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  • III. Operational Planning Elements
    The Unified or Combined State Plan must include an Operational Planning Elements section that support the State’s strategy and the system-wide vision described in Section II.(c) above. Unless otherwise noted, all Operational Planning Elements apply to Combined State Plan partner programs included in the plan as well as to core programs. This section must include—
    • a. State Strategy Implementation
      The Unified or Combined State Plan must include—
      • 2. Implementation of State Strategy
        Describe how the lead State agency with responsibility for the administration of each core program or a Combined Plan partner program included in this plan will implement the State’s Strategies identified in Section II(c). above. This must include a description of—

III. a. 2. A. Core Program Activities to Implement the State’s Strategy

Describe the activities the entities carrying out the respective core programs will fund to implement the State’s strategies. Also describe how such activities will be aligned across the core programs and Combined State Plan partner programs included in this plan and among the entities administering the programs, including using co-enrollment and other strategies.

Current Narrative:

The below describes how the State will implement the strategies set out in II(c) above:

GOAL 1: SYSTEM ALIGNMENT -- Create a seamless one-stop delivery system where partners provide worker-centric and student-centric integrated services.

  • STRATEGY 1.1: Develop a common understanding among partners as to what the “one stop delivery system” is in Indiana.
    • Work with partners to develop a framework for Indiana for the one stop delivery system, with common definitions.
    • Educate all stakeholders on the framework.
  • STRATEGY 1.2: Increase service integration among partner agencies within the one stop delivery system
    • Build upon the work of the Career Council’s System Alignment taskforce in examining the structure and service delivery of Indiana’s workforce agencies, regions, and partners to increase coordination, efficiency, effectiveness, and accountability. This examination will stress the importance of creativity and innovation in thinking beyond bricks and mortar locations, while analyzing and making recommendations on:
      • the value of co-location with other core, mandatory or optional partners;
      • coordination of case management across partners; and
      • coordination of business services across partners.
    • Implement new case management systems across partners. DWD has implemented a new case management and labor exchange system. This system aligns with the states labor market information data, interactive website and tools for jobs seekers and career counselors. Additionally, VR has developed a web-based case management system to improve the efficiency and enhance the mobile working environment of VR field staff. The system will ensure appropriate system integration and data-sharing to align resources and consumer information to improve the consumer’s experience in VR and increase the success of meeting his/her employment goal. Indiana continues to assess ways to leverage the systems for alignment across the entire one stop system and as appropriate share data between the two systems. DWD also developed the innovative and comprehensive Indiana Career Ready (ICR) online portal. ICR is a clearinghouse of DWD’s best resources for job seekers, employers, students, parents, counselors and education/training providers. Hoosiers can now go to one place - IndianaCareerReady.com - to search for jobs, receive résumé and interviewing assistance and explore education/training and professional development opportunities among many other resources. Likewise, Hoosier employers can create job descriptions, post jobs and identify candidates all in one location. ICR also integrates with existing online tools like Indiana Career Connect (ICC), Indiana’s job board, and Indiana Career Explorer (ICE), a career exploration tool for youth and adults.
    • DWD is in the process of implementing a customer relationship management tool for employer engagement activities tracking. DWD and VR will utilize this tool to track employer engagement activities, share data across agencies, and report federally from a single data source.
    • Evaluate the employment and training services being provided to recipients of Temporary Assistance for Needy Families (TANF) and Supplement Nutrition Assistance Program (SNAP), identifying options for consolidating programs and services that would increase coordination, efficiency, effectiveness, and accountability. In 2017 the FSSA awarded the contract for TANF and SNAP services to a new vendor. DWD was part of the scoring committee. This vendor change will allow more collaboration and coordination at the local level for clients who are recipients of TANF/SNAP and DWD services.
    • Evaluate utilization of SNAP 50/50.
    • Through the infrastructure costs negotiation process, Regions have interacted with an increased number of system partners. Conversations have been strategic and intentional, exploring ways to integrate services for streamlined service delivery to shared clients. Examples include an increased number of VR and Adult Education staff being co-located within WorkOne offices; WorkOne co-locating in Ivy Tech Community College locations; and regions hosting meetings for all partners to come together to share information on respective services to avoid duplication and to create regionally based shared referral processes.
  • STRATEGY 1.3: Simplify the process for customers in order for services to be accessible when, where and how they are needed.
    • Build upon the work of the Career Council’s System Alignment taskforce by analyzing and make recommendations on:
      • the ability to leverage technology for virtual one stop;
      • the ability for mobile One Stop services; and
      • common intake/single points of entry.
    • Create clear explanation of services and clear explanation of eligibility for programs.
  • STRATEGY 1.4: Ensure the culture of the One Stop system promotes knowledge transfer across partner programs, such that staff embraces the “no wrong door” philosophy and is capable of providing information on services across programs and making appropriate referrals.
    • Provide training to current staff on services across programs
    • Develop cross training materials that can be used in the future on new hires
    • In several regions, DWD and VR have worked on providing a subject matter expert on WorkOne services in the VR office and a subject expert on VR services in the WorkOne office. Common referrals and communication channels have been established between the offices and staff training is ongoing to ensure the entire VR or WorkOne office will be cross trained.
    • Through the infrastructure costs negotiation process, Regions have interacted with an increased number of system partners. Conversations have been strategic and intentional, exploring ways to integrate services for streamlined service delivery to shared clients. Examples include an increased number of VR and Adult Education staff being co-located within WorkOne offices; WorkOne co-locating in Ivy Tech Community College locations; and regions hosting meetings for all partners to come together to share information on respective services to avoid duplication and to create regionally based shared referral processes.

