Dislocated Worker Program
Dislocated Worker Co-Enrolled
Dislocated Worker Emergency Assistance
Adult Average Earnings
With regard to a specific set of services provided by required program partners under WIOA that must be made available in comprehensive one-stop centers, means (1) program staff physically present at the location; (2) staff physically present at the one-stop from any partner program appropriately trained to provide information to customers about the programs, services, and activities available through partner programs, such as the types of services that program provides and whether the services might meet the individual’s needs; or (3) providing direct linkage through technology (i.e., through phone or real-time Web-based communication) to someone who can either provide the program services, or provide information such as how to apply for the program, or how to begin receiving services.
1. LWIBs, in consultation with the WIOA partner agencies, may determine that their local one-stop network includes additional sites that provide access to one or more partner services, but are not designated as a center. These “access sites” must link, physically or technologically, to the comprehensive one-stop center and any appropriate affiliate one-stop centers.
2. This linkage may occur, for example, through referral processes to these centers and partner programs located in them.
3. Access Sites provide customers with information on the availability of career services and other program services and activities, regardless of where they initially enter the public workforce system in the local area.
4. Access Sites providing services by WIOA partner program staff must display appropriate signage identifying the site as part of the Illinois workNet and American Job Center networks. WIOA regulations require the common identifier or tagline be used on "all products, programs, activities, services, electronic resources, facilities, and related property and new materials used in the one-stop delivery system," which includes signage and materials printed, purchased, or created by the one-stop delivery system (20 CFR 678.900(c)). Resource room materials distributed to customers not printed, purchased, or created by the one-stop delivery system do not need to contain the common identifier or the tagline.
5. Access Sites that are part of the one-stop delivery system do not need to be included in operating costs in the MOU nor do they need to go through the certification process (20 CFR 678.800).
Notation by a recognized authority regarding the quality of training offered by educational institutions and programs. Institutional accreditation normally applies to an entire institution, indicating that each of its parts is contributing to the achievement of an institution’s objectives, although not necessarily all on the same level of quality. Accrediting agencies and associations are nationally recognized by the Secretary, U.S. Department of Education. For Illinois, the regional accrediting association is the North Central Association. Specialized accreditation normally applies to evaluation of programs, departments, or schools that usually are part of a total collegiate or other postsecondary institutions.
The charges incurred by the grantee during a given period requiring the provision of funds for: a) goods and other tangible property received; b) services performed by employees, contractors, subgrantees, subcontractors, and other payees; and c) other amounts becoming owed (by the grantee) under programs for which no current services or performance is required, such as annuities, insurance claims, and other benefit payments [29 CFR 97.3].
Automation of Compliance Monitoring Events
Acquisition cost means the cost of the asset including the cost to ready the asset for its intended use. Acquisition cost for equipment, for example, means the net invoice price of the equipment, including the cost of any modifications, attachments, accessories, or auxiliary apparatus necessary to make it usable for the purpose for which it is acquired. Acquisition costs for software includes those development costs capitalized in accordance with generally accepted accounting principles (GAAP). Ancillary charges, such as taxes, duty, protective in transit insurance, freight, and installation may be included in or excluded from the acquisition cost in accordance with the non-Federal entity's regular accounting practices.
Actual Level of Performance
The outcome reported by a state for each primary indicator of performance for each core program (section 116(d)(2) of WIOA). Actual levels of performance will be compared to the adjusted levels of performance at the close of the program year to determine the state’s performance success or failure.
Adjusted Levels of Performance
The levels of performance determined by adjusting the negotiated levels of performance at the end of the program year to reflect actual characteristics of participants served and the actual economic conditions experienced using the statistical adjustment model (WIOA section 116(b)(3)(A)(vii)).
A positive or negative difference that will be added to the negotiated level of performance to determine the adjusted level of performance. The adjustment factor is the difference between the estimated levels of performance predicted by the statistical adjustment model prior to the start of the program year and the levels of performance re-estimated by the statistical adjustment model after the close of the program year. This calculation will yield a positive or negative difference, which will be used as the adjustment factor for the program year.
Means expenditures incurred by State boards and local boards, direct recipients (including State grant recipients under subtitle B of title I and recipients of awards under subtitles C and D of title I), local grant recipients, local fiscal agents or local grant subrecipients, and one-stop operators in the performance of administrative functions and in carrying out activities under title I that are not related to the direct provision of workforce investment services (including services to participants and employers). Such costs include both personnel and non-personnel costs and both direct and indirect costs.
An individual who is age 18 or older. (Except as outlined in section 132 of the Act.)
Adult Basic Education
Adult Basic Education is education for adults whose inability to read, write or speak English or to effectively use mathematics is a barrier to their ability to get or keep employment. ABE is designed to improve their ability to benefit from training and improve their opportunities for employment and to meet adult responsibilities.
Means academic instruction and education services below the postsecondary level that increase an individual’s ability to—
(A) read, write, and speak in English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent;
(B) transition to postsecondary education and training; and
(C) obtain employment.
Adult Education and Literacy Activities
Means programs, activities, and services that include adult education, literacy, workplace adult education and literacy activities, family literacy activities, English language acquisition activities, integrated English literacy and civics education, workforce preparation activities, or integrated education and training.
Adult Education Bridge Programs
Programs that prepare adults with limited academic or limited English skills to enter and succeed in credit-bearing postsecondary education and training leading to career-path employment in high-demand, middle- and high-skilled occupations. The goal of bridge programs is to sequentially bridge the gap between the initial skills of individuals and what they need to enter and succeed in postsecondary education and career-path employment.
The following definition outlines the key components of bridge programs in Illinois. This definition provides a foundation for bridge program design in Illinois.
Adult education bridge programs assist students in obtaining the necessary academic, employability, and technical skills through three required components: contextualized instruction, career development, and support services. Required elements include:
- Contextualized instruction that integrates basic reading, math, and language skills and industry/ occupation knowledge.
- Career development that includes career exploration, career planning within a career area, and understanding the world of work (specific elements depend upon the level of the bridge program and on whether participants are already incumbent workers in the specific field).
- Transition services that provide students with the information and assistance they need to successfully navigate the process of moving from adult education or remedial coursework to credit or occupational programs. Services may include (as needed and available): academic advising, tutoring, study skills, coaching, and referrals to individual support services, e.g., transportation and childcare.
Adult Secondary Education Skills
Education for adults consisting of courses in mathematics, reading, history, science, government, language arts, and other courses and classes that lead to a high school diploma or a General Equivalency Development (GED) Certificate.
Adult Entered Employment Rate
Adult Education and Family Literacy Act
Adult Employment Retention Rate
1. LWIBs, in consultation with their agency partners and one-stop operator(s), also may choose to designate affiliate centers (20 CFR 678.310, 34 CFR 361.310, and 34 CFR 463.310) as part of their one-stop system.
2. Affiliate centers make available to job seeker and employer customers one or more of the one-stop partners’ programs, services, and activities. (20 CFR 678.310, 34 CFR 361.310, and 34 CFR 463.310).
a. The exception to this are Wagner-Peyser employment services provided by the Illinois Department of Employment Security, which may not serve as a stand-alone affiliate center and must be co-located with at least one or more other partners with the physical presence of combined staff more than 50 percent of the time the center is open.
b. Local veterans’ employment, disabled veterans’ outreach, or unemployment compensation programs may not count toward the combined staff presence calculation (20 CFR 678.315).
3. The frequency of program staff’s physical presence in the affiliated site must be established through partner MOU negotiations at the local level, within the parameters of the federal regulations at 20 CFR 678.310 through 678.320, 34 CFR 361.310 through 361.320, and 34 CFR 463.310 through 463.320.
Means a location that makes available one or more of the required or optional programs, services, and activities to individuals.
Alternative Dispute Resolution (ADR)
Alternative Dispute Resolution consists of a variety of approaches and techniques for dispute resolution that include coaching, facilitation, mediation, and arbitration. Each ADR technique provides an opportunity to discuss and consider possible solutions with the assistance of a neutral third party.
American Job Center
The WIOA final regulations promote increased public identification of the one-stop delivery system (Illinois workNet® system in Illinois) through the use of a common identifier across the nation. “American Job Center” is designated as the common identifier for the one-stop delivery system. This was a process started under WIA, and many one-stop centers are already incorporating use of either the ‘‘American Job Center’’ title or the associated tag line ‘‘proud partner of the American Job Center network’’ into their branding.
Americans with Disabilities Act
The Americans with Disabilities Act (ADA) prohibits discrimination against people with disabilities in several areas, including employment, transportation, public accommodations, communications and access to state and local government’ programs and services. As it relates to employment, Title I of the ADA protects the rights of both employees and job seekers. The ADA also establishes requirements for telecommunications relay services. Title IV, which is regulated by the Federal Communications Commission (FCC), also requires closed captioning of federally funded public service announcements.
A request for a hearing to reconsider a state agency’s decision about an individual’s unemployment insurance benefits.
An employer-driven, “learn while you earn” model that combines structured on-the-job training (OJT) with job-related instruction in curricula tied to the attainment of industry-recognized skills standards and leading to an industry credential. The OJT is provided by the employer, who hires the apprentice at the commencement of the program and pays the participant during the program.
A program combining on-the-job training with related instruction that enables workers to master the practical and technical skills required for a skilled occupation.
American Recovery and Reinvestment Act of 2009
Provided when an individual college retroactively assigns credit for high school coursework upon matriculation. Programs align secondary and postsecondary courses in order to allow students who successfully complete selected high school courses to become eligible to apply for credit in the corresponding college course in the future.
Alternative Schools Network
Alternative Trade Adjustment Assistance for Older Workers
Attainment of a Degree or Certificate
Attainment of a Degree or Certificate (for Youth)
Barriers to Employment
Conditions that may make employment difficult for certain individuals. Individuals with such barriers may include: displaced homemakers, low-income individuals, Indians, Alaska Natives, and Native Hawaiians, as such terms are defined in section 166, individuals with disabilities, including youth who are individuals with disabilities, older individuals, ex-offenders, homeless individuals, youth who are English language learners, individuals who have low levels of literacy, and individuals facing substantial cultural barriers, eligible migrant and seasonal farmworkers, individuals within 2 years of exhausting lifetime eligibility under Part A of Title IV of the Social Security Act, single parents (including single pregnant women), long-term unemployed individuals, individuals who reside in a Qualified Census Tract or a Disproportionately Impacted Area; individuals who are Basic Skills Deficient, and such other groups as the Governor involved determines to have barriers to employment.
Basic Career Services
Basic career services are universally accessible and must be made available to all individuals seeking employment and training services in at least one comprehensive American Job Center per local area. Generally, these services involve less staff time and involvement and include services such as: eligibility determinations, initial skill assessments, labor exchange services, provision of information on programs and services, and program referrals. These services may be provided by both the Adult and Dislocated Worker programs, as well as by the Employment Service.
Basic Literacy Skills
Reading, writing, mathematics, problem solving and interpersonal skills training that enable adults to communicate in English, use math, obtain a high school diploma or GED and become productive, employable citizens.
Basic Skills Deficient
The term ‘‘basic skills deficient’’ means, with respect to an individual— (A) who is a youth, that the individual has English, reading, writing, or computing skills at or below the 8th grade level on a generally accepted standardized test; or (B) who is a youth or adult, that the individual is unable to compute or solve problems, or read, write, or speak English, at a level necessary to function on the job, in the individual’s family, or in society.
Basic Skills Training
Basic skills training may include literacy, reading, communication, and computational skills, life skills, library and study skills, and family education skills.
Benefit Period End date
Base Realignment and Closure
Benefits, Rights and Obligations
One fourth of the calendar year. The quarters are: January 1 - March 31, April 1 - June 30, July 1 - September 30, and October 1 - December 31.
Calendar Year (CY) Projects
Those projects that begin on a calendar year basis beginning January 1.
Activities designed to enhance program delivery and resource networking for improved effectiveness and sustainability.
Career and Technical Education (CTE)
Career and Technical Education (CTE) prepares individuals for high-skill, high-wage, in-demand employment and provides learners with the skills, knowledge, and confidence they need to thrive in college and careers. All students benefit from career-connected learning that emphasizes real-world skills within a selected career focus. Students gain practical knowledge while discovering and preparing for success in potential careers.
The process by which students broaden their scope of potential careers and gain a deeper understanding of the different paths they can take toward a fulfilling future. Career awareness is a valuable opportunity to connect an individual’s interests and values to related college and career opportunities. It helps expose students to various industry areas and education pathways.
Career Development Experience
A supervised work experience relating to an individual’s career area of interest that:
- Occurs in a workplace or under other authentic working conditions, including virtual and/or hybrid environments;
- Is co-developed by an education provider and at least one employer in the relevant field.
- Provides compensation or educational credit to the participant.
- Reinforces foundational professional skills, including, at a minimum, those outlined in the Recommended Technical and Essential Employability Competencies framework.
- Includes a professional skills assessment that assesses skill development and is utilized as a participant feedback tool.
- Takes place for a minimum of 60 total hours. A single career development experience must be a minimum of 30 consecutive hours, and two distinct experiences can be combined to fulfill this requirement.
Career development experiences may include any of the following, provided the experience meets the definitional criteria: internship, school-based enterprise, supervised agricultural experience, workplace learning education, research apprenticeship, remote work for a client or employer, student-led enterprise, or youth apprenticeship. However, a career development experience may not consist solely of technical training by an education provider.
An activity such as a job shadow, attendance at a career exposition, or employer site visit that provides an individual with the ability to engage directly with employers for the purpose of gaining knowledge of one or more industry sectors or occupations.
While related, a career exploration activity in and of itself does not constitute a career development experience.
