1. General

1. When and where can I get a copy of the WIOA Title IB Services Matrix
   
   

   The WIOA Title IB Services Matrix is available as an Attachment to WIOA Policy 4.2 Career Planning in the WIOA Works ePolicy.

   If an individual wishes to receive policy updates and is not already in the listserv, they will need to sign up for updates at the policy website at this link - please subscribe to e-mail notifications.

   What does identification of a WIOA Performance Measure(s) indicate in the Services Matrix?

   This identifies the relationship of each enrollment service to WIOA Title IB performance measures (i.e., the participant will be included in the denominator of the calculation).

   Note: All enrolled participants will be included in the denominator for Employment Rate 2nd Quarter after Exit and Employment Rate 4th Quarter after Exit.

   Where can I find Basic Self-Service Career Services in the Matrix?

   Self-Service and Informational-Only Services are not included in the Services Matrix. The Services Matrix only outlines the services that trigger enrollment into the WIOA program.

   Does the PowerPoint for each of the Services Matrix webinars capture ALL details so that it can be used in place of the Matrix?

   No. The presentations that have been prepared are capturing lists of services and key elements related to those services, but do NOT capture all information in the Matrix.

   The Service Matrix should be your primary source of information for all of the available Adult, Dislocated Worker, and Youth services. The presentations and supporting documents may be a resource as a quick reference but may not have all relevant information captured.

   What is the best approach or starting point for staff to become familiar with and meet expectations of the services matrix release and service delivery policy?

   Staff should attend and/or review all of the webinars, become familiar with the services matrix program tabs relevant to your program, review and submit questions to the WIOA Title IB Performance FAQ when applicable. 

   OETs intention is for the services matrix and associated technical assistance and resources will be utilized by staff so they are in position to independently make decisions on reporting activities and services for their customers, Adults, Dislocated Workers, and Youth on a daily basis.  The WIOA Title IB Performance FAQ is to gather questions that have already been researched and discussed but need further clarification by OET.

   Where would "resume help" fall within the matrix of services? Meaning, someone wants their resume reviewed so they can apply for jobs?

   For a participant of the Title IB Adult or Dislocated Worker programs, resume writing is considered an activity under the Job Search Activities and Assistance individualized career service or Out-of-Area Job Search/Relocation Assistance if the participant is interested in seeking employment outside of the local workforce innovation area in which they reside and are receiving services. If this activity occurs in a group setting, it would be considered under Group Workforce Research/Workshops/Job Clubs individualized career service. For Youth it falls under Program Element 13 Services that Provide Labor Market Information and identified in MIS as Group Workforce Research/Workshops/Job Clubs.

   When does job search assistance cross over from self-directed to staff-assisted?
   Self-Service Basic Career Services occurs when an individual serves 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), whereas staff-assistance are services beyond the provision of information.

   Informing the individual on how to turn on a computer in the resource room, providing example websites to conduct a job search, or directing an individual on where they can find examples of resume formats are examples of self-service basic career services with limited program staff involvement. Directing an individual on how to utilize a computer to conduct a job search including search job titles, companies or locations of job openings or assisting an individual in writing their resume to support a job opening of interest require significant staff assistance requiring eligibility determination and enrollment into WIOA.

   Note: A WIOA participant can also conduct self-service basic career services during program participation.

   Will the new Service Matrix allow for the co-enrollment of youth titles with adult titles?

   Yes, participants 18 to 24 years of age may be served by the WIOA Youth or Adult programs (or both) if they meet the respective program eligibility requirements. Such individuals must be eligible under the youth or adult eligibility criteria applicable to the services received. Local programs may determine, for each individual, the best mix of services under the youth and adult programs. When selecting appropriate services, utilize the respect WIOA Title IB Services Matrix tab to report the service(s).

   If an IA/ID participant does the TABE or CASAS on 3/1/23, and intake is done on 3/3/23, which date is used for the Comprehensive Assessment service line?

   The Comprehensive and Specialized Assessment service would have to be added with a date of 3/3/2023. The system would not allow it to be added on 3/1/2023 to document the test date since certification and registration had not occurred on that date. In this example, for IA/ID, TABE or CASAS tests should be documented as a case note on 3/1/2023. Tests taken after registration, during participation, should be documented as an episode of the Comprehensive and Specialized Assessment.

   Would incarceration (given we can document it occurred between 90 and 180 days) warrant a planned gap/holding service?

