When will the first report be sent out to the local area administrator?  (3/14/07)

The first report on youth common measures was sent to local area administrators on November 20th.   WTECB plans to send quarterly reports within 30 days of federal deadlines on a quarterly basis.  Federal deadlines are February 14, May 15, August 14, and November 14 with an additional annual report deadline on October 1.

Who will be sending out the report to local areas?  (3/14/07)

Carl Wolfhagen at the WTB will be sending out the reports to local areas.

When the first report is generated will it be looking at service and exit dates retroactively to July 1, 2006 or start from exits that occur from that day forward?  (3/14/07)

Reports will look retroactively at service and exit dates within the report period, which will include dates prior to July 1, 2006. For example, the November 2006 report contained information on exits and participation from dates between July 1, 2004 through September 30, 2006, depending on the measure or item reported.   Please see the attached DOL handout for further information.  The time periods reported for each measure are described on the first page of each quarterly report.

What is the definition of "regular basis" when applied to "...reports will be sent to local area administrators on a regular basis which indicate the preliminary exit status of a participant 60 days after program completion"?  (3/14/07)

This question appears to refer to SKIES management reports that have been discussed by the Common Measures work group.  These have not yet been designed.  Schedule and methods of reporting will be included in the design of this report.

Is the State developing a canned literacy and numeracy gains report similar to the skill goals report? If not, how will SKIES report the new numeracy goals?  (3/14/07)

I believe it is the intent of the Common Measure work group to design a literacy and numeracy report similar to the canned skill goals report.  Actual reporting to the Department of Labor will be based on queries developed by Carl Wolfhagen for WIA reporting.  These will 1) select the youth who are required to be included in the measure; 2) select pre-tests and post-tests; 3) clean and standardize pre- and post-test scores to functional levels depending on how WDCs have entered the data; 4) compare pre- and post-test levels, and 5) produce reports by WDC.

The question of how automated this can be will depend on how consistently the various program staff enter the data.   I am not assuming great levels of consistency at this time.

What is the process for selecting credentialing (certificating) agencies, schools, institutions?  (3/14/07)

The state’s Eligible Training Provider (ETP) List website is being modified to include all of the information needed to determine whether a certificate from a program qualifies for the Certificate measure.  The ETP website currently indicates whether a program is accredited and whether a license is required to work in the field trained in.  The site also describes the type of credential (certificate, diploma, or degree) awarded for each training program.  Fields will be added to indicate whether the program is approved for VA benefits and the identity of accrediting body.  

Certificates that meet TEGL requirements can be recorded in SKIES for use in performance results if they meet TEGL requirements, regardless of whether the program involved is on the Eligible Training Provider List.  The criteria for organizations that can provide vocational certificates are:

• All accredited institutions of higher education (qualified to participate in Federal student financial aid programs).  This includes in state and out of state public 2 and 4-year colleges and private colleges and private career schools that are accredited.  Accreditation information can be found at: http://www.ope.ed.gov/accreditation/search.asp 
• Professional, industry, employer organizations, and product manufacturers that provide certificates of occupational skills using valid reliable assessments.  Examples include National Institute for Service Excellence certification and software certifications by Microsoft, Novell, etc. A full list of certificated can be found at:  http://www.careeronestop.org/CREDENTIALING/CredentialingHome.asp 
• Registered apprenticeship programs, regulated by the Department of Labor and Industries or equivalent agency in another state. The link to Washington State’s list of approved apprenticeship programs is: http://www.lni.wa.gov/TradesLicensing/Apprenticeship/Programs/Standards/default.asp 
• Public regulatory agencies that license or regulate the ability to use an occupational title or practice an occupation.  In Washington State these include the Department of Licensing (  ), Department of Labor & Industries (Contractor Licenses and various licenses and certificates related to the trades), Department of Social and Health Services (Day Care Providers), and Superintendent of Public Instruction (Teaching Certificates).  Regular driver’s licenses and county food handler’s cards do not have enough of a training component to qualify. 
• Educational programs approved by the Department of Veterans Affairs for VA Benefits. The Workforce Board’s website http://www.wtb.wa.gov  will soon have a link that lists Washington StateVA approved programs.
• Certificates provided by the Job Corps.

