- strong partnerships among education providers and correctional facilities;
- a focus on transitions into and out of the correctional facility; and
- educational programs leading to career pathways.
- Providing decision-making, goal-setting, and planning supports
- Removing hassles and using channel factors
- Using reminders
- Using public and private commitments
- Using default options or prompted choices
- Categorizing or grouping choices
- Providing appropriate anchor or reference points
- Framing choices around gains and loss
- Providing early rewards
- Priming positive identities
- Using social proof and social influence
- Providing communications, workshops, or tutorials on the brain and learning
- “In Focus” examples provide insight into how some of the strategies have been put into practice
- a four-step process for testing interventions and strategies
- recommendations for the workforce development system to consider in light of what is being learned from economics and psychology
- guidance on what interventions may be appropriate in specific circumstances (Appendix A)
- The workforce system will be characterized by three critical hallmarks of excellence:
- The needs of business and workers drive workforce solutions;
- One-Stop Centers (or American Job Centers) provide excellent customer service to jobseekers and employers and focus on continuous improvement; and
- The workforce system supports strong regional economies and plays an active role in community and workforce development.
- Across the system, continuous improvement is supported through evaluation, accountability, identification of best practices, and data driven decision making.
- Career Pathways
- Employer engagement
- Work-based learning
- Sector strategies
- Partnerships
- Integrated Service Delivery
- Data Systems
- Performance measurement
- WIOA Performance Regulations were published jointly by the Department of Labor and Department of Education. The three rules are identical.
- 20 CFR part 677
- 34 CFR part 361
- 34 CFR part 463
- See Federal Register, Vol. 81, No. 161
- WIOA Information Collection Requests
- Joint Requirements (OMB No. 1205-0526)
- Participant Individual Record Layout (PIRL) for jointly used data elements (ETA-9170)
- Annual Report template for states and local areas (ETA-9169)
- Reporting cohorts for each indicator
- Eligible Training Provider data element definitions (ETA-9171) – Title I only
- Effectiveness in Serving Employers specifications
- DOL Reporting Requirements (OMB No. 1205-0521)
- RSA Reporting Requirements
- AEFLA Reporting Requirements
- WIOA Annual Statewide Performance Report template
- AEFLA NRS Reporting Tables (OMB No. 1830-0027) – includes AEFLA tables, Narrative Report, Financial Report, and Data Quality Checklist
- Reports are available at:
- ETA Performance Reporting (Department of Labor)
- National Reporting System (Department of Education, OCTAE)
- Joint Requirements (OMB No. 1205-0526)
- Employment Rate 2nd Quarter after Exit (Education/Employment for youth)
- Employment Rate 4th Quarter after Exit (Education/Employment for youth)
- Median Earnings in the 2nd Quarter after Exit
- Credential Attainment Rate
- 5 Types of Measurable Skills Gains
- Secondary diploma/equivalent
- Secondary of post-secondary transcript
- Educational funding level gain
- Progress toward milestones
- Passing technical/occupational knowledge based exam
- Effectiveness in Serving Employers (states choose 2)
- Retention with the same employer in the 2nd and 4th quarters after exit
- Employer Penetration Rate
- Repeat Business Customer Rate
- Required Reports
- WIOA State Annual Performance Report
- WIOA Local Area Performance Report (Title I programs)
- Submission of individual records (PIRL for Titles I and III; RSA-911 for Title IV); submission of NRS aggregate tables for Title II
- NRS data quality checklist for Title II
- Eligible Training Provider Reports (Title I programs)
- DOL Narrative Report; Title II Narrative Report
- Reporting Timeframes
- Quarterly reports are due 45 days after the end of the quarter
- Annual reports are due October 15
- The annual and quarterly report templates can be found at ETA Performance Reporting
- Data Availability
- Program Year 2017 is the first year of full WIOA data
- Workforce Integrated Performance System (DOL)
- Will allow states/grantees to submit an individual record file OR support case management systems
- Uniform quarterly/annual reports will be automatically generated
- DOL-Only PIRL
-
- The Joint PIRL (ETA 9170) contains 76 data elements common to ED and DOL WIOA core programs
- States will NOT submit individual records using the Joint PIRL (ETA-9170)
- States will collect and report data as required by the DOL specific PIRL ETA-9172 (DOL-only PIRL)
-
- RSA Data Reporting
- RSA-911
- AEFLA-NRS
- The AEFLA-only NRS reporting tables (OMB No. 1830-0027) collect aggregate data and contain common data elements found in the Joint PIRL.
- Period of Participation
- Date of Program Entry (PIRL element 900), tracks the Date of Program Entry by requiring the initial service delivery date.
- Negotiations – WIOA requires 4 elements to be considered during performance level negotiations
- How the levels involved compare with the adjusted levels of performance established for other states
- An objective statistical adjustment model
- The extent to which the levels involved promote continuous improvement
- The extent to which the levels involved will assist the state in meeting goals established in accordance with the Government Performance and Results Act
- Statistical Adjustment Model
- The Departments have developed a fixed effect model to estimate State level performance outcomes.
