in the United States to obtain affordable telecommunications and Internet access. This Basic session will be useful to libraries who have never applied for E-rate, libraries who are new to E-rate and current E-rate libraries who just want a refresher on what E-rate is all about.
For over 40 years, BDPA has partnered with corporate America to provide a steady stream of talented African Americans in IT.
BDPA offers our stakeholders in corporations, educational institutions and government agencies opportunities to network with other employers, career professionals and students in the pursuit of IT talent and services, as well as receive critical information on technology trends.
The prestigious Top Companies for Blacks in Technology award is presented annually during the National BDPA Technology Conference and Career Fair to the company that best demonstrates a workplace and environment that supports the advancement of African-Americans in the Information Technology industry. Each year, National BDPA surveys Fortune 1000 companies to make an assessment of their internal workplace and career development climate.
UNITED STATES DEPARTMENT OF LABOR Employment and Training Ad.docxdickonsondorris
UNITED STATES DEPARTMENT OF LABOR
Employment and Training Administration
A to Z | Site Map | FAQs | Forms | About DOL | Contact Us | Español
Enter Search Term Search
ETA Home
Find Job &
Career Info
Business &
Industry
Workforce
Professionals
Grants &
Contracts
TAA Program
Foreign Labor
Certification
Performance &
Results
Regions &
States
ETA Home Apprenticeship>
Apprenticeship?
What is Registered Apprenticeship?
Introduction
The Registered Apprenticeship system has been utilized to meet the needs of America's skilled workforce for over 75 years. It is a unique, flexible training system
that combines job related technical instruction with structured on-the-job learning experiences. Registered Apprenticeship is a leader in preparing American workers
to compete in a global 21st Century economy because the system keeps pace with advancing technologies and innovations in training and human resource
development.
The Registered Apprenticeship system provides the opportunity for workers seeking high-skilled, high- paying jobs and for employers seeking to build a qualified
workforce. In this regard, the Registered Apprenticeship system effectively meets the needs of both employers and workers.
Registered Apprenticeship is highly active in traditional industries such as construction and manufacturing, but it is also instrumental in the training and
development of emerging industries such as healthcare, energy, and homeland security.
It's an Immediate Job
Apprentices start working from day one with incremental wage increases as they become more proficient on the job. Apprenticeships range from one to six years,
but the majority are four years in length. In 2011, more than 130,000 individuals nationwide became apprentices.
It's On-the-Job Learning and Education
The "Earn and Learn" training model of Registered Apprenticeship provides a unique combination of structured learning with on-the-job training from an assigned
mentor. Related instruction, technical training or other certified training is provided by apprenticeship training centers, technical schools, community colleges,
and/or institutions employing distance and computer-based learning approaches. The goal is to provide workers with advanced skillsets that meet the specific needs
of employers.
It's a Credential
Upon completion of a Registered Apprenticeship program, participants receive an industry issued, nationally recognized credential that certifies occupational
proficiency, is portable, and can provide a pathway to the middle class. In many cases, these programs provide apprentices with the opportunity to simultaneously
obtain secondary and post-secondary degrees. In 2011, over 55,000 participants nationwide graduated from a Registered Apprenticeship program.
What are the Advantages of Registered Apprenticeship?
The Registered Apprenticeship system provides a wide array of benefits.
For apprentices, benefits include:
• Improved ...
Philippine performance-informed budgeting system, Department of budget and ma...OECD Governance
Presentation by the Department of Budget and Management, Philippines, 11th OECD-Asian Senior Budget Officials Annual Meeting, Bangkok, Thailand, 17-18 December 2015.
This webinar provided a 401(k) and pension plan accounting and auditing update for plan sponsors, including management, accountants, and Human Resource professionals. In addition, the presentation provided an update on recent Employee Retirement Income Security Act (ERISA) criminal cases, the outcomes of those cases, and the prosecution.
accreditation-by-nba-jntu I know you.pdfthefact9354
Accredited by Zomato h to be a e e e e e launda h to u get I love you 😘😘 h to kya karu yar kya ho gya tha but nhi hai to warna hum bhi to nhi ho rha tha aur fir se baat hai kya yu nhi hoo filhal h n u ready ho to be the same as my friend to be in a hurry and I love 💕💕💕💕💕💕💕💕💕 h to tee shirt to kya karu yar kya ho raha hai na ki nhi h kya hai kya yu to kya hua tha ki wo log kya sochenge
Dynamic Changes Occurring: OMB's Uniform Grant GuidanceStreamLinkSoftware
At this year’s National Association of State Auditors, Comptrollers and Treasurers (NASACT) Annual Conference in Chicago, Illinois, StreamLink Software CEO, Adam Roth, and partner at accounting firm Plante Moran, Michelle Watterworth, presented on UGG’s impact on grant administration and audits.