   No. Planned Gap/Holding should not be documented for participants that are incarcerated in a correctional institution or who has become a resident of an institution or facility providing 24-hour support. They should be exited if they are not receiving services due to the incarceration.

   • The "exit reason" should be institutionalized/incarcerated.
   • This is an exclusionary exit reason and the participant will not be reported in performance.
     
     

   When will monitoring begin based on the new WIOA Title IB Services Matrix?

   Implementation of the Services Matrix began with issuance of changes in the management information systems (MIS) (02/24/23 for IA/ID and 03/10/23 for IY).

   OET Monitoring is being phased in as follows:

   • Management Recommendations/Technical Assistance through September 2023
   • Repeated instances of noncompliance may raise concerns and elevate to formal findings
   • Formal Findings to be identified beginning October 1, 2023

   2023 Monitoring Kick-Off Meeting will include the Services Matrix

   Note: Implementation of State Monitoring was covered during the initial WIOA Title IB Services Matrix: Overview for Title IB Programs and Grantees webinar on slide 21.

   Is there a model IEP/ISS that the State can recommend or one that an LWIA can share?

   No. The Department of Commerce and Economic Opportunity's Office of Employment and Training (OET) is working towards creating an Individual Employment Plan (IEP) and Individual Service Strategy (ISS) template.  Until that time, Local Workforce Innovation Areas (LWIAs) must ensure that the IEP and ISS used contains the required elements per the Act, Final Rules, and state policy. 

   Changes to IWDS to incorporate the IEP template are not planned at this time; however, there are various mechanisms to capture the information in IWDS. 

   Note: The activities/services provided to the participant must be recorded in the system and align with the goals in the IEP.

   Why am I not able to select "WBL – WEX/Internship (not summer months only) in IWDS under Training Services, but can under Career Services?

   Work-Based Learning (WBL) and Work Experience (WEX) are considered individualized career services for WIOA Title IB Adult (IA) and Dislocated Workers (ID). They are not a training service and so would not be available in the Training Services menu.

   Referencing the Services matrix, WBLs are included on the IA/ID Career Services tab and not the IA/ID Training Services tab.

   Note: Referencing the columns within each tab will assist in determining additional information such as inclusion in the Credential Attainment or Measurable Skill Gains (MSG) indicators of performance, or the calculation for Minimum Training Expenditures (MTE).
   

2. IA/ID Basic Staff Assisted Career Services

1. When staff provides Basic STAFF-ASSISTED Career Services in addition to an Individual Employment Plan (IEP) and Career Planning, does their IEP also need to be updated AND require a signature from the Adult or Dislocated Worker participant?
   
   

   YES, the IEP should be updated and documented as an episode in MIS, and the completed (or updated) and signed Individual Employment Plan (IEP) shall be provided to the participant, recorded in case notes, and updated on the hard copy in the participant file.

   Note: This would also apply to a Youth participant and their Individual Service Strategy (ISS).

3. IA/ID Individualized Career Services

1. Can “soft-skills” also be provided with Short-Term Prevocational (Job-Readiness) services?
   
   

   YES. If it is determined the participant needs such services and they are being provided along with other traditional "Short-Term Prevocational Services" (Job-Readiness) listed in the definition.

   Short-term prevocational services may include the development of learning skills, communication skills, interviewing skills, punctuality, personal maintenance skills, and professional conduct services to prepare individuals for unsubsidized employment or training.
   

   If a participant needs assistance paying for licensure exams (i.e., insurance, or other professional licensures, maybe through IDFPR, etc.), but there isn’t an associated training program, how can the assistance be provided? 

   If financial assistance for licensure exams is needed, but there are no associated enrolling training services, this would be considered an Individualized Career Service and should be recorded as "Short-Term Prevocational Service (Job Readiness).

   When an Individual Employment Plan (IEP) or the Individual Service Strategy (ISS) update or revision is done, is it required to enter an "add additional episode" for every IEP/ISS update for the IEP/ISS activity in IWDS along with placing the updated IEP/ISS in the paper file with new signatures?

   Yes. An IEP/ISS episode should be documented in the MIS each time an update or revision is done.  The development and subsequent changes of the IEP or ISS must be documented in services according to the same-day services portion of the Service Documentation (Case Management) section of the Career Planning policy under the applicable service of either Development of an IEP or Development of an ISS.  Any associated case notes must be recorded in Case Notes as outlined in the Case Note section of the policy. A copy of the updated and signed IEP or ISS shall be provided to the participant, recorded in case notes, and updated on the hard copy in the participant file.