Any occupational certificate granted by a State Community and Technical College qualifies under this measure, along with any certificate granted by an accredited or VA approved private career school.   Most programs on the Eligible Training Provider List either meet the accreditation or VA qualifications or can lead to a certificate from a professional, industry, employer organization, product manufacturer, or public regulatory agency.

Any certificate that meets TEGL requirements should be recorded in SKIES as the appropriate type of certificate: (AA or AS, BA or BS, Occupational License, or Occupational Certificate).  We plan to add response categories to allow recording of Masters and PhD degrees.

In addition, we plan to add response categories for OJT completions not associated with a qualifying certificate and for Work Readiness Credentials.  These certificates cannot be counted toward federal certificate measures.  However, they will continue to be counted toward State Credential Rates. 

The Workforce Board will negotiate reductions to federal credential measures (both with DOL and with local WDCs to the extent that local areas rely on OJTs for training and are unable to take credit for OJT completions on federal performance measures.

How will the state determine the targets for the common measures and will local areas have any input for this determination?  (3/14/07)

The state will determine targets for common measures using by using baselines based on state performance.  Local area targets will be proposed based on regression analysis that takes local economic and demographic factors into account.   When results are affected by seasonal factors, we will include seasonal factors in the regression analysis used to set targets. 

Local areas will have the same input into the determination of targets based on common measures that they have had into prior targets.  We recognize that the amount of WDC input in this process has been limited in the past.  The implementation of common measures does change Washington’s target setting process. 

Is Running Start considered secondary education or post-secondary education? (11/02/06)

Running Start permits eligible high school juniors and seniors to enroll in classes at schools usually considered postsecondary, because the instruction is delivered at educational institutions such as community colleges and vocational technical schools. , because the students who participate in Running Start do not yet have a high school diploma or a GED, they are high school students in secondary education.

 

State definition of “drop-out”?  (11/02/06)

WIA section 101 states that the term “school dropout” means an individual who is no longer attending any school and who has not received a secondary school diploma or its recognized equivalent. Clearly, this federal definition of “school dropout” excludes those who are attending alternative high schools and those who have received their GEDs.

 

Definition of what is considered “adult education”?  (11/02/06)

From the Chart of Services, 190, Training: Adult education and literacy instruction is intended to upgrade basic skills in order to prepare the individual for further training, future employment, or retention in present employment. Includes remedial reading, writing, mathematics, literacy training, study skills, English for non-English speakers, bilingual training, and GED preparation (including computer assisted competency training and school to post-secondary education transition.) This group must be offered in combination with other allowable training services (not including customized training). If not in combination with training, this group must be recorded as an intensive service part of this definition is from WIA Sec.134(d)(4)(D)(viii)

 

If a participant (youth) is tested, pre-tested and is BSD in Math but not BSD in Adult Ed then: If a participant (youth) is tested, pre-tested and is BSD in Math but not BSD in Adult Ed then: Is only the Math result included in the LIT/NUM Measure for post test IFL attainment?  (11/02/06)

Yes. If an out-of-school youth participant is tested and found to be Basic Skills Deficient (BSD) in math, but not BSD in literacy, then only the math test is included in the Literacy/Numeracy measure.

Is there a post test expected for the ABE?  (11/02/06)

NO

If post test is given, is it included in the measure?  (11/02/06)

NO

Why isn’t work keys a certificate for older youth?  (11/02/06)

Washington State has chosen to allow only CASAS or TABE assessment tools for the Literacy/Numeracy measure in an effort to maximize cross-program coordination and understanding. Beyond the specific purpose of measuring WIA Title I-B literacy/numeracy gains, youth service providers are not restricted from using other diagnostic assessment tools, such as Work Keys, for addressing a youth’s learning needs.