GRAND CANYON UNIVERSITY SCENARIO GENERATORModule 4 Scenari.docxwhittemorelucilla
GRAND CANYON UNIVERSITY SCENARIO GENERATOR
Module 4 Scenario: Hiring Plan and Compensation Package Proposal
Type: Family Business
Size: Small Business
Sector: Computer Repair
Funding: Investors/Lenders
Stakeholders:
Employees
Decision makers:
Owners
Formal organization:
LLC
Human Resources Department:
Pay-for service arrangement: employment law attorney
Stage in Organizational Lifecycle:
Birth
THESE ARE THE GIVEN CONSTRAINTS:
ORGANIZATIONAL BACKGROUND:
Founded in: 1970
Dedicated to: The company thrives to provide the best possible
experience to all of its business partners and clients.
Culture Our culture is akin to that of a small family. All our
employees are partners in the business, share our success, and help us
sustain the core values that make us successful.
Structure: Our organization is very flat and consists of three tiers:
owners, managers, and non-manager employees.
Mission statement: To ensure that each customer receives prompt,
professional, friendly, and courteous service. To maintain a
professional and friendly environment for our cusotmers and staff. To
provide at a fair price using only quality components. To ensure that
all customers and staff are treated with the respect and dignity they
deserve. To thank each customer for the opportunity to serve them. By
maintaining these objectives we shall be assured of a fair profit that
will allow us to contribute to the community we serve.
Vision statement: Within the next five years, we will become a leading
provider of products and services to small businesses by providing
page 1 / 4
customizable, user-friendly solutions scaled to small business needs.
INTEGRITY: By dealing honestly with our clients, staff, vendors and
community.
RESPONSIBILITY: By considering the environment in which we do
business, community views and the common good.
PROFITABILITY: By being aware that an appropriate level of profit is
necessary to maintain our business and allow our values to continue to
be observed.
Values statement: In conducting our business, we will realize our
vision by performing our affairs so that our actions provide
confirmation of the high value we place on:
Present goals: To reduce delivery and distribution time of products
and services. To reduce the number and frequency of customer
complaints, and to improve the response time of customers inquiries.
Past goals: To reduce employee turnover by 20 percent by introducing a
new employee assistance program. To improve productivity by
implementing a company-wide training program. To actively recruit
skilled workers into the organization.
Brief SWOT analysis:
Strengths:
Positive cash flow
Experienced management
Good business reputation
Known for product quality
Weaknesses:
Experienced management approaching retirement
Insufficiently diversified revenue streams
Products and/or services have not been updated for a long time
Too much internal bureaucracy
Opportunities:
Internat ...
City & Guilds - Centre Guidance for Functional Skills Summer 2020 UpdateThe Pathway Group
It has been agreed that for the City & Guilds Functional Skills qualifications, a calculated result should be used for all candidates who were due to complete from 20 March to 31 July 2020. This will be based on several activities and this guidance document outlines the initial steps and process that you will need to follow.
Assessment Cover SheetAssessment Week One Details.docxdavezstarr61655
Assessment Cover Sheet
Assessment Week One Details
Term and Year
Term 1 2018
Assessment Type
Portfolio of activities
Due Date
Class Room
Student Name:
Student ID No:
Date:
Qualification :
FNS50215 Diploma of Accounting
Unit Code:
FNSACC502
Unit Title:
Prepare income tax returns for individuals
Assessor’s Name
Ada DU
Student Declaration: I declare that this work has been completed by me honestly and with integrity. I understand that the Elite Education Vocation Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines apply to these assessment tasks.
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Name:
Name:
Ada DU
Signature:
Signature:
Date:
Date:
Student was absent from the feedback session.
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Principles of Assessment
Based on Clauses 1.8 – 1.12 from the Australian Standards Quality Assurance’s (ASQA) Standards for Registered Training Organizations (RTO) 2015, the learner would be assessed based on the following principles:
Fairness - (1) the individual learner’s needs are considered in the assessment process, (2) where appropriate, reasonable adjustments are applied by the RTO to take into account the individual leaner’s needs and, (3) the RTO informs the leaner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility – assessment is flexible to the individual learner by; (1) reflecting the learner’s needs, (2) assessing competencies held by the learner no matter how or where they have been acquired and, (3) the unit of competency and associated assessment requirements, and the individual.
Validity – (1) requires that assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge, (2) assessment of knowledge and skills is integrated with their practical application, (3) assessment to be based on evidence that demonstrates tat a leaner could demonstrate these skills and knowledge in other similar situations and, (4) judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.
Reliability – evidence presented for assessment is consistently interpreted and assessment resu.