GOAL 2: CLIENT-CENTRIC APPROACH -- Create a client-centered approach, where system partners and programs coordinate in a way that each individual worker or student has a pathway to improving his or her education, knowledge, skills and, ultimately, his or her employment prospects, with a focus on in-demand careers.

• STRATEGY 2.1: Create a career pathways system that provides opportunities for students and workers across the education and workforce systems to link to the labor markets within each region in Indiana, and their respective high-wage, high-demand careers.

o Key items regarding the development of a career pathways system framework have been completed by the Indiana Career Council, including development of a document that clearly defines elements of a career pathways system, and development of a process document for aligning various pathways programs into an integrated pathways system.

o Through the Education Workforce Innovation Network (EWIN) project, The National Center for College and Career Transitions (NC3T) is leading an effort known as the Indiana Pathways Innovation Network, or IN-PIN. The purpose of this initiative is to bring together employer-led organizations, school districts, adult education providers, colleges, and workforce system partners to develop and support educational pathway programs for youth and adults. IN-PIN helps identify and share promising practices and replicable strategies that can be used to implement and improve pathway programs of study. IN-PIN also will promote the structures and processes needed for these organizations to work together to form a career pathways system. This work is continuing with Indiana University’s Center on Education and Lifelong Learning in collaboration with DWD and other partners.

o The Indiana Pathways Innovation Network (IN-PIN) will hold workshops to provide a framework for communities to build or strengthen pathways systems to support the statewide development of a pathways system. This work is continuing with Indiana University’s Center on Education and Lifelong Learning in collaboration with DWD and other partners.

o The Indiana Career Ready (ICR) online portal. is a clearinghouse of DWD’s best resources for counselors, as well as job seekers, employers, students, parents, and education/training providers.

o Over $4.3 million in state funds and $2.7 million in private match funds were awarded by the Indiana Regional Works Councils through the CTE Innovative Curriculum grants. Dual credits and/or workforce credentials were a component of the programs receiving awards.

o DWD, through the Skill Up 1 and 2 initiative, has provided nearly $19 million dollars in funding to industry-led regional partnerships for the implementation of a number of evidence-based strategies aimed at closing the skill and attainment gaps. Skill UP! Round 3 awardees will be announced in spring 2018.

o Ivy Tech Community College, DWD and the Indiana Department of Education are working on an integrated approach for CTE pathways. DOE has assembled workgroups to review each CTE Pathway.

o Indiana received federal technical assistance on career pathways in adult education (Moving Pathways Forward).. As a result of this technical assistance, the Integrating Career Awareness curriculum was implemented statewide and ICE as an assessment and interest inventory tool was made mandatory to use with all Adult Education students. Lessons learned from an 100% online training curriculum progoram allowed for successful planning and implementation of Integrated Education and Training (IET) curriculum.

o DWD, working with the SWIC’s WIOA Implementation Taskforce, will analyze program, policy and practices for opportunities to ensure those with barriers to employment and low level learners will have the ability to access sustainable career pathways and seek appropriate credentials at all levels. This includes improvements to Adult Education programming, WorkIndiana, the HIRE program, the JAG program and others.