   Regarding the Individual Employment Plan (IEP) or the Individual Service Strategy (ISS), what should be documented as an update or revision? Example, should passing each GED test be considered an update and require an "add additional episode" to be entered and IEP/ISS resigned?

   The Individual Employment Plan (IEP) or the Individual Service Strategy (ISS) is a living document that identifies employment and education goals as part of a career pathway, objectives, and the appropriate combination of services for the participant to reach the goals.  It is required to be routinely reviewed as described in the Career Planning Policy and updated as additional needs are identified or goals are achieved.  All evaluation and revisions to the IEP or ISS shall be made collaboratively with the participant's consent. Significant changes include such things as changing type of training, employment goal, or change in supportive service needs.

   • The Example of a GED test would be considered an update and if the outcomes of the test does not alter or revise the IEP or ISS, it would not require a signature on the IEP or ISS.
     

   Can you provide further clarification on the transitional jobs 1A/1D services vs paid work experience?  Does DCEO have a transitional job policy which locals areas can use?  Should local areas have a policy?

   Transitional jobs are a type of work experience provided as an individualized career service under WIOA that should only be made available to individuals with barriers to employment who are chronically unemployed or who have an inconsistent work history, as determined by the local board. Generally, work experiences designed to provide work readiness skills or specific job skills necessary to attain or retain employment and enhance employability but are not limiting to only individuals as described for transitional jobs.
   

   The Office of Employment and Training (OET) is in the process of developing a policy for transitional jobs.  

   Local Workforce Innovation Boards (LWIBs) must develop policies if they are to fund transitional jobs in the local workforce innovation area (LWIA). 
   

4. IA/ID Training Services

1. Is customized training the same as class-size training?
   
   

   No. Please see chapter 7 of the ePolicy manual for policies that describe both. Class-size training is a group of Individual Training Accounts (ITAs) combined into all or a portion of a training program utilizing approved training programs provided by eligible training providers.  Customized training is employer-driven and contract-funded training that is designed to meet the special requirements of an employer or group of employers.

   Note: Participants who are enrolled in Customized Training and no other WIOA funded training will only be included in the MSG measure, NOT Credential Attainment.

   What is considered Successful or Unsuccessful training?

   WIOA requires each training service be ended with a completion status for reporting.  In MIS the following definitions should be applied when closing a training record with an end date: 

   "Successful" should be documented when a participant completes all scheduled class/instruction hours and finishes all coursework. It is not based on if they "pass" the program or otherwise obtain the planned certification/credential.

   "Unsuccessful" should be documented when a participant withdraws or otherwise does not complete all required elements of the program.

   A client is in a training program for registered nursing but ceases training for whatever reason yet receives their CNA certifications.  Is this client's training considered "successful" since they got a certification?

   No.  Since the client did not complete all elements of the training program, a completion status of "unsuccessful" should be documented with the end date of the training service. 

   However, since they attained their CNA certifications, those should be documented and added at exit to count as a positive for the Credential attainment rate performance measure.

   Do we continue to have an Occupational Training service open if a customer's training extends over multiple grant years?

   Yes. The training service must remain open until the successful or unsuccessful completion of the training program.

   If a customer is removed from classes due to low enrollment leaving them unable to enroll in a new class(es), is this appropriate to document as a planned gap/holding?

   Yes, that would be an appropriate reason to record a planned gap.  Career Planners need to document that the institution canceled the class and that they are enrolled in the next class available.  There must be a planned start date to resume services documented for a planned gap/holding.

   Does "Training Paid by Non-WIOA Title I Funds" get used when MAP/PELL is paying for tuition?

   No, this activity should only be recorded in specific circumstances as a mechanism to indicate when a WIOA participant is co-enrolled in another program and is being provided a training service that is funded by a partner program and is also receiving WIOA Title IB-funded individualized career services. If the participant is only enrolled in WIOA Title IB services, or the training program is paid by funding sources other than a partner program, this should not be selected. 

   Would an Occupational Skills Training service be left open when a participant is studying for an exam but no longer attending classes If the exam cost was included and part of the program?

   The answer is yes, if it is part of the training.  See TEGL 19-22 for the definition of End of Training.