Learn about the Demand Occupations tool on Illinois workNet. This tool allows job seekers to see which jobs in Illinois are in the highest demand, as well as labor market information about each career.
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Similar to 2019 performance accountability attendee version_wioa
UNITED STATES DEPARTMENT OF LABOR Employment and Training Ad.docxdickonsondorris
UNITED STATES DEPARTMENT OF LABOR
Employment and Training Administration
A to Z | Site Map | FAQs | Forms | About DOL | Contact Us | Español
Enter Search Term Search
ETA Home
Find Job &
Career Info
Business &
Industry
Workforce
Professionals
Grants &
Contracts
TAA Program
Foreign Labor
Certification
Performance &
Results
Regions &
States
ETA Home Apprenticeship>
Apprenticeship?
What is Registered Apprenticeship?
Introduction
The Registered Apprenticeship system has been utilized to meet the needs of America's skilled workforce for over 75 years. It is a unique, flexible training system
that combines job related technical instruction with structured on-the-job learning experiences. Registered Apprenticeship is a leader in preparing American workers
to compete in a global 21st Century economy because the system keeps pace with advancing technologies and innovations in training and human resource
development.
The Registered Apprenticeship system provides the opportunity for workers seeking high-skilled, high- paying jobs and for employers seeking to build a qualified
workforce. In this regard, the Registered Apprenticeship system effectively meets the needs of both employers and workers.
Registered Apprenticeship is highly active in traditional industries such as construction and manufacturing, but it is also instrumental in the training and
development of emerging industries such as healthcare, energy, and homeland security.
It's an Immediate Job
Apprentices start working from day one with incremental wage increases as they become more proficient on the job. Apprenticeships range from one to six years,
but the majority are four years in length. In 2011, more than 130,000 individuals nationwide became apprentices.
It's On-the-Job Learning and Education
The "Earn and Learn" training model of Registered Apprenticeship provides a unique combination of structured learning with on-the-job training from an assigned
mentor. Related instruction, technical training or other certified training is provided by apprenticeship training centers, technical schools, community colleges,
and/or institutions employing distance and computer-based learning approaches. The goal is to provide workers with advanced skillsets that meet the specific needs
of employers.
It's a Credential
Upon completion of a Registered Apprenticeship program, participants receive an industry issued, nationally recognized credential that certifies occupational
proficiency, is portable, and can provide a pathway to the middle class. In many cases, these programs provide apprentices with the opportunity to simultaneously
obtain secondary and post-secondary degrees. In 2011, over 55,000 participants nationwide graduated from a Registered Apprenticeship program.
What are the Advantages of Registered Apprenticeship?
The Registered Apprenticeship system provides a wide array of benefits.
For apprentices, benefits include:
• Improved ...
Philippine performance-informed budgeting system, Department of budget and ma...OECD Governance
Presentation by the Department of Budget and Management, Philippines, 11th OECD-Asian Senior Budget Officials Annual Meeting, Bangkok, Thailand, 17-18 December 2015.
This webinar provided a 401(k) and pension plan accounting and auditing update for plan sponsors, including management, accountants, and Human Resource professionals. In addition, the presentation provided an update on recent Employee Retirement Income Security Act (ERISA) criminal cases, the outcomes of those cases, and the prosecution.
accreditation-by-nba-jntu I know you.pdfthefact9354
Accredited by Zomato h to be a e e e e e launda h to u get I love you 😘😘 h to kya karu yar kya ho gya tha but nhi hai to warna hum bhi to nhi ho rha tha aur fir se baat hai kya yu nhi hoo filhal h n u ready ho to be the same as my friend to be in a hurry and I love 💕💕💕💕💕💕💕💕💕 h to tee shirt to kya karu yar kya ho raha hai na ki nhi h kya hai kya yu to kya hua tha ki wo log kya sochenge
Dynamic Changes Occurring: OMB's Uniform Grant GuidanceStreamLinkSoftware
At this year’s National Association of State Auditors, Comptrollers and Treasurers (NASACT) Annual Conference in Chicago, Illinois, StreamLink Software CEO, Adam Roth, and partner at accounting firm Plante Moran, Michelle Watterworth, presented on UGG’s impact on grant administration and audits.
GRAND CANYON UNIVERSITY SCENARIO GENERATORModule 4 Scenari.docxwhittemorelucilla
GRAND CANYON UNIVERSITY SCENARIO GENERATOR
Module 4 Scenario: Hiring Plan and Compensation Package Proposal
Type: Family Business
Size: Small Business
Sector: Computer Repair
Funding: Investors/Lenders
Stakeholders:
Employees
Decision makers:
Owners
Formal organization:
LLC
Human Resources Department:
Pay-for service arrangement: employment law attorney
Stage in Organizational Lifecycle:
Birth
THESE ARE THE GIVEN CONSTRAINTS:
ORGANIZATIONAL BACKGROUND:
Founded in: 1970
Dedicated to: The company thrives to provide the best possible
experience to all of its business partners and clients.