A combination of rigorous and high-quality education, training, and other services that aligns both vertically and horizontally across secondary education, adult education, workforce training and development, career and technical education, and postsecondary education systems, pathways, and programs. Collaborative partnerships with these entities and business and industry, along with human service agencies, corrections, and other community stakeholders, serve as the foundational structure for high-quality and sustainable career pathways. A career pathway also includes multiple entry and exit points to facilitate individuals to build their skills as they progress along a continuum of education and training and advance in sector-specific employment.
The following guidance should help policymakers and practitioners implement state, regional, and local career pathways. The guidance is meant to clarify how a successful pathway—often comprised of one or more career pathway programs—should operate. This guidance also addresses the career pathway system, which sets the policies and procedures that shape career pathways and can assist with strong pathway development and sustainability. Items A through G below represent elements of the WIOA Career Pathways definition, with added guidance to clarify and provide additional detail for each element.
(A) Aligns with the skill needs of industries in the economy of the state or regional economy involved.
Career pathways should:
- Use labor market data, informed by state, regional, and local employers, to design sector-focused programs that meet the needs of the employers in the state, regional, and local economies.
- Regularly and meaningfully engage employers at every stage of pathway development in an interactive, ongoing relationship and encourage employers to assume leadership roles.
- Identify the certifications, licenses, and industry-recognized credentials that state, regional, and local employers require and craft programs leading to them.
(B) Prepares an individual to be successful in any of a full range of secondary or postsecondary education options, including apprenticeships registered under the National Apprenticeship Act.
Career pathways should:
- Enable lifelong learning that ensures youth and adult participants can gain entry to and advance, as desired, through successive education and training programs, leading to stackable credentials in a given occupational cluster.
- Lead to jobs in increasingly high-skill, high-wage, and/or high-demand industries.
- Ensure access and appropriate services for the targeted populations included in the State of Illinois Workforce Innovation and Opportunity Act Unified State Plan.
(C) Includes counseling to support an individual in achieving the individual’s education and career goals.
Career pathways should:
- Ensure participants have access to career exploration, academic advising, support with transitions through the pathway, and comprehensive individualized support services, such as, but not limited to, childcare, transportation, and financial aid (where appropriate).
- Involve partnerships among K-12, postsecondary educational institutions, workforce training and development agencies, public and private employers, workforce boards, human services providers, and other partners to ensure participant access to the above services.
(D) Includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster.
Career pathways should:
- Include career-focused instruction that integrates academic and technical content with foundational professional skills, which are skills needed for success in education, and training, career, and life.
- Offer opportunities for work-based learning experiences.
- Offer job placement assistant services that are tailored to participant needs at different points along the pathway.
(E) Organizes education, training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable.
Career pathways should:
- Offer quality, non-duplicative training, coursework, assignments, and assessments to accelerate progress, maximize credit and credential attainment, and increase student success.
- Encourage concurrent enrollment and early college credit opportunities that support progression through the pathway.
- Offer participant-focused education and training that incorporates flexible class formats, locations, and times that makes learning accessible and achievable for all populations. Strategies include, but are not limited to, modularized curriculum, contextualized curriculum and instruction, and virtual learning.
(F) Enables an individual to attain a secondary school diploma or its recognized equivalent, and at least one recognized postsecondary credential.
Career pathways should:
- Create partnerships between programs that serve youth and adults of all skill levels to ensure that participants can in time earn a recognized postsecondary credential as desired.
- Enable participants to gain entry to or advance within a given sector or occupational cluster, facilitate efficient transitions to continuing education, and incorporate stackable and portable industry-recognized credentials.
- Facilitate co-enrollment in programs administered by the core and required partners (as defined by WIOA), in addition to Supplemental Nutrition Assistance Program Employment & Training (SNAP E&T).
(G) Helps an individual enter or advance within a specific occupation or occupational cluster.
Career pathways should:
- Involve partnerships with employers to support participant educational and career advancement through on-the-job training, customized training, corporate training, incumbent worker training, and other work-based training strategies.
- Overcome barriers to entry to ensure that participants with diverse backgrounds and experience have the opportunity to enroll and succeed in a pathway.
An effective and efficient career pathway will also commit to equity for all participants and potential participants and continuous improvement. To ensure that is possible, the system will:
- Collect, share, and use evidence to identify and eliminate barriers to participant access and success.
- Include shared qualitative and quantitative evaluation of participant outcomes, with a focus on equity of access and services across participant groups, to inform the improvement of all programs within the pathway as well as the pathway itself.
- Disaggregate participant-level data to identify inequities in performance among participant groups and improve the outcomes of different participant groups.
- Include shared qualitative and quantitative evaluation of effectiveness in serving employers (the business community) in order to inform strategies for improvement.
Career Pathways Program
A combination of rigorous and high-quality education, training, and other services that aligns both vertically and horizontally across Secondary Education, Adult Education, Workforce Training and Development, Career and Technical Education, and Postsecondary Education systems, pathways and programs. It includes collaborative partnerships with these entities, business and industry, along with human services agencies, corrections and other community stakeholders, as a foundational structure for sustainability and high quality. Multiple entry and exit points are included to facilitate individuals building their skills as they progress along a continuum of education and training and advance in sector-specific employment.
The Illinois Workforce Innovation Board envisions ten success elements for serving opportunity youth. These elements demonstrate the principles, strategies, and criteria in the Illinois' Unified State Plan and how various funding sources may be blended for full regional ownership and sustainability:
1. Partnerships with education, employers, and workforce boards to plan and leverage resources;
2. Business engagement in developing and managing career pathway programs;
3. Credentials, certifications, and/or postsecondary access that result from career pathway programs;
4. High-demand industries and higher skill occupations that meet youth earnings and career goals;
5. Work-based learning opportunities to experience the work-place;
6. Individual career/employment plans for each youth participant;
7. Individual supports available to meet the unique needs of each participant;
8. Contextualized learning and work-based skills that prepare youth for employment;
9. Measurement of results and continuous improvement methodology to enhance program quality; and
10. Sustainability plans that connect the program to broader, long-term employment strategies.
The term ‘‘career planning’’ means the provision of a client-centered approach in the delivery of services, designed—
(A) to prepare and coordinate comprehensive employment plans, such as service strategies, for participants to ensure access to necessary workforce investment activities and supportive services, using, where feasible, computer- based technologies; and
(B) to provide job, education, and career counseling, as appropriate during program participation and after job placement.
Services available to individuals who are adults or dislocated workers through the one-stop delivery system and shall, at a minimum include –
(i) determination of whether the individuals are eligible to receive assistance under WIOA, Title IB;
(ii) outreach, intake (which may include worker profiling), and orientation to the information and other services available through the one-stop delivery system;
(iii) initial assessment of skill levels (including literacy, numeracy, and English language proficiency), aptitudes, abilities (including skills gaps), and supportive service needs;
(iv) labor exchange services, including— (I) job search and placement assistance and, in appropriate cases, career counseling, including— (aa) provision of information on in-demand industry sectors and occupations; and (bb) provision of information on nontraditional employment; and (II) appropriate recruitment and other business services on behalf of employers, including small employers, in the local area, which services may include services described in this subsection, such as providing information and referral to specialized business services not traditionally offered through the one-stop delivery system;
(v) provision of referrals to and coordination of activities with other programs and services, including programs and services within the one-stop delivery system and, in appropriate cases, other workforce development programs;
(vi) provision of workforce and labor market employment statistics information, including the provision of accurate information relating to local, regional, and national labor market areas, including— (I) job vacancy listings in such labor market areas; (II) information on job skills necessary to obtain the jobs described in subclause (I); and (III) information relating to local occupations in demand and the earnings, skill requirements, and opportunities for advancement for such occupations; and
(vii) provision of performance information and program cost information on eligible providers of training services as described in section 122, provided by program, and eligible providers of youth workforce investment activities described in section 123, providers of adult education described in title II, providers of career and technical education activities at the postsecondary level, and career and technical education activities available to school dropouts, under the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.), and providers of vocational rehabilitation services described in title I of the Rehabilitation Act of 1973 (29 U.S.C. 720 et seq.);
(viii) provision of information, in formats that are usable by and understandable to one-stop center customers, regarding how the local area is performing on the local performance accountability measures described in section 116(c) and any additional performance information with respect to the one-stop delivery system in the local area;
(ix) (I) provision of information, in formats that are usable by and understandable to one-stop center customers, relating to the availability of supportive services or assistance, including child care, child support, medical or child health assistance under title XIX or XXI of the Social Security Act (42 U.S.C. 1396 et seq. and 1397aa et seq.), benefits under the supplemental nutrition assistance program established under the Food and Nutrition Act of 2008 (7 U.S.C. 2011 et seq.), assistance through the earned income tax credit under section 32 of the Internal Revenue Code of 1986, and assistance under a State program for temporary assistance for needy families funded under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) and other supportive services and transportation provided through funds made available under such part, available in the local area; and (II) referral to the services or assistance described in subclause (I), as appropriate;
(x) provision of information and assistance regarding filing claims for unemployment compensation;
(xi) assistance in establishing eligibility for programs of financial aid assistance for training and education programs that are not funded under this Act;
(xii) services, if determined to be appropriate in order for an individual to obtain or retain employment, that consist of –
(xiii) (I) comprehensive and specialized assessments of the skill levels and service needs of adults and dislocated workers, which may include— (aa) diagnostic testing and use of other assessment tools; and (bb) in-depth interviewing and evaluation to identify employment barriers and appropriate employment goals; (II) development of an individual employment plan, to identify the employment goals, appropriate achievement objectives, and appropriate combination of services for the participant to achieve the employment goals, including providing information on eligible providers of training services pursuant to paragraph (3)(F)(ii), and career pathways to attain career objectives; (III) group counseling; (IV) individual counseling; (V) career planning; (VI) short-term prevocational services, including development of learning skills, communication skills, interviewing skills, punctuality, personal maintenance skills, and professional conduct, to prepare individuals for unsubsidized employment or training; (VII) internships and work experiences that are linked to careers; (VIII) workforce preparation activities; (IX) financial literacy services, such as the activities described in section 129(b)(2)(D); (X) out-of-area job search assistance and relocation assistance; or (XI) English language acquisition and integrated education and training programs; and
(xiv) follow-up services, including counseling regarding the workplace, for participants in workforce investment activities authorized under this subtitle who are placed in unsubsidized employment, for not less than 12 months after the first day of the employment, as appropriate.
Participants funded by 1S in the previous program year who are currently enrolled in training or who completed training in the last quarter of the previous program year.
Case notes refer to either paper or online statements by the career planner that identify a participant’s status for a specific data element, the date on which the information was obtained, and the career planner who obtained the information.
Chicagoland Business Leadership Network
Chicago Chamber of Commerce
Chicago Cook Workforce Partnership
An award that requires completion of an organized program of study at the post secondary level. Certificates are classified by the amount of time required to complete the program of study.
Catalog of Federal Domestic Assistance
Chief Elected Official
The chief elected official is:
a) The chief elected executive officer of a unit of general local government in a local area; and b) in a case in which a local area includes more than one unit of general local government, the individuals designated under the agreement described in section 107(c)(1)(B).
Civil Rights Center
The Civil Rights Center (CRC) develops, administers, and enforces Departmental policies, practices, and procedures pursuant to Title VI and Title VII of the Civil Rights Act of 1964, as amended; Section 188 of the Workforce Investment Act (WIA), as amended; the Rehabilitation Act of 1973, as amended; the Age Discrimination Act of 1975, as amended; the Age Discrimination in Employment Act of 1967, as amended; the Equal Pay Act of 1963; Title IX of the Education Amendments of 1972, as amended; Title II of the Americans with Disabilities Act of 1990, as amended; the Civil Service Reform Act of 1978; the Civil Rights Act of 1991; the Notification and Federal Employee Antidiscrimination and Retaliation (No FEAR) Act; and related statutes and Executive Orders.
Classification of Instructional Programs
The purpose of the Classification of Instructional Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity. Visit the CIP website to learn more http://nces.ed.gov/pubs2002/ cip2000/
Class-Size Training Contracts
Class-size training contracts are groups of WIOA registrants receiving occupational skills training in a demand occupation. Training services include the full range of occupational skills training, adult education and literacy services, and customized training as described in WIOA Section 134 (c)(3)(D). (The training may be comprised solely of WIOA registrants or may be combined with customers of other programs such as TANF, Trade, etc.)
Certified Manufacturing Assistant
Enrollment in more than one workforce program at a time to allow for coordination of funds for training and services.
A Community-Based Organization is a private nonprofit organization (which may include a faith-based organization), that is representative of a community or a significant segment of a community and that has demonstrated expertise and effectiveness in the field of workforce investment.
Competency-Based Education (CBE)
An educational approach that focuses on learning (and the application of that learning) in contrast to more traditional instructional time-based models. This approach allows individuals to advance based on their ability to master a skill or competency, typically at their own pace. Definitions for CBE vary based on context (secondary, postsecondary, workforce, etc.) and often include different ways of considering mastery, competency definition, pacing, instruction, and support.
This definition combines the language of the Illinois Community College Board and the Illinois State Board of Education from their respective competency-based programming.
Also referred to as “competitive solicitation” means the process of requesting and receiving two or more sealed bids, proposals, or replies submitted by responsive vendors (bidders or offerors) in accordance with the terms of a competitive process, regardless of the method of procurement.
