LOCAL STRATEGIC UNIFYING
WORKFORCE PLAN
AND
CONTRACT
FOR
THE LOCAL WORKFORCE PARTNERS
TWO-YEAR PLAN
JULY 1, 2007 – JUNE 30, 2009


Acknowledgements

The Linn, Benton, Lincoln Workforce Investment Board would like to thank the following people who have contributed to the development of this document - both through their specific actions and overall support.
Tom Clancey-Burns, Tanarae Greenman, Marie Jones, Sarah Jordan, Caprice Plaep, and Joann Zimmer, Community Services Consortium, Sue Hankins, Oregon Employment Department, Gary Lanctot, Linn-Benton Community College, Deb McCullough, Department of Human Services, Peter Norman, Office of Vocational Rehabilitation, For their editing and formatting of these writings, a special note of thanks to Susanne Isom, WIB Administrative Assistant, and Susanne Lee, Community Services Consortium Executive Assistant.  
                
Bill McKinney, Chair                                        Steve Bekofsky, Director
Linn, Benton, Lincoln Workforce Investment Board

TABLE OF CONTENTS


LOCAL WORKFORCE UNIFYING PLAN – PART 1


A.    VISION                                                                                              4
B.    STRATEGIC PLAN                                                                         6
C.    LOCAL MARKET ANALYSIS                                                      12
D.    GOVERNANCE                                                                             22
E.    DESCRIPTION OF ONE-STOP DELIVERY SYSTEM              26
F.    SERVICE GAPS                                                                            32
G.    STRENGTHS AND IMPROVEMENT OPPORTUNITIES          33
H.    RESOURCES                                                                                 33
I.    PERFORMANCE OUTCOMES                                                      33
J.    MEMORANDUM OF UNDERSTANDING                                    34
ATTACHMENT A                                                                                    35
ATTACHMENT B                                                                                    39
SIGNATURE PAGE                                                                                41

LOCAL UNIFYING PLAN – PART 2


A.    IDENTIFICATION OF ENTITY RESPONSIBLE FOR
        DISBURSEMENT OF GRANT FUNDS                                         44
B.    DESCRIPTION OF LOCAL INDIVIDUAL TRAINING
        ACCOUNT (ITA) SYSTEM AND PROCEDURES                        44
C.    DESCRIPTION OF COMPETITIVE PROCESS TO AWARD
        GRANTS AND CONTRACTS                                                         46
D.    DESCRIPTION OF LOCAL BOARD COORDINATION OF
        LOCAL ACTIVITIES WITH STATEWIDE RAPID RESPONSE
        ACTIVITIES                                                                                        46
E.    DESCRIPTION OF THE YOUTH PROGRAM DESIGN
        FRAMEWORK                                                                                   47   
F.    BUDGET AND PARTICIPANT PLAN                                              53
G.    LOCAL BOARD APPROVAL PROCESS                                      53
H.    LOCAL LEVELS OF PERFORMANCE NEGOTIATED
        WITH THE STATE                                                                              54
I.    NOTICE OF FUND AVAILABILITY                                                     54
J.    REPORTING OF CIVIL RIGHTS COMPLIANCE REVIEW,
        COMPLAINT INVESTIGATION, ADMINISTRATIVE
        ENFORCEMENT ACTIONS, AND/OR LAWSUITS
        REGARDING DISCRIMINATION: METHODS OF
        ADMINISTRATION                                                                             54
ATTACHMENT C                                                                                      55
ATTACHMENT D                                                                                      57
SIGNATURE PAGE                                                                                  61


LOCAL WORKFORCE UNIFYING PLAN – PART 1

A.    VISION      (20 CFR 661.345)

1.    Describe your vision for your local workforce system.
The Board will continue to develop and operate, at the local level, a successfully coordinated system with a wide range of services, provided under multiple authorities, statutes, and regulations.
It is the Board’s intent that all residents of Linn, Benton, and Lincoln Counties (Region 4) will have the necessary skills to provide a quality life for themselves and their families. Employers in Region 4 will have access to a skilled workforce in order to remain competitive in an ever-changing global economy. The Region 4 Workforce Investment Board is committed to building a workforce system based on the following principles in order to achieve these goals:
·    The region’s Workforce Investment Board will be the focal point for workforce policy within the region and will provide oversight and guidance in the development of that system;
·    Continue to develop and maintain quality partnerships between public and private sectors and between state and local stakeholders;
·    A common vision will be translated by each system partner into goals that support those of all other partners;
·    The service delivery system will be responsive to its customers needs;
·    The system will focus on developing skills that improve workers’ ability to obtain and retain living wage employment in the marketplace;
·    On-going assessments of employers’ needs and workers’ skills will be used to develop programs and services;
·    A progression of services that are easily understood and accessed by the region’s workforce and employers will be offered;
·    The system will encourage the pursuit of lifelong learning so that worker’s employability, productivity, and competitiveness in the changing economy continue to improve;
·    Customers will have access to a range of efficiently run services that can address the needs of those most job ready, and will offer intensive services for those most at risk of suffering unemployment, serious income loss, and/or poverty;
·    The system will be held accountable for continuous quality improvement.

q    How does it build upon and integrate the OWIB Strategic Plan, “Winning in the Global Market” and the strategic goals?
The OWIB Strategic Plan, “Winning in the Global Market” identifies three primary goals for the workforce system. The first is to ensure all Oregon employers have a skilled workforce for competitive success in the global market. The following principles, as stated above, regarding the workforce system, address this goal:
·    The system will encourage the pursuit of lifelong learning so that workers’ employability, productivity, and competitiveness in the changing economy continue to improve;
·    On-going assessments of employers’ needs and workers’ skills will be used to develop programs and services;
·    The system will be held accountable for continuous quality improvement.

The second goal identified in the OWIB’s plan is to prepare an agile, innovative workforce with the skills needed to succeed in the knowledge-based economy. The following principles, as earlier stated, regarding the workforce system, address this goal:
·    The system will focus on developing skills that improve workers’ ability to obtain and retain living wage employment in the marketplace;
·    Continuing assessments of employers’ needs and workers’ skills will be used to develop programs and services;
·    A progression of services that are easily understood and accessed by the region’s workforce and employers will be offered;
·    The system will encourage the pursuit of lifelong learning so that worker’s employability, productivity, and competitiveness in the changing economy continue to improve.
   
The third goal in the OWIB’s strategic plan is to build a flexible, unified workforce education and training system that consistently meets or exceeds the needs of Oregon’s workers and businesses. The following principles, as earlier stated, regarding the workforce system, address this goal:
·    Continue to develop and maintain quality partnerships between public and private sectors and between state and local stakeholders;
·    A common vision will be translated by each partner into goals that support those of all other partners.
 
2.    Identify the roles and responsibilities of the workforce partners and how they were determined. 
The region's Unifying Plan and Contract is the product of a regional planning process that involved all of the local Workforce partners and the Workforce Investment Board. The process was coordinated by the Director of the Workforce Investment Board under the direction of the WIB's Executive Committee. Within this planning model, the focus was placed on the region's vision, policy issues related to that vision, and policy guidance in crafting the service delivery structure. The workforce partners focused on planning the service delivery structure to meet the continued requirements of the WIA.  The WIB chose to appoint a consortium of workforce partners including Linn-Benton Community College, Oregon Coast Community College, Community Services Consortium, Oregon Employment Department, Department of Human Services, and Office of Vocational Rehabilitation Services to serve as the Operator’s Group for the One-stop Worksource system. The scope of work for this group was clearly identified in the Operator’s Group contract’s scope of work with the WIB. This group redefines opportunities for collaboration on an on-going basis.
Operator’s Scope of Work:
a.    Develop reporting formats and reporting criteria for program related decision-making and for informing the board of performance progress and continuous quality improvement;
b.    Provide operational guidance to the systems centers and staff;
c.    Represent the Region 4 One-stop Career System at various local, state and   regional meetings;   
d.    Manage the Memorandum Of Understanding, Resource Sharing Agreement, Consortium Agreement, and other agreements and contracts as appropriate;
e.    Provide facilitation and management support to each of Region 4's One-stop facility operations groups;
f.    Implement portions of the Region 4 WIA Unified Plan as appropriate, including the development of the region’s web system, the development of additional satellite sites and other access points, develop an integrated service response to employers, etc.

B.    STRATEGIC PLAN     (20 CFR 661.345)

1.    Describe the strategic plan and goals that have been developed by the board to meet the vision, including such elements as:
a.    One-stop delivery system/partnership issues (See Attachment B-1-a)
b.    Issues relating to gaps in services to employers and job seekers.



























Goals and Strategies











































.

 










In addition, The Board has approved support of the Manufacturing 21’s  eight-point action plan.

I.    Fill the human capital pipeline
•    Target 15-29 year olds to motivate and prepare our future workforce for high wage jobs (NW Youth Career Expo, Manufacturing Road Trip)
•    Connect business and educators, parents and others - giving them tools they need to reach youth and speeding student passage to the high wage workplace (Portland Workforce Alliance, BEC, Career Pathways)
•    Tap growing workforce opportunities with minorities, women, older workers and workers with disabilities (Oregon Business Plan Workforce Initiatives)
•    Provide individualized education and training resources to low wage Oregonians to prepare them for high wage jobs (Skill Up Oregon Fund)

II.    Create a demand-driven workforce delivery system shaped by strong state policies., implemented by local private sector leadership and guided by common data collection
•    Develop common, data supported outcome measures
•    Create data collection mechanism to track workforce supply
•    Utilize existing system of Local Workforce Investment Boards to oversee workforce investments

III.    Reinvent skills-based education
•    Identify and/or establish industry-guided regional skills training centers with world class resources, staffing, equipment and curricula (community colleges, high schools, local/regional WIBs)
•    Match high school diploma, including work readiness criteria, to 21st century workplace requirements (Oregon Business Plan Education and Workforce Initiatives)
•    Expand apprenticeships, co-ops and internship opportunities for students through business, public sector and education partnerships (regional industry clusters, community colleges, BOLI, labor, BEC, Worksource Oregon).

IV.    Give high school and college faculty, counselors and industry clusters new training tools
•    Develop curricula tools for re-introducing technical and applied learning into classrooms
•    Expand summer professional development institutes and internship programs to speed introduction (expand BEC, OIT models)
•    Target investments in regional programs to support cluster-specific and high-demand occupation training (Cluster Investment Fund)

V.    Support High Performance Learning Networks
•    Seed the development of private sector-led high performance consortia (Oregon Manufacturing Workforce Strategy)
•    Link Oregon Manufacturing Extension Partnership to a K-12 entity and a community college in a pilot to demonstrate the value of high performance tools in education

VI.    Increase capacity for applied research and innovation
•    Build the Northwest Center for Manufacturing and Infrastructure Engineering for applied research and innovation and workforce development (Innovation Council)
•    Tie NCMIE to existing applied research centers across the state to share resources and information and expand Oregon’s capacity

    VII. Restore ethic of applied learning and research in higher education
•    Target investments for faculty and programs to increase Oregon’s capacity for applied research and learning (Innovation Council, ETIC)
•    Expand industry participation in program design and creation of faculty internships
•    Accommodate differential program costs in the education enterprise financial models

VIII.     Implement private sector evaluation model
•    Adopt industry standards for annual customer satisfaction benchmarking to gauge the state’s performance toward goals and guide future investment

2.    What strategies will your area use to achieve your goals? Strategies may address system governance, partnerships, and service gaps as identified above.
See strategies listed above.