   End of Training - The date on which a training program ends is the last date the participant attended any service provided as part of that training, including the dates of examinations if they were provided as part of the service. This date should be reflected in Date Completed, or Withdrew from, Training #1 (PIRL 1308), Date Completed, or Withdrew from, Training #2 (PIRL 1313), Date Completed, or Withdrew from, Training #3 (PIRL 1318). Date Completed, During Program Participation, an Education or Training Program Leading to a Recognized Postsecondary Credential or Employment (PIRL 1813), if applicable, should be populated on completion of the last planned training that meets the requirement in the participation.
   

   
   

5. Youth Program Elements

1. What is the definition of the comprehensive assessments?
   
   

   Comprehensive and specialized assessments is provided when making determinations of participants' skill levels and service needs including in-depth interviews and evaluations.  Activities may include documenting diagnostic tests and interpreting results to determine the client's skills and needs to develop plans and meet goals. These assessments should also include career-related assessments such as prior work experience, employability, interests, and aptitudes.

   For WIOA Adult and Dislocated Worker programs, Comprehensive and Specialized Assessments is an individualized career service in the Services Matrix.

   The WIOA Youth Program design requires an objective assessment of academic levels, skill levels and service needs for each participant. These are further outlined in the WIOA ePolicy 4.2 Career Planning and WIOA Final Rules at 20 CFR 681.290. Assessments must consider the youth's strengths in addition to areas that may need improvement.

   • Comprehensive and Specialized Assessments in one of the required pre-enrollment activities for enrolling WIOA Youth.

   Can a youth go through application status and registration status on the same day?

   Yes. The three pre-enrollment activities will make the participant an applicant. Once an enrolling Youth program element is provided, they will move on to a Registrant status.

   What are the (required) Youth Pre-Enrollment Activities?

   The three Activities required prior to "registering" WIOA Youth include:

   • Youth Career Planning (Case Management)
   • Youth Comprehensive and Specialized Assessments – NEW Activity
   • Development of an Individual Service Strategy (ISS)

   Youth enrollment cannot occur until these three activities and at least one enrolling service (14 Youth Program Elements) is provided.

   Is there a timeline to add a youth program element after the first 3 pre-enrollment activities? (For a new Youth applicant.)

   Yes. All three pre-enrollment activities and at least one youth program element must occur and be documented within 45 days of certification date. The 45-day clock starts at certification date.

   Adding a pre-enrollment activity or episode does NOT extend the 45-day clock from certification to registration date.  

   Staff should carefully review slides 23 – 27 of Youth Services Matrix Part I Webinar for managing existing and new Youth.

   Note: Registration Date equals date of first Youth Program Element, NOT first pre-enrollment activity.

   Just to clarify. A youth is required to have all 3 non-enrolling "pre-enrollment" activities even if they have already documented and participated in an enrolling program element such as Occupational Skills Training or a Work Based Learning element? (For an existing Youth registrant.)

   Yes.  

   IWDS will require these activities be recorded regardless of the element received and be required to add additional elements/activities.

   Staff must use specific start dates of the three activities based on the youth's certification date:

   • Cert date prior to 7/1/22 - start date must be on or after 7/1/2022
   • Cert date on or after 7/1/2022 - start date must be exact date of certification

   Staff should carefully review slides 23 – 27 of Youth Services Matrix Part I Webinar for managing existing and new Youth.

   Is there a deadline on when LWIAs should review current Youth to:

   • Update/add pre-enrollment activities and youth elements that occurred?
   • OR exit when no program element was provided?
   • Can we start updating all of this now or do we have to wait until 3/10?

   The three new pre-enrollment activities for Youth will not be available until "Go-Live"/deployment on 03/10/2023.

   At this time, OET has not issued a deadline for LWIAs to review, add the activities and/or exit those who have not had a program element.

   Note:  It is critical for staff to review youth service screen to ensure the three pre-enrollment services have been recorded so that career planners can record services for all Youth.

   • Youth remain registrants and count in performance outcomes regardless of updates. 
   • Staff should carefully review slides 23 – 27 of WIOA Title IB Services Matrix - Youth Program Elements (Part 1 of 2) webinar for managing existing and new Youth.

   If a WIOA partner provides the youth service, should we record it or are these services just for Title I funding?

   Only record the services that are funded by WIOA.  There is a non-enrolling activity that can be entered if the individual is receiving training paid from a non-WIOA Title I partner.