 

Is ESL considered education?  (11/02/06)

Yes

 

Is it Adult Ed?  (11/02/06)

Because most of the students in ESL are adults, it could be considered Adult Education.  (11/02/06)

 

What is Additional Support for youth?  (11/02/06)

The State of Washington allows the local areas to define it, and some areas have done so. For a definition in your area, check with your local Workforce Development Council.

 

Can we review not testing in-school youth at all?  (11/02/06)

Per TEGL 17-05 In-school youth are excluded from the literacy/numeracy measure. The school system has primary responsibility for testing students prior to graduation from high school.

 

When the first report is generated will it be looking at service and exit dates retroactively to July 1, 2006 or start from exits that occur from that day forward?  (11/02/06)

The first common measure reports prepared in November 2006 will redefine all starts and exits using common measure definitions, regardless of when they occurred. That report will be looking at exits that occurred on July 1, 2004 or later. Every quarterly report uses a reporting period that is three months more recent than the last.

 

What is the definition of "regular basis" when applied to "...reports will be sent to local area administrators on a regular basis which indicate the preliminary exit status of a participant 60 days after program completion"?  (11/02/06)

This will need to be determined in collaboration with potential users as part of the design of the report. It could be a WSMIS report available on demand, but all this needs to be determined. This type of reporting will have to be added to the list of reports already being requested and that list prioritized to determine how soon the reports are designed and completed.

 

If services start up again between 61 and 90 days will a report be sent out to the local area administrator during the 61 to 90 day time period?  (11/02/06)

This depends on the design. If enough people want something like this it could be built into the reports.

 

Will Power Users be able to pull the ‘system generated exit date’ from the data warehouse?  (11/02/06)

That is the intent, but much needs to be done to make sure that the date is calculated and it can be attached to an appropriate table. Currently there is no table the SKIES Data Warehouse that could contain an unduplicated record of starts and exits.

 

Will the system generated date be viewable by all users?  (11/02/06)

Yes, the system generated date will be viewable by all users. There is not a date of when this will be available in SKIES.

 

Does Year 1 of the youth literacy and numeracy measure run from 07/01/06 to 06/30/07?  (11/02/06)

Yes.

 

If a participant is placed into "hold" for 110 days, documentation is on file and they decide not to go back into training does the employment counselor exit them with the program completion date and preliminary outcome into SKIES as they would with any other closure?  (11/02/06)

The actual exit date would be based on services, not the program completion date. We may need to come up with a way to make final holds into something that doesn’t extend exit.

 

How will we input the numeracy/literacy goals, knowing that 7/1/06 we have new enrollments that fall under this measure?  (11/02/06)

We currently do not have numeracy/literacy goals and do not normally input these or other goals into SKIES. The first year of numeracy/literacy performance will be used to establish a baseline, on which goals will eventually be based. If this question is about how you will know if an individual participant increases by an amount sufficient to get credit for a numeracy/literacy success, I assume it is based on comparison between pre-test and post-test but do not know the specifics. The WIASRD record will collect category of assessment (like ABE or ESL), type of assessment (like CASAS) pre-test date, pre-test score, and educational functioning level (1 to 6) associated with the score. The same data elements are collected for post-tests. If the post-test is within the year of first service and the functioning level (1 to 6) is higher than pre-test, you have a success in the reporting system.

It appears that you will get a negative on this measure if a) you have an out-of-school basic skills deficient youth who does not have a pre-test; b) an out-of-school basic skills deficient youth who has a pre-test but does not have a post-test in the qualifying time frame; and c) one who has post-test but does not increase a level.

 

How will we be required to report in SKIES for a youth who may be employed and attending post secondary education on the seeker program field?  (11/02/06)

You have the option of choosing a plan outcome that indicates various educational statuses as of exit. This information can be used to prepare WIASRD Item 670 (School Status at Exit). The choices for this are: In HS or less; In HS Alternative; In-School Post-HS; not attending school (less than HS degree or equivalent), not attending school (HS Graduate or equivalent). So, if you choose the appropriate education results for any youth instead of Unsubsidized Employment) we will have the best chances of getting this field prepared right.