3.    How will you further develop the region’s education and training to help all workers, including:

The region’s WIB has established a Task Force on Education, which in the long term will develop program and policy recommendations to address the education and training needs of the region and help facilitate a higher level of engagement between business, education, and workforce.

a)    emerging workers,

Both of the region’s community colleges, Linn-Benton and Oregon Coast, are actively working on career pathways, which includes aligning curriculum with area high schools, working with area employers to create skill-driven curriculum, and creating marketing materials/strategies that emphasize careers that don’t require a four-year degree, and responds to demand occupations in the region.  Additionally, both colleges engage high school students through Career Camps and Academies, Cruises, and College Now.  The region will continue to strategically expand its efforts to help the emerging workforce focus on demand occupations within the region and articulate those pathways to career success.

b)    transitional workers,

Transitional workers create more of a challenge in that we are finding registrations down (iMatchSkills) from 36,000 in 2004 to 25,000 in 2006, leaving a smaller population. Resource room utilization seems to reflect this trend. There appears to be a higher incidence of drug & alcohol related issues, as well as health and mental health issues among this population.  As the resources that partners have available to support the system are in a 4-5 year state of erosion, the capacity to support remediation efforts has weakened rather dramatically.

c)    current workers.

The region has made significant gains in its efforts to serve current workers and the businesses that employ them.  This has been driven in part by the availability of Employer Workforce Training Funds, but also by the Business Services Department of Linn-Benton Community College, which has been actively working with local businesses to solve their skill training needs. The Business Services Department has consolidated what were once independent programs into a single work unit with a common mission. The Governor’s budget proposes to devote additional resources to meet the needs of the current workforce, and the region has the infrastructure in place to expand its efforts.  The WIB has also supported HB 2206 and HB 2217 which will potentially offer training to incumbent workers.

4.    How will you integrate and support the development of the following: 

a)    career pathways,

Both of the region’s community colleges are actively engaged in the development of career pathways which include working with local high schools to align their curriculum with specific career pathways at the community college and working with local employers (end users) to ensure that that curriculum is consistent with the skill sets needed.  As each pathway is developed, attention has been paid to clearly articulating multiple access points to include adults, dislocated workers, and high school students. While the region’s Workforce Investment Board (WIB) has yet to officially weigh in on the issue, early conversations within the WIBs Education/Workforce Task Force suggest that Career Pathways will become part of their overall strategy recommendations.  It will take a commitment on the part of the colleges to keep workforce partners engaged in the process and keep the WIB in the “loop”. The WIB Director currently serves on the Career Pathways Work Group.

b)    workforce consortia,

While the region has a long history of partnering, using “consortia” as a model for partnering, it is becoming increasing clear that a “single consortia” cannot and will not meet everyone’s needs.  The region must focus on building consortia that are narrower in scope and purpose.  To that end, work is already being done in health care and in the private sector with the newly forming metals consortia.  Additional efforts are being made to form similar consortia in the manufacturing sector.  The WIB will continue to foster this approach as it looks at economic clusters within the region.

c)    target populations that include TANF service delivery, and

The TANF service delivery provider, a Worksource Oregon partner, has a seat on the WIB, and is present in the provision of One-stop services throughout Region 4.

d)    economic development activities. 

The region has built active and robust relationships with many of the local economic development entities in the area. Several WIB members have seats on local economic development agencies, and representatives of local economic development agencies sit on the WIB.  The Workforce Response Task Force of the WIB has a blend of economic development and workforce practitioners comprising its membership, and has been highly successful in maintaining and expanding the economic viability of many local businesses over the last three years.  In addition to WIB members being active in economic development activities, workforce partners are also involved with local economic development efforts.  As a result of these collaborative efforts, nearly 1500 new jobs have been created in Linn County and include companies like Lowes and PepsiCo.  The WIB has sponsored and will continue to sponsor economic activities with relevant keynote speakers

5.    Describe how you will engage business and education in solving workforce issues.

The WIB has created a Workforce/Education Task Force, whose charge it is to address this very issue.  While relatively new, the task force is already discussing and considering a variety of options that range from a policy level to the practitioner level. Although the task force is in its initial start up, much of the conversation has focused (without the label) on strategies that were successfully employed under the “School to Work” initiative of several years ago, but withered when grant funds to support the work were exhausted, and local districts were unable to sustain the effort.

6.    How will business and labor drive the policies and actions of the board and providers?

Business and labor representatives serve on the Executive Committee, Workforce/Education Task Force, Systems Oversight Committee (business sector only), and the Youth Council. Each of these groups makes recommendations that have been approved by their members to the WIB for policy development and actions.  

7.    Describe your two-year action plan to fill high-demand jobs with skilled workers.

The region will initiate a “conversation” with local businesses that will include a surveying strategy being developed by LBCC and a series of focus groups to identify specific training needs and future skill sets required by employers.  Local Labor Market Information provided by the Oregon Employment Department will support this effort.

8.    Describe how the local workforce system will serve as the link between education, business and economic development.

The workforce system will serve as a link between education, business, and economic development by providing training dollars through the Employer Workforce Training Fund and the Governor’s Strategic Training Fund for the purpose of incumbent worker training. The WIB has sponsored pilot projects in work readiness assessment for both business and education participants. Legislation affecting these groups will be monitored and, when appropriate, supported by the actions of the WIB. The WIB has sponsored and will continue to sponsor workshops for business and economic development.

9.    What are the strategies for continuous improvement?

Monitoring of the system’s performance through data reports, end-user surveys, site visits, meetings with the operator’s groups, and other like activities will offer the Systems Oversight Committee the opportunity to make recommendations to the system operators for continuous improvement strategies

C.    LOCAL MARKET ANALYSIS     (20 CFR 661.350)

1.    Identify the high growth businesses and industries and their workforce needs—and the skills and competencies needed by the workforce to perform jobs in these key business areas.

Table 1
 
Benton County
Benton County’s economy is based on Oregon State University (OSU), agriculture, high technology, and lumber products manufacturing. Research in the fields of forestry, agriculture, engineering, education, and the sciences takes place at OSU.  The county seat, Corvallis, is best known as the home of Oregon State University, which enrolls more than 17,000 students every fall. The university provides a consistent level of employment and stable economic base for the county.
Lincoln County
Lincoln County’s economy is based on tourism, Oregon State University’s Hatfield Marine Science Center, commercial fishing, paper manufacturing, and the Confederated Tribe of the Siletz Indians’ casino. Newport is “the Dungeness crab capital of the world”; Depoe Bay is known as “the whale watching capital of the world”; and Lincoln City is the center of the “Twenty Miracle Miles” – all ocean-side communities with numerous tourist attractions and inviting resorts. The county has many people employed in seasonal industries such as food processing, construction, logging, education, and tourism.
Linn County
Linn County’s economy is based on rare metals manufacturing, mobile home manufacturing, grass seed and other farming, food processing, distribution centers for retailers, and lumber and wood products. The county, due to its climate and soil, is one of Oregon’s more diversified agriculture areas and leads the nation in the production of common and perennial ryegrass. Recreational opportunities bring many tourists into Linn County. These include hiking, climbing, water and snow skiing, picnicking and camping, boating and fishing, collecting petrified wood and agate beads, and touring covered bridges and historic districts.
 
In tables 2 and 3, the reader will find the Top 25 Occupations and Minimum Required Education (Table 2) from the Employment Department’s 2004 – 2014 Occupational Projections and the top skills for those occupations (Table 3).
Table 2
 





Table 3
 



2.    What are the projected workforce trends for your area for the next 2 years?

Oregon’s Office of Economic Analysis forecasts the state to grow by 3.2% in 2006. Growth will slow to 1.3% in 2007 and then pick up slightly in 2008 to 1.6%.

Region 4’s employment growth in 2006 has been slower than the statewide growth. It is likely Region 4 will follow the statewide trend in 2007 and 2008, but the region should have slower job growth than it has experienced in the years following the recession from 2001 to 2003. Some bright spots are expected in Trade, Transportation, and Utilities, and in Beverage Manufacturing in the near future, but no other large expansions are expected at this time.

q    What are the top three workforce needs of business and industry in your area?

1.    Critical thinking ability.
2.    Work ready applicants (high degree of work ethic and soft skills).
3.    Interpersonal skills.

3.    Describe employment opportunities and needed job skills: include both current and projected opportunities and their associated skills, including wage rates which meet self-sufficiency standards as identified by your board.

Table 5
 

Table 4 shows the projected opportunities in the macro-occupational areas. The top 25 occupations are listed in Table 2. For skills information, see Table 3.
Table 4
 

On-the-job-training of some form represents about two thirds of the training needs of businesses according to the information provided to the Employment Department from the Education and Training Administration.

Table 6 arranges occupations by wage range. The large number of openings in the Low Wage Range shows need for people with the skills to work in retail trade, food services, and other service industries. The turnover rate for these jobs is higher than jobs requiring more education.

The Region 4 WIB identifies self-sufficiency standards. Family wage is mentioned in ORS in several places, including 285B.203 (2)(c), 329.905 (c), and 329.925 (2)(d). It has been defined by the Oregon Economic and Community Development Department to mean the average covered pay per worker for all industries, typically at a county level. This includes only wage income without benefits or public assistance. The average covered pay per worker for all industries for Region 4 is $16.44 per hour (this assumes each worker is working 40 hours per week using our Quarterly Current Employment and Wages for second quarter 2006 data).



Table 6
 

4.    Describe the general population characteristics of your area: age, race, ethnicity, per capita income, employment by industry/occupation, etc. Include specific population groups and targeted population groups.

 
Graph 1

Table 7
 
Table 8
 












 
Graph 2
 
Graph 3
Operators Group
Describe how you will serve these populations.

5.    Provide educational and skill characteristics of the population by various factors (gender, age, race, etc.). Identify significant skills found in the population. Discuss where the area experiences mismatch between the labor force and skills needed by employers. 
 
Graph 4
 
Graph 5

Table 2
 









Table 3
 
Graph 4 and 5 show the skill areas employers consider lacking in those who apply for jobs with them. The source of these graphs is the 2002 Employer Survey, published by the Oregon Employment Department. Note the soft-skill of work ethic is found at the top of all lists. As the structure of the economy evolves, employers are going to need more people with problem solving and critical thinking skills and computer software application skills to meet their business needs. The top skills for the top 25 occupations in the region are found in Table 3.

D.    GOVERNANCE     (20 CFR 661.350)

1.    Local Board Description

a)    Describe your local Workforce Investment Board: composition; membership and organizations they represent; structure, including any sub-committees; legal status; how staffed; etc. Who are the Chief Local Elected Officials and how do they interact with governance of the Board?