   Training Paid by Non-WIOA Title I funds (Found in the Youth tab in matrix under the non-reportable/non-enrollment section.)

   This is why service integration is so important.

   If an Out-of-School Youth (OSY) in the credential measure completes a PWEX (Paid Work Experience), can that be recorded as an measure skill gains (MSG) (training milestone) as well?

   Yes. If an out-school-youth is enrolled in a secondary or post-secondary training during participation, they will be counted in the MSG. So, even if their WEX alone was not the training that "triggered" them to be counted in the MSG, a skill gain tied to the WEX should be documented.

   For the Youth non-occupational skills training, would CPR class/certification count as an example of when to report this?

   Yes. When a Youth is in a program teaching transitional skills or participating in CPR, OSHA trainings, for example, they should be enrolled in a Non-Occupational Skills Training Program.  

   Youth enrolled in this element alone will not be counted in the Youth Credential measure but WILL BE counted in the MSG so gains related to these trainings must be documented.

   Note: Non-Occupational Training programs for youth do not result in a recognized post-secondary credential.

   Are we able to do WEX Paid Work Experience while attending an ITA Occupational Skills Training?

   In certain circumstances it is allowable for Youth to be enrolled in an Occupational Skills Training (ITA) and a WEX and the enrollment should follow local policy.   For example, local policy might limit the number of hours for WEX participation while enrolled in training.  

   Enrollment in both elements should be appropriate based on all assessments and the ISS.

   Example:  If a participant's Occupational Skills Training line remains open over a summer because they will start again in the fall, it would be appropriate to enroll in a WEX in the summer as well.

   Would a State Exam (NCLEX for example) practice test warrant opening a Short-Term Pre-Vocational Line?

   No. Short Term Pre-Vocational are training courses or training that assist a participant to prepare for license exams. A single pre-test would not fit in this category.

   Can you clarify the definition for Youth Non-Occupational Skills Training.  1st paragraph states "leads to recognized post-secondary credential". 2nd paragraph states "does not result in a credential".

   The Services Matrix has been updated to remove the reference to credential in the first paragraph. 

   An organized program of study that provides specific non‐vocational skills that lead to proficiency in performing actual tasks and technical functions required by certain occupational fields at entry, intermediate or advanced levels. Such training must be specified in the participant's Individual Service Strategy (ISS) and be of sufficient duration to impart needed skills. Such programs should be outcome orientated and focused on a non‐occupational goal specified in the ISS. 

   Non-Occupational Skills Training is training that enhances employability but does not in itself result in a credential. If a training program does not include a credential, the participant's training can still be funded through WIOA as Non-Occupational Skills Training. 

   Note: Non‐occupational skill training alone does not trigger inclusion in the Youth Credential Attainment Rate but it will trigger a Youth to be included in the Youth Measurable Skills Gain (MSG) indicator.  

   Which Youth Element applies to a Youth who is participating in GED activities?

   Youth Element # 2, Alternative School/Dropout Recovery Services:

   • Definition states services such as Adult Education & Literacy are to assist youth that have struggled with secondary education.  Further in the definition it lists examples of services and clearly states "preparation for high school equivalency attainment for high school dropouts only".  GED classes fit this definition because they prepare an individual to take the GED exams.

   Can OET suggest which Youth Element(s) are appropriate for youth who were/are participating in Short-Term Prevocational (Job-Readiness) activities?  This is no longer available or included in the Youth tab on the services matrix.

   Element #3:

   • "WBL – Employability Skills/Job Readiness Training (Youth)" would apply ONLY for youth who will have a WEX element.

   Element # 13:

   • "Group Workforce Research/Workshops/Job Clubs" - Youth who are participating in activities in a group setting related to LMI.
   • "Vocational Exploration" - Youth who are doing activities on an individual basis where the group element does not apply.

   Is the definition for Registered Apprenticeship for Youth on the service matrix being updated?

   Yes. The definition for "Registered Apprenticeship Program" has been updated in the Youth tab of the Services Matrix.  The updated definition expands and clarifies how RAPs are applied towards Youth, in particular, OSY and ISY.  This is under the Youth Occupational Skills Training element # 4, and triggers the Youth Credential and MSG performance measures.

   Is the definition for Registered Apprenticeship for Youth on the service matrix being updated?