1. Each one-stop delivery system must include at least one designated comprehensive center where job seekers and employer customers can access the programs, services, and activities of all required one-stop partners (Section 121(b)(l)(B) of WIOA), along with any additional partners as determined by the LWIB. Additionally, a comprehensive one-stop center must:
a. Have at least one WIOA Title I staff person physically present;
b. Provide the career services listed in 20 CFR 678.430, 34 CFR 361.430, and 34 CFR 463.430;
c. Provide access to training services described in 20 CFR 680.200;
d. Provide access to any employment and training activities carried out under Section 134(d) of WIOA;
e. Provide access to programs and activities carried out by one-stop partners listed in 20 CFR 678.400 through 678.410, 34 CFR 361.400 through 361.410, and 34 CFR 463.400 through 463.410, including the Wagner-Peyser Act Employment Services (ES) program; and
f. Make available workforce and labor market information.
2. Customers must have access to these programs, services, and activities during regular business days and hours (20 CFR 678.305(c), 34 CFR 361.305(c), and 34 CFR 463.305(c)). The LWIB may establish other service days and hours to accommodate individuals unable to access the one-stop center during regular business hours.
3. One-stop partner programs may deliver career services at a comprehensive one-stop in one of three ways (20 CFR 678.305(d), 34 CFR 361.305(d), and 34 CFR 463.305(d)):
a. By a program staff member physically present at the one-stop center;
b. By a staff member from a different partner program physically present and appropriately trained to provide information to customers about the resources available through all partner programs; or
c. By using technology to provide a direct linkage to a program staff member who can provide meaningful information or services. The "Governor's Guidelines to State and Local Program Partners Negotiating Costs and Services" details Illinois' requirements concerning direct linkage under WIOA.
Means machines used to acquire, store, analyze, process, and publish data and other information electronically, including accessories (or “peripherals”) for printing, transmitting and receiving, or storing electronic information. (See Equipment, Information Technology Systems, and Supplies)
In order to empower customer choice and provide opportunities for providers certified under the Workforce Innovation and Opportunity Act (WIOA) to effectively provide program performance and cost information to the public, the Act requires that the state develop a method to make this consumer reporting information available. This performance and cost information that training providers submit with their applications is also used to make up the consumer reporting system upon certification. Illinois' consumer reporting information can be found and is intended to provide understandable, accurate, and unbiased information about the performance of various WIA-certified training providers that facilitates customer's decision-making process in the selection of a training provider.
Contract Funded Training
Local areas can provide training through a contract for services rather than Individual Training Accounts in order to maintain consumer choice.
Means a program authorized under a core program provision.
Core Program Provision
(A) chapters 2 and 3 of subtitle B of title I (relating to youth workforce investment activities and adult and dislocated worker employment and training activities);
(B) title II (relating to adult education and literacy activities);
(C) sections 1 through 13 of the Wagner-Peyser Act (29 U.S.C. 49 et seq.) (relating to employment services); and
(D) title I of the Rehabilitation Act of 1973 (29 U.S.C. 720 et seq.), other than section 112 or part C of that title (29 U.S.C. 732, 741) (relating to vocational rehabilitation services)
The review and evaluation of any separate cost elements and profit or fee in an offeror’s or contractor’s proposal, as needed to determine a fair and reasonable price or to determine cost realism, and the application of judgment to determine how well the proposed costs represent what the cost of the contract should be, assuming reasonable economy and efficiency.
Cost Realism Analysis
The process of independently reviewing and evaluating specific elements of each offeror’s proposed cost estimate to determine whether the estimated proposed cost elements are realistic for the work to be performed, reflect a clear understanding of the requirements, and are consistent with the unique methods of performance and materials described in the offeror’s technical proposal.
A series of instructional sessions or activities that is a required component of a program of study.
Chicagoland Provider Leadership Network
Within the context of education, workforce development, and employment and training for the labor market, the term credential refers to a verification of qualification or competence issued to an individual by a third party with the relevant authority or jurisdiction to issue such credentials (such as an accredited educational institution, an industry recognized association, or an occupational association or professional society).
The range of different types of credentials includes:
1. Educational diplomas, certificates and degrees;
2. Registered apprenticeship certificates;
3. Occupational licenses (typically awarded by State government agencies);
4. Personnel certifications from industry or professional associations; and
5. Other skill certificates for specific skill sets or competencies within one or more industries or occupations (e.g. writing, leadership, etc.).
These categories of credentials are further defined and described in Attachment 2 of TEGL 15-10.
Any person seeking assistance to find employment or training, whether employed or unemployed, and employers who need qualified workers for their company or training for the workers who are already employed with them.
Training a) that is designed to meet the special requirements of an employer (including a group of employers); b) that is conducted with a commitment by the employer to employ an individual on successful completion of the training; and c) for which the employer pays for
(i) a significant portion of the cost of training, as determined by the local board involved, taking into account the size of the employer and such other factors as the local board determines to be appropriate, which may include the number of employees participating in training, wage and benefit levels of those employees (at present and anticipated upon completion of the training), relation of the training to the competitiveness of a participant, and other employer-provided training and advancement opportunities; and
(ii) in the case of customized training (as defined in subparagraphs (A) and (B)) involving an employer located in multiple local areas in the State, a significant portion of the cost of the training, as determined by the Governor of the State, taking into account the size of the employer and such other factors as the Governor determines to be appropriate.
Children and Youth Services
Dislocated Worker Average Earnings
Data Element Validation
Data Element Validation assesses the accuracy of participant data records. It is performed by reviewing samples of participant records against source documentation to ensure compliance with Federal definitions.
Data Validation Rules-Match
If the validation rule requires a match, the data on the worksheet must be the same as the data in the source documentation.
Data Validation Rules-Support
If the rule requires support, the source documentation must provide evidence that the data on the worksheet are correct; this rule is used when information must be interpreted or processed before it can be used to assess the accuracy of the data in the exiter records.
Department of Children and Family Services
Deficient in Basic Literacy Skills
(See Basic Skills Deficient)
The expected product or results of the technical assistance activities.
Occupations for which a demand is projected based on annual average job openings, average starting wages, education and training levels, and state or national initiatives. Local workforce innovation areas will be able to petition the state to request that additional occupations be considered as a Demand Occupation. Only those occupations considered "in demand" will be included in the Demand Occupation Training List.
Demand Occupation Training List
The Demand Occupation Training List is the available list of demand occupations for which training programs may be certified or recertified for participant placement. Participants may only be placed in training programs in which the outcome following successful completion of the training program would lead to entry into employment in an occupation considered "in demand". See the policy on Training Provider and Training Program Eligibility for the exceptions to participant placement in training that is not required to be determined an eligible training program.
Demonstrated experience and expertise
Means an individual who has documented leadership in developing or implementing workforce development, human resources, training and development, or a core program function.
Department of Labor
(See United States Department of Labor)
Department of Healthcare and Family Service
Department of Human Services
Department of Human Services - Division of Rehabilitation Services
Department of Human Services - Division of Human Capital Development
Means providing direct connection at the one-stop, within a reasonable time, by phone or through a real-time Web-based communication to a program staff member who can provide program information or services to the customer.
(See Veteran with a Disability)
Educationally or skills disadvantaged adults are those persons who score below 8th grade level on standardized tests. They require educational assistance to bring their basic skills to a level that would make them eligible for secondary (high school) education or to hold a job with basic English and math skills. WIOA Sec. 131(a)(v)(IV) terms a disadvantage adult as an adult who received an income, or is a member of a family that received total family income, that, in relation to family size, does not exceed the higher of (aa) the poverty line; or (bb) 70 percent of the lower living standard income level.
The transfer of cash from the Federal government to the grantee through the Payment Management System (PMS) maintained by the Department of Health and Human Services (HHS). This then constitutes a cash receipt to the grantee. At the grantee level, disbursement means the transfer of cash from the grantee to a subgrantee or other payee, either by check, voucher or electronic transfer issued to the entity often through an electronic payment system.
An individual who: A)i) has been terminated or laid off, or who has received a notice of termination or layoff, from employment; ii)I) is eligible for or has exhausted entitlement to unemployment compensation; or (II) has been employed for a duration sufficient to demonstrate, to the appropriate entity at a one-stop center referred to in section 121(e), attachment to the workforce, but is not eligible for unemployment compensation due to insufficient earnings or having performed services for an employer that were not covered under a State unemployment compensation law; and 3) is unlikely to return to a previous industry or occupation; B)(i) has been terminated or laid off, or has received a notice of termination or layoff from employment as a result of any permanent closure of, or any substantial layoff at, a plant, facility, or enterprise; ii) is employed at a facility at which the employer has made a general announcement that such facility will close within 180 days; or ii) for purposes of eligibility to receive services other than training services described in section 134(c)(3) career services described in section 124(c)(2)(A(xii), or supportive services, is employed at a facility at which the employer has made a general announcement that such facility will close; C) was self-employed (including employment as a farmer, a rancher, or a fisherman) but is unemployed as a result of general economic conditions in the community in which the individual resides or because of natural disasters; or D) is a displaced homemaker, or (D)(i) is a spouse of a member of the Armed Forces on active duty (as defined in section 101(d)(1) of title 10, United States Code), and who has experienced a loss of employment as a direct result of relocation to accommodate a permanent change in duty station of such member; or (ii) is the spouse of a member of the Armed Forces on active duty and who meets the criteria described in paragraph (16)(B).
Dislocated Worker Grant
The Dislocated Worker Grant (formerly National Emergency Grant) program assists local governments by providing funds for counties declared federal disaster areas to provide temporary employment to dislocated workers that assist with flood cleanup and recovery efforts and help return communities to pre-disaster conditions.
An individual who has been providing unpaid services to family members in the home and who--A)(i) has been dependent on the income of another family member but is no longer supported by that income or (ii) is the dependent spouse of a member of the Armed Forces on active duty (as defined in section 101(d)(1) of title 10, United States Code) and whose family income is significantly reduced because of a deployment (as defined in section 991(b) of title 10, United States Code, or pursuant to paragraph (4) of such section), a call or order to active duty pursuant to a provision of law referred to in section 101(a)(13)(B) of title 10, United States Code, a permanent change of station, or the service-connected (as defined in section 101(16) of title 38, United States Code) death or disability of the member;; and b) is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading employment.
Disproportionately Impacted Area
Those Zip Codes most severely affected by the COVID-19 pandemic, to be determined based on positive COVID-19 case per capita rates, and that meet at least one of the following poverty-related criteria relative to other ZIP Codes within that region:
- share of population consisting of children age 6 to 17 in households with income less than 125% of the federal poverty level (FPL);
- share of population consisting of adults over age 64 in households with income less than 200% FPL;
- share of population in household with income less than 150% FPL; or
- share of population consisting of children ages 5 and under in households with income less than 185% FPL.
Locations of qualified census tracts and disproportionately impacted areas may be obtained by entering the client’s address at the following link: https://www.illinoisworknet.com/qctdiamap
Department of Education
Dislocated Worker Employment Retention Rate
Division of Rehabilitation Services
As defined in 110 ILCS 27/5, a college course taken by a high school student for credit at both the college and high school level.
An academic program designed to give high school students the opportunity to complete college courses for postsecondary credit. The student (or school) may not always elect to also use these courses for high school credit.
Early College Credit
A course through which a high school student can receive postsecondary institution course credit and includes dual credit courses, dual enrollment courses, International Baccalaureate courses, Advanced Placement courses, and courses with articulated credit with a postsecondary institution. Early college credit courses serve as a key strategy employed in Illinois’ expansion of career pathways.
The difference between articulated credit, prior learning credit, dual credit, & dual enrollment:
||Prior Learning Credit
|Student earns college credit after completing the course in high school.
||Individual receives credit for college-level learning that occurs outside the classroom setting.
||High school student completes course typically for college credit only.
||Student receives both high school and college credit.
Economic Development Agency
Includes a local planning and zoning commission or board, a community development agency, or another local agency and institution responsible for regulating, promoting, or assisting in local economic development.
Economic Development Region
An Economic Development Region is a designated region consisting of a combination of local areas (or a single local area) that are partially or completely in a single planning region, labor market area, or other appropriate contiguous sub-area of a State, that is designated by the State under WIOA section 106(a), or a similar interstate region that is designated by two or more States under WIOA section 106(b). The State of Illinois has designated 10 Economic Development Regions (EDR).
An individual who is either a member of a family whose income is below the poverty level, or who is receiving cash benefits from a federal, state or local welfare program, or is receiving food stamps, or who is a homeless person, or who is a foster child, or is an individual with disabilities.
Used with respect to: a) training services, means a provider who is identified in accordance with section 122(a)(2); b) intensive services, means a provider who is identified or awarded a contract as described in section 134(c)(3)(G); c) youth activities, means a provider who is awarded a grant or contract in accordance with section 123; or d) other workforce investment activities, means a public or private entity selected to be responsible for such activities, such as a one-stop operator designated or certified under section 121(d).
Eligible Training Provider
An Eligible Training Provider is an organization, such as a public or private college and university, or community-based organization whose application has been approved by the local workforce board and approved for the state list of training services through the use of an Individual Training Account.
Eligible Training Provider List
The Eligible Training Provider List is a statewide collection of providers that are approved to give services through the One-Stop system. These lists contain consumer information, including cost and performance information for each of the providers, so that participants can make informed choices on where to use their Individual Training Accounts.
Except as provided in subtitles C and D of title I, the term “eligible youth” means an in-school youth or out-of-school youth.
An individual who is employed and is determined to be in need of intensive service to obtain or retain employment.
Employment and Training Activity
Means an activity described in section 134 that is carried out for an adult or dislocated worker.
Employment and Training Administration
The Employment and Training Administration is the part of the U.S. Department of Labor with direct responsibility for WIOA programs.