The WIB is made up of 24 business representatives from the region, as well as 14 representatives of government agencies, labor organizations, and educational facilities.  Business partners, which are always over 51% of the membership, include Willamette Valley Rehabilitation Center; EMI, LLC; ATCO America, Inc.; ViewPlus Technologies; Georgia Pacific Corporation; Umpqua Bank; Pacific Power; Oak Table Restaurants; Cascade Earth Sciences; Mater International; Solid Ground Electric; OSU Federal Credit Union; Hewlett-Packard; AmeriTitle; Weyerhaeuser; Barrett Business Services; Shangri-La Corporation; Samaritan Pacific Health Services; and Costco Wholesale.  The remaining members of the board consist of mandated workforce partners, including educational institutions, representatives of public agencies, and public nonprofit agencies. Membership also includes a representative of the Job Corps program, and a representative from the Native American community (Confederated Tribes of the Siletz), as well as economic development agencies from all three counties. 

The Board currently has three standing committees. These are: the Executive Committee, the Youth Council, and the Systems Oversight Committee. The Executive Committee defines the work of the board, sets the agenda, coordinates the other sub-committees and task forces and acts on behalf of the full board between regular meetings. The Executive Committee consists of the WIB’s four officers (board members elected from the business sector), three business sector members, two agency representatives, one labor representative, and a commissioner from each county. The local elected officials are members of the Board of Commissioners, and there is one commissioner from each of the three counties on the WIB.  Each commissioner also serves on the Executive Committee.
The One-stop Operators group acts as the operational arm of the One-stop System, and is made up of a representative of each agency with a presence in the workforce development centers. The Systems Oversight Committee consists of five business representatives of the WIB and is responsible for continuous improvement in the system and recommending the awards of adult and dislocated worker contracts to the Executive Committee. In addition there are two task forces: The Education/ Workforce Task Force which explores the continuing relationship between the education system and workforce and the Workforce Response Taskforce, responsible for the distribution of Employer Workforce Training Funds. A Director and Administrative Assistant, who are also employees of the Fiscal Agent, staff the WIB.

b)    Describe the relationship and the functional separation between the board/board staff and service delivery providers.

The Chair of the WIB supervises board staff. The WIB is a separate entity from the service delivery provider and has defined the lines of responsibility clearly to avoid any conflict of interest, either perceived or real.



























c)    If your board was certified by the Governor as an alternative entity, describe how mandated partners who are not members will access the board.  N/A

d)    Describe your youth council, its membership, and how it will carry out its responsibilities for the coordination of local youth services and programs.

The Youth Council is responsible for:
·    Coordinating with all appropriate youth serving organizations in the region;
·    Recommending youth policies and performance standards for youth services;
·    Developing and managing a competitive contracts award process to procure youth services;
·    Oversight responsibility for those contracts (once awarded).
The Youth Council meets on a quarterly basis.
Brian    Flannery    Corvallis School District    1555 SW 35th Street    Corvallis    97333
Tanarae    Greenman    CSC    380 Market Street    Lebanon    97355
Donna    Holt-Cook    LBL Housing Authority    1250 SE Queen Avenue    Albany    97321
Rich    Horton    LBCC    6500 Pacific Blvd. SW    Albany    97321
Kristen    Jones    LBCC    6500 Pacific Blvd. SW    Albany    97321
Marie    Jones    CSC    P.O. Box 928    Newport    97365
Dar    Merrill    Linn Comm. on Children & Families    P.O. Box 100    Albany    97321
Laurie    Morrical    Hewlett-Packard    1000 NE Circle Blvd    Corvallis    97330
Karen    Symms    Angell Job Corps    335 NE Blodgett Road    Yachats    97498
Debbie    Tracy    Pregnancy Alternatives Center    136 W. Vine    Lebanon    97355

e)    Describe the process your L/RWIB utilizes to assure that the One-stop system meets the intent, rules, regulations and requirements of the WIA Title IB program. (e.g. monthly performance, fiscal reports to board).

The Systems Oversight Committee is responsible for the performance of the Title 1B provider. This committee meets no less than quarterly and reviews pertinent data, interviews staff, and uses other means to determine if the Title1B provider is performing up to standard.
Committee Description:
The Systems Oversight Committee

The Systems Oversight Committee is a standing committee of the Workforce Investment Board. This committee shall consist of five current business members of the WIB. The chair of this committee shall be appointed by the Chair of the board and shall serve at the will of the Chair for a two-year term. The committee shall meet no less than quarterly but may meet more frequently as needed. The purpose of this committee is to review the services of the local Worksource System (One-stop Career Development Centers, inclusive of all partners). This review is to measure effectiveness in supporting the goals, objectives, direction and priorities of the Board including customer satisfaction standards. In the case where third party evaluation has been completed and expert technical monitoring is required the committee may rely on written documentary results as a component of their overall review.  Results of the committee’s review shall be used for the purposes of recommending levels of performance, program service strategies, and selection of adult and dislocated worker service providers.

The WIB has access to real-time Management Information Systems reports, Performance Matters reports, CCWD monitoring, and monthly performance reports, and receives presentations by the WIA Title IB program staff when required. In addition, the WIB receives reports on a monthly basis from the Regional One-stop Coordinator and copies of EEO/ADA compliance reports from the OED monitor.

f)    Discuss how the local board will be educated on their role, engaging all the local partners, and providing guidance to the local workforce system.

After each new Board member is appointed by the Local Elected Officials, they are given an orientation by staff. Each new member receives written material detailing the responsibilities of membership, as well as the by-laws, unified plan, Workforce Investment Act, and other functions and activities of the Board.  They are also given information in a PowerPoint Presentation and have an opportunity to ask questions.  Each board meeting has presentations designed to educate and inform, and economic reports are available each quarter.   

2.    Partnerships

a)    Describe any special characteristics of the partnerships (e.g. consortia).

The One-stop Operator’s Group consists of a consortium of local programs. These include: Community Services Consortium, Oregon Employment Department, Office of Vocational Rehabilitation Services, Department of Human Services, Oregon Coast Community College, and Linn-Benton Community College.

b)    Please describe and attach any board issued policies, memoranda, or directives that require and support integration of workforce services.

See Attachments D-2-b and J-1 

c)    Describe how all the local partners were engaged in the development of this plan. 

All local partners involved in the delivery and/or operation of the One-stop system were encouraged to respond, review, edit, comment, and discuss this plan.  The One-stop Operator’s Group, a consortium of local program operators, was given specific assignments to respond to in regard to this plan.

d)    Describe your relationship with local Tribal Nations.

A representative of the Siletz Tribe sits on our WIB. We have supported the tribe in economic development activities and continue to ensure open and full communication between the tribe and the board.  

E.    DESCRIPTION OF ONE-STOP DELIVERY SYSTEM     (20 CFR 661.350 – 661.355, 20 CFR 662)

1.    Describe your local area delivery of core, intensive, and training services.

The region uses the Worksource Oregon branding to identify and market its One-stop system.  It consists of four Workforce Development Centers located in the region’s four population centers; Newport, Corvallis, Albany, and Lebanon.  Each of the centers is a “co-location model”, although not all partners are present at all locations. Core/universal services in each of the centers are delivered through the resource rooms, with OED and CSC staff being the principal providers of these services.  CSC staff provides intensive services.  Training services are coordinated by Title I with OED supporting the training of many dislocated workers through resources from the Trade Act and Title I.

2.    Describe the process for selection and designation of the One-stop operator.

The One-stop Operator’s Group is a consortium that was designated according to the guidelines in Section 121(2)(A)(ii) of the Workforce Investment Act. In accordance with an agreement reached between the local board and a consortium of entities that included, at a minimum, three or more of the One-stop partners.

3.    Describe how the local board will;
a)    ensure the continuous improvement of eligible providers of services through the system:
The Systems Oversight Committee is responsible for the performance of the Title IB provider. This committee meets no less than quarterly and reviews pertinent data, interviews staff and other means to determine if the Title1B provider is performing up to standard. (See above)

b)    ensure that such providers meet the employment needs of local employers and participants.

This is accomplished through the outreach work of the Business Services Team, which is a partnership of Title IB and the Oregon Employment Department. It is the intention of this team to utilize focus groups, surveys, and other relevant processes.

4.    Describe and provide an assessment of the type and availability of adult and dislocated worker employment and training activities in the local area.

Throughout the region, adult and dislocated worker employment and training activities are available. At the request of employers or other partner agencies activities may be tailored to meet certain needs.

For example, when a business closure or downsizing is identified, a rapid response effort can identify affected workers, determine their eligibility, and serve their needs to become re-employed or re-trained.  When requested or appropriate, Title IB and partner staff can begin the work of re-employment on-site so workers can receive immediate information and begin planning for job seeking, training, or re-training. 

For adult and dislocated workers, an assessment process is available that looks at strengths, needs, values, goals, and resources.  Assessment workers and employment specialists provide current labor market information, specify demand occupations, share job openings, and teach a process that moves the person on a continuum of success.

Adult and dislocated worker populations may be served in core.  Services offered where registration is not required include:
·    Determination of eligibility under Title IB;
·    Orientation to the One-stop center;
·    Initial assessment of skill levels, aptitudes, abilities, and need for supportive services;
·    Employment information, job vacancy listings, information on demand occupations;
·    Performance information on eligible training providers;
·    Performance information on the local One-stop delivery system;
·    Information on supportive services and referral to supportive services;
·    Information regarding filing for unemployment compensation;
·    Workshops and registered activities; and
·    Internet services.

Core services offered where registration is required:
·    Staff assisted job search and placement assistance including career counseling;
·    Follow-up services including counseling regarding the workplace;
·    Staff assisted job referrals;
·    Staff assisted job development;
·    Staff assisted workshops and job clubs; and
·    WorkNet.

Intensive services (in addition to above):
·    Comprehensive and specialized assessment;
·    Development of an Individual Service Strategy;
·    Individual and group counseling and career planning;
·    Case management;
·    Short-term pre-vocational services;
·    Follow-up services after entering employment; and
·    Support services.

Training services:
·    Occupational skills training;
·    On-the-job training;
·    Workplace training;
·    Job readiness training;
·    Customized training;
·    Private sector training programs;
·    Skills upgrade and re-training; and
·    Entrepreneurial training.

5.    Describe how customers access core, intensive, and training services in your local One-Stop system, including non- and limited-English speakers, people with disabilities, TANF clients and others with barriers to employment, by site. 

Universal services are accessed in the One-stop. Information is available through WorkSource Oregon websites, www.workinginoregon.org (OLMIS, iMatchSkills, Oregon Employment Department).  Customers who call or come in to the One Stop Centers are served by Oregon Employment Department staff, and/or referred to Title IB staff. The region has a strong foundation of partnerships and program collaboration among the principle investors in the One-stop system.

The One-stop centers provide an orientation to partner services conducted by Title IB staff.  Referrals are made to CSC for registered core activities which include intake, registration, job search assistance (such as resume development), referrals for services and job listings, networking and job lead activities, job club classes, computer training, and career exploration.  Registrants must be 18 years of age or older, a citizen of the United States or legally able to work in the United States, and if required, registered with the Selective Service System.