Culture Our culture is akin to that of a small family. All our
employees are partners in the business, share our success, and help us
sustain the core values that make us successful.
Structure: Our organization is very flat and consists of three tiers:
owners, managers, and non-manager employees.
Mission statement: To ensure that each customer receives prompt,
professional, friendly, and courteous service. To maintain a
professional and friendly environment for our cusotmers and staff. To
provide at a fair price using only quality components. To ensure that
all customers and staff are treated with the respect and dignity they
deserve. To thank each customer for the opportunity to serve them. By
maintaining these objectives we shall be assured of a fair profit that
will allow us to contribute to the community we serve.
Vision statement: Within the next five years, we will become a leading
provider of products and services to small businesses by providing
page 1 / 4
customizable, user-friendly solutions scaled to small business needs.
INTEGRITY: By dealing honestly with our clients, staff, vendors and
community.
RESPONSIBILITY: By considering the environment in which we do
business, community views and the common good.
PROFITABILITY: By being aware that an appropriate level of profit is
necessary to maintain our business and allow our values to continue to
be observed.
Values statement: In conducting our business, we will realize our
vision by performing our affairs so that our actions provide
confirmation of the high value we place on:
Present goals: To reduce delivery and distribution time of products
and services. To reduce the number and frequency of customer
complaints, and to improve the response time of customers inquiries.
Past goals: To reduce employee turnover by 20 percent by introducing a
new employee assistance program. To improve productivity by
implementing a company-wide training program. To actively recruit
skilled workers into the organization.
Brief SWOT analysis:
Strengths:
Positive cash flow
Experienced management
Good business reputation
Known for product quality
Weaknesses:
Experienced management approaching retirement
Insufficiently diversified revenue streams
Products and/or services have not been updated for a long time
Too much internal bureaucracy
Opportunities:
Internat ...
City & Guilds - Centre Guidance for Functional Skills Summer 2020 UpdateThe Pathway Group
It has been agreed that for the City & Guilds Functional Skills qualifications, a calculated result should be used for all candidates who were due to complete from 20 March to 31 July 2020. This will be based on several activities and this guidance document outlines the initial steps and process that you will need to follow.
Assessment Cover SheetAssessment Week One Details.docxdavezstarr61655
Assessment Cover Sheet
Assessment Week One Details
Term and Year
Term 1 2018
Assessment Type
Portfolio of activities
Due Date
Class Room
Student Name:
Student ID No:
Date:
Qualification :
FNS50215 Diploma of Accounting
Unit Code:
FNSACC502
Unit Title:
Prepare income tax returns for individuals
Assessor’s Name
Ada DU
Student Declaration: I declare that this work has been completed by me honestly and with integrity. I understand that the Elite Education Vocation Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines apply to these assessment tasks.
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Name:
Name:
Ada DU
Signature:
Signature:
Date:
Date:
Student was absent from the feedback session.
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Principles of Assessment
Based on Clauses 1.8 – 1.12 from the Australian Standards Quality Assurance’s (ASQA) Standards for Registered Training Organizations (RTO) 2015, the learner would be assessed based on the following principles:
Fairness - (1) the individual learner’s needs are considered in the assessment process, (2) where appropriate, reasonable adjustments are applied by the RTO to take into account the individual leaner’s needs and, (3) the RTO informs the leaner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility – assessment is flexible to the individual learner by; (1) reflecting the learner’s needs, (2) assessing competencies held by the learner no matter how or where they have been acquired and, (3) the unit of competency and associated assessment requirements, and the individual.
Validity – (1) requires that assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge, (2) assessment of knowledge and skills is integrated with their practical application, (3) assessment to be based on evidence that demonstrates tat a leaner could demonstrate these skills and knowledge in other similar situations and, (4) judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.
Reliability – evidence presented for assessment is consistently interpreted and assessment resu.
Learn about the Demand Occupations tool on Illinois workNet. This tool allows job seekers to see which jobs in Illinois are in the highest demand, as well as labor market information about each career.
Learn about the Demand Occupations tool on Illinois workNet. This tool allows job seekers to see which jobs in Illinois are in the highest demand, as well as labor market information about each career.
This PPT walks through using the Illinois workNet WIOA Contract Reporting Tool. The PPT provides an overview on searching contracts, adding new contracts, submitting contacts, approving contracts, and accessing the public WIOA contract search page.
