Performance Management Policy Highlights Workforce Innovations 2005 July 12 and 13, 2005.
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Transcript of Performance Management Policy Highlights Workforce Innovations 2005 July 12 and 13, 2005.
Performance Management Performance Management Policy Highlights Policy Highlights
Workforce Innovations 2005 Workforce Innovations 2005
July 12 and 13, 2005 July 12 and 13, 2005
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Reporting performance is a fundamental element of improving customer services and good public administration
Performance information should be easily understood by all customers, stakeholders, and operators of the workforce investment system
Establishing common measures and standardizing customer data collection improves the comparability and understanding of performance results
Ensuring the accuracy and timeliness of performance results is necessary for demonstrating system integrity and value
Workforce System Performance Improving Performance Results
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Focus on the core purposes of the workforce system– employment for adults and skill gain for youth
Break down barriers to integration resulting from different definitions, data and reports for each workforce program
Resolve questions raised by GAO and other oversight agencies regarding the consistency and reliability of data
Reduce confusion among our customers and stakeholders who want to know about results
Workforce System Performance Benefits of Common Performance Measures
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Common measures focus on key results for the adult and youth programs; other management information collected will continue to be valuable
Management and oversight of programs will continue to require information that is relevant to each program
Information on statutorily-required performance measures will continue to be collected and reported
Additional information about participants, services and outcomes must supplement the story told by the common measures
Workforce System Performance Common Performance Measures
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Three common performance measures apply to programs serving adults:
Entered Employment Employment Retention Earnings Increase
Three common measures apply to programs serving youth:
Placement in Employment or Education/Advanced Training
Attainment of a Degree or Certificate Literacy and Numeracy Gains
Common Performance Measures
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States have negotiated performance goals for WIA programs for PY 2005 and PY 2006
WIA AdultsEntered employmentEmployment retentionEarnings changeEmployment and credential rate
WIA Dislocated WorkersEntered employmentEmployment retentionEarnings changeEmployment and credential rate
Note:
In addition, states have negotiated performance goals for WIA for Employer customer satisfaction and Job seeker customer satisfaction
AccountabilityWIA Adult and Dislocated Worker,
Wagner-Peyser and Trade Programs
PY 2005 will be a baseline year for these performance measures for W-P employment services. Goals will be negotiated beginning with PY 2006.
W-P employment services
Entered employment
Employment retention
Earnings change
States are responsible for achieving National Goals for the Trade program.
Trade
Entered employment
Employment retention
Earnings change
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States have negotiated performance goals for WIA programs for PY 2005
and PY 2006
Older Youth
Entered employment
Employment retention
Earnings change
Employment and credential rate
Younger Youth
Skill attainment rate
Diploma attainment rate
Retention rate
AccountabilityWIA Youth Programs
States have not negotiated performance goals for the youth common measures, however states will be expected to begin reporting on these measures
All Youth- Common MeasuresPlacement in employment or education/
advanced training (PY05)Attainment of a degree or certificate
(PY05)Literacy and numeracy gains (PY05/06)
States must collect and report the first two measures beginning in PY05. States are encouraged to begin data collection and reporting for the literacy/numeracy gains measure, although it will not be required until PY06.
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Key Definitions:
Participant – An individual who is determined eligible to participate in the program and receives a service funded by the program in a physical location.*
Exit – Participant does not receive a service funded by the program or a partner program for 90 consecutive calendar days and is not scheduled for future services.
* States and grantees are encouraged to consider as participants those individuals who receive services that are available through the Internet and are not accessed through a physical location.