English Language Acquisition Program
Means a program of instruction—
(A) designed to help eligible individuals who are English language learners achieve competence in reading, writing, speaking, and comprehension of the English language; and
(B) that leads to— (i)(I) attainment of a secondary school diploma or its recognized equivalent; and (II) transition to postsecondary education and training; or (ii) employment.
English Language Learner
The term ‘‘English language learner’’ when used with respect to an eligible individual, means an eligible individual who has limited ability in reading, writing, speaking, or comprehending the English language, and— (A) whose native language is a language other than English; or (B) who lives in a family or community environment where a language other than English is the dominant language
Enrolled In Training
Training for the customer has been approved and scheduled to start within 30 days.
Enrolled In Training, Failed To Start
Customer enrolled in training but failed to attend classes within the first week of the program without justifiable cause.
Means, for youth, the collection of information to support an eligibility determination and participation in any one of the 14 program elements.
Entered Employment Rate
The Entered Employment Rate method is used to determine the percentage of participants who become employed. The percentage is calculated by dividing the number of total participants who were enrolled in the program by the number of participants who were placed or entered employment through the program.
Equal Employment Opportunity
Equal Employment Opportunity laws prohibit specific types of job discrimination in certain workplaces. The Department of Labor has two agencies which deal with EEO monitoring and enforcement, the Civil Rights Center and the Office of Federal Contract Compliance Programs.
Equal Employment Opportunity Commission
The Equal Employment Opportunity Commission is an independent federal agency that promotes equal opportunity in employment through administrative and judicial enforcement of the federal civil rights laws and through education and technical assistance. Applicants and employees of most private employers, state and local governments, educational institutions, employment agencies and labor organizations may be assisted by the EEOC.
Means tangible personal property (including information technology systems) having a useful life of more than one year and a per-unit acquisition cost which equals or exceeds the lesser of the capitalization level established by the subrecipient for financial statement purposes, or $5,000. Equipment is unallowable as an indirect cost except through depreciation. (See Computing Devices, Information Technology Systems, and Supplies)
English as a Second Language
Essential Employability Skills
As defined in the Illinois framework, essential employability skills are foundational skills needed for success in college, careers, and life, including, but not limited to, the following:
- Personal Ethic: Integrity, respect, perseverance, positive attitude
- Work Ethic: Dependability, professionalism
- Teamwork: Critical thinking, effective and cooperative work
- Communication: Active listening, clear communication
There are many robust frameworks in the field, including:
- Illinois Essential Employability Skills Framework and Self-Assessment
- Illinois Postsecondary and Workforce Readiness Act: Recommended Technical and Essential Employability Competencies
- Chicago Job’s Council Career Readiness Framework
As defined for the purpose of performance calculations, exit is the point after which an individual who has received services through any program meets the following criteria:
(1) For the adult, dislocated worker, and youth programs under Workforce Innovation and Opportunity Act (WIOA) title I, the AEFLA program under WIOA title II, and the Employment Services authorized by the Wagner-Peyser Act as amended by WIOA title III, exit date is the last date of service:
(i) The exit date cannot be determined until 90 days of no services has elapsed. At that point the exit date is applied retroactively to the last date of service. (A) Ninety days of no service does not include self-service or information-only activities or follow-up services and (B) There are no future services planned, excluding follow-up services.
(2)(i) For the VR program as amended by WIOA title IV: (A) The participant’s record of service is closed in accordance with §361.56 because the participant has achieved an employment outcome; or (B) The participant’s service record is closed because the individual has not achieved an employment outcome or the individual has been determined ineligible after receiving services in accordance with §361.43.
(ii) Notwithstanding any other provision of this section, a participant will not be considered as meeting the definition of exit from the Vocational Rehabilitation program if the individual’s service record is closed because the individual has achieved a supported employment outcome in an integrated setting but not in competitive integrated employment.
Expected Levels of Performance
The levels of performance proposed by the state in the initial submission of the Unified or Combined State Plan and in the required two-year modification of the Unified or Combined State Plan prior to negotiations (WIOA section 116(b)(3)(A)(iii)) for each primary indicator of performance for each core program.
Charges made to the project or program in support of its authorized activities. These charges may be accounted for on either a cash or accrual basis.
Costs associated with training of participants in NEG-OJT programs may include, but are not limited to: a) More intense supervision; b) Above average material waste; c) Abnormal wear on tools; d) Down time; and e) Lower rates of production.
Facing Substantial Cultural Barriers
An individual who perceives him or herself as possessing attitudes, beliefs, customs or practices that influence a way of thinking, acting or working that may serve as a hindrance to employment.
Failure To Meet Qualifying Requirements For TRA/TAA
Customer did not meet one of the qualifying requirements for eligibility.
Failure To Report For 28-Day Review
Customer failed to appear for the required 28-day waiver review while on a waiver from training requirements.
Failure To Report For Initial Assessment
Customer did not appear for initial assessment following the receipt of letter to appear.
A Faith-Based Organization is one whose founding, governance, or membership is derived from a religious institution or religiously-affiliated entity.
The term “family” means two or more persons related by blood, marriage, or decree of court, who are living in a single residence, and are included in one or more of the following categories:
(A) A married couple and dependent children.
(B) A parent or guardian and dependent children.
(C) A married couple.
Federal Fiscal Year
As it relates to youth service provider procurement, a firewall consists of documented procedures and security measures, physical and electronic, designed to maintain a competitive environment that prevents conflicts of interest and ensures that internal processes are transparent, fair, and unbiased.
States and local areas must provide follow-up services for adults and dislocated worker participants who are placed in unsubsidized employment, for up to 12 months after the first day of employment. States and local areas must establish policies that define what are considered to be appropriate follow-up services, as well as policies for identifying when to provide follow-up services to participants. One type of follow-up service highlighted in WIOA is to provide individuals counseling about the work place. Follow-up services do not extend the date of exit in performance reporting; for more information on performance reporting see TEGL 10-16, Change 1.
A minor on behalf of whom State or local government payments are made to a foster parent or other guardian.
Fraud, Misfeasance, Nonfeasance or Malfeasance
Deliberate actions that are in violation of federal statutes or regulations. These actions include but are not limited to bribery, forgery, extortion, embezzlement, theft, kickbacks, and payments to ghost contractors/participants, misuse of grant funds or property, and misrepresentation of information included in official reports. Failure to perform tasks essential to preserving financial integrity may also be included.
Government Accountability Office
General Equivalency Diploma
A General Equivalency Diploma is a high school equivalency diploma, which is obtained by passing the General Educational Diploma Equivalency Test that, measures skills and knowledge generally associated with four years of traditional high school instruction.
Means the chief executive of a State or an outlying area.
Grant Recipient (Incumbent Worker Training)
A grant recipient (or grantee) for Incumbent Worker Training programs may include: a) For Formula grant projects funded with local twenty percent (20%) transfer authority-- Established grantee of WIOA formula funds. b) For Statewide discretionary grant projects funded with fifteen percent (15%) state discretionary funds--1) Training providers; 2) Employers whose incumbent workers are receiving the training; or 3) Other organizations qualified to receive Illinois Department of Commerce and Economic Opportunity WIOA incumbent worker grants.
A recipient of grant funds for the Adult, Youth, Dislocated Worker, or other program. A grantee might also be a designee, or as determined by the Office of Employment and Training (OET). (Please refer to the specific WIOA or Trade policy (or notice) to determine the eligible list of grantees.)
Includes claims for unsupported costs, unauditable records, grossly inaccurate fiscal or program records, payroll tax deductions not forwarded to IRS and severely inadequate internal controls.
Health Coverage Tax Credit
Health Coverage Tax Credit
High Demand Occupation
Occupations that are high wage (at or above the negotiated average earnings goal), have a significant number of projected annual job openings (as projected by IDES), and have the potential for the highest growth (as projected by IDES). These occupations must be on the approved list provided by OET and available on Illinois workNet.
A Census tract, a set of contiguous Census tracts, an American Indian Reservation, Oklahoma Tribal Statistical Area (as defined by the U.S. Census Bureau), Alaska Native Village Statistical Area or Alaska Native Regional Corporation Area, Native Hawaiian Homeland Area, or other tribal land as defined by the Secretary in guidance or county that has a poverty rate of at least 25 percent as set every 5 years using American Community Survey 5-Year data.
Instructions for determing if an individual is in a high-poverty area can be found in Attachment 2 of TEGL 21-16 and at FactFinder.Census.Gov.
Home and Community Based Services
Program provides opportunities for Medicaid beneficiaries to receive services in their own home or community rather than institutions or other isolated settings. These programs serve a variety of targeted populations groups, such as people with intellectual or developmental disabilities, physical disabilities, and/or mental illnesses.
Homeless child or youth
As defined in Section 725(2) of the McKinney-Vento Homeless Assistance Act (42 USC 114343(2).
An individual who lacks a fixed, regular or adequate nighttime residence; and an adult or youth who has a primary nighttime residence that is a public or privately operated shelter for temporary accommodation; an institution providing temporary shelter or a place not designed for or ordinarily used as a regular sleeping accommodation for human beings. The term does not include a person imprisoned or detained pursuant to an Act of Congress or State law. (as defined in subsections (a) and (c) of section 103 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11302).
Typically thought of as the employer, the company or organization providing the workplace or authentic working conditions for a participant.
As a participant moves through the continuum, the direct role of the managing org lessons as the host takes on a more direct role. At the same time, collaboration between the two to implement these experiences is critical.
Illinois Board of Higher Education
Illinois Community College Board
Illinois Department of Employment Security
Illinois Employment Business System
Illinois Entrepreneurship Network
Illinois Entrepreneurship and Small Business Growth Association
Illinois Job Link
Illinois Assistive Technology Program
The Illinois Assistive Technology Program (IATP) is the non-profit organization designated as the Statewide AT Program funded under the Assistive Technology Act of 1998, as amended. IATP’s lead agency is the Illinois Department of Human Services, Division of Rehabilitation Services.
Illinois Benefit Information System
Illinois Benefit Information System
Illinois Deaf and Hard of Hearing Commission
The Illinois Deaf and Hard of Hearing Commission is an executive state agency that promotes education and awareness of the legal requirements for effective communication on behalf of people with hearing loss in Illinois. IDHHC is governed by eleven (11) Commissioners who are appointed by the Governor's office. At least six (6) of the Commissioners must be deaf, hard of hearing, or DeafBlind. The Commissioners meet on a quarterly basis at the IDHHC office in Springfield, Illinois.
Illinois Workforce Development Board
See Illinois Workforce Innovation Board (IWIB)
Illinois Workforce Development System
The Illinois Workforce Development System (IWDS) is the internet-based management information system used to collect information about the customers who have been and are being served by the Workforce Innovation and Opportunity Act (WIOA) and Trade Adjustment Assistance Act (TAA) programs. This information is reported to the U.S. Department of Labor on a quarterly or annual basis depending on the program and is also used by OET and the Local Workforce Innovation Areas (LWIAs) to manage the WIOA and TAA programs.
Illinois Workforce Innovation Board
The Governor-appointed Illinois Workforce Innovation Board (IWIB) includes leaders from state, business, industry, labor, education and community-based organizations with the goal of evaluating and meeting the workforce needs of Illinois' employers and workers.
Through a committee and task force structure, representatives from private/public partner programs present the IWIB with policy recommendations on strengthening Illinois' workforce system. All policies developed or commented upon through the IWIB structure include input from the public and partners.
Illinois workNet Centers
An Illinois workNet Center is a facility (as described in Section 121(e)(2)) where the six core programs (Title I adult, dislocated worker, and youth programs; Title II adult education and literacy programs; Title III Wagner-Peyser program; and Title IV vocational rehabilitation program), as well as other required and optional partners identified in WIOA provide access to information and services, along with service providers, to job seekers and businesses.
Illinois workNet Visitor
A participant who accesses the Illinois workNet at a resource room location (One-Stop Career Center or affiliate).
In Training, Ceased Participation
Customer enrolled in training, but without justifiable cause, dropped out of all classes or enrollment status changed to less than full time as defined by the training institution.
In Training, No Verification of Attendance
Customer is in training, but did not provide verification of satisfactory attendance.
An Incumbent Worker is an individual (or group of individuals) with an employment relationship with a participating employer or group of participating employers in a targeted industry (as cited in the local plan); and an individual who is receiving upgraded skills training:
- to increase his or her skills in an occupation in which the individual is already an incumbent; or
- to prepare the worker for entry into a new occupation within the targeted workforce (i.e., the workforce of the participating employer or group of employers).
Incumbent Worker Training
Incumbent Worker Training is designed to meet the needs of an employer or group of employers to retain a skilled workforce or avert layoffs. Incumbent Worker training can be used to either:
- Help avert potential layoffs of employees; or
- Obtain the skills necessary to retain employment, such as increasing the skill levels of employees so they can be promoted within the company and create backfill opportunities for new or less-skilled employees.
Unlike other trainings, employers, instead of individuals, must meet the local eligibility criteria to receive funds for training their workforce. In most circumstances, incumbent workers being trained must have been employed with the company for at least six months. Employers who receive these funds are required to meet requirements for providing the non-federal share of the cost of the training.
In-Demand Industry Sector or Occupation
(A) In General.—The term ‘‘in-demand industry sector or occupation’’ means— (i) an industry sector that has a substantial current or potential impact (including through jobs that lead to economic self-sufficiency and opportunities for advancement) on the State, regional, or local economy, as appropriate, and that contributes to the growth or stability of other supporting businesses, or the growth of other industry sectors; or (ii) an occupation that currently has or is projected to have a number of positions (including positions that lead to economic self-sufficiency and opportunities for advancement) in an industry sector so as to have a significant impact on the State, regional, or local economy, as appropriate.