For registrants needing more assistance, intensive services are hallmarked by the development of an Individual Service Strategy.  This allows a case manager to partner with the registrant to further assess and define strengths, needs, values, goals, and resources.  The case manager assists the registrant with specific planning and evaluation of what is needed to become successful in the labor market.  Registrants must meet the criteria outlined under core. When the assessment reveals needs not addressed by Title IB funding, referrals to appropriate local programs are offered.

Training services are planned and designed with the case manager for those customers who are registered, to transition back to work, and/or want to change careers which will allow them to lead productive and self-sufficient lives. Training services are provided only to those who have completed at least one core and one intensive service, have an ISS in place, have applied for a Pell grant and/or other financial aid, and are seeking training that is on the Eligible Training Provider list.

Special needs populations such as people with disabilities, limited English speakers, and TANF clients are served in partnership with providers whose expertise is in that area, such as the Office of Vocational Rehabilitation Services, Department of Human Services, JOBS program, and ESOL programs.

All sites are ADA accessible, and ADA sensitive, offering alternative formats, interpreters, and accommodations in furniture and equipment.

a)    Describe the criteria used for determining whether Title I funds are limited for adult employment and training activities, and the process by which any priority will be applied by the One-Stop Operator.

CSC has had sufficient funds to serve adults in the One-stop.  In the event that funds for adult employment and training activities are limited for intensive and training services, priority shall be given to recipients of public assistance, veterans, and low-income individuals.  (See Attachment E-5-a)

b)    Describe any populations prioritized for services, other than those required for Title I, and the process used to determine the need/ eligibility for prioritization.

CSC has had sufficient funds to serve adults in the One-stop so there has not been a need to determine eligibility for prioritization of services.  CSC partners with Office of Vocational Rehabilitation Services, Department of Human Services, TANF, and JOBS programs to make good use of their intensive services to populations targeted by their funding mandates.  Veterans are mandated priority services.

6.    Describe your local system’s integrated service strategies to meet the needs of specific population groups or customers. These can be populations targeted through your local strategic planning process, local priority customers, or any specific populations receiving an integrated set of services.

The region’s Integrated Service Strategy is based on a set of principles grounded in the co-housing of partners, collaboration amongst those partners, and the recognition and utilization of the expertise of each.

Populations to be included are:

a)    People with disabilities,

While served in all programs and by all partners, OVRS remains the primary provider of services to individuals with disabilities. OVRS staff has skills and expertise unmatched by other partners; however, other partners support OVRS in their work, with such thing as sharing resources and co-case management.

b)    People with low basic skills

Both of the region’s community colleges are the primary providers of basic skill remediation services funded through Adult Basic Education funds as well as the general fund of each college.  Services are provided on both campuses as well as in a variety of locations in the community. In addition, CSC maintains accredited special purpose schools, and also provides basic skill training to youth and adults.

c)    Non-English speakers

As with individuals with low basic skills, the community colleges are the primary providers of ESOL classes.

d)    Migrant and seasonal farm workers

The Oregon Employment Department has two bi-lingual, bi-cultural staff who serve as members of the region’s Hispanic Advisory Council.  Through the Hispanic Advisory Council, a number of outreach activities like “service fairs” and other events target migrant and seasonal farm workers and offer a variety of information and referral opportunities to that group.  OED also can identify potential migrant and seasonal farm workers based on demographic information acquired through service requests and iMatchSkills registration and extends an outreach effort based on that information.

e)    TANF clients

TANF clients are served by several of the partners based on the client needs and the area’s expertise available through partners.  This is achieved through a contractual model, whereby DHS contracts with respective partners for the provision of specific services and for specific outcomes.

7.    Describe services the system provides to meet the needs of employers and job seekers.

a)    Describe your business services model and how you meet the workforce demands of your local economy. 

The region’s business services model is still evolving.  The region has developed a marketing plan (see attachment F-7-a) that contains a series of strategies to market existing services to the business community.  The region has also implemented a multi-agency/multi-disciplinary business services team to engage business in identifying their respective needs and to secure the resources necessary to respond to those needs.  The WRTF also represents a strategy used by the region to identify and respond to the needs of local business.  As mentioned earlier, the region is preparing to engage local businesses and industry clusters through a series of surveys and focus groups in an effort to identify specific needs and the most appropriate response.

b)    Describe how job seeker services and job seeker service providers are made aware of specific business needs/requirements/opportunities?

The needs, requirements, and opportunities available as determined by local businesses are communicated to job seekers and their respective service providers.  This works well since much of the labor market demand is localized.  In the case of larger, long term needs of business, the Systems Operator’s Group will maintain this as an on-going agenda item at their regular meetings.

c)    Describe any barriers to service delivery for job seekers, businesses.

Most of the barriers related to both job seekers and to businesses are directly related to the erosion of resources that has occurred over the last five years.  For job seekers, the region has experienced increasing difficulty in addressing drug- and alcohol-related challenges, health and mental health issues, food insecurity issues, and unstable housing situations.  Many job seekers currently being seen simply require more service over a longer period of time than the system can provide.  For businesses, the principle barrier is getting ahead of the learning curve.  Most of the programs within the system have extensive experience in providing services to the job seeker, but few have had a successful history of providing services to the business community. While progress has been made, there remains much more work to be done.

d)    Describe how the local board will focus on building and sustaining relationships with businesses.

The WIB hopes to focus on building and sustaining relationships with businesses through:
·    Providing meaningful services to businesses;
·    Regularly surveying businesses to gather relevant workforce information;
·    Provide activities businesses can participate in;
·    Conduct focus groups; and
·    Continue to provide funds for incumbent worker training.

e)    Describe how the local board will engage the business community in the design and improvement of business services.

The local Board will engage the business community through focus groups and surveys designed to gather information and feedback leading to the improvement of business services. The responsibility for business services oversight lies with the  Systems Oversight Committee, comprised of 5 business members of the board.

f)    Describe how the local board will enhance services to job seekers.

As part of its mission, the newly created Systems Oversight Committee of the WIB has initiated an inventory of services currently being provided through the region’s One-stop centers for job seekers.  It is the intent of the Systems Oversight Committee to make recommendations on priority services for local job seekers, what services should be expanded or enhanced. Alternative service delivery strategies could be initiated to combat the continued erosion of resources available to serve job seekers.

g)    How does your workforce system ensure that all job seekers connect with the labor exchange system?

It is a standing policy among all partners has a that their respective customers must register with the Oregon Employment Department through the iMatchSkills system. This is periodically checked for compliance.

h)    Discuss how the apprenticeship community will be engaged, and the plans to bring apprenticeship opportunities to job seekers.

Engaging the apprenticeship community remains a significant challenge in that it is highly diverse and de-centralized.  Conversations have already begun with apprenticeship programs that are coordinated with LBCC.  With two labor representatives on the WIB, some discussions have taken place at the Board level.  There is agreement that apprenticeships are a desirable alternative to a four-year degree for many. One of the strategies likely to emerge from the Workforce/Education Task Force is to firmly embed that message in the counseling and career advising approach of local high schools.  YouthBuild programs provide information and facilitate access to apprenticeships.


8.    Provide a matrix of your system showing all service delivery sites and how core, intensive, and training services are delivered at each site and by workforce partners.  (See Attachment A)

9.    Discuss how the Board anticipates further coordination of services and elimination of duplication in service delivery to maximize resources available to support training and other business services.

As indicated in 7-f, the Systems Oversight Committee of the WIB has begun looking at the services and the service delivery structure of the region’s One-stops.  While the committee is not at a point of making recommendations yet, it is anticipated that “more and better coordination of services” will be part of their recommendations.  Service providers have seen funding eroding for the last 3-5 years, causing a disruption in the level of services for both job seekers and to business, creating a need to think and act based on prioritizing services. The level of service has increased through the use of Employer Workforce Training Funds.

10.    WIA 20 CFR 652.202(b)(1) requires all labor exchange services to be delivered as part of the One-Stop delivery system via One-Stop Centers or affiliate sites. If Wagner-Peyser services are currently delivered outside either of these means in the LWIA, the Board must identify strategies that will bring the LWIA into compliance with the regulations.

a)    Describe the local board plan for re-locating partners within the One-Stop Centers.

The WIB currently has no plan for re-locating partners within One-stop centers since that has been accomplished to the degree possible.  The Lincoln Workforce Development Center co-houses CSC, OED, and DHS Self Sufficiency Program and has an itinerant presence from OCCC and OVRS. The Benton Workforce Development Center co-houses CSC, OED, DHS, and OVRS, with an itinerant presence from LBCC. The Linn Workforce Development Center co-houses CSC and OED with an itinerant presence from LBCC and OVRS.  The East Linn Workforce Development Center co-houses CSC, OED, DHS, and LBCC with an itinerant presence from OVRS.

F.    SERVICE GAPS

1.    Identify workforce needs for the area; then describe whether or not the present workforce system is meeting those needs. If not, indicate the extent of the gap in services needed but not provided. Such gaps may include, but are not limited to: specific skills needed by employers, language issues, ESL services, drug & alcohol treatment, support services, services to the disabled, education/training needs not provided locally, service to remote areas, space for providing services, etc.

There is a growing concern in the region that the future workforce needs of local businesses will not be met unless the region’s Workforce System can gear up to fill the “pipeline” with qualified workers.  This concern has been expressed at the WIB, the Workforce/Education Task Force, and the Systems Oversight Committee.  A significant number of the transitional workforce applying for services in the region’s Workforce Development Centers is experiencing more barriers than in previous years.  There is more drug- and alcohol-related issues; more health and mental health issues; more severe disabilities; a higher degree of transportation-related issues; more housing-related issues and fewer individuals seeking services.  OED reports that 25,000 individuals applied for services in 2006 as compared with 36,000 in 2005.  There is a shallower applicant pool and more barriers for those in the pool.

In order to meet the market demands of employers, the region needs to impact the counseling and advising myths at the secondary (and perhaps earlier) level, that only a four-year degree (or higher) can achieve a high skilled, high wage career.  There are a variety of high demand, high skill, high wage opportunities in the trades and with Associate Degrees.  This needs to be promoted locally.  There also needs to be a more seamless transition from secondary schools to community colleges (and beyond).  Work is being done in this area with Career Pathways, College Now, and a number of other curriculum alignment activities being conducted between local high schools and the region’s community colleges.  There needs to be a more seamless transition for students attending community colleges and going on to four-year universities. Much has been done locally but there is a need to do more. Other than “self support”, there are limited resources available to assist adult workers in training or re-training.  Outside of the Office of Vocational Rehabilitation Services and use of Trade Act funds, local service providers lack the resources to support their customers in training activities. Without some means of supporting training many dislocated workers or adult job seekers will remain in low skill, low wage jobs and not be in a position to meet the projected needs of local employers.

G.    STRENGTHS AND IMPROVEMENT OPPORTUNITIES

Describe how the local board will ensure the continuous improvement of services through the system and ensure that providers meet the employment needs of local employers and job seekers.

