Becoming a Board Member is an excellent way to contribute to the community in which we live and work. In order to familiarize new and prospective Board members with the Workforce Innovation and Opportunity Act and the Board’s responsibilities, below is pertinent orientation information.<\/p>\n\n\n\n
President Barack Obama signed the Workforce Innovation and Opportunity Act (WIOA) into law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. Congress passed the Act by a wide bipartisan majority; it is the first legislative reform in 15 years of the public workforce system. WIOA supersedes the Workforce Development Act of 1998 and amends the Adult Education and Family Literacy Act, the Wagner-Peyser Act, and the Rehabilitation Act of 1973.<\/p>\n\n\n\n
WIOA provides for the establishment of a State Workforce Development Board (SWDB) in each state, as well as local area Workforce Development Boards (WDBs). The WDBs have broad scopes of responsibility for overseeing workforce development for their communities. WIOA provides funds to meet local needs, and emphasizes meeting both the needs of business and job seekers. For more information and the complete text of the legislation, go to http:\/\/www.doleta.gov\/WIOA\/eta_default.cfm<\/a>.<\/p>\n\n\n\n Under WIOA, both job seekers and employers are eligible for services such as job search and placement assistance, labor market information, resume preparation, initial assessment of skills and needs, and information about available services and job openings. These services are provided through “America\u2019s Job Centers”.<\/p>\n\n\n\n WIOA PROGRAMS<\/strong> WIOA also authorizes programs for specific vulnerable populations, including the Job Corps, YouthBuild, Indian and Native Americans, and Migrant and Seasonal Farmworker programs as well as evaluation and multistate projects administered by DOL. In addition, WIOA authorizes other programs administered by the Department of Education and the Department of Health and Human Services<\/p>\n\n\n\n WIB Member Job Description<\/a><\/p>\n\n\n\n WIB By-Laws<\/a><\/p>\n\n\n\n Strategic Plan 2021<\/a><\/p>\n\n\n\n Conflict of Interest Policy and Procedures<\/a><\/p>\n\n\n\n Each WDB is accountable to NYSDOL for performance measures under the WIOA Program. In turn, NYS is accountable to USDOL for these same measures. These measures are called Common Measures as they are used across several different federal funding programs. Last year\u2019s cumulative performance report card can be accessed here<\/a>.<\/p>\n\n\n\n Adult and Dislocated Worker Measures<\/p>\n\n\n\n Employment Rate 2nd<\/sup> Quarter after Exit<\/strong> – The percentage of participants who are in unsubsidized employment during the second quarter after exit from the program <\/p>\n\n\n\n Employment Rate 4th<\/sup> Quarter after Exit<\/strong> – The percentage of participants who are in unsubsidized employment during the fourth quarter after exit from the program <\/p>\n\n\n\n Median Earnings- <\/strong>The median earnings of participants who are in unsubsidized employment during the second quarter after exit from the program<\/p>\n\n\n\n Credential Attainment- <\/strong>The percentage of those participants enrolled in an education or training program (excluding those in on-the-job training (OJT) and customized training) 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. A participant who has attained a secondary school diploma or its recognized equivalent is included in the percentage of participants who have attained a secondary school diploma or its recognized equivalent only if the participant also is employed or is enrolled in an education or training program leading to a recognized postsecondary credential within one year after exit from the program<\/p>\n\n\n\n Measureable Skills Gain<\/strong>– 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, defined as documented academic, technical, occupational, or other forms of progress, towards such a credential or employment. Depending on the type of education or training program, documented progress is defined as one of the following:<\/p>\n\n\n\n Education and Employment Rate 2nd<\/sup> Quarter after Exit- The percentage of title I Youth program participants who are in education or training activities, or in unsubsidized employment, during the second quarter after exit from the program.<\/p>\n\n\n\n Education and Employment Rate 4th<\/sup> Quarter after Exit- The percentage of title I Youth program participants who are in education or training activities, or in unsubsidized employment, during the fourth quarter after exit from the program.<\/p>\n\n\n\n Median Earnings – <\/strong>The median earnings of participants who are in unsubsidized employment during the second quarter after exit from the program<\/p>\n\n\n\n Credential Attainment – <\/strong>The percentage of those participants enrolled in an education or training program (excluding those in on-the-job training (OJT) and customized training) 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. A participant who has attained a secondary school diploma or its recognized equivalent is included in the percentage of participants who have attained a secondary school diploma or its recognized equivalent only if the participant also is employed or is enrolled in an education or training program leading to a recognized postsecondary credential within one year after exit from the program<\/p>\n\n\n\n Measureable Skills Gain<\/strong> – 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, defined as documented academic, technical, occupational, or other forms of progress, towards such a credential or employment. Depending on the type of education or training program, documented progress is defined as one of the following:<\/p>\n\n\n\n In addition the federal Common Measures, NYSDOL has instituted their own measures called “indicators” to demonstrate the effectiveness of the local workforce development systems. If an area achieves 100% or more of these measures for their program year, it is eligible for an incentive in the form of an additional allocation of funding to be used for special projects\/programs. These indicators are subject to change each year as determined by NYSDOL. Last year\u2019s cumulative Customer Service Indicator report can be accessed here<\/a>.<\/p>\n\n\n\n Many organizations are concerned with labor, welfare, and education issues. Agencies and legislation are often referred to by acronyms. The following is a list of commonly used acronyms that may assist you.<\/p>\n\n\n\n
WIOA brings together, in strategic coordination, the core programs of Federal investment in skill development:<\/p>\n\n\n\n\n
WIB Member Job Description<\/h2>\n\n\n\n
Section II: Governance<\/h3>\n\n\n\n
Board Member Information<\/h3>\n\n\n\n
Conflict of Interest Policy and Procedure<\/h3>\n\n\n\n
Section III: Performance & Funding<\/h2>\n\n\n\n
WIA Common Measures<\/h3>\n\n\n\n
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Youth Measures<\/h3>\n\n\n\n
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NYSDOL Customer Service Indicators<\/h3>\n\n\n\n
Section IV: References<\/h2>\n\n\n\n
Definitions of Acronyms<\/h3>\n\n\n\n