A widget is a stand-alone application that can be embedded into other websites. Illinois workNet offers several widget options. All of the widgets are interactive making content seamless from other websites.
This presentation walks through Success Story updates, the importance of Success Stories, Success Story resources, and the process for submitting success stories through Illinois workNet
Social media is here to stay! It is no longer whether you use social media, but how well you are using it.
Whether you are a business or a job seeker, you need to know how and why you should be using social media to market your product and services, or skills and experiences to your target audience. With close to a 1000 social platforms, it is hard to decide which ones are best for you. This SlideShare will walk you through a variety of platforms and how they can help in your job search.
How can you manage your money through different life situations?
This presentation provides a variety of scenarios in which money plays an important feature in moving forward in your life. We have four scenarios of individuals in various stages of employment. We will discuss the aspects of money management that may be important in that scenario and the resources available to that individual.
This PPT provides an overview of Illinois Employer-Based Training Programs including Class-Sized Training, Customized Training, On-the-Job Training, and Incumbent Worker Training.
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
2. Workforce Innovation and Opportunity Act: Summary
34 CFR Parts 361 and 463
The Departments of Education (ED) and Labor (DOL) issue this Joint Final Rule
to implement jointly administered activities authorized by title I of the
Workforce Innovation and Opportunity Act (WIOA) signed into law on July 22,
2014. Through these regulations, the departments implement workforce,
education, and employment system reforms and strengthen the nation’s
public workforce development system.
This Joint WIOA Final Rule provides guidance for State and local workforce
development systems that increase the skill and credential attainment,
employment, retention, and earnings of participants, especially those with
significant barriers to employment, thereby improving the quality of the
workforce, reducing dependency on public benefits, increasing economic
opportunity, and enhancing the productivity and competitiveness of the nation.
2
3. WIOA GOAL
Number 1:
Serving
Job Seekers
Workforce InnovationOpportunity
Act - Serving Job Seekers
Employment
Education
Training
Support Services
3
5. WIOA Combining Labor and Education Programs
In Illinois that means 4 Core Agencies have to figure out how to blend 6 Core Programs.
U.S. Department of Labor
• Title I – Adults, Dislocated Workers,
Youth
• Title III –Wagner-Peyser
U.S. Department of
Education
• Title II – Adult Education
• Title IV – Rehabilitative Services
5
6. WIOA Aligning
Performance
Objectives
• Align performance-related definitions
• Streamline performance indicators
• Integrate reporting
• Collect comparable data across 6 programs
• Implement program specific requirements
Performance Accountability
6
7. Workforce Innovation and Opportunity Act
Timeline July 2014 –WIOA enacted into law - Reformed the performance
measures for core programs existing measures changed and new
measures added.
July 2015 –WIOA law in effect – Determine how to report on the
new performance measures. Not accountable for reporting on
them yet.
July 2016 – New Performance Measures Effective – Illinois will
start reporting on some of the measures while DOL extended the
deadline of other new baseline measures.
July 2020 –The first full year ofWIOA performance reporting on
outcomes for all six measures for all Core Partners.
7
8. Baseline Indicators
“Baseline” indicators:
• Will not have a proposed expected level of performance in the state
unified plan submission.
• Will not be included or agreed upon with the Departments on
negotiated levels of performance.
• Will not be used to determine failure to achieve adjusted levels of
performance for purposes of sanctions.
8
Baseline indicators -The selection of a certain primary indicator for designation as a baseline indicator was
determined on the likelihood of a State having adequate data on which to make a reasonable determination of an
expected level of performance, and these designations vary across core programs.
9. KeyTerms and Definitions - TEGL 10-16 Change 1
Reportable Individual: An individual who has taken action that demonstrates an intent to use program
services and who meets specific reporting criteria of the program.
Participant: A reportable individual who has received services after satisfying all applicable
programmatic requirements for the provision of services, such as eligibility determination.
Program Exit: The date of exit from the program is the last date of service. The date cannot be
determined until 90 days have lapsed since the participant received his last services and no future
services are planned.
Participant Individual Record Layout (PIRL): The data layout that provides a standardized set of
data elements, definitions, and reporting instructions that will be used to describe the characteristics,
activities and outcomes ofWIOA participants. DOL-ETA PIRL LAYOUT
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10. KeyTerms and Definitions
Secondary School Diploma: A high school diploma or its equivalency.
Supplemental Wages: Compensation received from employment that is in addition
to the regular, ordinary salary or wages.
Unsubsidized Employment: Employment in the private or public sector for which the
employer does not receive a subsidy from public funds to offset all or a part of the wages
and costs of employing an individual.