One significant part of the Systems Oversight Committee’s responsibility is continuous improvement in the area of business services. The committee, as of this writing, is developing approaches to address this responsibility.

H.    RESOURCES

Identify, using the form in Attachment A, the resources dedicated to achieving the goals in the Plan. You should include, as much as possible, the public and private resources in the local workforce system. 

Gary Lanctot/Operators
I.    PERFORMANCE OUTCOMES

1.    Identify local/regional performance targets using Oregon’s system-wide workforce measures/indicators for the appropriate indicators and the DOL Common Measures. A format for identifying Oregon’s system-wide workforce measures/indicators is found in Attachment B. All local workforce partners are to be included in the setting of performance targets for the period July 1, 2007 through June 30, 2008.  Negotiations will take place for the performance targets for year two:  July 1, 2008 through June 30, 2009. 

2.    What barriers does your L/RWIA have which prevents you from integrated performance? 

J.    MEMORANDUM OF UNDERSTANDING AND ATTACHMENTS

1.    There are no changes proposed for the Memorandum of Understanding that is currently in place.  Each local area should review, update and extend the expiration date as needed.

(See Attachment J-1)
 
2.    Please attach the Resource Sharing Agreement for each of your certified WorkSource Oregon Centers for the current year. 

(See Attachment J-2)

 
ATTACHMENT A

Local Workforce Area/Region:  Linn Benton Lincoln Region 4

WorkSource Oregon Center/Affiliate Site:  ______________________
Please note which workforce partner provides the following services at each site

I.    Core Service    Eligibility Screening    Eligibility Determination    Knowledge of current availability of service    Enrollment for service    Provision of Service
Eligibility Determination for WIA Title I Services.                   
Outreach, intake, and orientation to the information and services available through the WorkSource Oregon delivery system.                   
Initial Assessment of Skills and Need for Support Services.                   
Unemployment Insurance Information.                   
Labor Market Information.                   
Help in establishing eligibility for Welfare and financial aid.                   
Job Search and Placement Assistance and Career Counseling, where appropriate.                   
Accurate Information Relating to the Availability of Support Services.                   
Performance Outcome and Cost Information on Eligible Training Providers.                   
Information on How the Local Area is Performing on Local Performance Measures.                   
Follow-up Services.                   
Intensive Services (indicate what service).                   
Training Services (indicate what service).                   

 
Local Workforce Area/Region:  ____4____________

WorkSource Oregon Center/Affiliate Site:  ______________________


Direct Services & Infrastructure Plan

Complete the following tables displaying how core and intensive services will be delivered and funded by the partners within the One-Stop Centers and affiliate sites identified.  These tables should aggregate WIA Title1-B, Wagner-Peyser and other workforce partner staffing and infrastructure costs, at a minimum.  These documents will be the basis for the Resource Sharing Agreements for each of the WorkSource Oregon Centers and affiliated sites. 

Infrastructure Costs in Dollars (Current)


One-Stop Centers and Affiliate Sites(Identify by Location)    Infrastructure Costs includes:  Rent, Utilities, Maintenance, Technology, Marketing, etc.    Personnel Costs    Training    Other    Total Costs
            Core    Intensive       
                       
                       
                       
                       
                       
                       

 


Total Infrastructure Staff Levels in FTEs (Current)

One-Stop Centers and Affiliate Sites(Identify by Location)    Dedicated to Core Services    Dedicated to Intensive Services
    Wagner-Peyser Staff    WIA Title 1-B Staff    Other Partners (identify)     Wagner-Peyser Staff    WIA Title 1-B Staff    Other Partners (identify)
                       
                       
                       
                       





Management & Administrative Staffing Across All One-Stop Centers and Affiliate Sites (Current)

Management/Administrative Staff (Identified by Partner, i.e., Wagner-Peyser, Title I-B, TANF, etc.)     Total FTEs
Management Staff For Delivery of Core and Intensive Services   
Administrative Staff   
Total for the LWIA   

 

Infrastructure Costs in Dollars (Planned over Next Two Years)


One-Stop Centers and Affiliate Sites(Identify by Location)    Infrastructure Costs includes:  Rent, Utilities, Maintenance, Technology, Marketing, etc.    Personnel Costs    Services     Other    Total Costs
            Core    Intensive       
                       
                       
                       
                       
                       
                       


Total Infrastructure Staff Levels in FTEs (Planned over the Next Two Years)

One-Stop Centers and Affiliate Sites(Identify by Location)    Dedicated to Core Services    Dedicated to Intensive Services
    Wagner-Peyser Staff    WIA Title 1-B Staff    Other Partners (identify)     Wagner-Peyser Staff    WIA Title 1-B Staff    Other Partners (identify)
                       
                       
                       
                       



Management & Administrative Staffing Across All One-Stop Centers and Affiliate Sites (Planned over the Next Two Years)


Management/Administrative Staff (Identified by Partner, i.e., Wagner-Peyser, Title I-B, TANF, etc.)     Total FTEs    Planned
Management Staff For Delivery of Core and Intensive Services       
Administrative Staff        
Total for the LWIA       
 

ATTACHMENT B

OREGON SYSTEM-WIDE PERFORMANCE INDICATORS

(PRISM)

OREGON SYSTEM-WIDE PERFORMANCE INDICATORS    LWIA PERFORMANCE TARGET
Placement:   The percent of customers employed after completing services.    75%
Retention:  The percent of customers employed in four continuous quarters after completing services.    63%
Wage Gain:  Fifth quarter average hourly wages minus first quarter average hourly wages.    $.95/hr.
Caseload Management:  The number of current Temporary Assistance to Needy Families (TANF) cases by workforce region.    1360 annually


 

 
Signature Page
PY 2007-2009 Local Strategic Plan
for the Local Workforce Investment Area
known as

                                           

Partners’ Statement of Agreement

We the undersigned do hereby approve and submit this Local/Regional Strategic Plan representing the following programs:
·    WIA Title I-B
·    WIA Title II (Adult Education and Family Literacy Act)
·    Employment Department
- WIA Title III (Wagner-Peyser)
- Migrant and Seasonal Farmworkers
- UI
- Veterans
- TAA
·    Community College
·    Economic Development Organization
·    Carl Perkins (Post-secondary)
·    Department of Human Services
- TANF
- Food Stamps Employment and Training Program
·    Department of Human Services
- WIA Title IV (Vocational Rehabilitation Act)
·    Job Corps
·    Please list Additional Partners

The length of this Plan will be ______________ through _____________.

We agree with the contents of this Plan.

Submitted on behalf of the partners for this Workforce Investment Area.


_____________________________        __________________________   
(Signature)        (Date)            (Signature)        (Date)

_____________________________                  __________________________
(Name and Title)                    (Name and Title)

_____________________________                 __________________________   
(Signature)        (Date)            (Signature)        (Date)

_____________________________        ___________________________
(Name and Title)                    (Name and Title)
 
_____________________________        __________________________
(Signature)        (Date)            (Signature)        (Date)

_____________________________        __________________________
(Name and Title)                    (Name and Title)

_____________________________        __________________________
(Signature)        (Date)            (Signature)        (Date)

_____________________________        __________________________
(Name and Title)                    (Name and Title)

_____________________________        __________________________
(Signature)        (Date)            (Signature)        (Date)

_____________________________        __________________________
(Name and Title)                    (Name and Title)

_____________________________        __________________________
(Signature)        (Date)            (Signature)        (Date)

_____________________________        __________________________
(Name and Title)                    (Name and Title)



Accepted on behalf of the State of Oregon


____________________________________        __________________________
(Signature)                        (Date)

                   
(Name and Title)
 
LOCAL UNIFYING PLAN – PART 2


WORKFORCE INVESTMENT ACT – TITLE I-B


LOCAL WORKFORCE INVESTMENT

AREA __4__

 


A.    IDENTIFICATION OF ENTITY RESPONSIBLE FOR DISBURSEMENT OF GRANT FUNDS

Identify the fiscal agent for Title I of the WIA and describe how that fiscal agent was selected and its legal status.

The fiscal agent for Title I of the WIA is Community Services Consortium. The selection was determined at the time of the formation of the WIB, when CSC was chosen as the fiscal agent of the WIB. Community Services Consortium is a “council of governments” under ORS 190.

B.    DESCRIPTION OF LOCAL INDIVIDUAL TRAINING ACCOUNT (ITA) SYSTEM AND PROCEDURES

1.    Describe the local ITA system including:

a)    How it is determined an individual will receive an ITA.

Customers seeking an Individual Training Account must attempt to gain employment through core and intensive services.  They must also be assessed to be in need of, and demonstrate the ability to benefit from training, and to obtain full time employment meeting self-sufficiency wages.  Customers must show financial need based on their completed budget analysis and fit one of the priority groups identified by the local WIB.  Finally, it must be determined that no other funds are available to support their training, such as a Pell grant, or that other funds are inadequate to meet needs as assessed in the budget document.

b)    How an individual who receives an ITA selects a training provider.

Customers identified as potential recipients of an ITA must undergo a thorough assessment of aptitudes, attitudes, interests, and experiences from which career options are identified.  After assessing the client’s needs and ability to benefit from training, the client is given a training provider list and guidelines.  This list reflects State approved training providers appropriate to their training needs.

c)    How payments from ITAs will be made.

After a client chooses the training provider, meets entrance criteria, and is accepted into the training, a purchase order authorizing payment will be issued to the training provider to assure payment for the services delivered.  The Management Information System (MIS) tracks ITA issuance.

d)    Whether there are limits imposed on ITAs (e.g., dollar amount and/or duration) by the Local Board.

A cap limiting the amount and duration of the ITA has been established and approved by the WIB.  In 2006, the amount was increased to $6000 per enrollment to allow for the high cost of certain trainings.  There is no limit to the number of years a participant may be eligible for ITA allocations as long as s/he is still engaged in appropriate training plan activities and successfully progressing toward the goal specified in her/his Individual Employment Plan.
 
e)    If limits are imposed on ITAs, how does the local board assure that customer choice in the selection of an eligible training provider is not diminished?

Case managers are trained in the ITA system and work closely with the client to access all resources available to support the training plan.  When the cost of the training is outside the cap, a plan is developed to include employment to bridge the gap, or accessing other resources as available and appropriate.