We do not use the “unsubsidized employment” plan outcome in any performance measure. We get post-exit employment information from wage records and information on post-exit post-secondary education from cross-matches with education agencies, so you need not do anything on the seeker program field. If you would like, you could record post-secondary education participation in the quarters after exit in a follow-up plan if you think we would not find a record of it in state cross-matches with SBCTC, the four-year colleges, the providers on the eligible training provider list, or the National Student Clearinghouse.

 

Is the State developing a program participant system generated exit report available for users to run?  (11/02/06)

Yes the state is looking at a report that would be available to users for the participants system generated exit. It has not been determined what the report will look like.

 

Is the State developing a program participant extended exit date report (service received within 90 days after program completion) available for users to run?  (11/02/06)

Yes the state is looking at a report that will inform users if a participant receives services within the 90 days after completion. It has not been determined what the report will look like.

 

What is the exit date time frame for the youth credential measure for Year 1, i.e. 10/01/05 to 09/30/06?  (11/02/06)

Year 1 has already occurred. The time frame for the youth certificate measure in that year (reported in this year’s annual report) was October 2004 to September 2005. Year 2 will be reported for October 2005 to September 2006. I have measured certificates as best I can from existing data. Basically, I did not count the “Other Credentials” as a type of certificate. Consult the Annual Report for your results.

 

What is the exit date time frame for the youth employment or education measure for Year 1, i.e. 10/01/05 to 09/30/06?  (11/02/06)

Same as for youth credential measures. The year 1 time frame for the youth employment and education measure (reported in this year’s annual report) was October 2004 to September 2005. Year 2 will be reported for October 2005 to September 2006.

 

If re-authorization isn’t passed at the federal level by July 1, 2007, how will this affect the implementation of common measures? When will Washington State eliminate the federal and state performance measures?  (11/02/06)

I don’t know how passage of re-authorization legislation might affect implementation of common measures. Re-authorization is the only thing that can remove the current federal employment and credential rates, federal older youth and younger youth measures, and federal customer satisfaction measures. What will happen to those measures will depend on re-authorization. If nothing happens, nothing changes. If re-authorization re-imposes these measures, changes them, makes new measures, or changes the common measures we will need to wait for re-authorization to occur to find the results. Washington State will not eliminate any federal measures until the DOL removes them. State performance measures depend on state laws and policies (see High Skills High Wages) and Governor’s Executive Orders (GMAP). The Workforce Board’s state performance measures are also based in a Governor’s Executive Order. There are no plans to eliminate state performance measures.

 

Are carry-in participants excluded from the 07/01/06 to 06/30/07 literacy and numeracy measure?  (11/02/06)

Yes.

 

If carry-in participants are not excluded from the literacy and numeracy measure then are local areas required to go back and record the test assignment and scoring in SKIES?  (11/02/06)

Yes, from 07/01/06 to 06/30/07.

 

When a youth's exit is reactivated due to a service being received within the 90-day period, will we have to restart a full year of follow-up for WIA on the new common exit date?  (01/04/08)

Follow-up begins with the last WIA service provided even if there happens to be a subsequent partner service within the 90-day window. The subsequent non-WIA service does extend the exit date but does not affect the WIA follow-up start time. If however, a subsequent WIA service is provided prior to the exit date, the follow-up period would begin from the last WIA service. Translation - WIA follow-up begins following the last (expected) WIA service and oftentimes equates to the actual date of exit. Staff are not expected to wait for the 90 days to elapse before engaging in follow-up activities, or, in anticipation that other partner services may be received by the participant. A subsequent partner-funded service extends the point of exit but has no bearing on the follow-up period which is linked to the last WIA service provided to the participant.