10
11. WIOA Primary Indicators of Performance
DOL-ETA WIOA Performance Indicators
Employment
Rate 2nd Quarter
After Exit
Employment
Rate 4th Quarter
After Exit
Median Earnings
2nd Quarter After
Exit
Credential
Attainment
Measurable Skill
Gains
Effectiveness in
Serving
Employers
11
12. Primary Indicator # 1 – Employment Rate 2nd Quarter
After Exit
• Define:The percentage of
participants who are in unsubsidized
employment during the second
quarter after exit from the program.
• Title IYouth can be in employment
OR education to count as a positive
in this measure.
• Supplemental wage information is
allowed to verify employment.
• Calculation/ Methodology:
The number of participants who
exited during the reporting period
who are found to be employed in the
second quarter after exit DIVIDED
by the number of participants who
exited during the quarter.
12
13. Primary Indicator # 2 – Employment Rate 4th Quarter
After Exit
• Define:The percentage of
participants who are in unsubsidized
employment during the fourth
quarter after exit from the program.
• Title IYouth can be in employment
OR education to be counted as a
positive in this measure.
• Supplemental wage records are
allowed to verify employment.
• Calculation/ Methodology:
The number of participants who
exited during the reporting period
who are found to be employed, in
the 4th quarter after the exit quarter
DIVIDED by the number of
participants who exited during the
reporting period.
13
14. Primary Indicator # 3 – Median Earning 2nd Quarter After
Exit
• Define:The median earnings of
participants who are in unsubsidized
employment during the second
quarter after exit from the program.
• Participants who exited and are not
employed in the 2nd exit quarter will
not count in this measure.
• Supplemental wage information
can be used to verify wages.
• Calculation/ Methodology:
Total quarterly earnings for all participants
employed in the second quarter after exit
are collected. The wage information values
are listed in order from the lowest to
highest value and the value in the middle of
this list is the median earnings value.
TheWage Conversion Chart is used to
convert supplemental wage values that
don’t represent the total amount the
participant earned in the second quarter
and should be used only when earnings
information is not available.
14
15. Primary Indicator # 4 – Credential Attainment
• Define:The percentage of those participants
enrolled in an education or training program who
attain a recognized postsecondary credential or
a secondary school diploma, or its recognized
equivalent, during participation in or within one
year after exit from the program.
• Only includes those who received training or
education.
• On –the –JobTraining (OJT) and customized
training do not count as credentials for this
measure
• Credentials can be obtained during the program
or within 1 year following exit.
• If a participant obtains a secondary school
diploma or equivalent, in order to count in the
numerator, (as a positive) they must also be
employed or in an education/training program
leading to a postsecondary credential within one
year after exit.
• Participants who achieve multiple credentials
should be reported based on the highest
credential attained for that period of
participation.
• A participant should only be included in the
numerator and denominator of this indicator once
per period of participation.
• (SeeTEGL 10-16 Change 1. page 12 for
Methodology/Calculation.)
https://wdr.doleta.gov/directives/corr_doc.cfm?D
OCN=3255
15
16. Primary Indicator # 4
– Credential
Attainment
1. Secondary School Diploma or recognized equivalent
2. Associate’s Degree
3. Bachelor’s Degree
4. Graduate Degree for purposes of theVR program
5. Occupational Licensure
6. Occupational Certificate, including Registered
Apprenticeship and Career andTechnical Education
educational certificates
7. Occupational Certification
8. Other recognized certificates of industry/occupational
skills completion sufficient to qualify for entry-level or
advancement in employmentTypes of Acceptable Credentials
16
17. Primary Indicator # 4 – Credential Attainment
What type of credentials count?
• A recognized postsecondary credential is defined as a credential
consisting of an industry-recognized certificate or certification a
certificate of completion of an apprenticeship, a license recognized by
the State or Federal Government, or an associate or baccalaureate
degree
• Such certificates must recognize technology or industry/occupational
skills for the specific industry/occupation rather than general skills
related to safety, hygiene, etc., even if such general skills certificates are
broadly required to qualify for entry-level employment or advancement
in employment.
17
18. Primary Indicator # 4 – Credential Attainment
What type of credentials DO NOT count?
• Certificates that DO NOT document the measurable technical or
industry/ occupational skills necessary to gain employment or advance
within an occupation.
• Examples include:
– OSHA 10 or OSHA 30 hour safety courses
– Work readiness certificates, ie; food handlers, CPR/First Aid
certifications…
– Completion of orientation or mobility training
– Workforce Development Board (WDB) certificates
18
19. Primary Indicator # 5 – Measurable Skill Gains (MSG)
• Define:The percentage of 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, defined as documented
academic, technical, occupational, or other forms of
progress, towards such a credential or employment.
• This measures interim programs of participants for a
specified reporting period and is not an exit based
measure.