2.    Describe the procedures for ensuring that exceptions to the use of ITAs are justified, including:

a)    A discussion of how customer choice in the selection of an eligible training provider is maximized;

Customer choice is maximized through the assessment process and by working closely with the case manager.  Exceptions to the use of ITA’s will be developed on an individual basis to best meet the training needs of the client.

b)    A discussion of the local board’s intent to use contracts for services in lieu of ITAs for the following exceptions: on-the-job training (OJT) or customized training services; when the local board determines there are an insufficient number of eligible providers in the local area to accomplish the purpose of a system of ITAs; and when the local board determines there is a training services program of demonstrated effectiveness offered in the area by a community-based organization or another private organization to serve special participant populations that face multiple barriers to employment;

If no appropriate certified training providers can be identified for the client’s training goals, individualized, competency-based OJTs will be developed with appropriate employers or customized training curriculum sought from training institutions or community-based organizations.  When appropriate, support services are provided to allow the client to access training programs outside their commute area.

c)    The process to be used in selecting the providers under a contract for services when the local board determines there are an insufficient number of eligible providers in the local area to accomplish the purpose of a system of ITAs. Address whether the process includes a public comment period for interested providers of at least 30 days;

At this writing, the Board has not been faced with this issue.  However, it is the practice of the Region 4 Workforce Investment Board to follow all required processes of public notice to identify and utilize training providers that will allow us to accomplish the goals of the system.

d)    A brief description of the Local Board criteria to be used in determining “demonstrated effectiveness” for those programs referenced in 2.b (above).

Non-certified training providers that want to enter into a contract to provide such services to clients of the Region 4 Workforce System must provide the Workforce Investment Board with documented information outlining their performance over the past two years.  The information must indicate that the applying agency has met or exceeded its performance goals.  Other documented evidence of demonstrated performance may be requested to further evaluate the potential provider.

C.    DESCRIPTION OF COMPETITIVE PROCESS TO AWARD GRANTS AND CONTRACTS

1.    Describe the local area’s competitive process for awarding grants and contracts including WIA IB providers. Include a discussion of the procedures for solicitation, selection and award. Identify the procurement requirements that guide the local area’s actions, whether Federal, State, or local. 

The Title IB Adult and Dislocated Worker provider was selected by the WIB in 2000. A two-year contract was signed which provided for three one-year extensions. At the end of that period, the WIB was provided with information regarding the provision of services and again offered the provider a two-year contract with provisions for three one-year extensions. The WIB’s Youth Council is responsible for letting an RFP for Youth Services. This RFP process was conducted in 2000 and again in 2005. The RFP process was compliant with all relevant laws that apply. (See Attachment Part 2-C-1) 

D.    DESCRIPTION OF LOCAL BOARD COORDINATION OF LOCAL ACTIVITIES WITH STATEWIDE RAPID RESPONSE ACTIVITIES

1.    Describe how the local board ensures coordination of rapid response activities with the state dislocated worker unit. Include policy or procedures which describes:
 
a)    How collaboration between the local board, the State, One-Stop partners, and other applicable entities will occur;

CSC has a liaison assigned for layoff activities in the region.  The liaison coordinates all layoff activities and acts as the contact person for the state CCWD.  The liaison has attended “Rapid Response 101” and “Hiring and Working with a Peer Advocate” training.  The liaison keeps the state posted on all layoffs in the region and coordinates activities with the state office when necessary. The liaison notifies the partners when there is a layoff in the area and coordinates activities offered by all the One-stop partners for the affected workers. The partner rapid response team has been working together for many years and has a close and collaborative working relationship.  The liaison reports to the Board and other entities via e-mail and in person when requested.
 
b)    How core services are integrated as part of rapid response assistance, and how delivery on site will be implemented;

Whenever possible, core services are offered on-site to the company and to the affected employees.   Information concerning the One-stop in the area that the workers live in is routinely given out and follow-up contact from the One-stop is made to assure that all workers are familiar with the available services.  CSC sets up a resource room or individual classes on-site and coordinates services with the partners. 

c)    How timely decisions will be made to request additional funding through such resources as National Emergency Grants and additional assistance projects. 

CSC works very closely with the assigned liaison from CCWD to determine funds available to the project, and applies as soon as specific need is determined to assure there are no gaps in services to the workers.

E.    DESCRIPTION OF THE YOUTH PROGRAM DESIGN FRAMEWORK

1.    Describe the design framework for the local area’s youth program including how the design encompasses the following strategies:

The target populations are 14 to 21 year old youth who are in need of a system to provide a wholesome and healthy environment for positive maturation.  Risk factors associated with these groups of youth may include foster care, adjudication, disabilities, basic skills deficiency, homelessness, abuse, teen parenting, drug and alcohol addiction, criminal justice system involvement, school drop-out or at risk of dropping out, lack of positive adult influence, economic disadvantages, and individual factors which negatively impact development. 

The purpose of a youth services system is to decrease risk factors by creating a program that provides positive opportunities for youth of the community. Assessing individual needs and leveraging and utilizing community resources to enhance opportunities for success in school and the workforce will achieve this.

Specific youth groups to be targeted are youth in foster care who will be leaving subsidized care, those at risk of being removed from parental custody due to neglect or abuse, economically disadvantaged, having barriers to success in school and the workforce, homeless, adjudicated, involved with local juvenile justice system, referred by local school districts for lacking credits for graduation, or needing a General Education Diploma (GED), disabled, enrolled in school and vocational rehabilitation programs, pregnant or parenting teens, non-adjudicated youth who are referred as being at risk of involvement with criminal justice system, youth who lack vocational skills, and youth referred by local juvenile alcohol and drug addictions programs.

a)    Preparation for post-secondary educational opportunities;

Preparation for post-secondary education will utilize programs currently in place and incorporate new programming changes as they become available.  Alternative education programs are available in Linn, Benton, and Lincoln counties and are accredited by the Northwest Association of Schools and Colleges as Special Purpose Schools.  Curriculum is designed in coordination with local school district graduation requirements and state Certificate of Initial Mastery (CIM) standards.  Students have opportunities to improve basic skills, earn high school credit, create portfolio work toward the CIM, and have career experiences that allow them to achieve Career Related Learning Standards.  Portfolios which are forwarded to local high schools include letters of credit awards, as well as documented skill achievement in the areas of work maturity, resumes, cover letters, master job applications, documentation of school to work activities, and job specific and occupational skills attainment to be considered for inclusion in CIM and Certificate of Advanced Mastery (CAM) requirements.  In preparation for post-secondary education, youth programs will include information regarding college financial aid opportunities, guidance to complete financial aid request forms, and tours of local post high school institutions.  Students are assessed for education and career goals, and a plan is developed to help meet those goals.  Additionally, services will be coordinated with the following programs: Independent Living Program, Youth Transition Program, Northwest Youth Corps program and the Housing and Urban Development’s (HUD) YouthBuild program.

CSC encourages youth connection to post secondary education by coordinating college field trips and college fairs.  CSC is currently developing a youth mentoring program that will focus on providing academic success mentors to guide students through college and scholarship applications.

b)    Strong linkages between academic and occupational learning;

Title IB youth programs will collaborate with private and public sector partners to develop a variety of project-based learning programs, which will include classroom as well as hands on activities, in the areas of computer programming, computer construction and repair, art, landscaping, wildlife preservation, and others as new opportunities are developed by continually expanding partnerships.  Project-based learning activities are developed for the summer component of the year round youth program.  Additional links between academic and occupational learning include tours of private businesses, internships, and job shadows to demonstrate and reinforce the use of academic skills on the job.  CSC has aligned occupational skills learning with the state of Oregon graduation requirements Career Related Learning Experiences.

c)    Preparation for unsubsidized employment opportunities; and


Youth enrolled in this program are assessed to determine skills, needs, and interests to develop an Individual Service Strategy (ISS).  The ISS is based on assessed needs and designed to assist youth in gaining basic education skills, work maturity skills (including career decisions, resume development, and mock interviews with staff), and occupational/job specific skill competencies.  In addition, youth may earn high school credits toward a high school diploma, or develop skills to earn a GED.  They will develop leadership abilities, build self-esteem, and prepare for employment through training, mentoring, case management, job search assistance, paid work experience, and integrated learning activities involving partner agencies and establishments.  The ISS is supported through case management and supportive services to remove barriers and ensure success.  Region 4's fully developed competency systems have easily transcended into the skill attainment requirements to meet performance standards under WIA.  The provision of outreach services to rural locations is a critical element of all youth programs in both individual and group settings.

The nationally affiliated YouthBuild Program is another opportunity in Region 4.  YouthBuild is a comprehensive educational, occupational, and leadership training program for youth who have an interest in exploring careers in construction while building homes for low-income families.  In YouthBuild, young adults rebuild their communities and lives simultaneously.  They return to school and spend half of their time studying for their GED or high school diploma. Trainees learn construction skills, the discipline of hard work, and skills for positive community involvement.   The youth spend time each week volunteering for a community project of their choice.  They have a mentoring relationship with staff and have instruction in life skills, leadership, and citizenship while participating in a yearlong project.  Training in decision-making, conflict resolution, teamwork, and life skills assist participants in progressing toward their employment goals.  Twenty youth are currently being served in this program.

The Northwest Youth Corps gives youth the opportunity to live in the outdoors for four to five weeks and work on conservation, recreation, and reforestation projects.  The program emphasizes leadership, hard work, teamwork, community service, and personal growth.  Northwest Youth Corps is a non-profit training and youth development program working in partnership with the US Forest Service.

The Youth Transition Program (YTP) is an intensive case management system designed to help students with disabilities compete in the world of work and develop skills for independent living.  This program exists through a collaborative effort between Linn and Benton County School Districts, the Oregon Vocational Rehabilitation Division, the University of Oregon, and Community Services Consortium.  A transition team consisting of a Vocational Rehabilitation counselor, Transition Specialist provided by CSC and a Special Education Instructor from the local school district, work with the participant to develop a transition plan.  During this program, youth are given a variety of services which may include career exploration, job shadows, unpaid and paid community work experiences, mentoring, classroom instruction in academic and vocational course work, independent living and personal/social skills, and on-the-job training.

Linkages will also be established with the Independent Living Program (ILP) for Services to Children and Families (SCF).  This program targets youth ages 16 to 21 that have an open case with SCF and have been placed in foster care.  The program assists youth transitioning from foster care to an independent living situation.  The areas of focus in the ILP are money and food management, personal appearance, health, housekeeping, transportation, education planning, job search skills, job retention skills, emergency/safety, accessing community resources, interpersonal skills, understanding legal rights and responsibilities, and housing issues.

d)    Effective linkages with intermediaries with strong employer connections.

CSC staff members are an integral part of the youth serving agency structures in Linn, Benton, and Lincoln Counties.  They attend meetings that include the Commission on Children and Families, Linn, Benton, Lincoln Education Service District, Chambers of Commerce, Teen Task Force, Job Corp Advisory, and the WIA Youth Council.

The Linn County Teen Task Force is a coalition comprised of more than 80 public and private youth-serving agencies.  Its mission is to reduce the incidence of pregnancy and support pregnant and parenting teens.  The network of teen providers meets monthly to exchange information, provide training, and staff mutual clients.  All members receive a newsletter updating current events and issues facing the teen pregnancy prevention community. Teen Fair, their annual awareness project, is held at the Boys and Girls Club in Albany. Last year, more than 500 teens attended enrichment programs designed to educate about prevention. 

Region 4's youth providers will serve as members of the Youth Services Team (YST) in each of its communities.  YST is designed to provide interagency cooperative collaboration between schools, social service agencies, law enforcement agencies, CSC, and other relevant resources in Linn, Benton, and Lincoln Counties.  Its purpose is to enhance the quality of services to multi-needs youth and their families through case coordination and communication. Family members and agency representatives meet together to develop a plan of action to address the needs of the child and the family.  This process of developing a coordinated community plan is effective in maintaining youth in their community, preventing the need for institutionalization, avoiding duplication of resources, and increasing agency understanding and involvement. 