Common Performance Measures
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Adult Common MeasuresSummary of Major Policy Changes
TEGL 15-03Old Policy
TEGL 28-04New Policy
ADULT MEASURES
Entered Employment Rate No change in methodology from WIA or TEGL 15-03Permits grantees to use wage records and supplemental data
Employment Retention RateMeasurement at 1st, 2nd, and 3rd quarters
No change in methodology from TEGL 15-03Permits grantees to use wage records and supplemental data
Earnings Increase Measure
Separated into two distinct indicators of performance
1.Percent change pre- to post-program Qtr 1
2.Percent change post-program Qtr 1 to Qtr 3
Replaces the two-part earnings increase measure identified in TEGL 15-03 with a single Six Month Earnings Increase measure (pre- to post-program)Wage records are the only data sourceGrantees that do not have access to wage records can use supplemental data as an interim means of reporting
Program Efficiency identified as a core common measure
Eliminates program efficiency as a reportable measure at the grantee level
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Measure:
Of those who are not employed at the date of participation:
Number of participants employed in the 1st quarter after the exit quarter divided by the number of participants who exit during the quarter
Same as current WIA Adult and Dislocated Worker entered employment definitions
Includes only those not employed at entry Employment status at participation is based on information from the
individual, not wage record data
Adult Common Measures Entered Employment
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Measure:
Of those who are employed in the 1st quarter after the exit quarter:Number of participants employed in both the 2nd and 3rd quarters after the exit quarter divided by the number of participants who exit during the quarter
Additional measurement point (2nd quarter) compared to current WIA Adult, Dislocated Worker, and TAA retention rates
Includes all participants employed in the 1st quarter regardless of their employment status at participation
Employment in the 1st, 2nd, and 3rd quarters does not have to be with the same employer
Adult Common MeasuresEmployment Retention
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Measure:
Of those who are employed in the 1st quarter after the exit quarter:[Total earnings in the 2nd and 3rd quarters after exit minus total earnings in the 2nd and 3rd quarters prior to participation] divided by the number of participants who exit during the quarter
Same as current WIA Adult Earnings Gain measure, but different than current wage replacement rate for WIA Dislocated Worker and TAA programs
Completely new measure for W-P & VETS programs Designed as a six month pre- and post-program look at
earnings change
Adult Common MeasuresEarnings Increase
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Calculation yields a dollar amount, not a rate Negative dollar amounts are likely for WIA Dislocated Worker
and TAA customers Wage records will be the only data source for this measure
• Grantees that do not have access to wage records may use supplemental data as an interim means of reporting on the measure
States and grantees may exclude participant earnings from each of the total quarterly amounts where the following occurs:
• False or erroneous wage data has been reported to the grantee• Individual received severance pay or other earnings attributable
to a termination from employment
Adult Common MeasuresEarnings Increase, Cont.
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Youth Common MeasuresSummary of Major Policy Changes
TEGL 15-03Old Policy
TEGL 28-04New Policy
YOUTH MEASURES
Placement in Employment or Education Excluded individuals in secondary school at
exit from performance calculations
Individuals in secondary school at exit are now included in the measure
Permits grantees to use wage records and supplemental data
Attainment of Degree or Certificate Excluded individuals in secondary school at
exit from performance calculations
Individuals in secondary school at exit are now included in the measure
Clarifies the definition of Diploma Includes degrees/certificates awarded by tribally-
controlled colleges and universities
Literacy and Numeracy Gains Included all in-school and out-of-school youth
who were basic skills deficient
In-school youth are now excluded from the measure
Provides additional guidance on providing reasonable accommodations for testing youth with disabilities
Program Efficiency identified as a core common measure
Eliminates Program Efficiency as a reportable measure at the grantee level
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Measure:Of those who are not in post-secondary education, employed, or the military at the date of participation:Number of participants in employment, military, or enrolled in post-secondary education and/or advanced training/occupational skills training in the 1st quarter after the exit quarter divided by the number of participants who exit during the quarter
Includes individuals in secondary school at participation and exit
Similar to current Younger Youth Retention measure in that it recognizes the same outcomes – improvement from Older Youth Entered Employment
Tighter definition of advanced training
Youth Common MeasuresPlacement in Employment or Education
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Measure:Of those who are enrolled in education at participation or any time during the program:Number of participants who attain a diploma, GED, or certificate by the end of the 3rd quarter after the exit quarter divided by the number of participants who exit during the quarter
Similar to a combination of the Younger Youth Diploma Rate and Older Youth Credential Rate
Tighter definition of certificate; does not have employment as a component like the current credential measure
Diplomas, GEDs, or certificates can be obtained while a person is still receiving services or at any point prior to the end of the 3rd quarter after exit Individuals in secondary school at exit will be included in the measure
Education refers to those in secondary, post-secondary, adult education, or any other organized program of study
Individuals in secondary school at participation and exit will be included in the measure
Youth Common MeasuresAttainment of Degree or Certificate