  • STRATEGY 2.2: Ensure that students and workers at all levels throughout Indiana are provided with meaningful career counseling and career preparation, including information on Indiana’s high wage, high demand occupations.

o Adult career readiness standards that build off of the new k-12 career readiness standards were developed. Implementation of the standards is ongoing with Adult Education, Work One offices, Ivy Tech campuses, Vocational Rehabilitation, K12, etc

o The Indiana Career Ready (ICR) online portal. is a clearinghouse of DWD’s best resources for counselors, as well as job seekers, employers, students, parents, and education/training providers.

o Graduation Pathways were adopted by the State Board of Education and are being implemented.

o Indiana Career Explorer (ICE) is available to all Indiana residents to provide career interest information. Additional investment and focus has been given to ICE. Specifically, via Indiana legislation 15 schools have piloted a career exploration curriculum for 8th graders via ICE during the 2017-18 school year. After this pilot statewide implementation of the curriculum is expected. Integration of ICE and the IndianaCareerReady.com (Indiana’s Demand Driven Workforce System) was completed in 2017. ICE continues to be a free tool for Indiana educators, students and parents.

o “Postsecondary Pathways: Connecting Education to Careers for Student Success” events are being hosted by DWD and the Regional Works Councils, in partnership with the Indiana Youth Institute, the Indiana Chamber of Commerce, the Center for Excellence in Leadership of Learning at the University of Indianapolis and the Commission for Higher Education, as well as local and regional employers, to address the issues of postsecondary education and workforce development. These day-long, local professional development opportunities are designed to give educators, counselors and other youth-serving professionals the chance to learn directly from employers about available jobs in their region. Employers also inform attendees about the necessary steps for students to take to explore pathways to careers, such as apprenticeships, internships and credentials that take one to two years to earn.

o Jobs for America’s Graduates (JAG) received additional state funds that will allow the program to expand to 25 schools. Indiana JAG continues to be the largest JAG program in the country. JAG is a state-based, national non-profit organization dedicated to preventing dropouts among youth who are most at-risk. JAG’s mission is to keep young people in school through graduation and provide work-based learning experiences that will lead to career advancement opportunities, or to enroll in a postsecondary institution that leads to a rewarding career. JAG students receive adult mentoring while in school and one year of follow-up counseling after graduation. Indiana’s program consistently graduates approximately 90 plus percent of participants and many students choose to continue their education after high school. Indiana Governor, Eric Holcomb is the current Chair of the National JAG Board of Directors.

o Indiana received a two year technical assistance grant that recently ended in December 2017 for its Jobs for America’s Graduates programs through the Consumer Financial Protection Bureau. The technical assistance provided access to a network of other youth serving organizations with expertise in financial capability, curriculum resources and other tools that assisted the JAGIndiana organization in determining standards of financial literacy instruction and marketing materials.

  • STRATEGY 2.3: Elevate the importance of work-and-learn models (ICC 4)

o Key items regarding work-and-learn has been accomplished by the Indiana Career Council that will provide a framework for moving Indiana forward. One such items is the development and dissemination of A Guide to Talent Attraction and Development for Indiana Employers: Leveraging Work-and-Learn Opportunities to Attract Qualified Hoosier Talent.

o The State Workforce Innovation Council (SWIC) will continue to stress the importance of work and learn through the Demand Driven Workforce System taskforce (now the Work Based Learning taskforce), which is a taskforce of the SWIC. One of the objectives of this taskforce is to provide guidance on development of pre-apprenticeships, apprenticeships, and work & learn opportunities. In July 2017 the Task Force made recommendations to the SWIC to scale work based learning across the state; ensure outcome driven data is collected and elevate and messaging around pre-and registered apprenticeships.

o Apply for and grant out funding which elevates the importance of work and learn in Indiana:

§ A Sector Partnership National Emergency Grant was awarded to the Indiana Department of Workforce Development by the US Department of Labor. Part of these funds may be used to provide employer incentives for work-based training. The Sector Partnership-National Emergency Grant (SP-NEG) was a federal grant awarded to the DWD on July 1, 2015 and ended June 30, 2017. In total, DWD leveraged the grant to increase capacity to serve dislocated workers as well as reemploying laid off workers, and to meet the increased demand for employment and training services. The SP-NEG grant recognized sector partnerships and sector strategies as the approach to provide businesses with the skilled workforce they need and dislocated workers with the new skills, credentials, and careers where they can succeed.

§ WIA incentive funding was dedicated to work-and-learn, with grants being awarded in January, 2015, with a focus on youth and adult education work-and-learn opportunities.