Strong and positive partnering between the Oregon Employment Department (OED), Oregon Department Of Transportation (ODOT), Linn Benton Community College (LBCC), Oregon Coast Community College (OCCC), Office of Vocational Rehabilitation Services (OVRS), Education Services District (ESD), Oregon Youth Authority (OYA), Services to Children and Families (SCF), Oregon State University (OSU), local school districts, and private businesses in the community has opened doors for enthusiastic and productive mentoring, which ultimately leads to success.  

2.    Describe how the following ten program elements required in 20 CFR 664.410 are provided within the local youth program design:

a)    Tutoring, study skills training, and instruction leading to secondary school completion including dropout prevention strategies;

Tutoring, study skills training, ongoing assessment, and dropout prevention and follow-up strategies will be built into the ISS.  These strategies may include integrated services with the school, employers, and social service agencies in the community.  Youth complete an assessment of basic skills and review of high school transcripts.  The plan to address the student’s academic needs is determined by the assessment.

b)    Alternative secondary school offerings;

CSC operates alternative schools in each of the region’s communities in cooperation with the local school districts.  Across the region, CSC serves approximately 300 students on a 5 to 1 student/teacher ratio.  CSC schools are accredited and have the ability to award credits that are entered into permanent school records.  Designated school contacts refer to CSC students who are not experiencing success in the traditional school environment for dropout recovery and prevention services.  After the student returns to the traditional school setting, ongoing contact will occur through the WIA programs and the school funded programs to ensure satisfactory progress and attendance.  If the need is identified through on-going contact, the student returns to CSC for continued study skills training and tutoring.  CSC utilizes an independent learning model where students can work at their own pace.  Learning is enhanced through the use of e-learning and computerized instruction.

c)    Summer employment opportunities directly linked to academic and occupational learning;

Summer employment activities that directly link to academic enrichment are previously described in this document (See section E, #1(b)).  Under WIA, these projects will be developed as a component of the year-round program and will take advantage of increased employment opportunities created by the summer season and time available to youth who are in school.  Summer programs will include follow-up strategies as outlined in the Department of Labor Training and Employment Guidance Letter #3-99.

d)    Paid and unpaid work experiences, including internships and job shadowing;

Incentive paid internships and paid work experiences are determined appropriate for youth who need to develop work readiness skills and have little or no job experience.  Older youth will be provided job search assistance, job referrals, and on-the-job trainings related to permanent employment in the private sector.  Job search assistance will include job seeking and job retention skills, as well as other work maturity skills.

e)    Occupational skill training;

Occupational skill training is provided through a variety of activities, including occupational trainings at LBCC and OCCC, self-paced tutorials, and instructed training in LOC computer labs.  Computer programs include CAD, word processing, and a variety of spreadsheet programs.

f)    Leadership development opportunities which may include such activities as positive social behavior and soft skills, decision making, team work, and other activities;

CSC offers leadership training classes and coordinates activities with community groups such as organized sports, 4H, community clubs, schools, and community service projects.  Summer forestry crews require youth to learn teamwork and decision making skills.  Older youth can be offered a leadership role as a crew leader.  Special youth leadership programs are offered through YouthBuild and the Lincoln County Youth Leadership program.

g)    Supportive services;

Supportive services will be included in service plans for WIA, YTP, ILP, and other activities necessary to allow youth to successfully reach their goals.  Supportive services may include service coordination with partner agencies.

h)    Adult mentoring for a duration of at least 12 months that may occur both during and after program participation;

Adult mentoring opportunities include case managers and mentors at work sites who work with youth over an extended period of time, allowing for the development of positive and beneficial relationships.  CSC is developing a student success mentoring program that will connect youth with academic mentors who will assist them in completing applications for college and scholarships. 

i)    Follow-up services; and

Current Region 4 service providers routinely provides 12 month follow-up and tracking services to youth participants to ensure ongoing success and to fill gaps in services not met by other resources.

j)    Comprehensive guidance and counseling, including drug and alcohol abuse counseling and referrals to counseling, as appropriate to the needs of the individual youth.

Ongoing assessment of needs and barriers is provided to aid in successful completion of plans.  Referrals include mental health, county health departments, county juvenile drug and alcohol programs, DHS (teen parent programs), SCF, OVRS, OED, and Job Corps.  CSC’s Lincoln County LOC in Newport has a drug and alcohol counselor who conducts workshops on a weekly basis covering such topics as anger management.  In Lincoln County, young women take part in WISE CHOICE.  This is a teen version of Girl Scouts designed for at-risk girls.  Services provided by these entities embody comprehensive counseling and guidance.
                       
Needs for the above targeted groups involve support services for education barriers, employment, housing, self-esteem, job search assistance and skills, job specific skills, social skills, stability, adult intervention and support, leadership skills, and a variety of elements related to individual situations.
   
Out of school youth are assessed for educational needs related to basic education skills upgrade, a GED, and computer skills.  CSC Learning Opportunity Centers have the capacity to meet these identified needs. Other needs may include, but are not limited to, job search skills, social skills, self-esteem, references, and job specific/vocational skills, and leadership development.  The programs described above and referrals to partner agencies meet these needs.  Often, the needs of out of school youth are best met through coordinated case management with other community agencies such as DHS.  Those who need post-secondary training will be counseled regarding Pell grants and receive assistance completing financial aid forms.  Youth ages 18-21 may be co-enrolled in youth and adult programs to maximize services and meet training needs.

The needs of in school youth (at-risk youth) include, but are not limited to, high school credit, basic education skills competencies, confidence, motivation, developmental assets, social skills, life skills, work maturity skills, adult mentoring, and intervention to prevent drop out.  CSC has programs in place specifically developed in coordination with local education institutions and social service agencies to meet the commonly identified needs of at-risk youth.  These programs are ILP (in coordination with SCF and the Association of Foster Parents), YTP (in coordination with OVRS), ADM and alternative school programs (in coordination with local school districts), and the WIA youth skill attainment activities.  The schools and community agencies are major contributors to the assessment of youth needs.  Ongoing assessment will be commonplace; as youth age and needs change, service strategies will be modified to meet the changing needs.

F.    BUDGET AND PARTICIPANT PLAN

1.    Using the format provided in Attachment C, identify the funding and participants planned to be served for each year of this Plan.
 
2.    Include enrollment data showing enrollment information for those individuals that are “carried-in” from previous program years. 

G.    LOCAL BOARD APPROVAL PROCESS

1.    Describe the approval and documentation process that will be utilized to obtain formal Board approval of any modification or changes to Attachment C, Budget, Participant and Performance Plan per CCWD policy.

As of this writing, there has never been a request to modify the performance numbers through the WIB.  However, the CCWD WIA Title IB policy, 589.20.1, covers this, and in part, states, "In the event that there are adjustments to available formula funding, CCWD will provide instructions on local workforce plan modifications.  Resulting changes to the information contained in the Budget, Participant, and Performance Plan (Attachment C) page must be approved by the LWIB, documented with meeting minutes, and provided to the CCWD local liaison for your area, for processing as a local workforce plan modification request."

H.    LOCAL LEVELS OF PERFORMANCE NEGOTIATED WITH THE STATE

1.    Using Attachment C, identify the levels of performance negotiated with the State for the program years covered by the Plan. Provide the negotiated performance levels for each of the core indicators of performance for the adult, dislocated worker and youth programs, respectively and the two customer satisfaction indicators.  Negotiations will take place for the performance targets for year two:  July 1, 2008 through June 30, 2009. 

I.    NOTICE OF FUND AVAILABILITY

1.    This Plan covers a two-year period. Since funding allocations are provided annually, it is anticipated that the information for the subsequent years will be based on estimated figures when initially submitted. (Areas should use the same funding allocation for planning the subsequent years and be aware this is subject to change when final allocations are issued.) The allocation figures will be revised when they are finalized for the subsequent program years.

2.    For WIA Title I-B subrecipients, a Notice of Fund Availability (NFA) will be issued upon approval of the Plan or modification if needed. The NFA serves as an obligation of funds to the subrecipient, not the Local Plan or modifications to the Plan. 

J.    REPORTING OF CIVIL RIGHTS COMPLIANCE REVIEW, COMPLAINT INVESTIGATION, ADMINISTRATIVE ENFORCEMENT ACTIONS, AND/OR LAWSUITS REGARDING DISCRIMINATION:  METHODS OF ADMINISTRATION

1.    According to the Workforce Investment Act and 29 CFR Chapter 37 all the requirements of the Memorandum of Administration must be submitted along with the Local Plan by the local WIA Title I-B subrecipient.






 
ATTACHMENT C
WORKFORCE INVESTMENT ACT TITLE I-B
BUDGET, PARTICIPANT and PERFORMANCE PLAN for PY __07-08____

Service Categories    Number of Participants Registered/Enrolled/Served    Participant Carry-In by Program Year (eg, X# = PY 04;X# = PY 05)    FundingAllocation    Indicator of Performance(TEGL 17-05)    LWIA Performance Target
Adults    210    22    785,409    - Entered Employment Rate    83%
                - Retention Rate     86%
                - Earnings Change     $2,300
                - Employment & Credential Rate    65%
Dislocated Workers    269    20    1,021,378    - Entered Employment Rate    92%
                - Retention Rate    92%
                - Earnings Change (Dollars)     -$1,600
                - Employment & Credential Rate    67%
Older Youth Age 19 – 21    84    16    573,301    - Entered Employment Rate    69%
                - Retention Rate    82%
                - Earnings Change    $2,500
                - Employment & Credential Rate    51%
Younger Youth Age 14 – 18     161    23    382,201    - Diploma Attainment    60%
                - Skill Attainment    77%
                - Retention    65%
Adults
·    Total number of Adults planned to be registered in the Program Year.  These are the number of adults who will receive services funded under Title I other than self-service or informational activities.
·    Total number of Adults enrolled in previous year/s carried forward.
Dislocated Workers
·    Total number of Dislocated Workers planned to be registered in the Program Year. These are the number of dislocated workers who will receive services funded under Title I other than self-service or informational activities.
·    Total number of Dislocated Workers enrolled in previous year/s carried forward.
Youth
·    Total number of Youth planned to be enrolled in the Program Year. 
·    Total number of Youth enrolled in previous year/s carried forward.
·    NOTE:  Attachment C must be submitted for each year of the plan and attached to any modification request to CCWD. 
ATTACHMENT C
WORKFORCE INVESTMENT ACT TITLE I-B
BUDGET, PARTICIPANT and PERFORMANCE PLAN for PY __08-09___________

Service Categories    Number of Participants Registered/Enrolled/Served    Participant Carry-In by Program Year (eg, X# = PY 04;X# = PY 05)    FundingAllocation    Indicator of Performance(TEGL 17-05)    LWIA Performance Target
Adults    212    19    793,263    - Entered Employment Rate    83%
                - Retention Rate     86%
                - Earnings Change     $2,300
                - Employment & Credential Rate    65%
Dislocated Workers    272    26    1,031,591    - Entered Employment Rate    92%
                - Retention Rate    92%
                - Earnings Change (Dollars)     -$1,600
                - Employment & Credential Rate    67%
Older Youth Age 19 – 21    86    17    579,034    - Entered Employment Rate    69%
                - Retention Rate    82%
                - Earnings Change    $2,500
                - Employment & Credential Rate    51%
Younger Youth Age 14 – 18     164    24    386,023    - Diploma Attainment    60%
                - Skill Attainment    77%
                - Retention    65%
Adults
·    Total number of Adults planned to be registered in the Program Year.  These are the number of adults who will receive services funded under Title I other than self-service or informational activities.
·    Total number of Adults enrolled in previous year/s carried forward.
Dislocated Workers
·    Total number of Dislocated Workers planned to be registered in the Program Year. These are the number of dislocated workers who will receive services funded under Title I other than self-service or informational activities.
·    Total number of Dislocated Workers enrolled in previous year/s carried forward.
Youth
·    Total number of Youth planned to be enrolled in the Program Year. 
·    Total number of Youth enrolled in previous year/s carried forward.
·    NOTE:  Attachment C must be submitted for each year of the plan and attached to any modification request to CCWD. 
 
