WIOA State Plan Common Elements

DWD utilizes a variety of processes and reporting tools for regular monitoring of program performance to drive quality improvement and effectiveness. Some of the methods utilized are outlined below:

• Programmatic and Fiscal Monitoring:
• • DWD conducts regular monitoring of each Local Workforce Development Area (LWDA) to examine compliance with statutory,

• regulatory, and policy-driven requirements, as well as identify areas in need of administrative, financial management, programmatic, and/or systemic improvement. WIOA Title I programs are monitored on an annual basis and formal reports are issued identifying compliance findings, areas of concern, and best practices.

  Additional information regarding the DWD monitoring process is available at: https://www.in.gov/dwd/compliance-policy/monitoring/. In 2021, DWD developed an Oversight and Monitoring Strategic Plan (OMSP) to assist in streamlining and modernizing workforce program and grant oversight activities. The OMSP communicates a consistent vision and approach for oversight and monitoring across all workforce program areas, while remaining agile as structure and priorities evolve. The OMSP highlights four priority areas:

• Priority 1: Adequate monitoring and oversight of workforce programs
• Priority 2: Culture of continuous improvement through oversight and monitoring
• Priority 3: Manage performance and grantee support
• Priority 4: Strengthen fiscal efficiency across all workforce programs

• In order to carry out the strategies and focus areas of the OMSP, DWD established a standing Quality Workgroup consisting of program leads in various workforce areas. The Quality Workgroup is tasked with ensuring continuous improvement through sharing of best practices and identification of technical assistance and training needs.

• Federal Performance Metrics: DWD currently follows the six primary indicators of performance described under section 116(b)(2)(A) of WIOA. For the PY20/PY21 local performance negotiation cycle, DWD issued Local Performance Negotiations Guidance (Memorandum 2020-01, available at https://www.in.gov/dwd/compliance-policy/policy/active/). DWD utilized the average of PY19 actuals and PY19 negotiated goals as the basis for conducting local area negotiations. DWD is currently developing a local Statistical Adjustment Model (SAM) and intends to utilize this model for future negotiation and adjustment cycles. Additionally, DWD also developed and maintains a Federal Performance Measures dashboard that enables staff and workforce partners to efficiently analyze years’ worth of Local Area Reports in one location. This information is available on the DWD Performance Portal at: www.in.gov/dwd/RPM.htm.

• State Performance Metrics: DWD established additional regional performance metrics to improve the efficacy of Indiana’s workforce development system. DWD’s State Performance Metrics project complements and supplements Federal reporting measures. The State Performance Measures are made available on the DWD Performance Portal at: www.in.gov/dwd/RPM.htm.The State Performance Metrics are gathered and negotiated in collaboration with Indiana’s twelve (12) regional WDBs. The current State Performance Metrics and the process and timelines for negotiations are outlined in DWD Policy 2018-02, available at https://www.in.gov/dwd/compliance-policy/policy/active/. Update for 2022: Due to covid Indiana has decided to pause accountability on the complimentary state performance metrics. We will continue to collect the data and evaluate these state performance during PY22/23 to determine their effectiveness.

• Adult Education Assessment Strategies: In order to monitor and evaluate the quality of adult education activities, program management, fiscal management, data management, and performance measures are continuously assessed. Informal and formal monitoring, desk audits, data checks, and program visits are conducted by state central office staff, adult education coordinators, and the InTERS data team. Low performing programs are identified, in part, based on the accountability results described in section 116(b) of WIOA. Visits are made to low performing programs by a state team. Local programs develop professional development plans, target measurable skill gains to increase academic gains, and develop strategies to reduce student separations. Technical assistance and professional development are provided by state adult education coordinators and other members of the state team to further increase student success. Likewise, a comprehensive risk assessment is performed on all successful grantees from the Multi-Year Adult Education Competitive Grant Application (Request for Application) and the Multi-Year Integrated English Literacy & Civics Education Competitive Grant Application (Request for Application).

Based on these results, a number of adult education programs are selected for formal monitoring each year by a state monitoring team. On-site visits are made to view records and classes, and to interview personnel. Formal reports are forwarded to local providers after site visits, and programs out of compliance, are placed on corrective action plans monitored by the adult education coordinator assigned for that region. Programs are not released from corrective action plans until compliance is achieved and satisfactory progress is reached. Technical assistance is provided and professional development is customized for programs identified as low performing.

States negotiate yearly performance targets with the U.S. Department of Education, Office of Career, Technical, and Adult Education with respect to the percentage of program participants who, during a program year, are in an adult education or training program that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains toward a credential or employment. Indiana requires providers of adult education to meet similar state-negotiated WIOA metrics. Additionally, the state reviews the percentage of adults who are post-tested; the percentage of adults who exit the program without measurable skill gains; the percentage of adults who achieve measurable skill gains in distance education; and the percentage of adults who attain a high school diploma or equivalency.

At a minimum, each regional adult education coordinator reviews program performance monthly and communicates to area providers efforts toward meeting local, regional, and state performance targets. The goal is continuous improvement. Performance is also monitored daily by the InTERS data team. Each provider and region see how they perform compared to the state and to the same time a year ago. To provide further transparency, the state broadcasts a monthly webinar that extensively covers these metrics and related performance standards. A coordinated series of professional development and technical assistance opportunities are offered to support these efforts. Funded programs employ professional development facilitators (lead teachers) who support and promote these targets. Lead teachers are required to monitor goals and provide quarterly reports to the professional development state team who analyze Indiana’s strategies to meet these objectives.

In grant renewal years, funding is determined by past performance. A yearly performance scheduled is released at the start of each program year. The schedule outlines state priorities and performance accountability standards for future grant awards. Recent performance metrics included enrollment; measurable skill gains; high school diploma or equivalency; and certifications as core areas. Additionally, a companion schedule included Integrated Education and Training performance as a metric with focus on enrollments, completions, and certifications.