(B) Determination.—The determination of whether an industry sector or occupation is in-demand under this paragraph shall be made by the State board or local board, as appropriate, using State and regional business and labor market projections, including the use of labor market information.
Individual Employment Plan
An Individual Employment Plan is a plan developed by the participant and the career planner to identify the participant's employment goals, the appropriate achievement objectives, and the appropriate combination of services for the participant to achieve the employment goals, including providing information on eligible providers of training services and career pathways to attain career objectives.
Individual from a Qualified Census Tract or a Disproportionately Impacted Area
An individual who resides in a Qualified Census Tract or a Disproportionately Impacted Area.
Individual Indicator Score
The proportion the actual level of performance represents of the adjusted level of performance for a single performance indicator for a single program. It is calculated by dividing the actual level of performance achieved by the adjusted level of performance.
Individual of Limited English Proficiency
An adult or out-of-school youth who has limited ability in speaking, reading, writing or understanding the English language, and a) whose native language is a language other than English; or b) who lives in a family or community environment where a language other than English is the dominant language.
Individual Service Strategy
An Individual Service Strategy is an agreement of skills and goals decided between a WIOA Youth participant and WIOA Youth staff counselor (usually a career planner), that sets out a plan for the participant to make progress towards his/her educational and employment goals.
Individual Training Account
An Individual Training Account is a financial subsidy to enable customers that qualify for training to access the program of their choice on the statewide list of eligible providers. An ITA is most often in the form of a voucher, which is a document that can be redeemed for training.
Individual With a Barrier to Employment
The term ‘‘individual with a barrier to employment’’ means a customer with 1 or more barriers to employment.
Individual with a Disability
An individual with any disability (as defined in section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C. 12102)).
Individualized Career Services
Individualized career services must be provided to participants after American Job Center staff determines that such services are required to retain or obtain employment, consistent with any applicable statutory priorities. Generally, these services involve significant staff time and customization to each individual’s need. Individualized career services include services such as: specialized assessments, developing an individual employment plan, counseling, work experiences (including transitional jobs), etc.
Local Workforce Innovation Boards (LWIBs) must identify the assessments to be used to determine eligibility and ensure eligibility determination procedures are consistent with state policies. American Job Center staff may use recent previous interviews, evaluations, or assessments by partner programs to determine if individualized career services would be appropriate. These services generally will be provided by the Adult and Dislocated Worker programs, although it may be appropriate for the Employment Service to provide some of these services.
A work-related credential, certification, or license that:
- Verifies, through a valid assessment, an individual’s qualifications or competence in a specific skill set related to a particular industry or occupation;
- Is issued by an industry-related organization or state licensing body with the relevant authority to issue such credentials; and
- Is broadly sought or accepted by employers as a recognized, preferred, or required credential for recruitment, screening, hiring, retention, or advancement purposes.
This definition was developed during the initial drafting of the Career Pathways Dictionary and ISBE’s College and Career Readiness Indicator. It is based on research into statewide and national conceptions of industry credentials.
Industry or Sector Partnership
The term ‘‘industry or sector partnership’’ means a workforce collaborative, convened by or acting in partnership with a State board or local board, that—(A) organizes key stakeholders in an industry cluster into a working group that focuses on the shared goals and human resources needs of the industry cluster and that includes, at the appropriate stage of development of the partnership— (i) representatives of multiple businesses or other employers in the industry cluster, including small and medium-sized employers when practicable; (ii) 1 or more representatives of a recognized State labor organization or central labor council, or another labor representative, as appropriate; and (iii) 1 or more representatives of an institution of higher education with, or another provider of, education or training programs that support the industry cluster; and (B) may include representatives of— (i) State or local government; (ii) State or local economic development agencies; (iii) State boards or local boards, as appropriate; (iv) a State workforce agency or other entity providing employment services; (v) other State or local agencies; (vi) business or trade associations; (vii) economic development organizations; (viii) nonprofit organizations, community-based organizations, or intermediaries; (ix) philanthropic organizations; (x) industry associations; and (xi) other organizations, as determined to be necessary by the members comprising the industry or sector partnership.
Information Technology Systems
Means computing devices, ancillary equipment, software, firmware, and similar procedures, services (including support services), and related resources. (See Computing Devices, Equipment, and Supplies). Computer software and licenses are considered to be information technology systems.
Includes both self-service and staff-assisted core services that are designed to inform and educate a participant about the labor market and to enable a participant to identify his or her individual employment strengths, weaknesses, and the range of services appropriate for the individual. The exception is core services that require significant staff involvement.
In-School Youth means an individual who is—
(i) attending school (as defined by State law);
(ii) not younger than age 14 or (unless an individual with a disability who is attending school under State law) older than age 21;
(iii) a low-income individual; and
(iv) one or more of the following: (I) Basic skills deficient. (II) An English language learner. (III) An offender. (IV) A homeless individual (as defined in section 41403(6) of the Violence Against Women Act of 1994 (42 U.S.C. 14043e–2(6))), a homeless child or youth (as defined in section 725(2) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a(2))), a runaway, in foster care or has aged out of the foster care system, a child eligible for assistance under section 477 of the Social Security Act (42 U.S.C. 677), or in an out-of- home placement. (V) Pregnant or parenting. (VI) A youth who is an individual with a disability. (VII) An individual who requires additional assistance to complete an educational program or to secure or hold employment.
Institution of Higher Education
The term ‘‘institution of higher education’’ has the meaning given the term in section 101, and subparagraphs (A) and (B) of section 102(a)(1), of the Higher Education Act of 1965 (20 U.S.C. 1001, 1002(a)(1)).
A process for screening individual applicants for eligibility for services; making a determination whether the program can benefit the applicants; providing information about the program, its services and the availability of those services; and selecting individual applicants for participation in the program.
Integrated Career and Academic Preparation System (ICAPS)
A quality instructional framework in Illinois for the implementation of Integrated Education and Training (IET) programs, as defined by Workforce Innovation and Opportunity Act (WIOA). ICAPS provides an accelerated pathway to an industry-recognized credential through training partnerships—such as Career and Technical Education or an approved training provider—to serve adult education students, including English language learners, at the same time that they are completing their Illinois high school diploma and/or improving their English language. Instruction and training are supplemented by support courses, comprehensive student support services, and augmented by collaborative teaching practices between workforce training instructors and basic skills instructors.
Integrated English Literacy Civics Education (IELCE)
Education services provided to English language learners who are adults, including professionals with degrees and credentials in their native countries that enable such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the United States. IELCE services shall include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation and may include workforce training.
Intensive Career Exploration Experience
A structured, multi-day student experience, such as a career exploration camp, that provides students with the opportunity to explore various occupations relating to an Illinois College and Career Pathway Endorsement area with hands-on training and orientation activities.
A work experience or internship is a planned, structured learning experience that takes place in a workplace for a limited period of time. Work experiences or internships may be paid or unpaid, as appropriate and consistent with other laws, such as the Fair Labor Standards Act. A work experience or internship may be arranged within the private for-profit sector, the non-profit sector, or the public sector.
For youth, work experiences may also include:
- Pre-apprenticeship programs;
- Summer employment and other employment activities available throughout the school year;
- Internships and job shadowing; and
- On-the-job training (OJT)
Industry-Recognized Apprenticeship Program
Illinois Support Training and Employment Program
Illinois Workforce Partnership
Incumbent Worker Tracking System
Job Placement Services
Services that specifically assist participants find jobs that may involve activities such as job search assistance, training, or job development.
The ability to keep a job for a certain period of time, usually 90 or 180 days or more, which shows that a worker has the skills to fit into the workplace and succeed in a job.
Job Training Partnership Act
Job Training Partnership Act (preceeded the Workforce Investment Act)
An alliance of two or more organized labor unions for the purpose of mutual support and action.
Labor Market Area
A Labor Market Area is an economically integrated geographic area within which individuals can reside and find employment within a reasonable distance or can readily change employment without changing their place of residence. Such an area shall be identified in accordance with criteria used by the Bureau of Labor Statistics of the Department of Labor in defining such areas or similar criteria established by a Governor.
Labor Market Information
Labor Market Information is labor related information about unemployment, industries, occupations, etc. LMI covers economic, social, demographic, and labor force data. It describes the characteristics of the supply of labor (the people who are workers or potential workers in the labor market) and provides information on the job opportunities in the labor market (current and projected needs of current and future employers). Sources of LMI often give historical, current, and forecast information to satisfy the different users needs. Citation
ETA considers a layoff averted when a) A worker's job is saved with an existing employer that is at risk of downsizing or closing; or b) A worker at risk of dislocation transitions to a different job with the same employer or a new job with a different employer and experiences no or minimal unemployment.
Those skills which are included in adult literacy dealing with such topics as consumer economics, government and law, occupational knowledge, community resources, and health that are included into an educational agency's basic literacy skills course of study.
Limited English Proficiency Individual
A Limited English Proficiency Individual is an adult or out-of-school youth who has limited ability in speaking, reading, writing or understanding the English language, and a) whose native language is a language other than English; or b) who lives in a family or community environment where a language other than English is the dominant language.
An individual's ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society.
Literacy and Numeracy Gains (for Youth)
(See Local Workforce Innovation Area [formerly Local Workforce Development Area and Local Workforce Investment Area])
(See Local Workforce Innovation Board [formerly Local Workforce Development Board and Local Workforce Investment Board])
Local Educational Agency
Has the meaning given the term in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
Local Workforce Development Area
Local Workforce Development Area (now known as LWIA)
Local Workforce Development Board
Local Workforce Development Board (now known as LWIB)
Local Workforce Innovation Area
A Local Workforce Innovation Area is a single county or multiple counties designated by the Governor, which allows for the receipt of an allotment under Sec. 127(b) or 132(b), with considerations consisting of the extent to which the areas - (i) are consistent with labor market areas in the State; (ii) are consistent with regional economic development areas in the State; and (iii) have available the Federal and non-Federal resources necessary to effectively administer activities under subtitle B and other applicable provisions of this Act, including whether the areas have the appropriate education and training providers, such as institutions of higher education and area career and technical education schools.
Local Workforce Innovation Board [formerly Local Workforce Investment Board]
A Local Workforce Innovation Board is a group of business, workforce, governmental, and community leaders established, and certified by the Governor, to carry out the functions described at Sec. 107(d).
Individuals who have been unemployed for at least twelve (12) of the last twenty-six (26) weeks.
Lower Living Standard Income Level
Lower Living Standard Income Level means that income level (adjusted for regional, metropolitan, urban, and rural differences and family size) determined annually by the Secretary of Labor based on the most recent lower living family budget issued by the Secretary.
The term "low-income individual" means an individual who— (i) receives, or in the past 6 months has received, or is a member of a family that is receiving or in the past 6 months has received, assistance through the supplemental nutrition assistance program established under the Food and Nutrition Act of 2008 (7 U.S.C. 2011 et seq.), the program of block grants to States for temporary assistance for needy families program under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.), or the supplemental security income program established under title XVI of the Social Security Act (42 U.S.C. 1381 et seq.), or State or local income-based public assistance; (ii) is in a family with total family income that does not exceed the higher of— (I) the poverty line; or (II) 70 percent of the lower living standard income level; (iii) is a homeless individual (as defined in section 41403(6) of the Violence Against Women Act of 1994 (42 U.S.C. 14043e–2(6))), or a homeless child or youth (as defined under section 725(2) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a(2))); (iv) receives or is eligible to receive a free or reduced price lunch under the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.); (v) is a foster child on behalf of whom State or local government payments are made; or (vi) is an individual with a disability whose own income meets the income requirement of clause (ii), but who is a member of a family whose income does not meet this requirement.
Lead entity working to organize and coordinate the delivery of work-based learning: school, non-profit or community-based organization, chamber of commerce, other public/private institutions, religious organization, etc. May also be a convening organization or intermediary in a community.
Maximum Benefit Amount
Maximum Benefit Amount is the total amount of unemployment insurance benefits payable to a claimant in a benefit year.
Memorandum of Understanding
A Memorandum of Understanding is a nonbinding agreement between two or more parties outlining the terms and details of an understanding, including each parties' requirements and responsibilities.
Migrant and Seasonal Farmworker
Migrant and Seasonal Farmworker -
Migrant farmworker means an eligible seasonal farmworker whose agricultural labor requires travel to a job site such that the farmworker is unable to return to a permanent place of residence within the same day; and a dependent of the farmworker. Seasonal farmworker means a low-income individual who— (i) for 12 consecutive months out of the 24 months prior to application for the program involved, has been primarily employed in agricultural or fish farming labor that is characterized by chronic unemployment or underemployment; and (ii) faces multiple barriers to economic self-sufficiency; and a dependent of the person.
Misapplication of Funds
Includes nepotism, political patronage, use of participants for political activity, known ineligible participants, conflict-of-interest, failure to report income earned from federal funds, violation of governing administrative standards and procedures, and diverting or misappropriating funds from their authorized purpose.
An activity that may reflect negatively on the program or agency, affecting the public’s confidence in the integrity of program operations. This includes but is not limited to, conflict of interest or the appearance of conflict of interest involving outside employment, business, and professional activities; the receipt of gifts, favors, or fees and misuse of official information or property.
National Association for the Advancement of Colored People
The National Association for the Advancement of Colored People (NAACP) ensures the political, educational, social, and economic equality of rights of all persons and eliminates race-based discrimination.
Events including hurricane, tornado, storm, flood, high water, wind drive water, tidal wave, tsunami, earthquake, volcanic eruption, landslide, mudslide, snow storm, drought, fire, explosion, or other catastrophes.