ATTACHMENT D

WIA TITLE I-B

ASSURANCES

 AND

  DISCLOSURE OF LOBBYING ACTIVITIES

FEDERAL GRANT ASSURANCES

Each Grantee should carefully read and review the WIA Statute and Regulations related to this Assurances form.  For purposes of this Grant Contract, “Contract” shall mean “Grant Contract” and “Contractor” shall mean “Grantee.”
The Contractor identified below, through its duly authorized representative, hereby assures and certifies that throughout the period of the grant /contract award and at all times while this Contract is in effect, it will comply with (as they may be amended from time to time), all applicable federal, state and local laws, regulations, ordinances, executive orders, administrative rules and directives, including without limitation:  the Title IB of the Workforce Investment Act of 1998 (PL 105-220 29 USC Sec 2801 et seq) and corresponding WIA Regulations (20 CFR 660.300) OMB Circulars A-87 and  A-133; all regulations and administrative rules established pursuant to the foregoing, all applicable Oregon Revised Statutes; and all applicable Oregon Administrative Rules.
Without limitation, Contractor assures and certifies that it:
1.    Has the legal authority to apply for and receive funds, including federal and state funds, under the grants and programs covered by this Contract, and the institutional, managerial and financial capability (including funds sufficient to pay the non-federal share of project cost) to ensure proper planning, management and completion of the projects, grants and programs covered by this Contract.
2.    With respect to Federal funds received by Contractor under this Contract, will comply with the cost principles determined in accordance with the provisions of OMB Circular A-87, “Cost Principles for State, Local and Indian Tribal Governments,” or A-21. “Cost Principles for Educational Institutions” or A-122, “Cost Principles for Non-Profit Organizations” as applicable based on the status of the entity receiving the Contract, and the cost related provisions of the corresponding regulations found in 29 CFR part 97, 29 CFR Part 95 or 48 CFR Part 31. 
3.     Will maintain and will permit the Agency, the Oregon Secretary of State’s Audit Division, the Oregon Department of Justice, the Federal Department of Labor, Employment and Training Administration through any authorized representative, access to and the right to examine and audit all records, books, papers or documents related to the awards or programs, to satisfy audit and program evaluation purposes and for all other lawful purposes; will establish a proper accounting system in accordance with generally accepted accounting standards and directives of the Federal awarding agencies; and will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act Amendments of 1996 and OMB Circular No. A-133, “Audits of States, Local Governments, and Non-Profit Organizations.”
4.    Will not permit any person or entity to receive grant or program funds if the person or entity is listed on the non-procurement portion of the General Service Administration’s list of parties excluded from federal procurement or non-procurement programs in accordance with Executive Order No. 12,549 and Executive Order No. 12,689 of the President of the United States.
5.    Contractor will comply with the following:
A.  This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into.  Submission of this certification is a prerequisite for making or entering into this transaction imposed by 31 USC section 1352.  Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
B.    The lobbying provisions of 34 CFR Part 82. 
Contractor certifies, by signing this agreement to the best of his or her knowledge and belief, that no Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any Federal agency, a Member of Congress, an officer or employee of Congress or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment or modification of any Federal contract, grant, loan, or cooperative agreement.
If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any Federal agency, a Member of Congress, an officer or employee of Congress or an employee of a Member of Congress in connection with this Contract, the undersigned shall complete and submit Standard Form-LLL, “Disclosure Form to Report Lobbying”, in accordance with its instructions.
C.    Contractor shall require certification of the foregoing from all recipients of grant or program funds by including it in and requiring that it be included in all contracts pursuant to which grant or program funds are paid.
6.    Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of interest, or personal gain.
7.    Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding Agency.
8.    Will comply with all federal, state and local laws, regulations, executive orders, ordinances, administrative rules and directives relating to nondiscrimination.  These include but are not limited to:  (a)  Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin;  (b)  Title IX of the Education Amendments of 1972, as amended (20 u. S. C. §§1681-1683, and 1685-1686), which prohibits discrimination on the basis of sex;  (c)  Section 504 of the Rehabilitation Act of 1973, as amended (29 U. S. C. §794), which prohibits discrimination on the basis of handicaps;  (d)  the Age Discrimination Act of 1975, as amended (42 U. S. C. §§6101-6107), which prohibits discrimination on the basis of age;  ( (e)  The Americans with Disabilities Act of 1990 (42 U.S.C§§12131 et seq.), which protects qualified persons with disabilities from discrimination in employment opportunities and imposes requirements for construction, remodeling, maintenance and operation of structures and facilities;  (f) Implementation of the Nondiscrimination and equal Opportunity Provisions of the Workforce Investment Act of 1998 (29 CFR Part 37); (g) ORS Chapter 659, as amended;  (h)  any other nondiscrimination provisions in the specific statute(s) under which application for federal assistance is being made; and, (i)  the requirements of any other nondiscrimination laws, regulations, executive orders or ordinances which may apply to Applicant or the award or programs.
9.    Will comply, as applicable, with the provisions of the Hatch Act (5 U.S.C. §§1501-1508 and 7324-7326) which limit the political activities of employees whose principal employment activities are funded in whole or in part with federal funds, unless exempt by the Hatch Act exclusion for individuals employed by an educational or research institution, establishment, agency, or system which is supported in whole or in part by a state or political subdivision thereof, or by a recognized religious, philanthropic, or cultural organization, as provided in 5 U.S.C. §1501(4) (B)
10.    Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. §§276a to 276a-7), the Copeland Act (40 U.S.C. §276c and 18 U.S.C. §874), and the Contract Work Hours and Safety Standards Act (40 U.S.C. §§327-333), regarding labor standards for federally-assisted construction subagreements.
11.    Will comply with the applicable requirements of the federal Health Insurance Portability and Accountability Act of 1996 (HIPPA) (42U.S.C. §§1320d et seq.) and the implementing regulations, 45 CFR 160, which relate to health information privacy and security and the transmission of such information
12.    Will comply with the following additional requirements in accordance with WIA:
A.    All proposals, evaluations, periodic program plans, and reports relating to each program will be available for public inspection.
B.    No grant funds will be used for the acquisition of real property or for construction unless specifically permitted by the authorizing statute or implementing regulations for the program.
C.    No grant funds will be used in violation of the prohibitions against use of such funds for religious worship, instruction, or proselytization.
D.    Contractor will cooperate in any evaluation of the program by the Secretary of the United States Department of Labor.
E.    Contractor will use fiscal control and accounting procedures that ensure proper disbursement of and accounting for federal funds.
F.    Contractor will obligate funds in accordance with the timing and other requirements of 29 CFR Part 97.21 or 29 CFR 95.22.
G.    Contractor will furnish reports that the Agency requests or that may reasonably be necessary for the Agency to carry out its responsibilities under the program, and will furnish all annual and other reports required by applicable laws and regulations.
H.    Contractor will keep records that fully show:  (1) the amount of funds; (2) how the funds are used; (3) the total cost of the project; (4) the share of that cost provided from other sources; and (5) other records to facilitate an effective audit.
I.    Contractor will keep records to show its compliance with program requirements.
J.    Records will be retained for three years after completion of the projects and Work covered by this Contract and access will be provided as deemed necessary by the Department or the United States Department of Labor.
K.    Contractor will comply with the protection of the rights and privacy of parents and students in accordance with, the Family Educational Rights and Privacy Act of 1974, (20 U.S.C. §1232g).
L.    None of the funds will be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity or its employees or any affiliate of such an organization.

14.    Will comply with all applicable requirements of all of the foregoing and all other federal, state and local laws, regulations, ordinances, executive orders, administrative rules and directives applicable to the grants, awards, programs and Work covered by this Contract
15.    Debarment, suspension, ineligibility and voluntary exclusion – lower tier covered transactions: As required by Executive Order 12549, Debarment and Suspension, and implemented at 15 CFR Part 26, Section 26.510, Participants Responsibilities, for prospective participants in lower tier covered transactions (except subcontracts for goods or services under the $25,000 small purchase threshold, unless the subtier recipient will have a critical influence on or substantive control over the award), as defined at 15 CFR Part 26, Sections 26.105 and 26.110:

A.    The prospective lower tier participant certifies, by submission of these assurances, that neither it nor its principals is presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any Federal department or agency.
B.    Where the prospective lower tier participant is unable to certify to any of the statements in this certification, such prospective participants shall attach an explanation to this proposal.

16.    The Contractor also agrees by signing this Contract that he or she shall require that the language of these assurances be included in all subagreements, which exceed $100,000 and that all such subrecipients shall certify and disclose accordingly.




 
Signature Page

Program Year 2007 through Program Year 2009
WIA Title I-B Statement of Concurrence for the
Local Workforce Investment Area known as

Region 4 Workforce Investment Board

Statement of Concurrence

We, the undersigned, do hereby approve and submit this Local Plan, including Attachments A, B, C and D for the Workforce Investment Act Title I-B Adult, Youth and Dislocated Worker Programs.
_____________________________________will be the subrecipient under this Plan.

_____________________________________will be the Administrative Entity under this Plan.

The length of this Plan will be ______________ through _____________.

We assure that all activities entered into by the subrecipient and/or administrative entity with funds provided under this Plan will be subject to the attached assurances and confined to the described activities.

Submitted on behalf of the Local Workforce Investment Board and Chief Elected Officials for this Local Workforce Investment Area:

____________________________________    _______________________________
(Signature- Chief Elected Official)                (Date)

____________________________________
(Name and Title)

____________________________________    _______________________________
(Signature- Workforce Investment Board Chair)        (Date)

____________________________________
(Name and Title)

Accepted on behalf of the State of Oregon:

____________________________________    _______________________________
(Signature)                            (Date)

____________________________________
(Name and Title)