- A summary of the model is in Attachment II of TEGL 26-15
- Sanctions
- Financial sanctions based on performance failure will be applied to states if, for 2 consecutive years, the state fails to meet:
- 90 percent of the overall State program score for the same core program;
- 90 percent of the overall State indicator score for the same primary indicator; or
- 50 percent of the same indicator score for the same program.
- Financial sanctions based on performance failure will be applied to states if, for 2 consecutive years, the state fails to meet:
- Failure to report the WIOA State annual report and/or state ETP report may also lead to financial sanction
- Determination of sanctions will be “phased in,” based on data availability
- Performance Guidance Review
- Employment and Training Administration
- For questions regarding performance reporting, contact the Office of Policy Development and Research at ETAperforms@dol.gov
- The Performance and Results Web Site will assist you in understanding how performance is measured, reported, and evaluated at ETA.
- The WIOA Resource Page provides information and resources for States, local areas, non-profits and other grantees, and other stakeholders to assist with implementation of the Act.
- Office of Career, Technical, and Adult Education
- For questions related to WIOA implementation, email AskAEFLA@ed.gov
- OCTAE's WIOA webpage has information on: announcements; laws and guidance; information collection requests; state plan resources; resources, technical assistance and events; and WIOA partners.
- Rehabilitation Services Administration
- Each state has a state liaison that can answer questions about the Rehabilitation Act and WIOA.
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Abstract:
This report examines the implementation of the Reentry Education Model at three demonstration sites and identifies key lessons for linking correctional and reentry education programs.
Publication Year
2015
This U.S. Department of Education, Office of Career, Technical, and Adult Education, report examines the implementation of the Reentry Education Model at three demonstration sites—Barton Community College in Great Bend, Kansas; Lancaster Lebanon Intermediate Unit 13 in Lancaster, Pennsylvania; and Western Technical College in La Crosse, Wisconsin—and identifies key lessons for linking correctional and reentry education programs. It finds that the following factors are most important in enabling those previously incarcerated to continue their education and prepare for living-wage jobs:
Benefits and Uses
This resource documents the lessons learned from three sites that implemented the Reentry Education Model. Their experiences can help to inform other education providers working with the corrections population. Specifically, the resources describes their experiences with establishing and maintaining strategic partnerships, a sound program infrastructure, evidence-based education services, and transition support.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This report explores the latest research around how decision-making and actions are influenced by poverty and outlines research-driven strategies that workforce providers can use to help workers become more self-sufficient.Resource URL
Publication Year
2015
In the workforce field, participants’ choices or behaviors that harm their ability to be successful in school or work are often attributed to a lack of soft skills, motivation, or work ethic. While individual responsibility cannot be ignored, the unique circumstances and context of poverty and other cognitive biases can contribute to an individual’s actions. Behavioral economics and psychology research point toward some interventions that workforce development practitioners can use to address some of the barriers presented by poverty and human biases. These strategies, which may help unleash individuals’ potential and strengths, include the following:
What the experts say
How Poverty and Cognitive Biases Can Impact Decisions provides adult educators with tools for handling the frustrating, self-undermining behaviors and counterintuitive decision-making frequently seen among their students. With the greater emphasis on workforce preparation under WIOA, this paper provides practical, immediate advice to instructors who know that simply teaching resume writing and interviewing preparation will not change the underlying behaviors that sabotage student success. Administrators and classroom practitioners could use this resource to design action plans for classroom and counseling use.
This publication starts the conversation about prevalent and pervasive internal barriers to success experienced by adult education students and provides strategies for overcoming them. These internal barriers may be more significant and pervasive than external barriers such as transportation and childcare. This particular publication examines poverty, but there are other conditions that may also influence mindset, self-identity, and self-efficacy leading to consistently less than desirable choices and decision-making. It also provides recommendations for workforce development practitioners to reduce conditions of economic scarcity that impact their clients’ choices and actions.
No attempt was made to tie the research cited to adult learning theories. Granted, little descriptive or experimental research has been with adult learners and the importance of positive self-identity and perception to motivation is undeniable.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This two-part webinar provides stakeholders with a better understanding of the performance accountability provisions in section 116 of the Workforce Innovation and Opportunity Act (WIOA) and the accompanying regulation.
Publication Year
2016
This two-part webinar provides stakeholders with a better understanding of the performance accountability provisions in section 116 of the Workforce Innovation and Opportunity Act (WIOA) and the accompanying regulation. Part 1 reviewed WIOA's performance accountability reporting requirements. Part 2 reviewed state and grantee performance reporting. The presentation (PowerPoint) is available as well as transcripts for Part 1 and Part 2 (MS Word). An outline of both webinars are provided below.