   Yes. The definition for "Registered Apprenticeship Program" has been updated in the Youth tab of the Services Matrix.  The updated definition expands and clarifies how RAPs are applied towards Youth, in particular, OSY and ISY.  This is under the Youth Occupational Skills Training element # 4, and triggers the Youth Credential and MSG performance measures. 

   Is the definition for Registered Apprenticeship for Youth on the service matrix being updated? 

   Yes. The definition for "Registered Apprenticeship Program" has been updated in the Youth tab of the Services Matrix.  The updated definition expands and clarifies how RAPs are applied towards Youth, in particular, OSY and ISY.  This is under the Youth Occupational Skills Training element # 4 and triggers the Youth Credential and MSG performance measures.

   A participant is paying for training on their own. It is not on the ETPL. We can log Vocational Exploration every 90 days. Can "Training Paid by Non-WIOA Title I Funds" be opened and supportive services and incentives paid?

   No.  Supportive services must be tied directly to a WIOA or partner-funded training.

   The "Training Paid by Non-WIOA Title I Funds" may be added to track that the participant is enrolled in training, but they are paying for it themselves.

   Note: Recording the non-reported activity "Training Paid by Non-WIOA Title I Funds" does not necessarily justify the provision of Title I Supportive Services.

   Regardless of programs adding this activity in MIS, the provision of Supportive Services should only be allowed based on Federal, state, and local policy.

   An updated policy regarding Supportive Services will be released to provide further explanation and guidance.

   Please explain what meets the academic component requirement for a youth in paid work experience.

   An academic component is considered secondary or post-secondary education or training such as classroom training.

   When should education/training service element be closed when training ended 2 months ago and we are just getting confirmation of the training end date. Date training ended or Date in which we got confirmation?

   The end date for the training program should be the actual date the participant completed or withdrew from the training program.  In general, end dates should reflect the last date a participant received the service/program element.

   Youth Customers that are not actively enrolled in GED classes but are studying independently and taking GED tests, what service code should be open for them in order to pay incentives?

   • If a Youth is not actively enrolled in a WIOA Title I funded work experience, education, or training, incentives are not allowed.
   • When Title I Youth programs assist Out-of-School Youth (OSY) in preparing for HiSET or GED, they should be enrolled in Youth Element #2, Alternative School/Dropout Recovery Services.  
   • The local program must have written policies and procedures in place governing the award of incentives.

   If an Out-of-School Youth (OSY) only receives certain activities under the Alternative School/Dropout Recovery program element, will they still be counted in the Credential and MSG performance measures?

   Yes, When any one of the components of this element (a – g) are provided, the Youth is considered to be pursuing education and a credential for HS Diploma or GED, therefore participants enrolled in this element will be included in the Youth Credential Attainment Rate and MSG performance indicators.

   For high school youth enrolled in a summer WEX program, once this is over and they are still in HS, in order to keep them enrolled would we need to provide one of the elements every 90 days?

   Yes, if they are in traditional HS, in order to continue participating in the WIOA Youth Program.   (A school status of In-School alone does not extend participation in the Youth program.)

   If the Youth was enrolled in Elements 1, Tutoring/Study Skills/Dropout Prevention or Element 2, Alternative School/Dropout Recovery, those are allowed to stay open, so they would extend participation until 90 days after completion.

   Can the 1Y Youth Elements – LMI and Vocational Exploration be provided by the LWIA?

   Yes, in accordance with WIOA ePolicy 7.5.3, LWIBs have the option of directly providing some or all youth workforce services rather than awarding grants or contracts for these services.

   LWIBs may also select providers of youth workforce services through competitive grants or contracts in accordance with WIOA Policies 7.5.3 thru 7.5.10.

   On Youth records, are we not to do (add) additional episodes any longer on the "Career Planning (Case Management)"?

   Staff should no longer add additional episodes to the "old"/existing youth activities of "Career Planning (Case Management)" OR "Individual Services Strategy" even though these are still listed and available in youth service records.

   New episodes should only be added to the "new" activities; YOUTH Career Planning (Case Management), Development of an Individual Services Strategy or YOUTH Comprehensive and Specialized Assessments. 

   Note: The differences in the labels determine which activity to select.
   

6. Supportive Services

1. What if there is a need to provide uniforms prior to their training start date, how would you document the Supportive Services?
   
   

   This would be recorded as a supportive service "SS - Uniforms". Supportive service dates should be the date they were provided and should be documented in the Individual Employment Plan (IEP) or the Individual Service Strategy (ISS), and case notes should reflect the need to provide the uniforms before the training start date.