Needs-Related Payments are funds allocated to a local area and may be used to provide direct financial assistance to adults and dislocated workers who are unemployed and do not qualify for (or have ceased to qualify for) unemployment compensation for the purpose of enabling such individuals to participate in programs of training services.
Negotiated Levels of Performance
The levels of performance mutually agreed to by the state and the Department for each respective program. The negotiations process must be based on four factors described in section 4 of this guidance. These negotiated levels of performance must be incorporated into the approved Unified or Combined State Plan and the approved two-year modification of that Plan (WIOA section 116(b)(3)(A)(iv)) for each primary indicator of performance for each core program.
To be considered a new event, the dislocation must occur during the current program year or anytime in the previous program year as long as 1E or 1S (depending on the program for which the even is being funded) program dollars were not expended on the event. The dislocation must affect 50 or more workers after February 23, 2012 or affect 200 or more workers prior to February 23, 2012 in an LWIA or meet the definition of a statewide event from the same company.
Notice of Funding Opportunity
A Nondiscrimination Plan is a document that describes the actions an individual State will take to ensure that its Title I-financially assisted programs, activities, and recipients are complying, and will continue to comply, with the nondiscrimination and equal opportunity requirements of WIOA and its implementing regulations.
A Non-Registered Apprenticeship in Illinois is an apprenticeship that is not registered with the
U.S. Department of Labor but meets all Registered Apprenticeship criteria
other than the application for registration.
Occupations or fields of work for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.
North American Free Trade Agreement
The North American Free Trade Agreement establishes Transitional Adjustment Assistance (TAA) for workers in companies affected by imports from Mexico or Canada or by shifts of U.S. production to those countries.
North American Industry Classification System
The North American Industry Classification System is the standard used by Federal statistical agencies in classifying business establishments for the purpose of collecting, analyzing, and publishing statistical data related to the U.S. business economy.
Notice of Grant Award
A Notice of Grant Award is the legal document issued to notify the grantee that an award has been made and that funds may be requested from the designated office.
Notice of Proposed Rule Making
Occupational Information Network
The Uniform Guidance at 2 CFR 200.71 states, “When used in connection with a non-Federal entity’s utilization of funds under a Federal award, obligations means orders placed for property and services, contracts, and subawards made, and similar transactions during a given period that require payment by the non-Federal entity during the same or a future period”. TEGL 28-10 states that obligations represent definite commitments which will result in future expenditures. Obligations are legal requirements – not plans, budgets or encumbrances. Some examples of obligations are open purchase orders, child care contracts, on-the-job training agreements, ITAs (for which enrollments have occurred), and subaward agreements (excluding budgeted amounts for ITAs for which enrollments have not occurred). Accrued expenditures are part of the total obligations to be reported. Encumbrances or budgeted amounts, such as projected staff time or future/projected rent payments, do not qualify as obligations.
Occupational Classroom Training
Occupational training is predominantly technical training, which prepares the student for entry into a particular occupation or set of occupations. Expenditures countable for occupational training.
Occupational Skills Training
Means an organized program of study that provides specific vocational skills that lead to proficiency in performing actual tasks and technical functions required by certain occupational fields at entry, intermediate, or advanced levels.
Office of Disability Employment Policy
Original Equipment Manufacturer
An adult or youth (A) who is or has been subject to any stage of the criminal justice process, for whom workforce services may be beneficial; or (B) who requires assistance in overcoming artificial barriers to employment resulting from a record of arrest or conviction.
Also referred to as Ex-Offender, Justice-Involved Individual, or Justice-Impacted Individual.
Office of Employment and Training
Office of Employment and Training (formerly Bureau of Workforce Development (BoWD))
Office of Equal Opportunity Monitoring and Compliance
The Office of Equal Opportunity Monitoring and Compliance is the Illinois Department of Commerce and Economic Opportunity’s (DCEO) office that oversees the implementation of the nondiscrimination and equal opportunity (EO) provisions of the Workforce Innovation and Opportunity Act (WIOA).
The term ‘‘older individual’’ means an individual age 55 or older.
Office of Management and Budget
One or More Grade Levels Below the Grade Level Appropriate to the Individual’s Age
Is defined based on the following relationship between age at registration and highest school grade completed: 14 (Age at registration) -- 7 (Highest grade completed is less than); 15 -- 8; 16 -- 9; 17 -- 10; 18 -- 11; and 19 -- 12.
(See Illinois workNet Center.)
Means one or more entities designated or certified under section 121(d).
Any entity described at a) section 121(b)(1); or b) section 121(b)(2) that is participating, with the approval of the local board and chief elected official, in the operation of a one-stop delivery system. WIOA specifies sixteen (16) required program partners to deliver career services, employment and training services through the one-stop delivery system and in the one-stop centers. All required partners must make career services applicable to the partner’s programs available to participants through the One-Stop delivery system. All required partners must contribute funds to maintain the one-stop delivery system. Each partner is required to pay a capped share of the infrastructure costs for the comprehensive one-stop centers. The required partners must also enter into a memorandum of understanding (MOU) with the Local Board relating to the operation and funding of the One-Stop system that meets the requirements of WIOA and participate in the operation of the One-Stop system consistent with the terms of the MOU and requirements of authorizing laws.
One-Stop Partner Program
Means a program or activities described in section 121(b) of a one-stop partner.
The network of workforce products and services that meets business and jobseeker needs in whatever manner and location is most effective and convenient for the customer. Customers can choose to use the system's products and services in different ways. They may call a toll-free number or connect through a personal computer at home or in a neighborhood library. They may receive individualized assistance in a community-based agency, an educational institution, or a one-stop career center.
On-the-Job Training provides reimbursements to employers to help compensate for the costs associated with skills upgrade training for newly hired employees and the lost production of current employees providing the training (including management staff). OJT training can assist employers who are looking to expand their businesses and who need additional staff trained with specialized skills. OJT employers may receive up to 50% reimbursement of the wage rate (in certain circumstances up to 75%) of OJT trainees to help defray personnel training costs. Under some programs, such as those funded by H-1B fees, OJT reimbursement may be as high as 90%, depending on employer size.
Young people between the ages of 16 and 24 who are disconnected from school and work.
Optimum Policy Making (or Hiring) Authority
An individual who can reasonably be expected to speak affirmatively on behalf of the entity he or she represents and to commit that entity to a chosen course of action. Business members of a State or local board may also have hiring authority.
Office of Special Education and Rehabilitation Services
1. In addition to the three types of designated centers and access sites that may be included in the local one-stop delivery system, WIOA customers may also avail themselves of other workforce, education, training, and support services in their areas.
2. Because these “other sites” do not offer services, programs, or activities by a WIOA partner agency or receive WIOA funding, they may not display signage identifying the site as part of the Illinois workNet or American Job Center network.
3. Other sites do not need to be included in operating costs in the MOU nor do they need to go through the certification process.
Out-of-School Youth means an individual who is— (i) not attending any school (as defined under State law); (ii) not younger than age 16 or older than age 24; and (iii) one or more of the following: (I) A school dropout. (II) A youth who is within the age of compulsory school attendance, but has not attended school for at least the most recent complete school year calendar quarter. (III) A recipient of a secondary school diploma or its recognized equivalent who is a low-income individual and is—(aa) basic skills deficient; or (bb) an English language learner. (IV) An individual who is subject to the juvenile or adult justice system. (V) A homeless individual (as defined in section 41403(6) of the Violence Against Women Act of 1994 (42 U.S.C. 14043e–2(6))), a homeless child or youth (as defined in section 725(2) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a(2))), a runaway, in foster care or has aged out of the foster care system, a child eligible for assistance under section 477 of the social Security Act (42 U.S.C. 677), or in an out-of- home placement. (VI) An individual who is pregnant or parenting. (VII) A youth who is an individual with a disability. (VIII) A low-income individual who requires additional assistance to enter or complete an educational program or to secure or hold employment.
An effort by staff and/or management of the one-stop system to encourage individuals and businesses in the service delivery area to use the services, programs and activities of the one-stop system.
Overall State Indicator Score
The average of the individual indicator scores for a single performance indicator across WIOA core programs.
Overall State Program Score
The average of the individual indicator scores for a single WIOA core program across performance indicators.
A reportable individual who has received staff-assisted services after satisfying all applicable programmatic requirements for the provision of services, such as eligibility determination. The following individuals are not participants: (i) Individuals who have not completed at least 12 contact hours in the Adult Education and Family Literacy Act (AEFLA) program; (ii) Individuals who only use the self-service system; and (iii) Individuals who only receive information services or activities.
The primary customer(s) for incumbent worker training services. This may be a single employer or group of employers and may be locally defined. Such employers must be actively participating in a WIOA funded incumbent worker training program. And, such employers must be industry focused. For example, a group of employers may be associated due to supply relationships, such as an original equipment manufacturer (OEM) and the firms in the OEM’s supply chain. Or, a group of employers may be associated through an industry-related organization.
Pay-For-Performance Contract Strategy
The term ‘‘pay-for-performance contract strategy’’ means a procurement strategy that uses pay-for-performance contracts in the provision of training services described in section 134(c)(3) or activities described in section 129(c)(2), and includes—(A) contracts, each of which shall specify a fixed amount that will be paid to an eligible service provider (which may include a local or national community-based organization or intermediary, community college, or other training provider, that is eligible under section 122 or 123, as appropriate) based on the achievement of specified levels of performance on the primary indicators of performance described in section 116(b)(2)(A) for target populations as identified by the local board (including individuals with barriers to employment), within a defined timetable, and which may provide for bonus payments to such service provider to expand capacity to provide effective training; (B) a strategy for independently validating the achievement of the performance described in subparagraph (A); and (C) a description of how the State or local area will reallocate funds not paid to a provider because the achievement of the performance described in subparagraph (A) did not occur, for further activities related to such a procurement strategy, subject to section 189(g)(4).
Performance measures are the set of accountability measures that apply across the core programs to assess the effectiveness of States and local areas (for core programs described in subtitle B) in achieving positive outcomes for individuals served by those programs.
Means-(a) For the purpose of initial designation, that the local area met or exceeded all performance levels the Governor negotiated with Local Board and CEO under WIA sec. 136(c) for the last 2 full Program Years (PY) before the enactment of WIOA. It also requires that the local area not fail any individual measure for the last 2 consecutive PYs before the enactment of WIOA. (b) For the purpose of subsequent designation, that the local area met or exceeded the levels of performance the Governor negotiated with Local Board and CEO for core indicators of performance described at WIOA sec. 116(b)(2)(A).
Personal Identifiable Information
Personal Identifiable Information means--
Any representation of information that permits the identity of an individual to whom the information applies to be reasonably inferred by either direct or indirect means. Further, PII is defined as information: (i) that directly identifies an individual (e.g., name, address, social security number or other identifying number or code, telephone number, email address, etc.) or (ii) by which an agency intends to identify specific individuals in conjunction with other data elements, i.e., indirect identification. (These data elements may include a combination of gender, race, birth date, geographic indicator, and other descriptors). Additionally, information permitting the physical or online contacting of a specific individual is the same as personally identifiable information. This information can be maintained in either paper, electronic or other media.
The act of obtaining unsubsidized employment for or by a participant.
Placement in Employment or Education
Placement in Employment or Education (for Youth)
The term ‘‘planning region’’ means a region described in subparagraph (B) or (C) of section 106(a)(2), subject to section 107(c)(4)(B)(i).
Population(s) with Multiple Barriers to Employment
The WIOA defines this participant population as individuals with more than one barrier to employment.
Possess One or More Disabilities, Including Learning Disabilities
(See individual with a disability)
The provision of a formal instructional program whose curriculum is designed primarily for students who have completed high school or a GED. This includes programs whose purpose is academic, vocational, continuing professional education, and excludes vocational and adult basic education programs.
Postsecondary Educational Institution
An institution of higher education that provides not less than a 2-year program of instruction that is acceptable for credit toward a bachelor’s degree; (B) a tribally controlled college or university; or (C) a nonprofit educational institution offering certificate or apprenticeship programs at the postsecondary level.
A program that has a documented partnership with an employer and is designed to prepare individuals to enter and succeed in an apprenticeship program, which includes all of the following:
- Training and curriculum that aligns with the skill needs of employers in the economy of the State or region and that have been designed to prepare participants to meet the minimum entry-level requirements of the apprenticeship program.
- Access to educational and career counseling and other supportive services as needed by participants.
- Hands-on meaningful learning activities that are connected to education and training activities, such as Career Exploration and Career Development Experiences, and that reinforce foundational professional skills, including, at a minimum, those outlined in the Essential Employability Skills framework.
- Upon successful completion of the program, participants are supported to apply for an apprenticeship program and may receive preference for enrollment.
- Inclusive recruitment of underrepresented individuals.
- Strive for credential acquisition.
A process to determine the employability and training needs of participants before enrolling them into the program. Individual factors considered during pre-enrollment assessment include: a judgment of vocational interests, abilities, previous education and work experience, income requirements, and personal circumstances.
All payments made to a training institution or training provider for classroom instruction in academic remediation or short-term pre-vocational services which would normally be classified as an intensive service.
Prior Learning Credit
The evaluation and assessment of a student’s life learning through employment, training, and experiences outside an academic environment from which skills that comprise terminal objectives are mastered to an acceptable degree of proficiency for college credit, certification, or advanced standing toward further education or training.
Priority Career Pathway Course
A career-focused course that has been identified by the school district, after consultation with the community college, in its submission to the Illinois State Board of Education as an early college credit course within a career-focused instructional sequence as part of the College and Career Pathway Endorsement in accordance with the Postsecondary and Workforce Readiness Act.