PART 1
WIOA Vision
Benefits and Uses
This two-part webinar provides state staff with information on WIOA's performance reporting requirements. Required reports are identified and links provided to downloadable templates. The presenters provide insight into the reporting requirements that will help in report preparation. Users can watch the webinar recording or use the accompanying presentation and transcript to find information quickly.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
By participating in this webinar, attendees will learn about Lincoln Tech's High School Share model, which is a pay per course model available at each of its 22 Campuses in 10 States. This Program model is currently being applied at the YALE School in New Jersey, where adults engaged in an one year diploma completion program are able to take Skilled Trades Education Courses in HVAC as they earn their diploma. Original webinar date: June 26, 2026 Webinar recording link: https://youtu.be/WO9yK8vZtwQ
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Abstract:
This report details 14 "Building Blocks" of a comprehensive, community-based adult literacy program, identifies the resources needed to fully implement the Building Blocks, and includes an operating budget for a local program implementing this model. Resource URL https://www.lacnyc.org/investing-in-quality.html Publication Year 2017 Investing in Quality was created as a tool for programs and funders to use in a variety of ways: (a) to inform new program design or development; (b) to spur program reflection and continuous improvement; (c) to understand and articulate quality program practices; (d) to identify key areas for professional development; (e) to delineate and benchmark program costs; and (f) to pave the way for funding levels that fully support sustainable, comprehensive, quality adult literacy programs and adult literacy infrastructure. The report is divided into four main sections plus an Introduction that provides the background and context for the project. The first section summarizes the "14 Building Blocks for a Quality Adult Literacy Program" for easy reference. The second section describes each "Building Block" in detail. The third section, "Key Elements for Investment," outlines the critical areas that programs need to invest in to create high-quality, sustainable adult literacy services. Finally, the "Defining Costs" section presents a sample operating budget for a hypothetical mid-size adult literacy program that incorporates all of the Building Blocks and Key Elements for Investment. What the experts say This report outlines a robust cost model of a hypothetical adult education program based on research from the question “What are the defining features of a quality literacy program and what does it cost to run one?” The authors conducted a review of the literature going back more than 20 years, and collected feedback from experts, providers, and students to identify the key features of successful adult education programs and develop the 14 Building Blocks. Adult education programs can use the sample operating budgets to compare and consider the cost of their programs. The blueprint is intended to be used by programs and funders in a variety of ways including informing program development and continuous improvement; understanding quality practice; identifying areas for professional development; and outlining program costs. Rather than use to predict future outcomes, the authors suggest a better use would be to use the "Building Blocks" and "Key Elements" to analyze what is needed now. Although the report is focused on New York City, its content is relevant to adult education programs in general because it is not a rigid prescription for a program; rather, the report presents a wide variety of elements from which to choose. The “blueprint” outlined in the report is flexible and adaptable based on the needs and abilities of each program, and provides a roadmap for continuous improvement. Resource Notice This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites. Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This planning guide is designed as an interactive tool for initiating or expanding the alignment between existing career and technical education (CTE) and apprenticeship programs.
Publication Year
2017
This planning guide is designed as an interactive tool for initiating or expanding the alignment between existing CTE and apprenticeship programs. It provides a blueprint for state, regional, and local administrators leading efforts to transform CTE and apprenticeship linkages across a state or community. The blueprint begins with defining the potential impact that CTE and apprenticeship alignment will have for students, employers, and communities. The process then moves to developing a plan of action tailored to the needs and readiness of state or local programs. Once a plan is in place, partnerships are developed with institutions, employers, and agencies who then help in defining and designing the program. Customizable tools and templates are provided that allow users to adjust each resource to fit their unique needs.
While the steps, tools, and resources in this guide are valuable to anyone interested in strengthening the potential intersection between CTE and apprenticeship programs, this resource is targeted at two distinct groups of users. The first includes state leaders of education and workforce training systems seeking to improve the alignment of secondary CTE and apprenticeship programs. The second includes education and training providers who are interested in working with regional or local employers or industry groups to expand the role of CTE in preparing high school students for apprenticeships.
Benefits and Uses
State, regional, and local administrators can use the customizable tools and templates to improve the alignment of secondary CTE and apprenticeship programs. Education and training providers can also use the tools with regional or local employers or industry groups to expand the role of CTE in preparing high school students for apprenticeships that fit well within the context of federal, state, and local efforts to build seamless career pathways that align and integrate education and workforce development programs.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
Nucleos presents, "One Person. One Plan. Many Partners." Every individual on a second-chance journey has a different story, different challenges, and different goals. A one-size-fits-all approach simply doesn’t work. In this webinar, we’ll explore how personalized learning and support pathways can help individuals identify their strengths, address their needs, and build a meaningful path forward. Through the Nucleos platform, education, career development, mental health resources, reentry support, and essential soft skills can come together to form a coordinated strategy for success. When these services are connected through trusted partners, organizations can move beyond separate programs and create a support system tailored to each person. Because real progress happens when we focus on one person, create one plan, and bring together many partners. Original webinar date: April 21, 2026 Webinar recording link: https://youtu.be/xP7LMUcKJNk