• Intended to capture important progress through
pathways offering different needs based services that
can help fulfill a diverse workforce system tailored to
individual needs and goals.
• OJT’s and Customized training DO count for this
indicator.
• Does not apply toTitle III.
• Calculation/ Methodology:
Calculation includes all participants:
The number of program participants who are in an
education or training program leading to a recognized
post secondary credential or employment and are
achieving measurable skill gains based on attainment of
at least one type of gain DIVIDED by the number of
program participants during the reporting period who
are in an education or training program that leads to a
recognized postsecondary credential or employment.
• A participant may have achieved more than one type
of gain in a reporting period; however only one gain
per participant in a reporting period may be used
towards success in the MSG indicator.
• The MSG indicator is the only measureTitle II is
reporting on for the first two years ofWIOA.
19
20. Primary Indicator # 5
– Measurable Skill
Gains (MSG)
1. Documented achievement of at least one educational
functioning level of a participant who is receiving
instruction below the postsecondary education level
2. Documented attainment of a secondary school diploma
or its recognized equivalent
3. Secondary or post secondary transcript or report cards for
a sufficient number of credit hours that shows a
participant is meeting the State unit’s academic
standards
4. Satisfactory or better progress report, toward established
milestones, such as completion of an OJT or completion
of one year of an apprenticeship program or similar
milestones, from an employer or training provider who is
providing training
5. Successful passage of an exam that is required for a
particular occupation or progress in attaining technical or
occupational skills as evidenced by trade-related
benchmarks such as knowledge-based exams
Documented Progress Defined
20
21. Primary Indicator # 5
– Measurable Skill
Gains (MSG)
Two ways to gain an Educational Functioning
Level (EFL):
1. Accomplish the following:
A. Comparing the participant’s pretest with
the participant’s post-test, using a NRS
approved test
B. Awarding of Carnegie Units or credits in
an adult high school program
C. Enrollment in postsecondary education
and training after exit-Developmental
Education enrollments WILL count toward
MSG
2. Obtaining a secondary credential or its
recognized equivalentEducational Functioning Level
21
22. Primary Indicator # 5 – Measurable Skill Gains
Operational Parameter
• The appropriateTypes
of measurable skill
gains for each core
program are detailed
in the table to the
right.
• These parameters are
intended to focus
performance
accountability under
measureable skill gains
on the services that are
allowable under the
respective statutory
provisions.
22
23. Primary Indicator # 6
– Effectiveness of
Serving Employers
• Since this indicator is a new approach for
measuring performance, Departments have
implemented a pilot program during which
States must select 2 of the 3 approaches.
• States may also voluntarily develop an
additional State-specific approach.
• The Departments will evaluate State
experiences with the various approaches and
plan to identify a standardized indicator.
• The first reporting for these measures was
October 2018 that included July 1, 2016
through June 30, 2017.New Approach
23
24. Primary Indicator # 6 – Effectiveness in Serving
Employers
• Purpose - Establish a primary
indicator of performance for
effectiveness of serving
employers
• Three Proposed Approaches:
1. Retention with same
employer
2. Repeat Business Customers
3. Employer Penetration Rate
• Calculation/ Methodology
Determination & Selection:
At an IWIB meeting on
September 21, 2017 it was
voted on by the board and the
Illinois pilot programs for
measuring the effectiveness of
serving employers will be…
• Approach 1 and Approach 3.
24
25. Primary Indicator # 6 – Retention with Same Employer
Retention with the Same Employer
This approach captures the percentage
of participants who exit and are
employed with the same employer in
the second and fourth quarters after
exit.
These data matches have individual
level data for participants to track which
individuals stayed with the same
employer.
• Calculation/ Methodology:
Denominator –
The cohort of participants that exited
and were employed in the 2nd Quarter
after leaving program.
Numerator –
The sub-population of participants from
the Denominator that are identified as
working with the same employer in 4th
Quarter after exit.
25
26. Primary Indicator # 6 – Employer Penetration Rate
Employer Penetration Rate
This approach tracks the percentage of
employers who are using the core program
services out of all employers represented in
an area or State served by the public
workforce system.
States are required to track data elements
E1 – E4 in Attachment 4,TableATEGL 10 – 16
Change 1 – “Effectiveness in Serving
Employers specifications” ofWIOA joint
reporting requirements for employer
penetration rate
• Calculation/ Methodology:
Denominator –
The total number of establishments as
determined by the IDES Quarterly Census of
Employment andWages program data for the
final quarter of the reporting period.
Numerator –
The total number of establishments that
received a service during the reporting period. If
an establishment receives more than one service
during the reporting period per DOL established
CategoryTypes, that establishment should be
counted only once in this calculation for each
service category.