§ In July 2016, Innovative Work and Learn grants were awarded to ten regions totaling nearly $400,000 to foster, support and scale effective work-and-learn models in Indiana through the Indiana Regional Works Councils. Best practices and resources developed include three regional work and learn asset white papers, one regional directory of work and learn programs, development of a youth employability skills curriculum, a regional internship toolkit, employer tours, and new work and learn opportunities created through apprenticeships, internships, and externships. For more information and links to the resources developed, please visit the grant website: https://www.in.gov/irwc/2726.htm.

§ Work-and-learn opportunities are one evidenced-based approach that can be funded by DWD’s Skill UP initiative.

§ Indiana applied for and participated in a 18 month NGA’s Center Work-based Learning Policy Academy with five other states. Developed strategies to elevate, define, enhance, scale and measure work based learning opportunities in Indiana. Following the initial 18 months policy academy, Indiana was invited to be a mentor state for the Policy Academy 2.0.

o The Lieutenant Governor sponsored a State Fair Summer program.

o Track work-and-learn: Conversations with Indiana Department of Education, Indiana INTERNnet, Independent Colleges of Indiana, and the Commission for Higher Education have begun to determine ways in which work-and-learn opportunities can be tracked across the state.

o Host work-and-learn events: Indiana, through the Indiana Career Council, the Indiana Works Councils and other partners, is hosting an event on 11/10/15 that will focus on successful programs across the state that are creating learning opportunities for students and educators, through a variety of methods, programs, and experiences. The inaugural Indiana Sectors Summit was held in October 2016 to grow and expand sector partnerships across Indiana, as well as continue to explore how we utilize sector partnerships as the vehicle to develop industry-driven career pathways in Indiana. To continue the momentum and progress generated from the summit, DWD contracted with Jobs for the Future (JFF) to provide strategic guidance, training, technical assistance and support including facilitation and planning of the 2016 Indiana Sectors Summit, mapping where sector partnerships exist and the assets that support sector partnership development, convening stakeholders for working groups and regional workshops, and organization and planning of the 2017 Indiana Sectors Summit. The second annual summit was held in November 2017 with the goal to deepen understanding and relationships between launching, advancing, and/or sustaining sector partnerships in collaboration with the Skill UP 3 grant opportunity incorporating tailored technical assistance requested from local partners. More information can be found at http://www.in.gov/dwd/sectorpartnerships.htm.

o Collaborate with WIOA core programs to strategically enhance employer engagement and work-based learning opportunities for individuals with disabilities. This includes expanding VR employer engagement to develop appropriate disability-related information (e.g., disability awareness training, Section 504 overview materials for Indiana based federal contractors, business-to-business resources for beginning disability hiring initiatives, etc.) and resources for employers.

  • STRATEGY 2.4: Ensure that those with barriers to employment have increased access to and opportunities for employment, education, training, and support services.

o DWD recently established a priority of service policy that requires that each workforce development area enroll 50% or more of adult participants into one of the priority categories (i.e. recipients of public assistance, other low income individuals, or individuals who are basic skills deficient).

o As stated in strategies 1.2 and 1.3, the State will analyze the value of colocation, mobile One Stops and virtual services, including service accessibility at community based organizations.

o Adult Education is actively reaching out to partner with local literacy organizations to co-enroll literacy level students

o DWD, working with the SWIC’s WIOA Implementation Taskforce, will analyze policy opportunities to ensure that those with barriers to employment have access to an attainable entry level credential.

o DWD is co-enrolling Adult Education students who have not yet achieved a High School Diploma or High School Equivalency in the WorkINdiana program (entry level occupational training) and work experiences.

o Most workforce regions have Adult Education classes co-located in ITCC (statewide community college system). DWD will focus on increasing Adult Education sites whom are engaging in the Rapid Enrollment process with ITCC.

o VR is developing a coordinated process with the Bureau of Developmental Disabilities Services and State and local educational agencies in assisting individuals with disabilities, especially youth with disabilities who are considering subminimum wage employment or who are already employed, at a subminimum wage, to maximize opportunities to achieve competitive integrated employment through services provided by VR and the local educational agencies.

o VR is expanding pre-employment transition services to students with disabilities and meeting the 15% spend requirement.

GOAL 3: DEMAND DRIVEN PROGRAMS AND INVESTMENTS -- Adopt a data-driven, sector-based approach that directly aligns education and training with the needs of Indiana’s business community.