Professional Skills Assessment
A tool-based observational assessment of a participant’s performance in a career development experience given by an adult supervisor and shared with the participant that addresses foundational professional skills, including, at a minimum, those outlined in the Recommended Technical and Essential Employability Competencies framework. The professional skills assessment tool is to be used primarily as a feedback tool and development strategy and not as the sole basis for a grade or credit determination.
Illinois workNet’s Observational Assessment and Worksite Evaluation tools may be used as a professional skills assessment.
For vocational programs that award formal credentials: Individuals who earn the credential (either a basic or advanced certificate or degree). For vocational programs that do not award formal credentials: Criteria for program completion for programs that do not award formal credentials must be approved by the Local Workforce Innovation Board certifying the program. Completers are individuals satisfying these criteria.
Program of Study
Training services consisting of one or more courses or classes, that, upon successful completion, lead to a certificate, an associate degree, or a baccalaureate degree; a competency or skill recognized by employers; or a set of skills or competencies generally required for a job or a set of jobs.
Additionally, a program of study is a coordinated, nonduplicative sequence of academic and technical content at the secondary and post-secondary level that—
- incorporates challenging State academic standards;
- addresses both academic and technical knowledge and skills, including employability skills;
- is aligned with the needs of industries in the economy of the State, region, or local area;
- progresses in specificity;
- has multiple entry and exit points that incorporate credentialing; and
- culminates in the attainment of a recognized postsecondary credential.
Program of Training Services
Means one or more courses or classes, or a structured regimen that leads to: (a) A recognized postsecondary credential, secondary school diploma or its equivalent, (b) Employment, or (c) Measurable skill gains toward such a credential or employment.
A recipient or a subrecipient of DOL funds for a qualified job training program.
A procurement method in which either a fixed price or cost reimbursement type of contract is awarded. Proposals are generally used when conditions are not appropriate for the use of sealed bids.
Means Federal, State, or local government cash payments for which eligibility is determined by a needs or income test.
Qualified Census Tract
A census tract, as defined by the U.S. Census Bureau, having 50 percent of households with incomes below 60 percent of the Area Median Gross Income (AMGI) or having a poverty rate of 25 percent or more.
Locations of qualified census tracts and disproportionately impacted areas may be obtained by entering the client’s address on the
Any program or service for workforce preparation, development, or delivery that is directly funded, in whole or in part, by the Department of Labor. Reference: Electronic Code of Federal Regulations
Early intervention services provided by the state or by an agency chosen by the state in case of a factory closing, a natural or other disaster that causes job loss for large numbers of workers, in order to assist dislocated workers in obtaining reemployment as soon as possible.
Rapid Response Activity
The term ‘‘rapid response activity’’ means an activity provided by a State, or by an entity designated by a State, with funds provided by the State under section 134(a)(1)(A), in the case of a permanent closure or mass layoff at a plant, facility, or enterprise, or a natural or other disaster, that results in mass job dislocation, in order to assist dislocated workers in obtaining reemployment as soon as possible, with services including—(A) the establishment of onsite contact with employers and employee representatives— (i) immediately after the State is notified of a current or projected permanent closure or mass layoff; or (ii) in the case of a disaster, immediately after the State is made aware of mass job dislocation as a result of such disaster; (B) the provision of information on and access to available employment and training activities; (C) assistance in establishing a labor-management committee, voluntarily agreed to by labor and management, with the ability to devise and implement a strategy for assessing the employment and training needs of dislocated workers and obtaining services to meet such needs; (D) the provision of emergency assistance adapted to the particular closure, layoff, or disaster; and (E) the provision of assistance to the local community in developing a coordinated response and in obtaining access to State economic development assistance.
Wages paid are to be considered reasonable to the extent that it is consistent with that paid for similar work in the organization's other activities or to the extent that it is comparable to that paid for similar work in the labor markets in which the organization competes for the kind of employees involved.
Recently Separated Veteran
Means any veteran who applies for participation under the Act within 48 months after the discharge or release from active military, naval, or air services.
An entity to which Federal financial assistance, in whole or in part, is awarded directly from the Department or through sub-award for any qualified job training program.
Recognized Postsecondary Credential
The term ‘‘recognized postsecondary credential’’ means a credential consisting of an industry-recognized certificate or certification, a certificate of completion of an apprenticeship, a license recognized by the State involved or Federal Government, or an associate or baccalaureate degree.
Used without further description, means a region identified under section 106(a), subject to section 107(c)(4)(B)(i) and except as provided in section 106(b)(1)(B)(ii).
An apprenticeship registered with the U.S. Department of Labor meeting the standards defined by USDOL, which includes the five required components:
1) Business Involvement;
2) Structured On-the-Job Training;
3) Related Instruction;
4) Rewards for Skill Gains; and
5) Industry Credentials
The US Department of Labor regulates registered apprenticeships. Detailed information on current federal rules and regulations can be found at apprenticeship.gov and Illinois workNet.
Services provided by a licensed or authorized professional in accordance with an individualized plan of care intended to improve or maintain a client's quality of life and optimal capacity for self-care. Services include physical and occupational therapy, speech pathology, and low-vision training.
Remedial training is designed to remediate basic skill deficiencies in reading, writing, speaking, and mathematics of high school graduates and persons achieving the equivalency of a high school diploma in order to prepare them to pursue further postsecondary education or employment.
Means an individual who has taken action that demonstrates an intent to use program services and who meets specific reporting criteria of the core program, including: (1) Individuals who provide identifying information; (2) Individuals who only use the self-service system; and (3) Individuals who only receive information on services or activities.
Resource Room Utilization
Provision of WIOA-funded services to a participant, including informational activities and self-service, without significant staff involvement, at a specific resource room location (One-Stop Career Center or affiliate site). Such services are to be reported to OET via the Illinois Workforce Development System (IWDS).
Continuing or keeping a job, usually for at least 90 days or more.
Request for Application
Request for Proposal
Rehabilitation Services Administration
Reemployment Trade Adjustment Assistance
A person under 18 years of age who absents himself or herself from home or place of legal residence without the permission of parent or legal guardian (JTPA definition).
Same-day services are those staff-assisted activities that are completed in one day. The same activity could be delivered again on one or more additional days but each occurrence is considered another episode.
An individual who is no longer attending any school and who has not received a secondary school diploma or its recognized equivalent. A youth’s dropout status is determined at the time of registration. A youth attending an alternative school at the time of registration is not a dropout. An individual who is out-of-school at the time of registration and subsequently placed in an alternative school may be considered an out-of-school youth for the purposes of the 30 percent expenditure requirement for out-of-school youth.
A procurement method in which bids are publicly solicited and a firm fixed price contract (lump sum or unit price) is awarded to the responsible bidder whose bid, conforming with all material terms and conditions of the invitation for bids, is the lowest in price.
Means the term given in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
Section 504 Plan
Section 504, of the Rehabilitation Act, 29 U.S.C. § 794, is a federal law that protects students with disabilities that interfere with their ability to learn or access school programs from discrimination by schools receiving Federal financial assistance. Under Section 503 students are entitled to receive a free and appropriate education comparable to students without disabilities. A Section 504 Plan can be used to get reasonable accommodations for an individual with a disability that falls outside of the 13 disability categories required under IDEA, or who does not need special education and related services. A 504 plan outlines how the individual’s specific needs will be met through accommodations, modifications and other services.
Occurs when participants serve themselves, or are served without significant staff involvement, in accessing workforce investment system information and activities in either a physical location and/or remotely via the use of electronic technologies (e.g., Illinois workNet).
Self-Service Participant (Individuals)
Those individuals who receive self-service and informational services, without significant staff involvement, at a physical location and/or remotely via the use of electronic technologies. Self-service participants are further defined by the following classifications, based on the data provided: a) Basic self-service customer; or b) customers receiving facilitated self-help, or c) Reportable/Non-registered self-service participant. They are individuals that have minimal interaction with the program and minimal resources are spent on their behalf.
The ability to support oneself without external assistance.
State Fiscal Year
Short-Term Pre-Vocational Training Program
A classroom activity which provides youth or adults who have had little or no employment experience with a set of work habits and skills which are prerequisite for participation in the workforce. Training may include survival/daily living skills, positive work habits, attitudes and behavior, developing motivation and adaptability, learning coping and problem-solving skills and acquiring an improved self-image.
An event that creates a sudden need for assistance that cannot reasonably be expected to be accommodated within the on-going operation of the formula-funded Dislocated Worker program.
Significant Staff Involvement
Any assistance provided by staff beyond self-service and informational activities regardless of the length of time involved in providing such assistance. Significant staff involvement includes a staff member’s assessment of a participant’s skills, education, or career objectives in order to achieve the following: a) Assist participants in deciding on appropriate next steps in the search for employment, training, and related services, including job referral; b) Assist participants in assessing their personal barriers to employment; or c) Assist participants in accessing other related services necessary to enhance their employability and individual employment related needs.
Simplified Acquisition Threshold
The dollar amount below which a non-federal entity may purchase property or services using small purchase methods/procedures.
Skills that directly benefit the workers receiving the training by making them more qualified in their field of employment, and/or provide new skills for new product lines or processes.
Means one that is “independently owned and operated and which is not dominant in its field of operation”. For purposes of WIOA, USDOL and USDOE have adopted the use of the Small Business Administration definition as outlined in the publication, “Table of Small Business Size Standards Matched to North American Industry Classification System Codes.”
Supplemental Nutrition Assistance Program
Social Security Disability Insurance
Social Security Disability Insurance is a payroll tax-funded federal program that provides income supplements to individuals that are physically restricted in their ability to be employed because of a notable disability (physical disability). The individual must have worked in recent years and paid FICA payroll taxes for a certain period of time to be eligible for SSDI.
Social Security Number
A Social Security Number is the 9-digit identification number assigned to an individual by the Social Security Administration under the Social Security Act.
Also referred to as “exceptional purchase.” Any purchase of commodities or contractual services excepted by law or rule from the requirements for competitive solicitation, including, but not limited to, purchases from a single source; purchases upon receipt of less than two responsive bids, proposals, or replies; purchases made by an agency after receiving approval from the department, from a contract procured, pursuant to s. 287.057(1), or by another agency; and purchases made without advertisement in the manner required under s. 287.042(3)(b).
1. LWIBs may designate a specialized center to meet the needs of a specific population, such as youth, veterans, or individuals with disabilities; key industry sectors or clusters (20 CFR 678.320, 34 CFR 361.320, and 34 CFR 463.320); or a specific group of dislocated workers affected by a regional lay-off.
2. Specialized centers need not provide access to every required partner, but should be knowledgeable about, and prepared to make referrals to, partners in the comprehensive or affiliate one-stop centers.
3. As described in the "Affiliate Centers" section above, Wagner-Peyser employment services cannot stand alone in a specialized center and must include other programs besides Wagner-Peyser Act employment services, local veterans' employment representatives, disabled veterans' outreach program specialists, and unemployment compensation.
4. Specialized centers must connect, physically or technologically, to a comprehensive center and any appropriate affiliate centers (20 CFR 678.320).
5. Partner services provided through specialized one-stop centers must be determined by partner negotiations at the local level and incorporated into the MOU.
Social Security Administration
Means a State workforce development board established under section 101.
Used without further description, means a unified State plan under section 102 or a combined State plan under section 103.
A dislocation event affecting 200 or more workers from the same company at multiple locations in one or more LWIAs.
Statewide List of Eligible Providers
The statewide list of eligible providers is a compilation of all programs, listed by provider, that have been approved by a local board. The statewide list of eligible providers, according to WIOA Section 122, must be widely disseminated and available through the state’s Illinois workNet® system to be available to participants in employment and training activities.
Statistical Adjustment Model
an objective regression model used to estimate levels of performance and adjusted levels of performance. Before the program year, the statistical adjustment model determines estimates that are used as a factor in the negotiations process. After the program year, the estimates derived from the statistical adjustment model are applied to the actual economic conditions and characteristics of participants served to determine the adjustment factor (WIOA section 116(b)(3)(A)(viii)). Economic conditions include differences in unemployment rates and job losses or gains in particular industries. Characteristics of participants include, but are not limited to, indicators of poor work history, lack of work experience, lack of educational or occupational skills attainment, dislocation from high-wage and high-benefit employment, low levels of literacy or English proficiency, disability status, homelessness, ex-offender status, and welfare dependency. The statistical adjustment model also takes into account other factors that, through empirical support, are determined to have an effect on predicting state outcomes.
Subject to Adult or Juvenile Justice System
An individual who is or has been subject to any stage of the criminal justice system or process and has been recorded as such. In other words, they are “in the system”.
Cash assistance or similar payments for transportation, housing, food or other basic expenses.
Work that is determined to be reasonable for a claimant considering his or her skills, training, education and experience.
Summer Youth Employment
For purposes of the use of Recovery Act funds, the summer youth employment period extends from May 1 through September 30. To be considered in Summer Youth Employment participants must have a work experience component.
Supplemental Security Income
Supplemental Security Income is an income benefit program for disabled individuals under the age of 65 who are unable to engage in any Substantial Gainful Activity. It is designed to help aged, blind, and disabled people who have little or no income. It also provides cash to meet basic needs for food, clothing, and shelter. Eligibility for the program is based on financial need established by income and asset requirements.
Means all tangible personal property other than those described in the definition of equipment. A computing device is a supply if the acquisition cost is less than $5,000, regardless of the length of its useful life.
Services such as transportation, child care, dependent care, housing, and needs-related payments, that are necessary to enable an individual to participate in activities authorized under this Act.