26
27. Total Number of
Establishments
Attachment 4TableA
TEGL 10 – 16 Change 1
27
Illinois
Penetration Rate Denominator
Link on IDES Data and Statistics Page
http://www.ides.illinois.gov/LMI/Pages/Qu
arterly_Census_of_Employment_and_Wag
es.aspx
Click on “Illinois atWork”
2nd Quarter 2017
Open file and go to last table – Statewide -
28. DOL Service
Categories
Attachment 4Table B
TEGL 10 – 16 Change 1
28
Illinois
Penetration Rate Numerator
DOL ServiceCategories for the
Numerator Calculations:
1. Employer Information and Support
Services
2. Workforce RecruitmentAssistance
3. Engaged in Strategic
Planning/Economic Development
4. Accessing Untapped Labor Pools
5. Training Services
6. Rapid Response/Business Downsizing
Assistance
7. IncumbentWorkerTraining Services
8. Planning Layoff Response
33. Primary Indicators
of Performance:
Negotiated
Negotiating Performance Goals forWIOA
occurs every two years between the state
and Federal agencies in alignment with the
submission of the WIOA Unified State Plan
and the modification of the State Plan,
respectively.
PY2018/PY2019, negotiated indicators of
performance are:
Title I – 2nd and 4th Quarter After Exit
Employment; Median Earnings;
Credential Attainment
Title II – Measurable Skill Gains
Title III – 2nd and 4th Quarter After Exit
Employment; Median Earnings
Title IV – None. All indicators are
baseline indicators.
33
Illinois WIOA Performance PY 2016 & PY2017
Negotiated Level Final
PY 2018
Requested Level
PY 2019
Requested Level
Employment Rate – 2nd Quarter After Exit
Title I – Adults 72.4 76.0 76.0
Title I – Dislocated Worker 78.0 80.5 80.5
Title I – Youth 73.0 73.0 73.0
Title II – Adult Education *Baseline Baseline Baseline
Title III- Wagner – Peyser 55.7 61.0 61.0
Title IV – Vocational Rehabilitation Baseline Baseline Baseline
Employment Rate – 4th Quarter After Exit
Title I – Adults 71.0 73.0 73.0
Title I – Dislocated Worker 75.4 79.0 79.0
Title I – Youth 61.1 62.0 62.0
Title II – Adult Education Baseline Baseline Baseline
Title III- Wagner – Peyser 59.1 60.0 60.0
Title IV – Vocational Rehabilitation Baseline Baseline Baseline
Median Earnings – 2nd Quarter After Exit
Title I – Adults 5,000 5,460 5,460
Title I – Dislocated Worker 6,978 7,327 7,327
Title I – Youth Baseline Baseline Baseline
Title II – Adult Education Baseline Baseline Baseline
Title III- Wagner – Peyser 4,911 5,000 5,000
Title IV – Vocational Rehabilitation Baseline Baseline Baseline
Credential Attainment
Title I – Adults 55.6 63.0 63.0
Title I – Dislocated Worker 60.5 66.0 66.0
Title I – Youth 69.0 67.0 67.0
Title II – Adult Education Baseline Baseline Baseline
Title III- Wagner – Peyser N/A N/A N/A
Title IV – Vocational Rehabilitation Baseline Baseline Baseline
Measurable Skill Gains
Title I – Adults Baseline Baseline Baseline
Title I – Dislocated Worker Baseline Baseline Baseline
Title I – Youth Baseline Baseline Baseline
Title II – Adult Education 41.0/ 42.0 44.0 --
Title III- Wagner – Peyser N/A N/A N/A
Title IV – Vocational Rehabilitation Baseline Baseline Baseline
Effectiveness in Serving Employers
Title I – Adults Baseline Baseline Baseline
Title I – Dislocated Worker Baseline Baseline Baseline
Title I – Youth Baseline Baseline Baseline
Title II – Adult Education Baseline Baseline Baseline
Title III- Wagner – Peyser Baseline Baseline Baseline
34. Primary Indicators
of Performance:
We’re All in itTogether
AllTitles / All Indicators
DOL Requirements
GOAL: Unified
Performance Reporting
WIOA Section 116(b)(2)(A)
34
35. QUESTIONS?
Presenter
Patti Schnoor, DCEO
Office of Employment and
Training
WIOATitle I -
Tech/Performance
217-524-4441;
patricia.schnoor@illinois.gov
Thank you!
State Partner Agency Contacts for Performance
• Title II – Jay Brooks, ICCB, 618-942-7460;
Jay.Brooks@illinois.gov
• Title III – Sergio Estrada, IDES, 312-793-6213;
sergio.estrada@illinois.gov
• Title IV – Doug Morton, IDHS, 312-814-1936;
douglas.morton@illinois.gov
35