  • STRATEGY 3.1: Identify Priority Now and Priority Future sectors and occupations in Indiana based on the criteria set out by the Indiana Career Council in a Resolution regarding priority sectors and occupations in Indiana passed at the June 15, 2015 meeting.
    • Enhance the occupational projections program with a new emphasis on current demand and greater details on the skills and certifications employers are seeking. DWD desires to provide more actionable information to our state’s employers, job trainers, job seekers, and educators by projecting the trends in our employer workforce demand over time. Through the use of advanced data analytics and data sciences, DWD will enhance insights of employer workforce demand using data already collected by the state workforce agency, other state agencies, and external data sources (where applicable).
    • DWD has created IndianaCareerReady.com (ICR), as web-based application that offers connectivity to Indiana CareerConnect.com and IndianaCareerExplorer.com. Through the ICR website Hoosier jobseekers, employers, students/parents, education/training providers, and workforce partners can access career and interest assessment tools, search for education and training opportunities, and find current job openings.
    • DWD has created a ranking system to determine Indiana INDemand jobs. The demand indicator is based upon a methodology that ranks all Indiana jobs based on demand and wages. Rankings are updated quarterly using new projections, LMI and wage data.
  • STRATEGY 3.2: Launch and/or expand sector partnerships in and across workforce development regions that complement the State’s priority industry sectors to provide a mechanism for Indiana’s education, job skills development, and career training system to collect information and respond to sector needs (ICC 5.2)
    • Key items regarding the development of sector partnerships have been completed by the Indiana Career Council, including:
      • A regional sector partnership framework has been designed; and
      • The Indiana Sector Partnership Initiative was developed by Education Workforce Innovation Network (EWIN), with input from key stakeholders and the Career Council’s Pathways Taskforce.
    • Apply for and award grant funding for sector partnership activities:
      • Through the EWIN project The Center of Excellence in Leadership of Learning (CELL) issued a grant opportunity to aid regional initiatives in the development of sector partnership strategies. This funding (up to $20,000) may be used for planning and convening activities in support of regional Skill-Up initiatives. This work continues with CELL.
      • A Sector Partnership National Emergency Grant was awarded to the Indiana Department of Workforce Development by the US Department of Labor. Part of these funds may be used for sector partnership planning. The Sector Partnership-National Emergency Grant (SP-NEG) was a federal grant awarded to the DWD on July 1, 2015 and ended June 30, 2017. In total, DWD leveraged the grant to increase capacity to serve dislocated workers as well as reemploying laid off workers, and to meet the increased demand for employment and training services. The SP-NEG grant recognized sector partnerships and sector strategies as the approach to provide businesses with the skilled workforce they need and dislocated workers with the new skills, credentials, and careers where they can succeed.
      • The Indiana Department of Workforce Development is providing nearly $19 million to regional partnerships via Skill UP Indiana 1 and 2. The grant program focuses on the implementation of strategies aimed at ensuring Indiana citizens have the skills necessary to fill the one million jobs projected to be available between now and 2025. Implementation strategies may focus on:
        • Designing one or more sector-focused career pathway systems;
        • Developing and using a curriculum around the needed knowledge, skills, and abilities identified by a regional partnership;
        • Integrating cross-economic sector competency development of employability and technical skills;
        • Creating work-and-learn opportunities for youth and adult learners at multiple stages of a career pathway system; and
        • Implementing innovative programming that uses prior learning assessments and competency-based education models to meet employer needs.
      • Innovation Networks: DWD is piloting “Innovation Networks” in two areas of the state. The vision is to create a network of education and training providers that are responsive to the needs of employers, are committed to leveraging shared resources, teach against the same set of skills and competencies as well as serve all Hoosiers, including secondary students, post-secondary students, adult education students and incumbent workers. Due to the success of the pilot programs, DWD is scaling the concept statewide through Skill UP! Indiana Round 3. The intended outcomes of the Innovation Networks include:
        • Understanding employer demand for high-wage, high-demand occupations that require training and education beyond high school, but less than a bachelor’s degree. This includes identifying the skills and competencies associated with those occupations;
        • Ensuring that education and training providers create curriculum and programs that address employer needs;
        • Providing Hoosiers with the opportunity to pursue career and technical education (CTE) that is easily accessible and relevant to high-wage, high-demand positions available in their county/region;
        • Increasing the number of high school graduates, adult learners and incumbent workers with an industry-recognized credential within high-wage, high-demand fields; and
        • Establishing a network of shared resources, including physical space (co-location), funding sources, equipment and curriculum.