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Diploma – any credential that the state education agency accepts as equivalent to a high school diploma
Certificate – awarded in recognition of attainment of measurable technical or occupational skills necessary to gain employment or advance within an occupation
• Based on standards developed or endorsed by employers
• Certificates awarded by workforce investment boards or in recognition of attaining generic pre-employment or work readiness skills are not included in this definition
Youth Common MeasuresAttainment of Degree or Certificate
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Certificates can be awarded by the following institutions:• State educational agency• Institutions of higher education (sec. 102 of Higher
Education Act)• Professional, industry, or employer organization or a
product manufacturer or developer• Registered apprenticeship program• Public regulatory agency• Department of Veterans Affairs• Office of Job Corps• Tribally-controlled colleges and universities
Youth Common MeasuresAttainment of Degree or Certificate
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Measure:Of those out-of-school youth who are basic skills deficient:Number of participants who increase one or more educational functioning levels divided by [the number of participants who have completed a year in the program plus the number of participants who exit before completing a year in the program]
In-school youth are excluded from this measure Individuals who are not basic skills deficient are excluded from this measure Includes individuals with learning disabilities, with accommodations and
alternate testing options Creates specific focus on improving basic skills rather than including basic skills
among work readiness and occupational skills training Does not mean work readiness and occupational skills no longer important
(impact of those skills will be seen in the Placement in Employment and Education Rate)
Standard for success much higher than with less-defined skill attainment rate
Youth Common MeasuresLiteracy and Numeracy Gains
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To be included in the numerator, an individual must advance one or more Adult Basic Education (ABE) or English as a Second Language (ESL) functioning levels
Gain can occur in literacy or numeracy—can pre-test at different levels in each category
Educational functioning levels are consistent with Adult Basic Education’s National Reporting System (NRS)
Initial assessment test must occur within 60 days following the date of participation in the program
Individuals should be post-tested by the end of one year of participation and compared to pre-test results obtained during the initial assessment
Participants only included in measure a second time if they complete a second full year of participation
Youth Common MeasuresLiteracy and Numeracy Gains
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Must use one of NRS cross-walked assessment tests or equate alternate test to NRS scale
Tests cross-walked with ABE and ESL levels include:• Comprehensive Adult Student Assessment
Instrument (CASAS)• Test of Adult Basic Education (TABE)• Adult Basic Learning Examination (ABLE)• Student Performance Levels for ESL• Basic English Skills Test (BEST) for ESL• WorkKeys (for the top 3 ABE levels)
Youth Common MeasuresLiteracy and Numeracy Gains
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ETA received emergency approval in April 2005 to incorporate common measures into the WIA, W-P, VETS, and TAA program reporting systems
• Remember, where possible the definitions for common performance measures are replacing “old” definitions
These changes are effective on July 1, 2005 for WIA, W-P, and VETS programs, and October 1, 2005, for the TAA program
ETA will be publishing three 60-day notices on these reporting changes in July to provide opportunity for public comment as part of the full-approval process of these revisions
ETA is considering alternative definitions for the earnings measure
Implementation
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Highlights of Changes to Reporting
WIA Performance Reporting System Quarterly Report
• Collects aggregate counts of self-service participants, the number of participants in training, and youth (by age and school status)
• Collects current WIA youth measures plus common measures• Separate reporting of common measures for Adults, Dislocated Workers,
and NEG participants • Rolling four-quarter reporting methodology to align with W-P employment
services Reporting System• Eliminated customer satisfaction reporting on a quarterly basis
Annual Report• Collects similar aggregate counts of participants and exiters as the
Quarterly Report• New report table to collect youth common measures
WIASRD• Collects additional data on participant services and outcomes to calculate
common measures• States do not submit WIASRD files on participants who receive only self-
services and informational activities• States must report co-enrollment of individuals in Wagner-Peyser or TAA
programs
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Highlights of Changes to Reporting
Wagner-Peyser Reporting System (ES 9002 and VETS 200) Aligns performance reporting cohorts with WIA reporting cohorts Eliminates all customer satisfaction reporting Collects aggregate counts on participants, exiters, and those
receiving workforce information services Collects aggregate outcomes for the adult common measures Collects aggregate data on services to Homeless Veterans (VETS
200 C report only) Eliminates reporting on each category of veteran (e.g., campaign,
disabled) by age grouping
Trade Act Participant Report (TAPR) Collects data elements to calculate common measures Collects information on participant services as authorized under the
TAA Reform Act of 2002
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Questions about performance issues? Want updates on performance?
Please contact us at: [email protected] or 202-693-3031www.doleta.gov/performance
Office of Performance and TechnologyKaren Staha, [email protected]
Office of Workforce Investment Evan Rosenberg, [email protected] (Youth)Gail Eulenstein, [email protected] (Adult/Dislocated Workers)Tony Dais, [email protected] (W-P employment services)
Office of National Response Terry Clark, [email protected] (TAA) VETS Pamela Langley, [email protected]
Questions or Comments?