Sustained Fiscal Integrity
Means for the purpose of determining initial and subsequent local area designation, that the Secretary has not made a formal determination that either the grant recipient or any other entity charged with expending local area funds misexpended such funds due to willful disregard of the requirements of the provision involved, gross negligence, or failure to comply with accepted standards of administration for the 2-year period preceding the determination.
A group problem-based learning project relating to an individual’s career area of interest that involves a problem relating to employers within that area, including mentoring from adults with expertise in that area, and requires the individual to present the outcomes of the project.
Team-based challenges may be incorporated into the instructional sequence or designated as separate activities. Team-based challenges must include the following components:
- An authentic problem or challenge that is identified from or in collaboration with a community or business partner.
- Meaningful interaction with an adult mentor who has related industry expertise and who is not an assigned classroom teacher.
- Demonstration of at least one career pathway-specific technical competency as identified in the College and Career Pathway Endorsement framework.
- Demonstration of at least one cross-sector essential employability competency skill.
- Collaboration with groups to solve a problem.
- A final product or presentation.
Technical Assistance and Training
Technical Assistance and Training
Training and Employment Guidance Letter
Temporary Assistance for Needy Families
Temporary Assistance for Needy Families is a federal program providing cash, medical or food assistance for parents and children.
Training and Employment Notice
When a person has been employed for a duration sufficient to demonstrate attachment to the workforce (meaning the individual must have at least six months employment in the industry or occupation from which he/she was dislocated), but is not eligible for unemployment compensation due to insufficient earnings or having performed services for an employer that were not covered under a state unemployment compensation law.
Transportation Logistics and Warehousing Task Force
Transferrable Occupation Relationship Quotient
Trade Act Participant Report
The Trade Act Participant Report (TAPR) is an exiter report that provides the outcome measures for the TAA program.
Trade Adjustment Assistance
(See Trade Adjustment Assistance (Federal))
Trade Adjustment Assistance Act
The Trade Adjustment Assistance Act of 2002 (as amended in 2002) provides Federal assistance for US workers whose jobs are lost as a result of increased imports or shifts in production to foreign countries. TAA is effective for all certifications dated prior to May 18, 2009 and after February 12, 2011 (with certifications number 0-69,999 and 80,000 and above.) TAA provides funding for training, job search allowances, relocation allowances, Trade Readjustment Allowances (TRA), Alternative Trade Adjustment Assistance (ATAA), and Health Coverage Tax Credits (HCTC).
Trade Adjustment Assistance Community College and Career Training
Trade Adjustment Assistance Community College and Career Training Grant Program
Trade Adjustment Assistance Extension (TAAEA)
(see Trade Adjustment Assistance Extension Act of 2011)
Trade Adjustment Assistance Extension Act of 2011
On October 21, 2011, President Obama signed the Trade Adjustment Assistance (TAA) Extension Act of 2011, which changes the group eligibility requirements, and individual benefits and services available under the Trade Adjustment Assistance program, for some workers.
Trade Adjustment Assistance Reauthorization Act of 2015 (TAARA 2015)
The Trade Adjustment Assistance Reauthorization Act of 2015 (TAARA 2015), title IV of the Trade Preferences Extension Act of 2015 (Public Law 114-27), was signed into law by President Barack Obama on June 29, 2015, and both amends and reauthorizes the TAA Program. The TAARA 2015 (see Attachment B) restores the worker group eligibility and benefits established by the Trade Adjustment Assistance Extension Act of 2011 (TAAEA). The TAARA 2015 also authorizes the operation of the 2015 Program and continuation of the 2002 Program, the 2009 Program, and the 2011 Program through June 30, 2021; provides a 90-day transition period for Reversion 2014 Program participants; expands coverage of certifications of petitions filed since January 1, 2014 for 90 days; requires reconsideration of negative determinations on petitions filed since that date and before the date of enactment under 2015 Act certification requirements; and reauthorizes the HCTC program benefit for eligible TAA participants. Additionally, new requirements are added by the TAARA 2015 to align performance reporting for the TAA Program with the requirements of the WIOA.
Trade and Globalization Adjustment Assistance Act (TGAAA)
(See Trade and Globalization Adjustment Assistance Act of 2009 (Federal))
Trade and Globalization Adjustment Assistance Act of 2009
Included in the American Recovery and Reinvestment Act of 2009, the Trade and Globalization Adjustment Assistance Act of 2009 (TGAAA) reauthorized the Trade Adjustment Assistance Act of 2002 (as amended in 2002). TGAAA was effective for all certifications (numbered 70,000 to 79,999) dated on or after May 18, 2009 until its provisions expired on February 12, 2011 (at which point the TAA provisions were again placed in effect for all new petitions.) TGAAA provides Federal assistance for US workers whose jobs are lost as a result of increased imports or shifts in production to foreign countries. TGAAA provides funding for training, job search allowances, relocation allowances, Trade Readjustment Allowances (TRA), Reemployment Trade Adjustment Assistance (RTAA), and Health Coverage Tax Credits (HCTC).
Trade Readjustment Allowance
The Trade Readjustment Allowance is a weekly allowance payable to an affected worker with respect to such worker's unemployment.
Means services described in section 134(b)(3), which are provided through an Individual Training Account (ITA) or through a training contract, that may be provided to eligible individuals if it is determined, after an interview, evaluation or assessment, and career planning, that the individual: is unlikely or unable to obtain or retain employment, that leads to economic self-sufficiency or wages comparable to or higher than wages from previous employment through career services alone; is in need of training services to obtain or retain employment that leads to economic self-sufficiency or wages comparable to or higher than wages from previous employment, through career services alone; and has the skills and qualifications to successfully participate in the selected program of training services.
Means an individual who is working part-time but desires full-time employment, who is working in employment not commensurate with the individual's demonstrated level of educational and/or skill achievement; who is employed and meets the definition of a low-income individual as defined in WIOA Sec. 3(36); who is employed but their current earnings are not sufficient compared to their previous job’s earnings from their previous employment; or who is employed in a job lacking employer-provided health care benefits.
An individual who is without a job and who wants and is available for work. The determination of whether an individual is without a job, for purposes of this paragraph, shall be made in accordance with the criteria used by the Bureau of Labor Statistics of the Department of Labor in defining individuals as unemployed.
Unit of Property
Means a single piece of equipment, except in the case where more than one piece of equipment is needed to make an entire system functional such as a computer or telephone system. (For example, when purchasing a computer, the monitor, keyboard, printer, and hard drive are all to be considered as a component of the total system, with the total system defined as a unit of property. Likewise, with a telephone system the switchboard along with all phones required to make up the system shall be considered the unit of property. After initial acquisition of such a system, any component part upon replacement shall be considered as a single unit of property for that type of transaction.)
United States Department of Labor
The United States Department of Labor is the federal department (agency) which regulates and funds state workforce activities under the Workforce Innovation and Opportunity Act (WIOA).
Units of General Local Government
Means any general purpose political subdivision of a State that has the power to levy taxes and spend funds, as well as general corporate and police powers.
Means the term given in section 101 of title 38, United States Code. An individual who served in the active military, naval, or air service, and who was discharged or released from such service under conditions other than dishonorable.
Veteran with a Disability
A veteran who is entitled to compensation under laws administered by the Veterans Administration, or an individual who was discharged or released from active duty because of service-connected disability.
An agency or program that provides vocational services to individuals with disabilities. Every state has a State Vocational Rehabilitation agency with local district offices. The state/federal program is administered by Rehabilitation Services Administration (RSA), within the Office of Special Education and Rehabilitation Services (OSERS), in the US Department of Education. The state and local vocational rehabilitation program is a mandatory One-Stop employment service partner.
Vocational Rehabilitation Program
Means a program authorized under a provision covered under paragraph (13)(D).
Vocational Rehabilitation Services
Those services identified in the Rehabilitation Act of 1973, which are provided in an individualized plan for employment. These services are necessary to assist an individual with a disability in preparing for, securing, retaining, or regaining an employment outcome that is consistent with the strengths, capabilities, interests, and informed choices of the individual.
Waiver From Training Refused Employment
Customer was provided a waiver from training and refused employment except under the following condition: Enrolled in training, but starting within 30 days.
Worker Adjustment and Retraining Notification Act
Workforce Development Board
Workforce Data Quality Initiative
Weekly Benefit Amount
The Weekly Benefit Amount is the amount payable to an unemployment insurance claimant for each compensable (eligible) week of total unemployment.
Waiver From Training Requirement
Workforce Investment Act Standardized Record Data
WIOA Working Groups Members Only
The “Members Only” section of the WIOA Implementation portal is intended for members of the WIOA Task Advisory Groups (TAGs) or members of the Interagency Work Group, as well as its subgroups focused on specific statewide implementation issues. Documents within this section are working documents and, therefore, maintained behind a password-protected area of the portal. Transparency is a priority, and all materials and resources available for public consumption will be posted on the “WIOA Implementation Updates and Documents” page as frequently as possible.
A work experience or internship is a planned, structured learning experience that takes place in a workplace for a limited period of time. Work experiences or internships may be paid or unpaid, as appropriate and consistent with other laws, such as the Fair Labor Standards Act. A work experience or internship may be arranged within the private for-profit sector, the non-profit sector, or the public sector.
For youth, work experiences may also include:
- Pre-apprenticeship programs;
- Summer employment and other employment activities available throughout the school year;
- Internships and job shadowing; and
- On-the-job training (OJT)
An individual state requirement that the claimant must seek suitable work in a week for which benefits are claimed.
Federal legislation provides several definitions for work-based learning. While Illinois does not have one formalized definition for work-based learning, Illinois has a defined continuum of work-based learning opportunities that are defined both in statute and the career pathways dictionary.
- There is general agreement that work-based learning provides participants with work-based opportunities to practice and enhance the skills and knowledge gained in their program of study or industry training program, as well as to develop employability, and includes an assessment and recognition of acquired knowledge and skills.
- At the federal level, Perkins V legislation states that work-based learning means sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that fosters in-depth, firsthand engagement with the tasks required in each career field and that are aligned to curriculum and instruction.
Individuals in a dislocation event that are included in a WARN notice or provided in an employee list for the employer, or other acceptable documentation (Eligibility Chapter in the ePolicy manual).
Workforce Development Activity
Means an activity carried out through a workforce development program.
Workforce Development Program
Means a program made available through a workforce development system.
Workforce Development Specialist
Workforce Development Specialist (formerly Regional Program Representative (RPR))
Workforce Development System
Means a system that makes available core programs under WIOA, other required one-stop partner programs under WIOA, and any other programs providing employment and training, education or economic development services as identified by a State board or local board.
Workforce Innovation and Opportunity Act
Passed in July 2014, the Workforce Innovation and Opportunity Act (WIOA) is the first federal reform of the workforce system in 15 years. WIOA replaces and modifies the Workforce Investment Act, which started in 1998. 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. The majority of WIOA provisions become effective July 1, 2015. The goal of WIOA is to improve the quality of the workforce, increase economic self-sufficiency, reduce welfare dependency, meet employer skill requirements, and enhance the productivity and competitiveness of the nation. These core programs are included in WIOA:
• Employment and Training Programs (Title I):
• Disadvantaged Youth Services
• Economically Disadvantaged Adult Services
• Dislocated Worker Programs
• Re-employment Services under Wagner-Peyser
• Disabled persons employment support through Vocational
• Rehabilitation Serviceshttps://www.dol.gov/agencies/eta/wioa
Workforce Innovation Board (State WIB) [formerly Workforce Development Board or Workforce Investment Board]
Established by the Governor with membership meeting Federal guidelines comprised of a majority of representatives of business; at least twenty percent workforce representatives, representatives of government, including chief elected officials, and other representation as designated by the Governor and assigned such functions as are outlined in section 101.
Workforce Investment Act
The Workforce Investment Act is an Act of the United States Congress to establish programs to prepare youth and unskilled adults for entry into the labor force and to give job training to those economically disadvantaged individuals and other individuals who face serious barriers to employment and who are in need of such training to obtain prospective employment. WIA followed the Job Training Partnership Act (JTPA) and preceded the Workforce Innovation and Opportunity Act (WIOA)
Workforce Investment Activity
Means an employment and training activity, and a youth workforce investment activity.
Workforce Learning Advisor
Means an individual employed by an organization who has the knowledge and skills necessary to advise other employees of that organization about the education, skill development, job training, career counseling services, and credentials, including services provided through the workforce development system, required to progress toward career goals of such employees in order to meet employer requirements related to job openings and career advancements that support economic self-sufficiency.
Workforce Preparation Activity
Means activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment.
A program for youth (ages 16 to 24) currently enrolled in secondary education or pursuing a high school equivalency, including those with disabilities, that include, at minimum, the following:
- 450 hours of paid on-the-job training under the supervision of a mentor;
- At least two semesters of related instruction that ideally counts towards a high school and/or postsecondary credential but minimally leads to an Industry Credential;
- Ongoing and final assessment measuring success in mastering skill standards;
- Career exploration, where participants learn about several positions within the employer and the field;
- Wraparound supports (e.g., case management and counseling) and holistic upskilling (e.g., technical skills and soft skills); and
- Upon successful completion of the program, participants are supported to apply for one or more of the following: entry-level employment, admission to a Registered Apprenticeship or Non-Registered Apprenticeship program, or admission to other articulated postsecondary education options (including 2- and 4-year programs).
Youth Literacy and Numeracy Gains
Of those out-of-school youth who are basic skills deficient, the number of youth participants who increase one or more educational functioning levels divided by the number of youth participants who have completed a year in the program (i.e., one year from the date of first youth program service) plus the number of youth participants who exit before completing a year in the program.
Youth Workforce Investment Activity
means an activity described in section 129 that is carried out for eligible youth (or as described in section 129(a)(3)(A)).