   Why am I getting an error message when I try to add a supportive service before another enrolling service or element?

   Since the management information system (MIS) will not allow a supportive service to be entered without another enrolling service or youth element entered at least every 90 days), when an individual requires a supportive service prior to an employment or training start date programs should review the matrix and identify another service or element  provided along with the supportive service.

   For example, the "Postsecondary Preparation and Transition Activities" element occurs and should be documented providing the Supportive Service "Other Supportive Services" for books prior to the training start date.  This requirement should be documented in the Individual Employment Plan (IEP) or the Individual Service Strategy (ISS), and case notes should reflect the need to provide the supportive service prior to employment or training start date. 

   "Career planning" should not be used to document services or elements that occur when a specific service or element label is available on the matrix.  Although IA/ID career planning may extend participation, it is not intended to be used as a "catch-all".

   Why have my LWIA's provider relationships been updated to include "SS – Legal Aid"?  The system administrator did not make this update.

   LWIA's relationships were automatically updated with any new service codes/activities at the deployment of service updates in IWDS.

   LWIAs should review their local supportive services policies. If your policy doesn't allow funding for Legal Aid for, please request the system administrator to "uncheck" this service in your relationships so it is not available.

   Note: OET was not able to review all local policies and the provider relationship updates were applied "across the board".

   Does "Training Paid by Non-WIOA Title I Funds" get used when MAP/PELL is paying for tuition?

   No, this activity should only be recorded in specific circumstances as a mechanism to indicate when a WIOA participant is co-enrolled in another program and is being provided a training service that is funded by a partner program and is also receiving WIOA Title IB-funded individualized career services. If the participant is only enrolled in WIOA Title IB services, or the training program is paid by funding sources other than a partner program, this should not be selected.

   Are Supportive Services considered career services?  If someone is in training, do we select supportive services from the training level?

   For Adult and Dislocated Workers IWDS has been set up with Supportive Services under both Career and Training Services.  Users should tie the supportive service to the level of service being provided that requires the supportive service. 

   For example, the supportive service of childcare is needed for the participant to attend a group "Workforce Research/Workshops/Job Clubs".  The supportive service would be recorded under career services since that is the level of service for group workshop/job fair. 

   If the supportive service of transportation is being provided for the participant to attend training, then the supportive service would be recorded under training.
   

   
   

7. Follow-Up Services

1. How does a Career Planner know when to transition a client from traditional WIOA enrolling Services into WIOA Follow-Up Services?
   
   

   ​A client would transition from traditional WIOA enrollment services into WIOA Follow-Up services based on the Individual Employment Plan (IEP) or Individual Service Strategy (ISS).  When the overall Goal and the Objectives laid out in the client’s IEP/ISS have been met, and no other services are planned/needed (other than Follow-Up), a client would transition from enrolling services into Follow-Up services.  After opening the service of WIOA Follow-Up, all two-way communication between the client and the Career Planner staff is recorded via case notes or on the Exit Control Panel. 

   Note: Once the one year of Follow-Up Services has been completed, make sure to go back and close the Follow-Up service.
   

   How should we handle Follow-Up when the customer is not responding to inform staff if they are interested in Follow-Up and we do not know if they are working? Would we still enroll in Follow-Up Services?
   

   Career Planners should exit the individual to “Cannot Locate” because they are not communicating with you in any way.  If exited for that reason, IWDS will not allow you to enter a Follow-Up Service. Case notes must be entered describing all the different ways and times attempts to reach the client were made. This will explain why there isn't an agreement for Follow-Up Services.
   

8. Program Exits

1. Can someone be exited with a positive outcome if they only attained a part-time job?
   
   

   Positive outcomes for performance reporting for the Employment Rate 2nd and 4th Quarter measures is not calculated hours or days worked within the reporting quarter.

   Note:  Positive performance outcomes are not calculated by any other completion status such as a training completion status of successful or unsuccessful nor based on exit reason such as attained credential or entered unsubsidized employment.

   Will an open planned gap/holding service prevent the system from locking the participant file at the 110 or 120-day mark?
   

   IWDS will not allow local area program or grantee staff to exit an individual whose last service has been more than 120 days. Career Planners must contact Office of Employment and Training (OET) staff Paula Barry or Mark Burgess to have them exit the participant.